Your state or school district may have a form for the FBA that includes a chart to display the ABC, or Antecedent, Behavior, Consequence for the behavior.
The first thing to ask is "When?" This will help you identify the antecedent, or the thing that precedes the behavior. Does it happen when peers are present? Does it happen every time the teacher or classroom aide gives another child attention? Does it happen on rainy days? Does it happen when a favorite food is served, or a favorite toy is present?
This information, the antecedent, will go in the first box on your chart.
Next, of course, is the behavior itself. Use the operational definition you used when you collected your data. Be sure it is clear so that another teacher, either the next year's special education teacher, or the general education teacher, can easily recognize the behavior.
Revisit the antecedent and decide if the behavior gets a preferred object, whether the behavior gets attention, or whether the behavior provides escape: from a task they don't like, from a situation they want to get out of.Test your consequence. What happens to the behavior if you remove the demand or remove the child from the space? If it disappears, the consequence is escape. What happens to the behavior if you give the child the preferred object? If it disappears, the consequence is preferred item or activity. What happens to the behavior if you give the child your undivided attention? Or if the child is alone in a room? In the first instance, it is the teacher's attention. In the second instance, it may be the attention of peers.
When you analysis is over, commit your FBA to the report form required by your district, or your state. Then it's time to start the Behavior Intervention Plan!