Applying Positive Behavior Support and Functional Behavioral Assessment in Schools

TLDR

Positive behavior support and functional behavioral assessment, introduced in the 1997 IDEA amendments, are crucial for enhancing educational outcomes for children and youth with disabilities. This article outlines the contexts necessitating PBS and FBA and defines their core characteristics. Effective PBS requires whole‑school engagement, adoption of evidence‑based policies and systems, data‑driven decision making, and sustained practice, while also addressing systemic challenges.

Abstract

Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997 amendments to the Individuals with Disabilities Education Act. These two concepts are not new, but they are important for improving the quality of efforts to educate children and youth with disabilities. The purposes of this article are to describe (a) the context in which PBS and FBA are needed and (b) definitions and features of PBS and FBA. An important message is that positive behavioral interventions and supports involve the whole school, and successful implementation emphasizes the identification, adoption, and sustained use of effective policies, systems, data-based decision making, and practices. Systems-level challenges are also discussed.