Advocating 4 Fair Education - BlogAdvocating 4 Fair Education - Bloghttp://www.advocating4faireducation.com/blogsWed, 15 Jul 2026 08:52:42 -0700http://zoho.com/sites/<![CDATA[Understanding the Functional Behavioral Assessment: Why Comprehensive Data Collection is Critical]]>http://www.advocating4faireducation.com/blogs/post/why-comprehensive-data-collection-is-criticalIf you're a parent of a child with behavioral issues at school, you may have heard the term "functional behavioral assessment" (FBA) thrown around.]]>

Understanding the Functional Behavioral Assessment: Why Comprehensive Data Collection is Critical

If you're a parent of a child with behavioral issues at school, you may have heard the term "functional behavioral assessment" (FBA) thrown around. But what exactly is an FBA, and why is it important? In this blog post, I'll share the red flags of an FBA that is not done correctly, how to spot if the school had not done due diligence while also discussing the importance of having a qualified person taking data, preferably a BCBA, it should include ABC data and data taken in different times of day, locations, with different people.

An FBA is a process that is often used to help identify the underlying causes of a child's challenging behavior. By examining the behaviors themselves (the "B"), the events or situations that trigger the behaviors (the "A"), and the consequences that follow the behaviors (the "C"), a team can use data to identify patterns and develop effective interventions. An FBA may be conducted by a team of school specialists or whenever possible in should be conducted by a Board Certified Behavior Analyst (BCBA). When done correctly, the information gathered can be incredibly helpful in developing effective interventions for a child.

Unfortunately, not all FBAs are created equal. Here are some red flags that the FBA may not have been done as thoroughly or comprehensively as it should have been:

Lack of data

One of the most common issues with FBAs is that data is not collected from a variety of sources, such as different times of day, locations, and with different people. When data is only taken in one or two situations, it may not present a complete picture of the child's behavior.

Incomplete data

Data that only focuses on what triggers the behavior or what happens immediately following the behavior is not enough. A good FBA should also include information about what happens leading up to the behavior, what the behavior itself looks like, and what happens after the behavior occurs. This is often referred to as ABC data.

Lack of specificity

A good FBA should be specific to the child's behavior and should not rely on generalizations or assumptions. For example, an FBA that identifies "attention-seeking behavior" as the main issue may not provide enough information to develop effective interventions.

Lack of expertise

In order for an FBA to be done correctly, it's important that the person(s) collecting and analyzing the data have the necessary expertise. Ideally, this would be a BCBA or someone else who has specific training and experience in behavior analysis. When data is collected by someone without this expertise, it may not be as accurate or useful.

If you suspect that your child's FBA may not have been done correctly, there are a few things you can do. First, make sure you have a copy of the FBA report and go through it carefully. Look for the red flags mentioned above, as well as any other issues that concern you. If you have questions or concerns, bring them up with your child's school team and/or the evaluator who conducted the FBA.

Additionally, if you disagree with the outcome of the data or believe it has not been accurately collected, you can request an Independent Educational Evaluation (IEE) for the FBA.

It's important to note that not all schools or evaluators will automatically offer an FBA, even if one is needed. As a parent, it's important to advocate for your child and ask for an FBA if you feel it is necessary. You may also want to consider seeking an outside evaluation if you don't feel comfortable with the FBA conducted by the school.

In conclusion, an FBA can be an incredibly helpful tool in identifying and addressing a child's challenging behavior at school. However, it's important to make sure that the FBA is done correctly, with a focus on collecting comprehensive and specific data from a variety of sources by a qualified individual. If you have any concerns about your child's FBA, reach out to a behavior specialist.

If you are looking to add an advocate to your team, please reach out to me. I earned my Masters in Education in Behavior Science. I can help you navigate the system and help put supports in place for your child at school to encourage them to be their best self and find success at school.

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]]>Fri, 03 Jul 2026 18:32:15 +0000<![CDATA[CONSECUTIVE IS MY FAVORITE IEP WORD FOR GOALS ]]>http://www.advocating4faireducation.com/blogs/post/consecutive-is-my-favorite-iep-word-for-goals


Supporting a child with special needs requires more than just love and patience—it requires navigating the often complex world of special education services. As a parent, it’s essential to understand your child’s rights and the resources available to ensure they receive the support they need to thrive in the classrooM.  

Week Score
1 90%
2 40%
3 50%
4 90%
5 90%
6 50%
7 80%
8 40%
9 100%
10 60%

If the goal is written that Sally will score 80% on five opportunities, then she did it! Yay! But is that the "spirit" of this goal? She is not consistent with her spelling scores. I could also have averaged those 5 "opportunities" (weeks 1, 4, 5, 7, & 9) and conclude she scored 92% on average. But it is fair to say that is not a good representation of her actual performance level.

I include "consecutive" in goals so that we get a better idea of her consistent ability.

Please don't get me wrong; the goal above is poorly written. We can go into goal writing in another post. But let me go on to show you how the data can continue to be adjusted—the last five opportunities of the quarter average 64%. If we take the consecutive high five opportunities, the first five, it is 72%. (See, there is a downward trend).


If we are looking for 3 out of 5 opportunities, it is easily met in any of weeks 1, 4, 5, 7, & 9. But it is not met if we are looking for three consecutive out of 5 consecutive opportunities. There is no time in the quarter that Sally scored above 80% three times in a row. However, if we are looking for 3 out of 5 consecutive opportunities, 80% was achieved three times in weeks 1-5, weeks 4-8, and weeks 5-9.

So you see, "consecutive" in my book means "consistency." Remember when you propose wording to the team that you encourage challenging but realistic goals. Explain your reasoning for your specific language so that the data is reliable and everyone is on the same page when it comes to tracking progress.


]]>Wed, 01 Jul 2026 17:46:46 +0000<![CDATA[Enter your post title]]>http://www.advocating4faireducation.com/blogs/post/enter-your-post-title

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