Education 5306/5406 FBA template, 2014

Dominican Student: XXXXX

EDUC 5306/5406: FUNCTIONAL BEHAVIOR ASSESSMENT PLAN TEMPLATE
Complete an FBA for EACH BEHAVIOR that is interfering
with the students academic and social potential
STUDENT FIRST NAME: George R. DATE: 2/20/14
DATE OF BIRTH: AGE:
MALE/FEMALE Male GRADE: 2
nd
grade
STAFF PARTICIPATING IN ASSESSMENT: General Education Teacher 2
nd
Grade
DATE (S) OF ASSESSMENT:
I. REASON FOR FBA
Explain the target behavior in specifc, observable terms, describing what the behavior looks like and the
reason for this referral. (If there is more than one behavior, complete additional forms.)
During independent work, George will stare of (zone out) until redirected, or fdget with the
worksheet/papers/ect instead of completing it. This behavior keeps him from completing activities
and assignments in a timely matter. Once redirected, he will focus, but needs to be reminded many
times during a given lesson, group or individual work.
II. STUDENT PROFILE
Gather background information in order to assess the behavior in each of the following categories:
IEP
Medical
Family consultation (family interviews)
Previous interventions
Defning and prioritizing behavior
Assessing student environment
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Education 5306/5406 FBA template, 2014
Dominican Student: XXXXX
IEP
George does not have an IEP.
MEDICAL
There are no known medical problems.
FAMILY CONSULTATIONS/DEFINING BEHAVIOR
According to Georges mother, George is a sensitive child who also has a problem focusing at home. He
listens to oral instruction but zones out after instruction and she has to redirect and refocus his attention
towards the task at hand. She has to redirect and refocus his attention during family discussions, meal
times and bedtime rituals. Georges older brother also began to exhibit these same behaviors at the same
age. The behavior was noticed at the end of 1
st
grade but has been increasing and becoming more of a
problem as the academic coursework has increased in difculty, even though he is performing at grade
level in all subjects.
PREVIOUS INTERVENTIONS/STUDENT ENVIRONMENT
Previous interventions have included George having his desk separate from other students, moving his
desk to the front of the room, facing him away from the window so he cannot be distracted by things
outside the classroom. The teacher also has held George back from recess or sent him to the ofce if his
work doesnt get completed. Currently, the teacher is trying the token system, rewarding George with
stars if he stays on-task during classroom activities and if he gets three stars every day for a week he gets a
prize. Mom is on board with this.
III. ASSESSING THE BEHAVIOR
Describe briefy (include data collection forms):
Interviews (student, teacher, paraprofessional, support staf, school psychologist, counselor. . . )
Observation (ABC Chart, scatter-plots, interval/duration/frequency recording, incident log, etc.)
Checklists
Questionnaires
OBSERVATIONS:
After observing the student for 2 weeks, I saw the target behavior was a distraction to himself, his teacher
and peers many times. Numerous times during math period, when called upon, George had not been
paying attention and thus drew unwanted negative attention to him by not knowing what question the
teacher asked or the focus problem. George seemed to pay attention when the teacher was in front of the
room teaching. He watched the instructor and always made eye contact when the teacher looked at him.
Although he seemed to pay attention during this type of instruction, once individualize work began he
zoned out and needed to be refocused and redirected to work on the task at hand. I observed the
token system helped George stay focused but it did not solve the problem. From other interviews, it
seemed that most teachers who interact with George were very confused by this behavior because George
does not struggle in any classes and is also in the highest reading group in his class.
ABC CHARTS
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Education 5306/5406 FBA template, 2014
Dominican Student: XXXXX
The ABC charts indicated that this behavior happened in all subjects and it is only really when he used
the IPAD math or L.A. apps that he stayed focused on his work.
INTERVIEWS
Most of the staf interviewed (General education teacher, librarian, counselor) believed that George will
grow out of this behavior or reduce it (given his brothers behavioral history) but still found it frustrating
and a distraction to the learning environment.
IV. ANALYZING THE BEHAVIOR RESULTS
Describe and synthesize the following from the multiple sources of data (Provide data collection or record review):
Predictors/triggers:
Setting events
Antecedents
Consequences: What happens after the behavior occurs?
Consequences that maintain the behavior
What other consistent consequences were found?
Frequency, Intensity, and duration of behavior:
When does the behavior occur?
How long does the behavior continue?
How often does the behavior occur?
Other:
What setting events or antecedents identifed are associated with low rates of target behavior?
PREDICTORS/TRIGGERS:
Setting:
Behavior happens mostly in class discussion in all subjects (even when called upon) and
individual work (except in math). Behavior does not seem to happen as frequently when
working in small groups.
Antecedents:
Typically, the antecedent to the behavior is when the teacher instructs the students to begin
individual work or when the teacher starts asking students to answer questions during whole
class instruction.
CONSEQUENCES:
Initially, after the behavior occurs, the teacher will refocus George using verbal reminders like
George, what are you suppose to be focusing on right now? or sometimes just saying his
name. He does this in front of other students. George makes eye contact with the teacher
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Education 5306/5406 FBA template, 2014
Dominican Student: XXXXX
and immediately refocuses on his work. After a few minutes, George will get of task again,
zoning out, and the teacher will once again redirect him but with a warning. I observed
him telling George that if he cannot stay focused during the lesson that he will be spending
recess with him or in the ofce completing the work. The consequence does seem to be an
antecedent for the behavior.
CONSISTENT CONSEQUENCE:
The most consistent consequence I observed was the act of calling George out in front of the
other students. Although this seemed to redirect Georges behavior for a period of time,
George also seemed ashamed or embarrassed (had a deer-in-the-headlights look) when he
received this consequence.
FREQUENCY/DURATION/INTENSITY OF BEHAVIOR:
The behavior occurs during every academic period except when there is a technological
component (like individual IPAD use) that is utilized. There is also a longer time before this
behavior occurs if George is working on Math. It is very common during Language Arts. The
behavior continues until the teacher redirects or refocuses his attention, anywhere from 30
seconds to 2 minutes. It typically occurs 3-4 times per academic period.
LOW RATES OF BEHAVIOR:
Low rates of the target behavior are associated with the use of an I-Pad for educational math
and language arts applications/games.
V. HYPOTHESIS OF THE FUNCTION OF BEHAVIOR
Identify function of behavior: obtain, avoid/protest, or self stimulation
Within the context of the hypothesis, describe the following:
Setting events
Antecedents
Consequences
BEHAVIOR FUNCTION:
The function of the behavior is self simulation/self soothing.
BEHAVIOR SETTING:
George typically exhibits the behavior after or during whole group lessons and discussions.
He also exhibits these behaviors during individual work. George seems to exhibit this
behavior because he is anxious.
BEHAVIOR ANTECEDENTS:
If he has been reprimanded or received a consequence from the teacher (commenting on the
behavior in the presence of other students) it often leads to the behavior occurring again
individual group work has begun. He does display the behavior without being triggered by
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Education 5306/5406 FBA template, 2014
Dominican Student: XXXXX
the teacher but not as often.
BEHAVIOR CONSEQUENCES:
The consequence of getting reprimanded caused the student to initiate the behavior.
VI. FBA SUMMARY AND RECOMMENDATIONS
Describe:
What alterations in the environment, instruction or interactions could prevent the behavior from
recurring?
Identify functionally equivalent replacement behaviors.
Describe current methods of reinforcement and recommend any changes of reinforcement.
What goals, services, etc. are you recommending?
ALTERATIONS TO ENVIRONMENT:
Instruction:
George seems to exhibit the target behavior less often when he was able to incorporate technology into his
individual work. Therefore, fnding more ways to incorporate technology that would focus his mind
would beneft the student.
Interactions:
Also, the reward based system also seems to be working would be more successful if the teacher found
another way to refocus the student without commenting in front of Georges peers.
REPLACEMENT BEHAVIOR:
An appropriate replacement behavior could include asking George (one-on-one) to get some fresh air
and walk a lap around the courtyard or give him the option to, this way George can go outside for a
moment and refocus his thoughts before beginning the work.
CHANGES OF REINFORCEMENT:
Reinforcement would be more successful if the teacher found another way to refocus the student without
commenting in front of Georges peers which causes additional anxiety.
RECOMMENDATIONS:
I recommend that George be given time between instruction and activity to refocus/calm his thoughts.
Also, I recommend that George be able to have more opportunities to use technology to supplement his
learning and less worksheet activities. Prior to the lesson, I also recommend that the teacher explain the
lesson plan and activities beforehand to the student to ease any anxiety the student might be feeling.
Also, let the student know he is going to be called on so that he doesnt feel on the spot.
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