What is FABI?
A functional assessment–based intervention (FABI) is a five-step, manualized, team-based approach designed to support students with intensive behavior intervention needs.
FABI is one research-based approach to conducting a functional behavioral assessment and developing an aligned behavior intervention plan. It can be implemented:
- As a Tier 3 intervention within Ci3T
- As part of a student’s Individualized Education Program, in accordance with state and federal guidelines
Throughout the FABI process, teams work to understand why a specific challenging behavior occurs and design a tailored intervention that helps the student engage in more effective, contextually appropriate behavior to meet their needs.
A FABI team typically includes:
- Standing FABI team members (e.g., administrator, educator, staff with behavioral expertise)
- Educators who support the student (e.g., classroom teacher, paraprofessional)
- The student
- At least one member of the student’s family
Each FABI includes:
- Antecedent adjustments to make replacement behaviors more likely
- Reinforcement shifts to increase the use of replacement behaviors
- Extinction procedures to ensure the challenging behavior is no longer effective
Over two decades of research supports FABI for use across settings, grade levels, and behavioral targets, including general and special education and outcomes such as academic engagement, participation, and prosocial behavior.
Five Steps to FABI
FABI follows a structured, five-step process to ensure interventions are individualized, data-informed, and effective.
Step 1: Identifying Students Who May Need a FABI
The FABI team reviews multiple data sources to determine whether a student may benefit from intensive, function-based support. Data may include:
- Office discipline referrals
- Behavior screening data
- Grades
- Academic screening data
- School records review
Teams follow district procedures for securing parent consent and student assent before proceeding.
Video 2: Overview of Step 1: Identifying Students who Need a FABI
Step 2: Conducting the Functional Assessment
The FABI team operationally defines the target behavior and gathers information from multiple sources to understand why that behavior occurs, including:
- Review of Tier 1 practices
- Rating scales to identify strengths and areas of need (e.g., can’t do and won’t do problems)
- Interviews with the teacher, family member(s), and student
- Direct observation using A-B-C (antecedent-behavior-consequence) data
These data are organized into a practical tool, the Function Matrix, and the team develops a clear statement of function to determine what the student is trying to access or avoid, such as attention, tangible items, activities, or sensory input.
Video 3: Overview of Step 2: Conducting the Functional Assessment
Video 4: FABI Planning Form and Behavior Intervention Plan
Video 5: Operationally Defining Behavior: Target and Replacement Behaviors
Video 6: Function Matrix
Step 3: Collecting Baseline Data
The team selects a measurement system aligned to the behavior dimension of interest and the corresponding method of measurement (e.g., frequency, duration, momentary time sampling) and:
- Establishes data collection procedures
- Schedules observations
- Trains observers as needed
Baseline data are collected to understand current levels of behavior prior to intervention.
Video 7: Overview of Step 3: Collecting Baseline Data
Video 8: Behavior Dimension and Measurement Systems
Step 4: Designing the FABI
Using the Function-Based Decision Model, the team selects an intervention method by considering:
- Whether the student can already perform the replacement behavior
- Whether antecedent conditions reflect effective practices for that student
Teams then select:
- Method 1: Teach the replacement behavior
- Method 2: Adjust the environment
- Method 3: Shift the contingencies
- Methods 1 and 2: Teach the replacement behavior and adjust the environment
Next, the team develops individualized intervention components, including antecedent adjustments, reinforcement shifts, and extinction procedures (called A-R-E components). Pre-intervention social validity data are collected to ensure goals, procedures, and outcomes are appropriate and feasible.
Video 9: Overview of Step 4: Designing the Intervention
Video 10: Function-based Intervention Decision Model
Step 5: Testing the Intervention
Once baseline data are stable, the intervention is implemented and experimentally tested using a single-case design (e.g., ABAB, changing criterion, multiple baselines across settings) to draw accurate conclusions about how well the intervention worked.
The team monitors:
- Student outcomes
- Treatment integrity
- Social validity
These data are used to evaluate effectiveness and guide decisions about fading, modifying, or intensifying the intervention.
Video 11: Monitoring Social Validity, Treatment Integrity, and Student Outcome Data
Video 12: Overview of Step 5: Testing the Intervention
FABI Resources
Ci3T offers multiple supports to help schools implement FABI with confidence. The six-part FABI professional learning module series provides step-by-step guidance.
FABI Materials
FABI materials include:
- Implementation checklists
- Treatment integrity templates
- Social validity forms
- Data tracking tools
For Coaches and Trainers
Support is available for facilitating the manualized FABI professional learning series.
Explore Further
Interested in expanding your FABI expertise or supporting others?
Watch a recorded Project EMPOWER session, introducing the five-step FABI process, with opportunities to practice key skills (e.g., organizing data using the Function Matrix)
Interested in hosting a FABI Professional Learning Series?
Contact Kathleen Lane for information on: Presentation materials, including agendas, slide decks, and handouts, the FABI Knowledge, Confidence, and Use Survey (FABI KCU; Lane et al., 2025), and Training and Coaching Supports.