Abstract
The research literature is replete with examples that support the use of the functional behavioral assessment (FBA) process. In addition, the 1997 amendments to the Individuals With Disabilities Education Act have recognized the importance of the FBA process for students who display significant problem behavior in schools. However, clarity about the specific definition and features of the FBA process is just beginning to be developed. The purpose of this article is to provide a general description of the features and steps of the FBA process.
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