An important aspect of education is the ability to maintain appropriate classroom decorum. The ability to use a correct assessment protocol is essential to providing behavioral management for individual students and the classroom. The various stages of evaluating and implementing a functional behavioral assessment (FBA) for disruptive behaviors in the classroom will be discussed and clarified in this essay. Proper FBA Evaluation Couvillion, Bullock, and Gable (2009, p. 218) believes it is essential that educators follow logical order in preparation for an FBA due to the complexities and nuances of the individual nature of the intervention. Furthermore, this is especially vital for novice teachers, as Couvillion et al. (pp. 220-221) records that only 8% of first-year educators had experience or training in FBA preparation, compared to 62% in tenth grade. Zirpoli (2008, p. 235) notes that seven steps are necessary in creating a true FBA. The first step is to correctly and deliberately define the unwanted behavior as an ongoing problem that requires fixing via FBA. Couvillion et al. (p. 223) notes physically aggressive behaviors, chronic classroom problems, and verbally aggressive behaviors as the three most commonly reported reasons leading to an FBA. Educators need to be aware of other problematic behaviors that may warrant intervention such as self-abuse, property destruction, and social isolation or withdrawal. This essentially requires recording the observed behavioral disturbance. The educator will create a log to document and identify the precise behavior along with the time and duration of the incident. For example, you can use a chart or checklist to confirm and establish a pattern... middle of paper... individual student's avenue disabilities that may interfere with test results (pp. 39-40) . The value of criterion-referenced assessment in providing useful data depends on how closely the assessment reflects the curricula actually used in the classroom (p. 40). Although the criterion-based method is a good practice, the criterion-based method is not as accurate and valuable for creating an FBA compared to FBA assessment due to the concern of not assessing individual behavioral or social skills and interventions (pp . 44-45). Conclusion In summary, the concept and steps involved in setting up an FBA have been extensively discussed in the essay. Additionally, examples of evaluation methods for each phase of the intervention are examined. Furthermore, the FBA assessment was compared with standard assessment methodology in relation to students with special needs.