Understanding Student Behavior: Integrating Donald Davidson's Theory of Action & FMA

Understanding the reasons behind a student's misbehavior is crucial for developing effective behavioral interventions. Functional Behavior Assessments (FBAs) have been widely used to analyze and address problematic behaviors in educational settings. However, FBAs primarily focus on the observable aspects of behavior, often neglecting the underlying motives or reasons behind such behaviors. This paper argues for the integration of Donald Davidson's Theory of Action and John Zbornik's Functional Motivational Assessment (FMA) with traditional FBAs to better understand and address student behavior.