A Whole Lot of Listening: FBAs & BIPs | Episode 7

When a child is struggling with behavior at school, it's easy for adults to focus on what they want the child to stop doing. But what happens when we shift our attention toward understanding what the child is experiencing, communicating, and needing?

In this episode of the Education Lowdown Podcast, Dylcia Hernandez Dell’Era welcomes Shruti Rajalakshmi, BCBA and founder of Behavior and More, for a conversation about listening, behavior support, cultural humility, and the importance of seeing the whole child.

Together, they explore how Functional Behavioral Assessments (FBAs), Behavior Intervention Plans (BIPs), and collaboration between families and schools can lead to more thoughtful, practical, and neuroaffirming support.

Because sometimes the most important part of developing a plan is what happens before anyone starts writing it: a whole lot of listening.

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ABOUT THIS EPISODE

Behavior doesn't happen in a vacuum. A child's communication skills, emotional experiences, developmental profile, relationships, culture, and environment can all influence how they respond to the world around them.

Shruti brings her background in mental health and applied behavior analysis to a conversation about looking beyond the behaviors adults can observe.

She and Dylcia discuss why an assessment is only one part of the process, why behavior plans need to work in real classrooms, and why the voices of children, parents, and teachers all matter.

They also explore an important shift in behavior support: moving away from simply expecting compliance and toward building communication, choice, autonomy, and self-advocacy.

What Is a Functional Behavioral Assessment (FBA)?

A Functional Behavioral Assessment, or FBA, is a process used to better understand behavior, including the circumstances surrounding it and what may be contributing to it.

An FBA may involve observations, interviews with parents and educators, reviewing records, and collecting information about what happens before and after a behavior.

For example, a student who regularly leaves the classroom might be responding to sensory overload, a difficult transition, an unmet communication need, or several overlapping factors.

The purpose is not simply to label a behavior as good or bad. It's to gather useful information that helps adults understand what support may be needed.

In this episode, Shruti explains that school-based and independent FBAs may use similar assessment methods. Differences can arise in the evaluator's perspective, cultural responsiveness, recommendations, and attention to how existing supports are being implemented.

For parents: If your child has had an FBA, ask what the team learned about the situations surrounding the behavior—not just how often the behavior occurred.

Why a Good Behavior Intervention Plan Needs to Work in Real Life

A Behavior Intervention Plan, or BIP, describes strategies intended to support a student's behavioral needs.

But a plan can look excellent on paper and still be difficult to use in a busy classroom.

Shruti emphasizes that a good BIP should be understandable, practical, and supported by the adults responsible for implementing it.

That may mean providing staff with clear instructions, accessible materials, training, and opportunities to ask questions. It also means checking whether the plan is working rather than waiting months to discover that something needs to change.

Dylcia shares her experience as a school administrator and the importance of checking in with educators—not just to monitor implementation, but to ask what they need to be successful.

Questions parents can ask:

• Who is responsible for implementing the plan?

• What training or support will staff receive?

• How will the team know whether the strategies are helping?

• What happens if the plan isn't working?

• How can my child's preferences and communication needs be incorporated?

A good plan supports the child while also giving educators the tools they need to follow through.

Neuroaffirming Behavior Support Should Promote Autonomy

One of the most meaningful moments in this episode comes when Shruti discusses how behavior plans can respect a child's autonomy.

Her message is that autonomy shouldn't be a small accommodation added to an otherwise adult-directed plan. It should help shape the entire approach.

A neuroaffirming behavior plan considers how children communicate, express preferences, request help, set boundaries, and participate in decisions affecting them.

For one child, that might mean using spoken language. For another, it could mean gestures, pictures, an AAC device, or another accessible communication method.

Instead of asking only, “How do we stop this behavior?” families and professionals can also ask:

• What is this child communicating?

• What choices can we offer?

• Does the child have a reliable way to ask for help or a break?

• Are we teaching meaningful skills or simply expecting compliance?

• Are the strategies respectful of the child's disability and individual needs?

The goal isn't simply a quieter classroom. It's a child who feels understood, supported, and increasingly able to advocate for themselves.

Cultural Humility: Listening Before Making Assumptions

Families bring different experiences, beliefs, languages, traditions, and expectations into educational settings.

Shruti shares a memorable experience from her studies in India. A visiting lecturer described an adult living with their parents as a potential concern, without initially recognizing that multigenerational living arrangements are common and valued in many cultures.

The lecturer later reconsidered that assumption and acknowledged the cultural difference.

It's a powerful reminder that professionals can unintentionally interpret unfamiliar family practices through their own experiences.

Dylcia and Shruti discuss the importance of cultural humility: recognizing that we don't know everything about another family's experiences and remaining open to learning.

For educators and clinicians, that can begin with asking thoughtful questions, listening without judgment, and inviting families to explain what matters to them.

For parents, it reinforces that your family's perspective belongs in conversations about your child's education and support.

School Avoidance: Looking Beyond the Surface

When a child struggles to attend school, adults may see only the missed days, difficult mornings, or resistance to entering the classroom.

But school avoidance can have many contributing factors, including anxiety, sensory needs, social experiences, learning difficulties, transitions, bullying, or circumstances outside school.

Shruti explains how gathering information across environments may help identify patterns and inform a gradual, individualized support plan.

An FBA may be one useful component of understanding the situation, but it isn't automatically the right or only assessment for every child. Depending on the concerns, a broader educational, medical, or mental health evaluation may also be appropriate.

The important starting point is curiosity rather than blame.

For parents: If your child is struggling to attend school, document what you're noticing, ask your child what feels difficult in an accessible way, and communicate your concerns to the school team.

Why Parents Shouldn't Wait to Ask for Help

Parents sometimes hesitate to reach out because they're unsure whether their concerns are serious enough.

Maybe the behavior is a phase. Maybe the child needs more time. Maybe things will improve on their own.

Shruti offers a practical reminder: you don't have to wait until a concern becomes more significant before asking questions or seeking support.

Reaching out doesn't automatically mean your child needs a diagnosis, special education, or an intensive intervention. It may simply start a useful conversation.

Dylcia encourages parents to build relationships with their child's teachers, communicate concerns early, and remember that they are valuable members of their child's educational team.

You can be collaborative, respectful, and appreciative of educators while still asking difficult questions.

Parent advocacy doesn't have to begin with conflict. It can begin with a conversation.

IN THIS EPISODE

• Shruti's journey from mental health into behavior analysis

• Understanding Functional Behavioral Assessments (FBAs)

• School-based assessments and independent educational evaluations (IEEs)

• Why Behavior Intervention Plans (BIPs) need ongoing support

• Supporting teachers and paraprofessionals with implementation

• Cultural humility in assessments and family relationships

• Understanding school avoidance and behavioral concerns

• Neuroaffirming approaches that promote autonomy

• Communication and self-advocacy for neurodivergent learners

• When parents should reach out for additional support

• Working with extended family while respecting a child's privacy

• Why listening is essential to meaningful collaboration

ABOUT THE GUEST

Shruti Rajalakshmi, BCBA
Founder, Behavior and More

Shruti Rajalakshmi is a Board Certified Behavior Analyst and founder of Behavior and More, based in the San Francisco Bay Area.

She began her professional journey in mental health in India before transitioning into applied behavior analysis in 2017.

Her work includes Functional Behavioral Assessments and independent evaluations related to behavioral needs. She emphasizes collaboration, cultural humility, and practical strategies that consider the experiences of children, families, and educators.

Connect with Shruti:

Website: https://www.behaviorandmore.com

You can also find information about her services and educational resources through her website.

NOT SURE WHAT KIND OF SUPPORT YOUR CHILD NEEDS?

If your child is struggling with behavior, communication, learning, or school attendance, you may be wondering where to begin.

Does your child need an assessment? An IEP? A 504 Plan? A conversation with the school?

Our free parent-friendly guide, My Child Needs Academic Support, helps you understand common school supports and identify practical next steps.

DOWNLOAD YOUR FREE GUIDE

Real conversations. Practical guidance. Stronger advocates.

Episode Transcript

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The Education Lowdown Podcast and related content are provided for educational and informational purposes only and are not intended as legal, medical, mental health, or other professional advice.

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Always consult an appropriate qualified professional regarding your specific circumstances. Education Lowdown's general educational content does not create a professional or client relationship.

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© 2026. Education Lowdown. All rights reserved. Education Lowdown provides educational and informational content only. Our content is not legal, medical, mental health, or other professional advice and does not create an advocate-client relationship. Special education laws, procedures, eligibility decisions, and school practices may vary based on individual circumstances and location.