Functional Behavioral Assessment: Part 1 (Description)

Student Name: Michael Fox

ID: 12345678

DOB: October 03, 2005

Date: November 05, 2014

Case Manager: Kaylee Dillon

Data Sources: Observation | Student Interview | Teacher Interview | Parent Interview | Rating Scales | Normative Testing

Description of Behavior (No. ____):

Doesnt follow classroom rules
Lacks self-control
Throws tantrums when he doesnt get his way.
Acts inappropriately to social cues, when others go before him, when he cannot do something, or when given a directive.

Setting(s) in which behavior occurs:

Classroom, playground, and cafeteria.
Frequency:
When he doesnt get his way or when given a directive to do something.
Intensity (Consequences of problem behavior on student, peers, instructional environment):
Distracts other students learning and his own. He also makes other students upset when he yells at them. He can physically harm
them too, if he gets angry and decides to hit.
Duration:
N/A
Describe Previous Interventions:
Psychological evaluations and BD/ED classroom environment
Educational impact:
Takes time away from teaching instruction. The behaviors also disrupt his own learning and the learning of others in the room.

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Name Michael Fox:

Functional Behavioral Assessment: Part 2 (Function)

Date: November 05, 2014

Function of Behavior (No. ____): Specify hypothesized function for each area checked below.
Affective Regulation/Emotional Reactivity (Identify emotional factors; anxiety, depression, anger, poor self-concept; that play a role in organizing or directing problem
behavior):

Anger, poor self-control skills, and poor social skills

Cognitive

Distortion (Identify distorted thoughts; inaccurate attributions, negative self-statements, erroneous interpretations of events; that play a role in organizing or directing

problem behavior):

Erroneous interpretations of social cues

Reinforcement (Identify environmental triggers and payoffs that play a role in organizing and directing problem behavior):

Antecedents: Is directed to do something by the teacher or when interacting with peers.

Consequences: Talks out, throws tantrums, responds inappropriately
Modeling (Identify the degree to which the behavior is copied, who they are copying the behavior from, and why they are copying the behavior):

N/A
Family

Issues (Identify family issues that play a part in organizing and directing problem behavior):

Has little interaction at home. He is dropped off at school in the morning and is at after school care until 7:00 every day.
Physiological/Constitutional (Identify physiological and/or personality characteristics; developmental disabilities, temperament; that play a part in organizing and directing
problem behavior):

Emotional and behavior disorders

Communicate

need (Identify what the student is trying to say through the problem behavior):

He needs help with learning how to follow directive and what is socially appropriate.
Curriculum/Instruction (Identify how instruction, curriculum, or educational environment play a part in organizing and directing problem behavior):

Behavior Intervention Plan and Self-monitoring Behavior Check-List to direct the problem behavior.
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