Functional Behavior Assessment in Illinois: What It Is and How to Get One

Your child is getting sent to the office repeatedly, or a teacher says the behavior is "disrupting the whole class," or the school is starting to talk about a different placement because of behavior. Before any of that escalates, a Functional Behavior Assessment (FBA) can help identify the behavior's function and guide a Behavior Intervention Plan (BIP). When behavior impedes learning, ask the IEP team to consider FBA/BIP planning.

What a Functional Behavior Assessment Is

A Functional Behavior Assessment (FBA) is a systematic process for figuring out why a child is engaging in a specific problem behavior. Not just what the behavior is, but what function it serves for the child — what the child is getting or avoiding by doing it.

The four most common behavioral functions are:

• Escape — avoiding a task, activity, person, or sensory experience
• Attention — getting attention from adults or peers
• Access — obtaining a preferred item, activity, or sensory input
• Automatic — the behavior itself is rewarding (sensory feedback)

This matters because the intervention depends entirely on the function. A child who talks out because they're seeking attention needs a completely different intervention than a child who talks out to escape a difficult task. Trying to address behavior without knowing its function is why so many behavioral interventions fail.

When to Request or Plan an FBA

When behavior impedes learning or a placement change is being considered, ask the IEP team to review existing data and plan an FBA and, when appropriate, a BIP based on the behavior's function.

Following a manifestation determination. Ask the team to review any existing FBA/BIP and determine whether an updated behavioral assessment or BIP changes are needed.

Beyond these circumstances, you can request an FBA as part of a comprehensive special education evaluation or as a standalone assessment anytime you believe your child's behavior is interfering with learning. If it is part of a comprehensive evaluation, ask the district to explain the applicable evaluation timeline; do not assume a separate FBA scheduling deadline.

What a Good FBA Includes

A quality FBA is not a checklist or a brief observation. It should include:

• Records review — prior behavior incident reports, attendance, academic performance
• Interviews — with teachers, parents, the child (if developmentally appropriate), and support staff
• Direct observation — across multiple settings (classroom, specials, lunch, transitions) and multiple times of day
• Scatter plot data — charting when behaviors occur to identify patterns (time, setting, antecedent)
• A-B-C data — Antecedent, Behavior, Consequence documentation to identify triggers and reinforcers
• Hypothesis statement — a written summary of the function(s) identified

If the school's FBA consists of one observation session and a form, that's inadequate. You can request clarification on methodology and, if dissatisfied, request an Independent Educational Evaluation that includes an FBA component.

From FBA to Behavior Intervention Plan

The BIP is the document that translates FBA findings into specific interventions. A legally and clinically sound BIP includes:

• Target behavior definition — a precise, observable, measurable description (not "disruptive behavior" but "leaves seat without permission and walks around the room during independent work")
• Replacement behavior — the alternative behavior the child will be taught (e.g., requesting a break using a break card)
• Antecedent strategies — changes to the environment or schedule to reduce triggers
• Teaching strategies — how the replacement behavior will be explicitly taught
• Reinforcement plan — what the child earns for using the replacement behavior
• Response strategies — how staff will respond when the problem behavior occurs (not just consequences, but planned ignoring, redirection, etc.)
• Baseline and progress monitoring — how behavior frequency/intensity will be tracked

When a BIP is included in the IEP, it should be implemented consistently by all staff. If a substitute teacher or paraprofessional doesn't know the BIP exists, document that and bring it up at the next IEP meeting.

Illinois-Specific Restraint and Isolated-Time-Out Rules

If your child's behavior has led to restraint or isolated time-out at school, Illinois has specific prohibitions. Under 105 ILCS 5/10-20.33:

• Prone restraint is illegal — laying a student face-down is prohibited in all Illinois schools
• Districts must notify parents within 1 business day when restraint or isolated time-out is used
• All incidents must be documented and the documentation provided to parents

If your child has been restrained and you haven't received notification within 1 business day or the incident documentation, that's a compliance concern. Contact Equip for Equality (866-543-7046) or file a state complaint with ISBE.

Getting the FBA You Need

If you're requesting an FBA as part of an evaluation:

1. Send a written request to the director of special education identifying the behaviors of concern and asking for a functional behavior assessment as part of a comprehensive evaluation
2. Specify that you want the evaluation to include direct observation across multiple settings
3. Request that the evaluator interview you as part of the assessment — parents have information about home behavior, triggers, and history that school staff don't

If the school's BIP isn't working, ask in writing for the FBA data to be reviewed. Ask to see the scatter plot, the A-B-C data, and whether the hypothesized function has been tested. If the behavior isn't changing, the function hypothesis may be wrong — or the plan isn't being implemented consistently.

The Illinois IEP & 504 Blueprint includes an FBA data collection template, a BIP quality checklist, and guidance on how to request and review behavioral assessments so you can advocate effectively when your child's behavior is becoming the focus of placement conversations.

See more Illinois guides →