Addressing Student Problem Behavior - Part II

R. A. Gable, Mary Magee Quinn, R. B. Rutherford, Catherine C. Hoffman

This is the second of three guides that address the 1997 Amendments to IDEA as they relate to the issue of functional behavioral assessment and positive behavioral interventions and supports. The first monograph, Addressing Student Problem Behavior: An IEP Team’s Introduction to Functional Behavioral Assessment and Behavior Intervention Plans, provided a general overview of these requirements and is available through the Center for Effective Collaboration and Practice’s web site ( or by calling toll free 1-888-457-1551. This second monograph examines the rationale for and discusses the process of conducting a functional behavioral assessment and describes the ways schools and IEP teams can translate this new public policy into classroom practice by means of a step-by-step approach to functional behavioral assessment. This guide explains how IEP teams can decide how to collect various kinds of information and how to organize and analyze this information. A third monograph will discuss how to use the information gathered during the functional behavioral assessment process to develop and implement positive behavioral intervention plans that address both the short- and long-term needs of the student.

This monograph covers an integrated, six-step process that has been used by some for conducting that assessment (four additional steps cover the development of a behavior intervention plan, which will be discussed in the third document in this series). Blank forms and sample completed forms that might be used during the functional behavioral assessment process are included. In addition, this guide highlights the role that both professional collaboration and school-wide support can play in addressing student problem behavior. Finally, there is a list of sources for readers interested in obtaining more information on functional behavioral assessment.