Function-based supports: what the law requires and guidance recommends
Shanna Eisner Hirsch, M. Kathleen Strickland-Cohen, Tobey Duble Moore, Mitchell Louis Yell · Preventing School Failure Alternative Education for Children and Youth · 2026
Strong implementation of function-based support holds the potential to proactively improve outcomes for students with a wide range of behavior support needs. The purpose of this article is to (re)introduce function-based supports to educators for students with and without disabilities. The first part of the article outlines the development of functional behavioral assessments (FBA) and behavior intervention plans (BIP) in laws, policies, and barriers. Next, we introduce the 2024 U.S. Department of Education’s guidance on the FBAs for all students which addresses many of the historical issues and barriers. We specifically highlight (a) methods by which function-based support can be used throughout the continuum to support all students; (b) a range of function-based supports (e.g. brief, comprehensive, wraparound); (c) updates related to developing FBAs and BIPs for any student along with consent; and (d) resources to help educators understand function-based supports and implement FBAs and BIPs.