When deciding whether a functional behavioral assessment is needed to address a student's undesirable behavior, which aspect should a teacher describe first?

When deciding whether a functional behavioral assessment is needed to address a student's undesirable behavior, which aspect should a teacher describe first?

• A. The number of times the behavior occurs within a specific time period
• B. The behavior itself that may cause harm to self and others
• C. The location in the school where the behavior is most likely to occur
• D. The duration of the behavior when it occurs in a school setting

Answer: (B)

Start by clearly describing the target behavior in observable, specific terms. You need a concrete definition of what the student is doing so you can measure it and analyze its function. This is especially important when the behavior may cause harm to the student or to others—safety takes priority, and you must know exactly what to look for and track. By naming the behavior precisely, you lay the foundation for understanding what triggers it and what maintains it, which is the purpose of the assessment. Once the behavior is defined, you can then collect data on when and where it occurs, how long it lasts, and how often, but those details depend on a solid description of the behavior itself.

Start by clearly describing the target behavior in observable, specific terms. You need a concrete definition of what the student is doing so you can measure it and analyze its function. This is especially important when the behavior may cause harm to the student or to others—safety takes priority, and you must know exactly what to look for and track. By naming the behavior precisely, you lay the foundation for understanding what triggers it and what maintains it, which is the purpose of the assessment. Once the behavior is defined, you can then collect data on when and where it occurs, how long it lasts, and how often, but those details depend on a solid description of the behavior itself.