Running

Head: FUNCTIONAL BEHAVIOR ASSESSMENT

Functional Behavior Assessment and Support Plan Assignment

EDPS 674
Alison Lessard
University of Calgary

FUNCTIONAL BEHAVIOR ASSESSMENT

Functional Behavior Assessment

Date: February 20th, 2015
Name: Nicholas Sample
Age: 7 yrs: 2 months
Grade: 2
Teacher: Mrs. Happy
Educational Assistant: Mrs. Helpful
School: Smallville Elementary
Reason for Referral
Nicholas was referred for a functional behavioral assessment because of concerns raised by his
teacher, Mrs. Helpful regarding non-compliance, frequent difficulties persisting with academic
tasks, and difficulties interacting appropriately with peers particularly during unstructured
situations or transitions.
Background Information
Parent Interview:
Mrs. Mom completed a background history form and the evaluator also contacted her by phone.
Nicholas is an only child and has resided with his mother and grandparents since birth. His
biological father had limited contact with Nicholas when he was an infant and toddler, but has
not visited or contacted since Nicholas was 4 years old. Mrs. Mom indicated that Nicholas often
asks questions about his father and has communicated to her that he wishes his daddy would
visit. Mrs. Mom became pregnant with Nicholas when she was 19 years old. Her parents were
very supportive and helped Mrs. Mom care for Nicholas when she attended college or when she
was at work. Mrs. Mom stated she feels Nicholas is missing his grandparents very much. Her
parents Facetime every few days, send him text messages, and call him on the phone. Nicholas is
always very excited and happy when he communicates with his grandparents. They are planning
to visit Alberta in the summer. Nicholas has expressed to his mother he finds Alberta to be very
cold with too much snow and has said he wishes they could live in Nova Scotia again.
Mrs. Mom and Nicholas moved to Alberta with her new husband, Mr. Step in August. Mr. Step
has no biological children, and Mrs. Mom is 16 weeks pregnant with their first child. Mr. Step
and Nicholas have a mostly positive relationship, but at times Mr. Step finds Nicholas behavior
to be challenging. Mrs. Mom stated Nicholas can be defiant and refuses to listen when they
make requests. Nicholas sometimes has tantrums and will cry and slump to the floor when upset.
Suppertime can be difficult for Nicholas, as he resists sitting at the table and often makes
demands to eat something other than what has been served. Mr. Step and Mrs. Mom feel it is
important to eat together as a family, however she feels he is used to less structured mealtimes at
her parents home. Mrs. Mom also stated Nicholas struggles when he is asked to switch from
one activity to another (video game to toys or books, getting ready to leave the house, going to
bed). Mrs. Mom said she finds offering choices usually helps when he is upset, and she and Mr.
Step try to offer a lot of verbal praise and affection when he is behaving appropriately. She and
Mr. Step have attended two Triple P Parenting Coffee Talks at the school offered by the school
counselor, which they have found helpful.

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Mrs. Mom reported that Nicholas is in excellent health and has always been tall for his age. He
typically sleeps well, up to 11 hours a night, and falls asleep quickly once in bed. His mother is
concerned that Nicholas has not developed any close friendships since moving to Alberta. He
played hockey in Nova Scotia, but Mrs. Mom indicated their work schedules would make it
difficult for him to play here. Nicholas has expressed interest in playing soccer and swimming
so they plan on registering him in the spring.
Mrs. Mom reported she was aware Nicholas experienced difficulty with self-control and peer
relationships in kindergarten and Grade 1 and had been in close contact with his teachers
regarding his behavior. Recess and other unstructured times were often when he had the most
trouble. In Grade 1, his teacher found he could become frustrated with academic tasks especially
when he was required to write or copy from the board. He had difficulty lining up and his
teachers indicated he would bother others when they were working. Nicholas previous school
had a population of around 175 students from Kindergarten to Grade 9, so Mrs. Mom is
concerned he may be experiencing even more difficulty in the larger setting of his new school.
Mrs. Mom is supportive of this assessment and indicated she hopes it will result in more success
for Nicholas at school.
Teacher Interview
Mrs. Happy, Nicholas Grade 2 teacher and Mrs. Helpful the educational assistant, provided
information via a questionnaire and an interview.
Mrs. Happy indicated Nicholas is generally a polite and capable student. She noted he
participates actively during discussions, has a strong foundation of basic knowledge, and a good
vocabulary. He also listens intently when stories are read aloud in class. Mrs. Happy
communicates frequently with Mrs. Mom via email or by phone. Mrs. Happy indicated she was
quite concerned about Nicholas, as he requires supports and interventions in the classroom and
during unstructured times on a daily basis. Mrs. Happy stated that academically Nicholas is able
to achieve most grade level outcomes, but often struggles when requested to complete written
tasks. Mrs. Helpful reported he responds well to verbal praise and choices however, he has a
tendency to escalate quickly when upset and often experiences bouts of crying. Times that are
most frustrating for Nicholas are when he has a disagreement with a peer, when he feels a
situation is not fair, or when a request or demand is made of him that he perceives to be difficult.
Mrs. Happy stated Nicholas also struggles to transition from a preferred to non-preferred task or
when moving from one situation another (recess to class, home to school). Mrs. Helpful finds
Nicholas transitions best when provided with a verbal or visual cue or warning. Both Mrs.
Happy and Mrs. Helpful also stated they were concerned about Nicholas social interaction with
his classmates. They feel his relationships with peers are at risk as he interrupts their work, is
often silly in the hallway, struggles to comply with rules of games, and has bumped or tripped
others on occasion. As a result, his classmates are sometimes hesitant to work with him in
groups or play with him at recess.
School Record Review
A review of Nicholas school file indicated comments on his previous report cards reflected
similar concerns as his current school. Comments such as experiences difficulty waiting his

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turn, frequent problems at recess, and refusal to comply with instructions were noted.
There was also a letter dated January 2013 explaining an incident where Nicholas had pushed
another student in line, resulting in the student slipping and falling on ice and bumping his head.
There was no evidence of a behavior support plan or individualized program plan in his file.
Current Behavioral Interventions
Smallville School incorporates a universal school wide system of positive behavioral supports.
Using the acronym BEARS: Belonging, Excellence, Accountability, Respect, and Safety, the
school administration and staff encourage, teach, and reinforce expected behavior in all areas of
the school. Every classroom also utilizes Zones of Regulation, a cognitive behavior approach
designed to teach self-regulation. Mrs. Happy has a classroom-wide reinforcement system where
students fill a picture of a bubblegum machine with stamps for positive behavior. Students set
class wide and individual goals for how many stamps they want to earn before receiving a
reward. Posters clearly identify classroom rules and Mrs. Happy stated she and Mrs. Helpful
review and reinforce rules on a daily basis.
Data Collection
Antecedent Behavior Consequence (ABC) data sheets for week of February 2-6, 2015
Direct Functional Behavioral Observation February 4, 2015 and February 11, 2015
Parent interview
Teacher and educational assistant interview
File review
Direct Observation
Direct observation was conducted on February 4th and February 11th, 2015 to investigate the
frequency of Nicholas behavior, the antecedent events that typically precede the behaviors of
concern, and the consequences that typically follow (and may maintain) the target behaviors.
Definition of Target Behaviors
Negative peer interactions: difficulties lining up, pushing others, making faces, involved in
arguments that sometimes result in aggression or crying, interrupting others during independent
work times, competitive during games.
Non-compliance: not following instructions, refusal or avoiding starting a task, shutting down,
not adhering to rules (playground, games during physical education, lining up), getting out of
seat, difficulty transitioning
Elevated emotional response when frustrated or upset: crying
Summary of Data
In order obtain an adequate sample of Nicholas behavior, he was observed on two different days
across typical school activities. Figure 1 presents a graph of the frequency of observed
occurrences that Nicholas engaged in each of the defined target behaviors within different

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settings. Negative peer interactions typically occur for Nicholas during times of transition and
during more unstructured times such as recess and physical education, as well as group work.
Nicholas sometimes resorts to crying when frustrated during physical education, recess, and
when transitioning from one activity to another. Non-compliance was most common during
Language Arts, and was related to expectations for written output, or avoidance of a writing
activity and on one occasion when he was seeking peer attention and avoiding working on a
writing task.
Figure 1

Group Work

Transitions

Recess

Phys. Ed

Non-Compliance

Language Arts

7
6
5
4
3
2
1
0

Negative Peer
Interactions
Crying

Predictors

Figure 2 presents a graph of perceived function of the defined targeted behaviors. Noncompliance most often occurred when Nicholas was attempting to escape a demand or request,
gain attention from peers, or avoid an activity. Negative peer interactions appear to be tied to
attempts to gain attention from peers or to gain a desired activity (being first in line, not
following the rules of a game in order to win). Episodes of crying seem to occur across all
perceived functions during physical education, recess, and transitions.

FUNCTIONAL BEHAVIOR ASSESSMENT

Figure 2

Escape Activity

Escape Demand/
Request

Gain Desired
Activity

Non-Compliance

Gain Attention

6
5
4
3
2
1
0

Negative Peer
Interactions
Crying

Perceived Functions

Summary
Negative Peer Attention Behavior Pathway
The setting event for Nicholas for negative peer interaction is social skill deficits. Problem
behaviors include pushing/aggression, invasion of personal space of others, difficulties lining up,
ignoring rules of games, and verbal disagreements. Recess, unstructured times, and physical
education are antecedents that precede the problem behaviors. Consequences that follow the
problem behaviors are negative attention from peers and attention from adults. The function of
the behavior is to receive attention from peers. Since Nicholas experiences difficulty acquiring
peer attention appropriately he is resorting to the problem behaviors. Replacement behaviors to
be taught should include stopping, walking away, and asking for help from an adult.
Desired Behavior(s)

Consequence(s)

Appropriate interaction
Independent problem solving

Positive peer attention

Receive teacher praise

Setting Event(s)

Antecedent(s)

Problem Behavior(s)

Consequence(s)

Perceived Function

Lagging social
skills

Recess
Unstructured Times
Physical Education

Pushing/aggression
Invading others personal space
Verbal disagreements
Difficulties lining up
Ignoring game rules
Crying

Negative interaction
with peer
Attention from adults

Attention from peers

Replacement Behavior(s)

Consequence(s)

Stop, walk way, request help

Partner with appropriate
Peer model

Receive teacher praise

Positive peer attention

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Non-Compliance Behavior Pathway

The setting event for Nicholas non-compliance is not yet known. Problem behaviors include
avoiding writing tasks, verbal refusal to comply, and crying. The antecedents that precede noncompliance are typically writing and copying tasks. The function of the behavior is avoidance or
escape of a non-preferred or difficult task (writing). Consequences that follow problem behavior
are incomplete work and teacher attention. Desired behavior is for Nicholas to complete his
work and follow regular classroom routines. Replacement behavior will be to teach Nicholas to
request help. Pairing with an appropriate peer with teacher or educational assistant guidance
would also increase written output and increase positive attention from peers and adults.

Setting Event(s)
Unknown
Lagging social
skills?
Move to Alberta?

Desired Behavior(s)

Consequence(s)

Completes work in class

Follows regular routine

Completes work

Antecedent(s)

Problem Behavior(s)

Consequence(s)

Writing tasks
Copying from board

Avoidance of task
Verbal refusal
Crying

Work incomplete
Receives teacher
attention

Replacement Behavior(s)

Consequence(s)

Request help from adult

Work with peer

Receive teacher praise

Receive assistance
Receive appropriate
peer interaction
Completes work

Perceived
Function
Task avoidance
Escape
Teacher Attention

Elevated Emotional Response Behavior Pathway

The setting event for Nicholas crying behavior at school is unknown at this time. It may be
related to the change he has experienced moving to Alberta. He also appears to have lagging
skills in the area of managing emotional responses to frustrating situations. The problem
behavior is frequent crying when upset or frustrated. The antecedents that precede crying are
usually unstructured situations such as recess, games in physical education, and transitions
(lining up, moving from a preferred to non-preferred task/activity). The consequence that
follows crying is teacher attention. Desired behavior is for Nicholas to demonstrate appropriate
responses and develop increased independence for solving problems. Replacement behavior will
be to stop and walk away when upset and request help from an adult. Resulting consequences
would be teacher praise and attention.

FUNCTIONAL BEHAVIOR ASSESSMENT

Desired Behavior(s)

Consequence(s)

Appropriate response
Independent Problem Solving

Follows regular routine

Setting Event(s)

Antecedent(s)

Problem Behavior(s)

Consequence(s)

New school and

home situation
Difficulty
managing
emotional response
to frustration

Recess
Physical Education
Transitions

Crying

Receives teacher attention

Perceived
Function
Escape
Attention

Replacement Behavior(s)

Consequence(s)

Stop, walk away

No crying
Request help from adult

Receive teacher praise

Receive assistance
Receive appropriate peer
interaction

Behavior Intervention Recommendations and Strategies

Antecedent Procedures
1. In order to support Nicholas in gaining positive peer attention, provide him with
opportunities to work with appropriate peer(s) with adult coaching and support. It would
supportive to offer these opportunities for tasks when written output is required and
during physical education.
2. Check In/Check Out (CICO) is a strategy that would increase positive contact with
adults, embeds social skills training, provides a direct link to school-wide and classroomwide behavioral expectations, includes daily home/school communication, as well as
positive reinforcement. CICO is also a time where replacement behaviors can be taught
and reinforced. Nicholas would check in with a staff member (educational assistant,
administrator, counselor, learning support facilitator) in the morning. The staff member
would review expectations and reinforcement system and focus on building a positive,
trusting relationship with Nicholas. Nicholas will carry a behavior chart or point card
with him throughout the day and receive frequent reinforcement and feedback from staff.
The behavior chart could be located in a duotang and be sent back and forth from school
to home. At the end of the day Nicholas will check out with the same staff member,
discuss his day, review progress, and receive reinforcement. Additional check in/check
outs could be scheduled before and after anticipated difficult times for Nicholas such as
recess and physical education in order to add a booster review of behavior expectations
and offer reinforcement. Additional information regarding CICO can be found at
http://www.interventioncentral.org/behavior_management_check_in_check_out
3. Providing choices for Nicholas will assist him in gaining personal autonomy within limits
set by the teacher or educational assistant. Examples of this may include choice of where
to sit when he does his work (at his desk, beside a peer, at the table)
4. Scaffold writing assignments that will be potentially frustrating for Nicholas by chunking
his work into smaller sections and offering, I do, you do support (adult and Nicholas
take turns writing). The use of Cloze passages where portions of the text are provided for
him with letters and/or words omitted for him to complete or copy from the board may
also reduce frustration while encouraging independence.

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5. Providing assistive technology software such as Read and Write Gold

http://www.texthelp.com/north-america/readwriteforgoogle/ or WordQ
http://www.goqsoftware.com/. Both include word prediction and text to speech support
would increase confidence and independence for writing tasks.
6. Use of a visual timer paired with a verbal reminder would be useful to warn Nicholas of
an upcoming transition or how much time is left in an activity and reduce likelihood of
emotional response. Visual timers are available for the iPad
https://itunes.apple.com/ca/app/time-timer/id332520417?mt=8 and in standard form.
7. Many of Nicholas difficulties occur when he is required to line up. It might be
beneficial for him to have a specific spot in line between appropriate peers. Increased
supervision of the line up would also be supportive or have a supervisor walk with him
into the school after recess and not be required to line up until skills have been
developed.
Skill Acquisition and Reinforcement
1. Nicholas would benefit from increased social emotional awareness. Direct instruction of
a social learning curriculum such as Strong Start would provide both early intervention
and prevention by offering instruction related to feelings, emotions, and problem solving.
This program also includes a list of childrens literature that reinforce the concepts taught
in the lessons. Reading the stories at school and at home would be supportive for
Nicholas. http://strongkids.uoregon.edu/strongstart.html
2. Nicholas school has a universal positive behavior support system in place using the
acronym BEARS: Belonging, Excellence, Accountability, Respect, and Safety.
Reinforcement and teaching of expected behaviors could be provided in a more targeted
or individualized format for Nicholas. For example, Nicholas could take pictures of
students demonstrating each of the expected behaviors in different areas of the school
Reinforcement for demonstrating expected BEAR behaviors could be incorporated into
the Check In/Check Out procedures. Explicit teaching such as how Nicholas can show
belonging, excellence, accountability, respect, and safety in all areas of the school. Offer
specific verbal praise and reinforcement, for example you were being safe and showing
respect in line by keeping your hands to yourself and using kind words.
3. Offer a reinforcement menu for appropriate behavior. Include Nicholas in developing a
few activities and/or tangibles that he prefers when he receives reinforcement for
appropriate behavior. Consider including activities where Nicholas can engage in
opportunities for positive interaction with peers, i.e. iPad time or Lego with a friend,
extra recess time etc.
4. Continue utilizing the bubblegum stamp reinforcement. Additional stamps could be
provided when Nicholas demonstrates compliance, positive peer interaction, and
manages frustrating situations without crying. Asking Nicholas to identify what he needs
to do in difficult situations such as Remember to be respectful to your friends on the
playground at recess today. When providing stamps, describe clearly the reason why i.e.
You stayed calm and didnt cry when you were upset. or Wow, you decided you
would try to earn 3 stamps for following the rules in Phys. Ed today way to go, you did
it!
5. Big Problem/Little Problem is a visual strategy for building social-emotional
competence. This intervention would help Nicholas to discriminate between
small/medium/big problems, identify the behavior that matches the intensity, and choose

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and appropriate action for the type of problem. Please refer to Page 11 and 12 of this
report for instructions of this strategy and a visual pyramid to use when problem solving
with Nicholas. Big Problem/Little Problem may also be a useful strategy for Mrs. Mom
to use at home. It is important that all staff members who deal with Nicholas when he is
upset use similar language when implementing this strategy.
6. Zones of Regulation, http://www.zonesofregulation.com/ is another universal strategy in
place at Nicholas school. A visual on Page 13 of this report incorporates Zones of
Regulation and Big Problem/Little Problem. The visual could be used as a cue to connect
regulation and problem solving. In addition, a personal Zones thermometer like the
one on page 14 of this report, could also be used as a self-monitoring check as to
how Nicholas is feeling or what zone he is in. A thermometer could also be sent
home so similar language and strategies occur at home and at school.
7. The 1-2-3 Break reinforcement system on page 13 of this report could also be used to
reinforce task completion or appropriate behavior. Depending upon Nicholas mood or
flexibility on a given day, the task completion requirements can be adjusted. For instance
if Nicholas is experiencing more difficulty, lowering academic demands and increasing
scaffolding or supports would be important. However, it may not be necessary to
implement this strategy if he responds well to those mentioned previously, or use only for
writing tasks.
Consequences
1. When Nicholas is demonstrating any of the targeted behaviors, it is important to always
encourage and cue him to use the replacement behavior.
2. If Nicholas avoids a writing task after being provided with supports and offered
reinforcement, remove attention and give him a choice, I will give you 2 minutes to
decide what to do. You can work with a friend or use WordQ. Ill know your choice
when you If you choose not to work now you will Time he wastes avoiding the
task can be taken away from a preferred activity.
3. Always offer Nicholas choice when he is not demonstrating replacement or desired
behavior. If-Then or First-Then contingencies should be provided, If you ______,
then you can _____ First you need to _____ then ______.
4. Since the functions of the target behaviors are attention and escape/avoidance try to limit
your responses to inappropriate behavior. Offer choice, state expected or replacement
behavior, and offer wait time for him to change his behavior. Provide attention and
increased positive reinforcement for demonstrating expected or replacement behavior.
Evaluation Procedures
1. Ongoing data collection using ABC data collection or FBA assessment form. Nicholas
school team should also meet on a regular basis to discuss progress or any other areas that
need to be addressed
2. An Occupational Therapy consultation may offer additional information and strategies
related to Nicholas resistance for written tasks.
3. Continued close communication between home and school is recommended.
Alison Lessard
Positive Behavior Support Consultant

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FUNCTIONAL BEHAVIOR ASSESSMENT

How Big Is My Problem?

Does My Reaction Match My Problem?

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Visual Strategy for Building Social-Emotional-Behavioral Competence
To help student meet the following goals:
1. Discriminate between small, medium and large problems/irritations, etc.
2. Identify behavior/actions that match the intensity of problems they may encounter.
3. Choose appropriate actions for the type/intensity of problem they encounter.
Identifying Big Problems
Someone is hurt
Someone is going to get hurt/is in danger/threatened
Something will be destroyed (fire, theft, destruction)
Something is against the law (drinking and driving, drugs, etc.)
Actions or Behaviors for Big Problems
Get adult help immediately
Get away or help person get away from danger
Get others attention (scream, yell, phone 911, etc.)
Identifying Medium and Little Problems (individualize for student)
Im not finished my work when we have to stop.
I dont get to be at the front of the line
I didnt win the game/get the ball, etc.
I dont know what to do
I made a mistake
Actions or Behaviors for Little Problems
Positive self-talk:
Its Okay, Im Okay
Maybe next time
Everyone makes mistakes or Im just learning
Ask for help
Try again

12

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Zones of Regulation and Big Problem Little Problem Visual

1-2-3 Break Reinforcement

After my work I will get a break!

1.

Visual Timer

2.

3.

Personal Zones Thermometer

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References
Bain, K. & Sautner, B. (2007). BOATS: Behaviour, observation, assessment and teaching
strategies. (2nd ed.). Edmonton, AB: Special Education Council, The Alberta Teachers
Association.
Kuypers, L. M., & Winner, M. G. (2011). The zones of regulation: A curriculum designed to
foster self-regulation and emotional control. San Jose, CA: Think Social.
Lynch, S. (2011). Positive behavior support: Building capacity in community care teams
[PowerPoint slides]. Edmonton, AB: Joint Action for Children Committee.
Menutti, R.B., Christner, R.W., & Freeman, A. (Eds.). (2012). Cognitive-behavioral
interventions in educational settings (2nd ed). New York: Routledge.
Merrell, K.W., Parisi, D.M., & Whitcomb, S.A. (2007). Strong start: A social emotional
learning curriculum for students in grades k-2. Baltimore: MD: Paul H. Brooks
Publishing.
Steege, M.W. & Watson, T.S. (2009). Conducting school-based functional assessment: a
practitioners guide (2nd ed). New York: Guilford Press.

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