Betsy Hosier

FBA/BIP ED 491

Functional Behavior Assessment
Nigel

The Functional Behavioral Assessment (FBA) is a comprehensive data collection and
synthesis tool designed to assist professionals in determining what function a
specific behavior serves for a student. A FBA is the foundation on which a behavioral
intervention plan may be developed.
Nigel is a very bright 5
th
grade student who does not have any problems
academically. He gets all As and has no problem completing his homework. He does
not initiate contact with peers. Nigel prefers to be by himself. At home Nigel, for the
most part engages only in solitary activities. Nigel enjoys reading, and playing video
games.

Behaviors of concern-

Based on school observations Nigel does not initiate contact with his peers,
when they initiate contact Nigel curses, yells, spits and shoves chairs at them.
According to Nigels mother, when Nigel is at home, he prefers solitary activities.
When he is asked to do other things, Nigel exhibits the same behaviors.

ABC Observation-

Antecedent-Group work, peer interaction
Behaviors-Cursing, yelling, spitting and shoves chairs
Consequences-Sent to the corner, read a book

During direct observation, Nigel spent 85% of his time alone and not
participating. This happened during independent and group work. The function of
his behavior appears to be peer avoidance. Teacher behavior rating scales of
avoidance is moderately high. Another function is to obtain quiet time where he
is sent to the corner and able to read a book of his choice. Nigel had an average of 5
yelling incidents and 2 spitting incidents during three, 20 minute group activities.


Parent Interview-

Nigels mothers main concern is that he does not like to be around her or his
father. He does not have any friends, and would rather not eat then sit down and
talk. Her desire is for Nigel to have a normal conversation with his parents, maybe
watch a movie, have a friend over and use his words rather than lashing out. She is
sad to think that he is missing out on things. Her friends have enriched her life and
she desires that for him.

Mom noticed the behaviors starting in pre-kindergarten, kindergarten and
first grade. He was always by himself. In first and into second grade he started
verbally lashing out and began to ramp up into third, fourth and into fifth grade. She
noted that Nigel had a friend, Natalie, in second grade who would read the same
books as Nigel. They enjoyed reading Harry Potter and then having discussions.
Natalie moved away to attend a school for the gifted. Nigels mom felt that Natalie
and Nigel connected; he was not outwardly upset when she moved but sad.

Nigels mother stated that she has been pushing the issue of being around
other people more and that has increased the behaviors. When she does not try to
engage in this, then there are no behaviors. When the behavior occurs, he is sent to
his room.

Nigel likes to play video games and read books. Nigel has an older cousin
who is in the 8
th
grade that he will play video games with. Mom stated that there is
not a dialogue between the two beyond hey and hey.

Nigels typical day is: He gets home from school from 4, does homework, play
video games or reads, eat for about 5 minutes if any and then back to his room. He
spends his weekends in his room. He does not go anywhere besides school. He does
not show any behaviors for homework nor cleaning his room. Nigels mother is the
main disciplinary and feels that dad has given up on that.


Motivation Assessment Scale-

The MAS is a questionnaire designed to identify the situations where an
individual is likely to behave in specific ways. From this information, decisions can
be made about the appropriate replacement behaviors. Nigels MAS was conducted
as a team and concluded that his behaviors are mainly tangible and to escape. His
behaviors are to get the tangible activity that he wants, which includes reading or
playing a video game. They are his escape plan to get out of working with other
peers or in group activities.

(Taken from Michael J. Delaney/Mark Durand, Ph.D 1986)

Functions of the Behavior-

Based on the MAS, teacher/parent interviews and the ABC analysis peer contact
and undesired interactions are the lead into the behaviors that Nigel exhibits. This
reinforced the information that we already knew.

GAIN ___attention _X_ Preferred activity ___control ___gratification

AVOID ___tasks _X_ people ___environment ___other________

SENSORY ___sensory regulation ___self-stimulation _X_ avoiding external
stimuli

Positive strategy/Instructional Experiences-

A positive strategy for Nigel would be to work in a small group for 3-5
minutes and earn reading time or alone time.


-Behavioral Intervention Plan-
When Nigel is asked to work with a peer or in a small group, he then exhibits
the behaviors of concern because he prefers to work alone. His behaviors include
spitting, shoving chairs, yelling and cursing. The goal is for Nigel to use his words to
replace the behavior. This would a more appropriate way to get what he wants.
Nigel has shown that he is capable of having relationships with other through
playing video games with his older cousin and a previous peer in the second grade,
Natalie. Nigel needs help finding the balance between his self-removed social life
and functioning in it.
Nigel's present level of performance of replacement behavior:



Instruction of replacement behavior-
What is the replacement behavior and how will you teach the replacement
behavior?
When Nigel is approached by a peer or asked to do group work, he will be asked to
use his words to self-advocate instead of exhibiting the behaviors.
This will be taught by social stories about vocalizing emotions and self-advocating.
Nigel will read social stories on how to deal with peer interaction. He will also be
rewarded and praised when he makes positive interactions with peers who come in
contact with him.

Reinforcement of replacement behavior-

Nigel will work with a peer one on one for 3-5 minutes. When this occurs,
Nigel will earn quiet time to read by himself. Time can be decreased or increased as
seen fit. To present this to Nigel, a short narrative/social story will be written that
he can read. This will limit the opportunity for behaviors to occur during the initial
explanation. A behavior contract will be available on Nigels desk every day. His
expectations will be clear and concise. He will know his schedule ahead of time and
will be able to prepare for the peer one on one time.

Modifications-

Environmental modifications can include placing Nigels seat in the back of
the classroom. He would be able to see everyone, feel in control and may reduce
social anxiety. A partition will be offered to all students so that they may gain sense
aloneness. A cubby or cubical type desk, may be an option to gain the sense of
aloneness as well.
Curricular modifications could include but not limited to what Nigel is being
taught. What levels of academics is Nigel currently at? Are they too low for him? Is
Nigel being challenged enough at school? His work could be easy for him which
allows him to be bored. This could be reasoning for him not challenging his parents
when asked to do his homework at home. If there are 5 group projects to complete,
Nigel could be expected to complete 2 out of 5. This could alleviate some of the
anxiety around peers.

An Instructional modification idea could include small groups that start
together, assign individual parts and then break off to work. This would give Nigel
time in a group setting; he would voice the part that he wants and then get to work
independently on his part of the assignment. Gearing the Instruction more on an
independent based setting but incorporating this type of small group. Also
implementing a turn and talk to your neighbor. If you are working on math, turn
to your neighbor and ask them how they did #1, when they are done, they have the
option to continue working with their neighbor, or work independently.

Generalization-

From home to school and school to home, the plan is to start small. Limit the
time in a group setting to 1-5 minutes and work toward the larger picture. In school
1-5 minutes working with a peer one on one, to a small group where Nigel picks his
part and then work independently. When Nigel can successfully complete one of the
goals, then he earns his alone time to read. At home, Nigel will eat dinner for
longer than 5 minutes or engage in a conversation for 1-3 minutes without
behaviors occurring. When Nigel can successfully complete one of the tasks he can
then earn video game or reading time.

Nigels peer interaction in music, art, lunch and recess will be a part of the
plan as well. The goal for this is to build a peer relationship to defuse Nigel from
only reading during lunch and recess. This could include a book club that he starts
with peers who share the same interest in books.


Parent Collaboration-

Communication and parent collaboration will play a huge role in monitoring
Nigels behavior. The behavior contract that Nigel will have every day will be an
everyday form of communication with parents. Nigel will take this home or the
document can be scanned and emailed if behaviors occur and a parent will sign it
and bring it back to school. When behaviors do not occur, he will still take it home,
but no signature will be required.
Emailing, notes and phone calls will all be acceptable forms of communication. A
good time frame to check in would be about four weeks. If necessary, a meeting can
be set up at school within an appropriate time frame.


Collaboration with other stakeholders at school-

Communication will be kept open to other teachers and stakeholders who
have an immediate relationship to Nigel. Individuals who take part in Nigels
behavioral success will be automatically informed of his progress by way of email,
phone calls or meetings and will collaborate with his teachers and other
stakeholders as necessary. Our goal is the same and that is to defuse the behaviors
that Nigel exhibits when in contact with peers.