FUNCTIONAL BEHAVIOR ASSESSMENT REPORT

An FBA is an analytical process based on observations, review of records, interviews, and data analysis to determine the
function the behavior serves for the student, how that function can be met more appropriately and how the environment can
be altered to better support general positive behaviors.
Date of Report: 1/31/16
Date(s) of FBA Data Collection:

1/20/16

SECTION 1: Student Information

Student Name:

Villalobos

Mark

Last (legal)

First (no nicknames)

Birthdate: 1/4/2004

Male
Female

M.I.

Grade: 6th

Resident District: ABC district

School of Hope Elementary School

attendance:

SECTION 2: Parent/Guardian Contact Information

Parent
Foster
Parent
Guardian
Surrogate

Name: Jose Villalobos

Home (616)564-7662
Phone:

Address: 123 Hope Drive

Work (616)889-9078
Phone:

City/State: Holland,Michigan
Zip: 60172

Cell Phone: (616)776-8389

E-mail: J.Villalobos@gmail.com

Student

SECTION 3: Behavior Analysis

1. Behavior(s) of concern (State a clear, measurable, and observable description of the behavior or behaviors of concern)

inappropriate jokes during class, does not complete a majority of assignments, murmurs under his
breath, laughs and talks loudly during instruction
2. Frequency, Intensity, and/or Duration of current behavior:

Demonstrates behaviors everytime he is in Mr. McGreevy's class, and often during lunch and
homeroom
3. Analysis of this behavior was based on:
Interviews with Mr. McGreevy and Mark's Parents
Student observation(s) on at
Review of records, consisting of:
health
discipline
other:
Environmental analysis for supportive and unsupportive variables on
Summary of Interview, Observation, Record Review, and Environmental Analysis:

Mr. McGreevy explains Mark's behaviors as disruptive and rude, and that he is more likely to exhibit
these behaviors in the presence of other classmates. Mark had trouble concentrating and staying on
task when it comes to submitting assignments, and rarely completes independent work. Mark does
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

Page 1 of 4

not enjoy feeling like he has to do assignments, and will complain and try to find ways to get out of
them. Mark's parents say that mark is a funny and friendly kid who does not like school and is not
doing very well. He tends to make inappropriate jokes at home as well, but his parents do not see it
as a problem. Mark's parents work two jobs each and are rarely home, so Mark is consistently home
alone with his brothers who are rowdy. Mark is typically not disciplined at home. Both Mark's
Parents and Mr. McGreevy take note of Marks use of adderall to control his ADHD, and when he
does not take it, the target behaviors are more present.
4. Is the behavior impeding learning of the student or peers?
If yes, please describe:

Yes

No

Yes, because Mark talks out of turn, and talks to his classmates when he is supposed to be doing
work. His jokes make other classmates laugh, thus distracting them.
5. Have Tier II Strategies or other Interventions been tried? (e.g., school/home notes, behavior contracts, self-monitoring)
Yes
No
Describe previously selected intervention:

There is a token economy system implemented in Ms. Johnsons class, which has proven helpful but
nothing has been done in Mr. McGreevy's class nor at home.
6. Result of selected Tier II or other Positive Behavior Interventions and Strategies:

7. Is a behavior intervention plan recommended?

Yes

No

Rationale: The token economy that Ms.

Johnson developed especially for Mark has proven helpful so it would most likely be beneficial to
develop some form of positive reinforcement to help Mark's behavior problems at school.
8. Environmental Factors:
What are the reported and observed predictors for the current behavior(s)? (Antecedent events that trigger
problem behavior)

Marks inappropriate behaviors are triggered in Mr. McGreevy's class when the teacher asks Mark
to complete an assignment, when interracting with classmates, and when the teacher is working
with other students or completing tasks such as taking attendence. At home, Mark's inapproriate
behaviors are triggered when he is asked to do something, if he is bored, or if he is around his
brother's or cousins.

What supports the student using the current problem behavior(s): summary based on the environmental
assessment portion of this assessment: (e.g., what is in the environment that should be eliminated or reduced?
What is not in the environment that should be added?)

To help reduce Mark's behavior, certain classmates who Mark is more likely to talk to or joke
with should be further away from Mark, and more focused students should be near him who will
not get as easily amused by Mark's Antics. Mr. McGreevy could also give Mark more choice in
the assignments he completes so that Mark feels like he has more control over his learning.
9. Functional Factors:
Hypothesis of function (purpose) of this behavior for this student based on data collected in Section 3. above

Mark's inappropriate behaviors at home and school are the base of a need for attention.

Suggested functionally equivalent replacement behavior:

Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

Page 2 of 4

Being able to share work with whole class, participation in class that is relevant, helping out the
teacher with various tasks in the classroom.

SECTION 4: Conclusion/Recommendation
1. Conclusions: (Recommendations for IEP, 504, or school team consideration)

Mark exhibits inappropriate behaviors primarily in Mr. McGreevy's classroom, but also during lunch
and homeroom. These behaviors include Off Task Jokes, mumurs under his breath, making
inappropraite jokes, and talking loudly during instruction to classmates. Mark's behaviors are
disruptive and Mark is unwilling to cooperate with Mr. McGreevy. Mark is failing reading class.
Mark's Language Arts teacher, Ms. Johnson, enforces a token economy system and it shown to yield
positive results for Mark. Mark exhibits similar behaviors at home, but the parents are rarely home
and see no problem with Mark's behavior.
2. Estimate of need for behavior intervention:
Extreme
Serious
Moderate
Needs attention, early stage intervention
Monitor behavior only; no formal behavior intervention plan is recommended at this time
3. If a Behavior Intervention Plan is NOT now recommended:
Behavior goals to be developed by: and contained in:
Consider Tier II interventions, or other interventions, such as Positive Reinforcement or a Token Economy
Consider assistance to students teacher to enhance environmental/student
Consider other Tier III interventions, such as district provided Cognitive Behavioral Therapy such as a Related Service
to address emotionally driven behavior
Consider WrapAround or Multiagency teaming
Rationale for selection of an alternate approach:

A Token economy has worked well in Ms. Johnson's class for Mark, which is a form of positive
reinforcement. Mark is only given reprimands in Mr. McGreevy's class, and this has not been
effective. Mark is only given negative attention, or no attention at all, so providing him with
attention for the things he does well may lead him to reduce the target behavior.
4. This team has determined that if a behavior plan is NOT to be developed as a result of this assessment, a
functional behavioaral assessment will be considered again if:
data demonstrates the problem behavior intensity, duration or frequency escalates or continues at current rate or
data demonstrates non-responsiveness to selected other approaches
Describe:

If Mark does not respond to positive reinforcement approaches for good behavior, the problem may
be that he is avoiding work/responsibilities at school because he does not have many home, and
different positive reinforcement strategies could be implemented to encourage Mark to complete
assignments. This could include a Token Economy system for finishing assignments, or staying on
task during classtime.

Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

Page 3 of 4

5. This student has:

a current IEP

a current 504 Plan

neither

6. Goals to monitor future behavior will be added to:

a new or amended IEP
a new or amended 504 Plan
a school teams plan (no IEP or 504 Plan)

SECTION 5: Evaluation Personnel

Individuals contributing to this evaluation:
Name
Position

Mr. Jackson

Case Manager

Contact person for this report:

Phone:
E-mail:

Name

Position

Mr. Jackson
(616)765-8909
Jackson@gmail.com

Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

Page 4 of 4