WGU D001 Functional Behavior Assessment (FBA) and Behavior Intervention
Mastery: Target Behavior Analysis, Antecedents and Triggers, Consequences,
Positive Behavior Strategies, Behavior Hypothesis, Function of Behavior,
Replacement Behavior, Behavior Intervention Plan (BIP), Instructional Strategies,
Reinforcement Procedures, Positive and Negative Reinforcement, Behavioral
Accommodations and Modifications, Data Tracking, Communication Plans,
Implementation Protocols, Piaget Cognitive Development Stages (Sensorimotor,
Preoperational, Concrete Operational, Formal Operational), Vygotsky Zone of
Proximal Development (ZPD), Cognitive and Environmental Factors, Emotional
Disturbance, Behavior Disorders (ADHD, ODD, Conduct Disorder, Anxiety,
Autism, Bipolar Disorder, Depression), Internalized and Externalized Behavior,
Law of Effect, Sensory, Escape, Attention, Tangible Behavior Functions, Positive
Behavior Intervention and Supports (PBIS), Multitiered System of Supports
(MTSS), Applied Behavior Analysis (ABA), Behavioral Objectives, Graphing and
Data Analysis, Prompting, Correction, Modeling, Reinforcement Strategies,
Sociocultural and Social Cognitive Theories (Vygotsky, Bandura), Accountability,
Social Validity, Informed and Voluntary Consent, Multiculturalism,
Overrepresentation and Underrepresentation in Special Education, Verbal,
Gestural, and Physical Prompting Exam Questions Verified and Provided with
Complete A+ Graded Rationales Latest Updated 2026
FBA (Functional Behavior Assessment)
an approach to figuring out why a student acts a certain way. It uses different methods to
understand what's behind behavior challenges
,The basic idea is that a student's behavior serves a purpose. Whether they know it or not kids
act in certain ways for a reason. If schools and families can understand what is causing a
behavior they can find ways to change it.
Target behavior
This is the behavior of concern that is selected for intervention and is sometimes referred as the
problem behavior. The target behavior is expected to increase or decrease as a result of
implementing the functional assessment based intervention.
Triggers
Also known as antecedents or setting events the trigger is what causes the behavior. In technical
terms antecedents of behavior are stimulus events situations or circumstances that precede an
operant response.
Consequences
What occurs directly after the behavior including verbal interactions from staff/peers physical
interactions from staff/peers and any type of prompting
Strategies
Positive behavior strategies are evidence based. proactive approaches to changing challenging
student behavior. Some examples of positive behavior strategies are per correcting and
prompting and nonverbal signs
Hypothesis
, "best guess" about why the child's behavior is occurring. It is based on the information collected
from the FBA. A good behavior hypothesis statement should clearly describe the challenging
behavior what happens right before the behavior. and what happens right after the behavior. It
should also contain the function of the behavior or what is the child getting from behaving this
way.
Function of behavior
when one successfully identifies the function of the behavior one can reinforce an alternate
acceptable behavior that will replace it. When a student has a particular need or function
fulfilled by an alternate means the mal adaptive or unacceptable behavior is less likely to
reappear. For example: if a child needs attention and one gives them attention in an appropriate
way because of appropriate behavior humans tend to cement the appropriate behavior and
make the inappropriate or unwanted behavior less likely to appear.
6 most common functions of behavior
1. To obtain a preferred item or activity
2. Escape or avoidance. The behavior helps the child to escape from a setting or activity that he
or she dosent want
3. To get attention. either from significant adults or peers
4. To communicate. This is especially true with children with disabilities that limit their ability to
communicate.
5. Self-stimulation. when the behavior itself provides reinforcement
6. Control or power. Some students feel particularly powerless and a problematic behavior may
give them a sense of power or control.
BIP
Mastery: Target Behavior Analysis, Antecedents and Triggers, Consequences,
Positive Behavior Strategies, Behavior Hypothesis, Function of Behavior,
Replacement Behavior, Behavior Intervention Plan (BIP), Instructional Strategies,
Reinforcement Procedures, Positive and Negative Reinforcement, Behavioral
Accommodations and Modifications, Data Tracking, Communication Plans,
Implementation Protocols, Piaget Cognitive Development Stages (Sensorimotor,
Preoperational, Concrete Operational, Formal Operational), Vygotsky Zone of
Proximal Development (ZPD), Cognitive and Environmental Factors, Emotional
Disturbance, Behavior Disorders (ADHD, ODD, Conduct Disorder, Anxiety,
Autism, Bipolar Disorder, Depression), Internalized and Externalized Behavior,
Law of Effect, Sensory, Escape, Attention, Tangible Behavior Functions, Positive
Behavior Intervention and Supports (PBIS), Multitiered System of Supports
(MTSS), Applied Behavior Analysis (ABA), Behavioral Objectives, Graphing and
Data Analysis, Prompting, Correction, Modeling, Reinforcement Strategies,
Sociocultural and Social Cognitive Theories (Vygotsky, Bandura), Accountability,
Social Validity, Informed and Voluntary Consent, Multiculturalism,
Overrepresentation and Underrepresentation in Special Education, Verbal,
Gestural, and Physical Prompting Exam Questions Verified and Provided with
Complete A+ Graded Rationales Latest Updated 2026
FBA (Functional Behavior Assessment)
an approach to figuring out why a student acts a certain way. It uses different methods to
understand what's behind behavior challenges
,The basic idea is that a student's behavior serves a purpose. Whether they know it or not kids
act in certain ways for a reason. If schools and families can understand what is causing a
behavior they can find ways to change it.
Target behavior
This is the behavior of concern that is selected for intervention and is sometimes referred as the
problem behavior. The target behavior is expected to increase or decrease as a result of
implementing the functional assessment based intervention.
Triggers
Also known as antecedents or setting events the trigger is what causes the behavior. In technical
terms antecedents of behavior are stimulus events situations or circumstances that precede an
operant response.
Consequences
What occurs directly after the behavior including verbal interactions from staff/peers physical
interactions from staff/peers and any type of prompting
Strategies
Positive behavior strategies are evidence based. proactive approaches to changing challenging
student behavior. Some examples of positive behavior strategies are per correcting and
prompting and nonverbal signs
Hypothesis
, "best guess" about why the child's behavior is occurring. It is based on the information collected
from the FBA. A good behavior hypothesis statement should clearly describe the challenging
behavior what happens right before the behavior. and what happens right after the behavior. It
should also contain the function of the behavior or what is the child getting from behaving this
way.
Function of behavior
when one successfully identifies the function of the behavior one can reinforce an alternate
acceptable behavior that will replace it. When a student has a particular need or function
fulfilled by an alternate means the mal adaptive or unacceptable behavior is less likely to
reappear. For example: if a child needs attention and one gives them attention in an appropriate
way because of appropriate behavior humans tend to cement the appropriate behavior and
make the inappropriate or unwanted behavior less likely to appear.
6 most common functions of behavior
1. To obtain a preferred item or activity
2. Escape or avoidance. The behavior helps the child to escape from a setting or activity that he
or she dosent want
3. To get attention. either from significant adults or peers
4. To communicate. This is especially true with children with disabilities that limit their ability to
communicate.
5. Self-stimulation. when the behavior itself provides reinforcement
6. Control or power. Some students feel particularly powerless and a problematic behavior may
give them a sense of power or control.
BIP
