Behavior is communication—use FBAs

The U.S. Department of Education’s joint guidance "Using Functional Behavioral Assessments to Create Supportive Learning Environments" was published in November 2024 and explicitly recommends FBAs for any student whose behavior interferes with learning as part of a collaborative, evidence‑based approach. (ed.gov) A Functional Behavioral Assessment typically combines record review, teacher and family interviews, direct observation, and descriptive ABC (antecedent‑behavior‑consequence) recording to generate a testable hypothesis about the function of a behavior. (pbis.org) (iris.peabody.vanderbilt.edu) Practical data tools in K–5 classrooms include ABC logs, scatterplots, and frequency/duration baselines; brief, routine‑focused trackers often use 1–2 weeks of ABC data for a prioritized routine, while comprehensive FBAs can be completed over 4–12 weeks depending on complexity. (basicfba.com) (afirm.fpg.unc.edu) Prevention strategies tied to these assessments—predictable daily routines, visual schedules/“now‑next” boards, timers, and short scripted transition cues—are core elements of the Pyramid Model and Early Childhood PW‑PBIS and have peer‑reviewed evidence for improving engagement and smoothing transitions. (pyramidmodel.org) (eric.ed.gov) In mixed‑age elementary contexts, teams are advised to embed FBA findings and resulting Behavior Intervention Plans within MTSS/PBIS frameworks so interventions and supports remain consistent across grade‑level classrooms and service providers. (pbis.org) (ed.gov) District‑level implementation steps cited in practice guides include: select one high‑priority routine, collect targeted ABC data for 1–2 weeks, draft a function‑linked intervention with visual supports and antecedent modifications, and track outcome data weekly to adjust the plan. (basicfba.com) (pbisworld.com)