The purpose of a functional behavior assessment is to determine when, where, and why a student is engaging in challenging behaviors. Students may engage in challenging behaviors across various conditions, as behaviors may be adaptive or serve a communicative intent. Utilizing FBAs, teachers can test a hypothesis for the function of challenging behavior. Once the function of a challenging behavior is determined, teachers can put the necessary supports in place to ensure student success.

Create a digital graphic organizer explaining, in detail, the procedural steps involved in performing a functional behavior assessment.

Address the following:

· Identifying when an FBA would be conducted

· Identifying stakeholders and roles each stakeholder plays in the collaborative processes

· Types of collaborative data collected and interpreted from stakeholders regarding student behavior that has led to conducting an FBA in an ethical and professional manner 

· Identifying and defining target behaviors

· Conducting collaborative behavioral assessments, including direct observation and indirect collection methods, and how the data can be used to make decisions about individuals with disabilities 

· Conducting an FBA, including different types of assessment tools and an appropriate timeline

· Identifying next steps after an FBA is conducted

Support your graphic organizer with a minimum of three scholarly resources.