Many children with disabilities struggle with behavior challenges that can make it difficult for them to succeed in school. When behaviors start getting in the way of learning, it’s important to take action. If you’re concerned, the first step is to talk with your child’s teachers or other school staff who know them well.
If the school agrees that behavior issues are interfering with your child’s ability to access their education, the IEP or 504 team may recommend a Functional Behavior Assessment (FBA) and possibly a Behavior Intervention Plan (BIP). These tools can help schools better understand and support students whose behaviors are affecting their progress.
While the Individuals with Disabilities Education Act (IDEA) requires the use of FBAs and BIPs in certain situations, schools may also use them proactively to help students before things escalate.
As special education lawyers working throughout Maryland, we frequently help families navigate this process. Here’s what parents need to know.
What is a Functional Behavior Assessment (FBA)?
An FBA is an evaluation used to understand the reasons behind a student’s challenging behaviors. The purpose is to gather objective data and figure out what is triggering certain behaviors, so the team can create an effective support plan—not simply discipline the student.
Generally, here’s how the FBA process works in Maryland Special Education:
- A parent or school staff member requests an FBA.
- The school begins the process, often assigning a school psychologist, social worker, or behavior specialist to conduct it. In some cases, a Board Certified Behavior Analyst (BCBA) may be involved, though not all districts have one.
- The evaluator observes the student over several days, ideally in multiple settings, and focuses on specific behaviors.
- The team gathers and reviews data about when the behaviors happen, how often, and what might be causing them.
- A meeting is scheduled to review the results with the IEP or 504 team. Parents should absolutely be part of this conversation.
- If the team agrees that intervention is needed, they’ll develop a BIP based on the FBA findings. This plan should be tailored to the student and include steps for implementation, data collection, and follow-up.
What is a Behavior Intervention Plan (BIP)?
A BIP is a written plan that outlines how the school will support a child’s behavior. It’s developed after the FBA is complete and should include clear, actionable strategies.
A strong BIP will identify:
- Which specific behaviors need to be addressed
- What events or triggers lead to those behaviors
- What new behaviors the child will be taught to use instead
- How staff will respond and support your child throughout the day
- How positive behaviors will be encouraged or rewarded
The Role of a BCBA
A Board Certified Behavior Analyst is a trained professional who specializes in evaluating and addressing behavioral challenges. Ideally, a BCBA would conduct the FBA, create the BIP, and help train staff to implement it. They also track progress and recommend changes when needed.
If your child has significant behavioral needs and the school does not have a BCBA on staff, and the current BIP is insufficient, you should consider requesting that an outside professional be brought in to review the evaluation.
What Parents Should Ask about FBAs and BIPs
Before agreeing to an FBA or BIP, it’s important to ask some key questions:
- Who will conduct the FBA, and what are their qualifications?
- What data will be collected? How will the data be collected?
- How will you, as the parent, be involved in the process and in developing the BIP?
- How will the school measure progress, and how often will updates be shared?
Also, pay attention to when the school brings up an FBA. If it’s only mentioned after your child has already faced disciplinary consequences, ask whether this is being used to truly support your child—or just document behavior. The FBA should be a proactive, student-focused tool, not a justification for punishment.
What If You Disagree With the FBA or BIP?
If the FBA doesn’t seem accurate, or the BIP isn’t helping, you have options. You can request an Independent Educational Evaluation (IEE), which allows an outside professional—someone not employed by the school—to conduct their own assessment. The school must consider the results of the IEE when reviewing your child’s needs.
You can also ask for changes to the BIP itself. Ask the team how it was developed, what data supports the strategies being used, and discuss how the plan should be revised to be more effective. If you’re still concerned, you may want to involve a special education lawyer or advocate to make sure your child’s rights are protected and that appropriate services are in place.
Behavior Support Should Be Thoughtful, Not Punitive
When done correctly, FBAs and BIPs can be powerful tools for helping children succeed in school. But they must be well-designed, implemented with care, and regularly reviewed. Parents play a critical role in this process—and you have every right to ask questions, share your observations, and advocate for changes if needed.
Schools follow a general procedure when creating a FBAs and BIP. The steps are described below, and you can read more FBAs and BIPs here: Functional Behavioral Assessments and Behavior Intervention Plans – Maryland State Department of Education.
If you feel like your child’s behavior is being misunderstood, minimized, or punished instead of supported, don’t hesitate to get help. An experienced education attorney can help you understand your options and make sure your child is getting the behavioral and educational support they need.
This blog post is for informational purposes only. It is not legal advice and does not create an attorney-client relationship.
If you need advice from an education lawyer or special education advocate, you can schedule a call HERE.