Exploring linguistic and cultural adaptations to a functional behavior assessment interview with a teacher consultation case in Jordan

School consultation involves a specialist working with an educator to improve a student's or a group of students' learning and adjustment. However, the targets, processes, methods, and outcomes can vary globally. Functional Behavior Assessment (FBA) is a critical skill in school consultation that can support student behavioral outcomes. The Functional Assessment Checklist for Teachers and Staff (FACTS) is a commonly used semi-structured interview in teacher consultation but has not been studied cross-culturally or in global contexts. Though demand for behavior consultation is growing and school consultants can benefit from using the FACTS interview as part of the consultation problem-solving process in the Middle Eastern country of Jordan, cultural and linguistic considerations are needed to ensure supportive outcomes. This consultation case study describes a Critical Reflective Practice approach to the translation and adaptation of the FBA interview tool and process. In this case study, researchers integrate cultural adaptation models and multicultural and cultural humility frameworks to translate and conduct the FACTS interview in Arabic and to develop a hypothesis statement regarding student behavior in a Jordanian classroom. Consultation case study findings highlight the practice of researcher-practitioner reflexivity and considerations for cultural and linguistic adaptations to inform future translation and adaptation work in teacher consultation to support student outcomes in global school contexts.