Example

Functional Behavior Assessment

Student: Annie Smith Sources of Data: (place an x next to appropriate response(s) Record Review Scatterplot X ABC logs Other : Date: October 12, 2007

Interview information reported by: (place an x next to appropriate response(s) X Teacher X Parent Student Other :

Completed by: Carlos Gartrell

The following is a format for conducting FBA that considers a wider range of possible variables than simple FBA. It typically requires the input of a variety of informants and sources, using interviews, file review, questionnaires, and observations. Indirect and direct assessment methods may be used to gather this information. After the initial information-gathering portion of the FBA is completed, a summary of variables, or hypothesis statement is developed, which is then used to design the students behavior intervention plan.

DESCRIBE PROBLEM BEHAVIOR(S) Describe in specific and observable terms. Prioritize 2-3, if more than one. What does the behavior look/sound like? Does it begin at a low intensity and escalate? Describe. Student has outburst involving crying, screaming and yelling Student response inappropriately to answers to responses Student does not follow instruction by teacher

Estimated frequency: Students behavior is an issue daily. One or all behaviors are displayed daily.

MEDICAL/HEALTH Health, medical, or psychiatric conditions: Student suffers from Attention Deficient Hyperactivity Disorder (ADHD)

Current medication(s): Student takes a vivant, a psych stimulant used for Attention Deficient Hyperactivity Disorder

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Effects and side effects of medication(s): Headache may follow medication.

Known traumatic events: None

Current medical treatments, therapies, or services outside of school: Student attends physical therapy outside of school setting.

Any pattern or cycle to the individuals behavior? Explain: Student displays negative behavior during morning activities and during transitions between activities.

INTERVENTION HISTORY Write a brief history of the problem behavior and interventions. If available, describe effectiveness. Initially the student was ignored when an inappropriate answer was given during class activity. When that behavior continued the student was placed in time out for five minutes and five additional minutes afterwards if behavior continued. That behavior would end after repeated times in time out. When student would fail to follow teacher instruction, for example- please have a seat at your table. The student would be warned and then sent to time out if she doesnt comply. During temper tantrums student is removed from peers and placed in time out. Usually temper tantrum subsides over fifteen minutes to twenty minutes or until student falls asleep in time out.

What rewards are currently provided to the student in school? For what? How often? If the student will listen to teachers directions, answer questions appropriately or refrain from throwing temper tantrums she will attend recess and not be subject to disciplinary action.

What consequences are currently used in school for problem behaviors? What is the typical student response to these consequences? When students act out, the first response of the teacher is to ignore the students negative behavior. If behavior persist, the student is placed in time out. If the behavior continues the student loses ten minutes of recess and finally all of recess. If behavior is continued student loses other privileges and is reported to the office. Finally parents are called if the student cannot control themselves.

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Does the student have difficulty in expressing any of these basic communication functions? (place an x next to appropriate response(s) Gaining adult attention Gaining attention of peers Dealing with a difficult task X Expressing frustration or confusion Requesting things of others X Rejecting or protesting something Indicating preferences or making choices X Requesting assistance

PARENT INPUT Any significant changes or difficulties at home? Parent says student isnt sleeping well due to medication

Is the behavior a problem at home? Are there other problems? Very little or no behavior problem at home.

Disciplinary techniques or consequences used at home? Student is compliant at home, usually spends most of her time in her room

How effective are they? N/A

Preferences and privileges at home? Student has free run of her room

Does the behavior interfere with the childs involvement in community social activities e.g., sports, religious, recreational? N/A

STUDENT INPUT Where and when does the student think he/she has the most problems in school? N/A What are those problems? N/A Why does the student think he/she has those problems?
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N/A What changes could be made at school or home so that he/she would have fewer problems at school? N/A

ANTECEDENT ANALYSIS Places, routines, or subjects where behavior is likely to occur? Morning group activities and during transition times

Places, routines, or subjects where behavior is unlikely to occur: Recess, Music & lunch

People/staff with whom behavior is likely to occur? Teacher & parapros

People/staff with whom behavior is unlikely to occur? Music teacher & Cafeteria

Particular demands or situations likely to trigger the behavior? (place an x next to the corresponding selection(s) X Transitions from a preferred activity Being denied something X Being asked to do something Other describe:

Are other students usually involved? no

Is the problem behavior likely to occur in structured situations? yes

Unstructured situations? yes

Does the student appear to understand the expectations for behavior in all environments? Yes

Does the student seek out help from adults when needed? no

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CONSEQUENCE ANALYSIS What typically actually happens immediately after problem behavior? Think about the last few times it happened. Student is given a chance to rectify their behavior or is placed in time out. If behavior persist the consequences are increased from time out to losing privileges such as recess

Are demands typically altered after the target behavior? Yes

Does someone usually intervene to help the student after the target behavior? Yes, teacher and/or paraprofessional

Does the student gain access to something that he/she appears to want? No

Does the behavior appear pleasurable to the student apart from what else is going on around him? No

Does the behavior appear to give the student control of others or the situation? Explain. No

Does the behavior, or do related behaviors, appear to be compulsive i.e., repetitive, internally driven? Explain. Yes

RESPONSE EFFICIENCY Amount of physical effort involved in the problem behavior? minimum

Does the behavior consistently work for the student i.e., by gaining others attention, getting what he/she wants, etc.? The attention may gain the brief reprieve from doing required assignments or from initially doing what is required to be done. She is still responsible for completing the task she was previously hesitate to do prior the outburst or temper tantrum.

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SUMMARIZE RESULTS OF THE FBA Include methods, major variables thought to be associated with problem behavior(s), antecedent patterns, setting events, motivational hypothesis related to reinforcement, and skills analysis. The student displays behaviors to get out of or delay participating in transition activities or to do an on wanted task. The behavior is not a manifestation of their disability but a learned behavior that they display when there is an unwanted change, such as transitioning to another subject. The student may be experiencing tiredness due to the falling asleep after some temper tantrums. Teacher may try a token economy chart based on sitting in the students defined seat and not throwing tantrums. The teacher may incorporate appropriate answers to questions during morning meeting as well. Student can earn extra art time (a subject she enjoys) or extra recess based how well she behaves during academic and transition times.

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