What is the first step in conducting a functional behavioral assessment (FBA) of a disruptive student?

The first step in conducting a functional behavioral assessment (FBA) of a disruptive student is to identify the behavior and define it in observable terms. This step is crucial because clearly defining the specific behavior allows educators and behavior specialists to understand what they are observing and how it manifests in the student's actions. When behavior is defined in observable terms, it sets a foundation for gathering accurate data, which can then be used to analyze the behavior's function and identify potential triggers or consequences associated with it.

By establishing a precise definition, assessors can ensure consistency when observing the behavior and when collecting information from others who interact with the student. This clarity is essential since behaviors can often be interpreted differently by various observers, and having a standardized definition allows for a common understanding of what behaviors are being assessed. Identifying behaviors in this way ultimately leads to a more effective analysis and intervention process tailored to the student's needs.