Meighan Quinn

Functional Behavioral Assessment

Due Date: November 25th 2013
1)

The target behavior of this student is constant out bursts, easily distracted,
unable to focus for long periods of time and unable to sit still and finish work. This
student seems to be constantly distracted by the behaviors and the behaviors need to
be decreased.

2)

My baseline would last for a week. I would measure the number of outbursts that
the student had during three periods of the day for a week. The chart is attached on
the last page.

3)

Cyrus is visibly aggravated throughout specific periods of the day. He is

specifically aggravated in the morning during second period and the two periods that
follow lunch. Cyrus has a few antecedents in the class. Specifically he is triggered
by another student in the class named Alex. Alex has a one on one in the class and
he receives special services outside the classroom one period with Cyrus. Alex has
trouble copying down homework so he has very intense outbursts during the period
after lunch, which is when the homework is copied. Alex starts to get visibly
frustrated which causes Cyrus to start to act out and then he becomes unfocused and

the outbursts seem to get worse and worse as the period goes on. Alex leaves class
earlier than the other students so once Alex leaves the room the outbursts stop. The
outbursts seem to be worse on Mondays and Thursdays. There are not many
outbursts on Friday afternoons because there is no homework given over the
weekends. Cyrus also seems to have outbursts second period. He goes to out of
classroom services during third period. He wants to leave the classroom and get
away and he asks constantly when he gets to leave the room. During the week there
are days where the special education teacher is not in the building or we are doing a
specific lesson that he is not allowed to leave during. The consequences of his
behavior is I threaten to call his mother, he gets lunch detention and he is sent to the
guidance counselor. When he receives these punishments he realizes that what he
is doing is wrong and he can not continue the behavior. I have also had multiple
conversations about bullying not only one on one with him but with the whole class so
he understands what he is doing is bullying.

4)

Cyrus has diagnosed ADHD. It is difficult for him to stay on task at times and he
is easily taken off focus in the class. I have already implemented a few behavior
modification plans for this student. I have given him time at the end of the day to read
or play educational games on his kindle. I have also told him that when he is

aggravated by Alex and he makes him frustrated to write down how angry he is and
how Alex makes him feel on pieces of paper to get the anger out. The plan that I
have implemented with him that seems to work the best is a specific hand signal that
allows him to go take a walk down the hall when he feels overwhelmed and
unfocused. When he raises his hand with the specific signal he is allowed to leave
the class and go take a walk to re focus himself and calm down in order to prevent an
outburst.

5)

I have been implementing this behavior modification plan for a few weeks now.
At first he started using the signal multiple times during the day. He was using it to
his advantage. Once he realized that I would almost always let him go, he started
using it less. After a while he would only raise his hand to go on a walk one or two
times a day. He was also less aggravated throughout the day and seemed to be
more focused and have less outbursts. I am planning to reevaluate my success with
in the next few weeks to see his improvement and how his outbursts have decreased
in frequency and intensity. Since he is a 5th grader I plan to sit with him and talk to
him about the plans that were implemented in class and see if he feels that they are
working for him and helping him or if they need to be changed.