SPED775 Functional Behavior Assessment 1

SPED 775 Functional Behavior Assessment

Maurice Upshaw
University of Kansas

SPED775 Functional Behavior Assessment 2

Table of Content
Student Information3
Figure 1: Pre-intervention Snapshot..5
Identifying Problem Defining Target and Replacement Behavior: 7
Rational. 8
Baseline Data8
Figure 2: Observation of Target Behavior..10
Outcome of Function Matrix: Hypothesized Function..11
Figure 3: Outcome of Function Matrix11
Behavior Intervention Plan12
FBA Analysis and Findings...14
Results 14
Figure 4: Classroom Seating Chart14
Figure 5: 2nd data collection...15
Findings..16
Figure 6: Post-intervention Snapshot.16
References18
Appendix A: ABCR Data Collection...19
Appendix B: Time Sample Collection.20
Appendix C: 2nd Time Sample Collection21
Appendix D: Motivation Assessment Scale.22
Appendix E: Copy of Behavior Intervention Plan26

SPED775 Functional Behavior Assessment 3

Functional Behavior Assessment and

Behavior Intervention Plan
Instructions: Complete this document based on your target student. See modules 1 7 for detailed
information on each component. See example the FBA located in the files tab in the left-side navigation
in KU Connect.

Student Name: K. L. Evans

School: Midwest City High

Grade: 9th

Date of Birth: 09/28/2000

Parent(s): Jillyan Brese

Parent(s) Contact

NA

Teacher: Steven Kluge

Assessor: Maurice Upshaw

Role: Behavior Specialist Teacher Intern University Student Other

Student Information
Description of Student
K. Evans is a female freshmen (9th grade) student in Mid-Del Public Schools, attending
Midwest City High school in the state of Oklahoma. This young 15 year-old female was born in
2000. Adorable, yet complicated, Evans lives in a blended family home. English seems to be the
primary language. Parental support does not seem to be strong in this young ladies life. Father
chose to abandon her, and mother is working had to build a relationship, but has only had her
daughter for the last two years. Last year, from what her freshmen level counselor shared, was
extremely troublesome. Evans was suspended multiple times for different circumstances. Her
attendance played a role in her horrible grades, and Evans struggled making and maintaining
positive relationships with her peers.

SPED775 Functional Behavior Assessment 4

Student Selection
Originally I struggled deciding what student, on my case load, would best qualify and
benefit from additional Tier Two instruction. Tier II is that subgroup of students who need more
targeted instruction than the general student body. The National Center on Response to
Intervention or NCRTI defines it as small-group instruction that relies on evidence-based
interventions that specify the instructional procedures, duration, and frequency of instruction
(NCRTI, 2010). The goal for this level of instruction is to remediate academic skill deficits, so
students will be successful in Tier I instruction without support.
There are three characteristics that distinguish Tier II instruction from of that core
instruction. The first I already mentioned as small-group instruction. A second characteristic is
evidence-based properties. Lastly Tier II instruction has to involve clear and articulate
interventions that are implemented with fidelity (Johnson, nd).
This instruction can come in a verity of ways: collaborative, Para assistance, or even
direct instruction. It is designed to be limited in length and not everlasting. From studies in
University of Kansas SPED 743 course we know many can be identified though discipline
referrals and forms of documentation. In reviewing her last IEP, this young lady is categorized
under Emotional Disturbance.
Emotional Disturbance is explained to be the typical area of the special education realm
where conditions that generate behavioral issues fall (Fenell, nd). On a broad spectrum an
Emotionally Disturbed (ED) student can exhibit an inability to learn, which is hard to explain
from their intellectual, sensory, or health factors. They may have an inability to build or maintain
satisfactory interpersonal relationships with peers and teachers. They can experience

SPED775 Functional Behavior Assessment 5

inappropriate types of behaviors or feelings, depression, and tend to develop fears associated
with their own personal and school related problems.
From reading her file, Evans has been displaying many of the features attached to a
student services under Emotional Disturbance. They also indicate that she suffers from anxiety
disorder. In her IEP, a psychiatrist labeled her with schizoaffective disorder in 2011. The disorder
is a not so well understood mental condition, when a person experiences both schizophrenia
symptoms as well as mood disorder symptoms (mayoclinic.org).
Evans also had a Behavior Intervention Plan (BIP) in here file for her 8th grade year of
Middle School. That plan speaks of an extremely low adaptive behavior, readiness to lash out if
cornered, and an aggressiveness she houses. There is also a mention of what brought her to my
mind, which are signs of zoning out, and having poor interpersonal relationship.
Evans grades are dropping at rapid speed. Below is a snapshot of her current standings
per course. If Miss Evans is to have any opportunity to bring those grades up to passing
percentages, for the first semester of her freshmen year, she will be in need of a replacement
behavior.
Course
English 1
Drama
Spanish 1
Algebra 1
Computer Application 1
Personal Financial Literacy
Environmental Science

Letter Grade
(D)
(C)
(D)
(F)
(F)
(B)
(F)

Percentage
66%
74%
63%
42%
54%
86%
46%

Figure 1. Pre-intervention Snapshot. This is a reflection of the students grades before an

intervention takes place to correct the targeted behavior.

SPED775 Functional Behavior Assessment 6

Students Strengths
Evans has much strength. Previous IEP meetings her father indicated she met all of her
developmental milestones at the appropriate age level. Any vision issues were corrected with
glasses. Evans has a strong ability to express herself though her writing. Her ability to read is
rather high in fluency, and she is good with mathematic calculations. She is also very polite when
it comes to communicating with adults.
Students Needs
It would be safe to argue that Evans childhood plays a hand in her diagnosis. Interties
from her last IEP indicate her anxiety disorder as well as her schizoaffective disorder. Based on
her Woodcock-Johnson III test, she is perceived to be unsatisfactory in her reading
comprehension, with a limited knowledge in spelling. Her mathematic problem solving has
regressed over the years, starting at proficient; then dropping to limited knowledge and now
unsatisfactory.

SPED775 Functional Behavior Assessment 7

Identifying Problem Defining Target and Replacement Behavior:
See Appendix A for Observation Data recorded on
Collected Observational Data
Target Behavior

ABCR Data Collection

Off-Task Behavior (Not Using time wisely)

Operational Definition

Off-Task Behavior, in this case, is defined as Not

using her time wisely. She struggling to do her work
and /or simply stay on task when not having a
teacher or other authority figure hovering over her
or in her direct vicinity.

Examples of Behavior

Examples of being Off-Task would include: Zoning

out, making in appropriate gestures to other peers,
playing with her paper, playing video games,
doodling, attempting to talk to peers across the
room instead of working on assignment, and
touching other peers.

Non-examples of Behavior

Non-examples of being Off-Task would include:

starting work in a timely manner, not attempting to
converse with peers when working on an
assignment, starting bell work when she comes into
class, using her time appropriately.

Replacement Behavior

On-Task Behavior (Engagement)

Operational Definition

On-Task behavior is defined as responding to

instruction and appropriately working on
assignments until completion without off-task
behavior being present more than 40% of the time.

Examples of Behavior

Examples of staying On-Task would be: Starting

work within 10 seconds of instructions being given,
taking short breaks after completing designated
portions of her assignments, asking for assistance
with anything she does not understand, and not
distracting others from completing there
assignments.

Non-examples of Behavior

Non-examples of staying n task would be anything

that does not allow her to start an assignment within
the 10 seconds, anything that does not allow for her
to complete her assignments, and distracting others
from working.

SPED775 Functional Behavior Assessment 8

Rational.
The rational behind the broad identification is not truly being able to identify all non-task
related activities to just being off task. Evans grades are suffering due to her lack of completed
and turned in assignments. She is capable of completing her assigned task, and turning them in to
raise her grades, but struggles with doing so. Best way to describe her struggle is not using her
time wisely. This may be a cry for attention, but sometimes that same attention can work against
her as a distraction.

Baseline Data
Before a baseline collection of data could take place, an Antecedent. Behavior.
Consequences. Response chart or ABCR was recorded on the second of November (Appendix A).
This assessment toll was used to gather preliminary information for the base of the behavior
support plan. It requires direct observation for an eyewitness account to the behavior takingplace. Not only is students behavior recorded, but also the antecedent or what took place to
cause the behavior, as well as the consequences to what happens after the behavior has been
triggered.
Data Recording System
I had my doubts about attempting to use the latency recording system; this system was
my first method of collecting baseline data. Since the original goal is to revamp the students
engagement and the time it takes her to engage in the assigned task, latency recording would
theoretically be the best collecting tool to use. Problem became there was more lectures being
given then there was, than there was instruction taking place. To gather more accurate data on the
target, the choice was made to switch from latency recording to a form of time sampling system,

SPED775 Functional Behavior Assessment 9

Momentary Time Sampling. That decision cost me one day of data but will be enough for the
principle snapshot.
Momentary time sampling, as defined by University of Kansas (KU), is called a form of
the interval recording method. That is a strategy which involves specified time periods. The
intervals should be small and equal in length. i.e. in a 20 minute period the person recording may
choose to make an observation once every minute. This would result in 20 data points being
recorded for that 20 minute time limit. One of the many advantages is the teacher does not need
to be attending to the student for the entire period.
Total duration
The data used for this analysis was taken over several days in the same school week,
November 3rd through November 6th. Durations focused on her first hour English class, and all
took place between 7:45 and 8:35 am lasting for 10 minutes in length (Appendix B).
Baseline
From the observations recorded in her English class, Evans is extremely cable of
performing task requested of her, yet this is only noticeable when she is not being distracted,
being the distraction, or is not as she stated in her student interview, bored out of her mind.
This indicates that she spends 50% to 80% of class time not doing what is requested of her.
Roughly that is 10 to 25 minutes of class time is used appropriately (Figure 1).
Baseline Products
Not many Items were needed in the observation process. Major items used for recoding
the baseline data was a Galaxy Note Edge Cell Phone. With that phone, the stop watch was
started when I was ready to observe. It ran for 10 minutes. Using this technology also allowed

SPED775 Functional Behavior Assessment 10

the use of the phones timer, set for one minuet feature to make indications of behavior at every
minuet marker. Only other things in use were a note book tablet and a writing utensil.
Baseline Graph
The following graph displays the baseline data that was collected during the week of
November 3, 2015. The numbers of the y-axis represent the percentages of the on/off behavior
taking-place, while the x-axis represents the day the data was collected (Figure 2).

Baseline Data Collection

On Task Behavior

Off Task Behavior

Figure 2. Observation of Target Behavior. This figure illustrates the baseline data in a four date period.

SPED775 Functional Behavior Assessment 11

Outcome of Function Matrix: Hypothesized Function
The function of some behaviors do not rely on anything external to the person and instead
are internally pleasing in some way are self-stimulating (ONeill, Horner, Albin, Sprague,
Storey, & Newton, 1997). Data from this process, her English teacher filled out and recorded,
would suggest the students behaviors are driven from a sensory form (Figure 3). Although the
data describes a student that is seeking or avoiding sensory stimulations, her teacher changes his
view point on her behaviors as those derived from attention. Meaning he thinks that attention
may be the trigger relating to Evans struggle with staying on-task and engaged. Unfortunately a
second matrixes was not performed, and my hypothesis is as follows:
Student is easily distracted, and also bored with work she does not perceive as
challenging. Thus student seeks attention. More focus and instruction could allow for more

Escape

Outcome of Function Matrix

Positive Reinforcement
Negative Reinforcement
(Access Something)
(Avoid Something)
Score: Student may have selfScore:
stimulation from receiving
attention
1/4
1/4
Score:

Score:

3/4

3/4

sTangible Attention

Sensory

positive behavior from the student in class.

Score:
4/4
Score:
2/4

Likes people to pay attention

to her. It does not matter if it
is a student she knows or
parental figure (Obs.).

Score:

Student could care less

earning rewards.

Score:

4/4

2/4

Escapes task that are

considered boring by the
student. Doing work, note
taking. Putting head down on
desk
(T.I). uncomfortable
Will make
comments or gestures to other
students and staff (Obs.).

SPED775 Functional Behavior Assessment 12

Figure 3. Outcome of Function Matrix. Data recorded by her English teacher to better assist in identifying the students trigger
or reason for unwanted behavior.

Behavioral Objective
The Replacement behavior will be designed to increase her use of classroom instructional
time, to where student is engaged and interactive 70% of the time. Methods of monitoring
progress will be correspondence with her English teacher her progress reports. In her interview
the student said she is not motivated by rewards, but to achieve this objective the instructor will
not be using any techniques considered as punishment, yet he will allow her to help other student
complete task.
Behavior Intervention Plan
Intervention Description
First the student will be relocated closer to instructor and collaborative teacher (when
available). Student will be called upon more to respond to questions related to presentations to
keep her engaged. Student will also be allowed to assist other students once she is done with her
assignment. Alternative is allowing student to work in small groups to complete assignment.
Evidence Based Intervention
Leveraging all available attention speaks to students having their desired attention met by
other students. This allows the educator to move around more and give his/her attention to others
who also may need instructional attention. This concept works well with the notion of peertutoring, and group work (Ginsburg, 2011).
Reinforcement
The students engagement and participation is being reinforced by her being moved
closer to the teacher, by the teacher calling on her, and with her being allowed opportunities to
work with others after her work is finished.

SPED775 Functional Behavior Assessment 13

Data Collection
To collect data reflecting the intervention, I will repeat the process for collecting the base
line data. I will use my phones stop watch and time to set my recording window, as well as my
observation points. I will record everything on paper before transferring to a computerized
document. The recording system used will be the Momentary time sampling interval recording
process, but instead of focusing on the same targeted off behavior I will focus on the replacement
behavior percentage. The purpose of this is to see if the percentage of on task engagement has
improved, declined, or has yet to change one way or another.
Fading
The intervention will take place until the last week of the semester, week of December
18th. This has to be an appropriate time due to the lack of school attendance that will take place in
January of 2016. If there is a positive result from the intervention, it will be put back into place
for the second semester of Evans 9th grade year at Midwest City High School.

SPED775 Functional Behavior Assessment 14

FBA Analysis and Findings
Results
From the baseline data (Figure 1) Evans was only engaged for 10 to 25 minutes a
day, 20 to 50%, per her first hour. Data, over the effectiveness of the intervention, was collected
for one a week time span. The implementation of the intervention took place the week following
a three day break. All observations took place in the students first hour class. During that time,
Evans was recorded for 10 minutes a day, but casually observed for the entire hours. What will
not be represented is what the student looks like thought the day in her other classes. Another
factor that must be taken into consideration was that the entirety of the BIP was not placed into
effect, due to the lessons and assignments given by that classs instructor. What this mean is the
results will be based off of a partial implementation.
Per the BPI, designed to encourage the student to be more on-task and engaged in class,
the classroom structure was changed from a 3- group seating arrangement to a traditional class
structure, so her instructors could place the student in a specific area (Figure 4).
Seating Chart Before Intervention
O

O O

Seating Chart After Implementation

O O

O O

O O

O X

O O

O O

O
O

O
O O

O
O

Figure 4. Classroom Seating Chat. X represents Evans location before and during intervention for replacement behaviors.
*Note: not represented in the two tables, on the left side of the room, is where both instructors are located.

Once the student was placed in a different location, closer to both her educators, there
was a noticeable difference in Evans behavior. The first day of observation the student was 20

SPED775 Functional Behavior Assessment 15

minutes late for class, yet she came in, sat down, gathered the items she needed, and went to
work. Her Time sampling took place from 8:05 to 8:15 am from Monday to Thursday, and from
7:55 to 8:03 am on Friday (Appendix C). That first day her targeted behavior only appeared four
out of 10 time (40%) during the hour. Tuesday, collected data shows it appearing twice out of 10
times she was observed (20%). On Wednesday the behavior was displayed three times (30%).
Just once (10%) on Thursday, and on Friday the behavior was seen 3 out of 10 times (30%)
(Figure 5). For the entire week, except for the first day of implementation, the student was
engaged and on-task for 70% or more of the hour.

Post Intervention Instalation

On Task Behavior

Off Task Behavior

Figure 5. 2nd Data Collection. This graph shows how the implementation of the replacement
behavior improved the students engagement/on-task behavior during her first hour class.

SPED775 Functional Behavior Assessment 16

Findings
Course
English 1
Drama
Spanish 1
Algebra 1
Computer Application 1
Personal Financial Literacy
Environmental Science

Letter Grade
(D)
I
(D)
(F)
(F)
(B)
(F)

Percentage
66%
74%
63%
42%
54%
86%
46%

Figure 6. Post-intervention Snapshot. This is a reflection of the students grades after the
intervention took place to correct the targeted behavior.

Collection of new data proves Evans can be more productive to her educational
requirements when in the correct environment. The replacement behavior was visible more times
than not, allowing for her to maintain engagement 60% or more of the time. That is at minimum
a 10% increases from before the intervention was implemented. Relocating her and allowing her
to help others, where the only parts to the suggested intervention that was implemented during
this study. They added to Evans engagement during English I, and although not reflective in her
end of semester progress report (Figure 6), there was growth in the student behavior in this one
classroom, if not in any other. From her teachers vantage point, the student is doing far better
then she had been doing and is working towards becoming a better student.
A person evolved with education, George Evans, said the following, Every student can
learn, just not on the same day, of in the same way. The goal of this study was to correct a
identified behavior with a replacement to give the student, in this case Miss Evans, a better
chance at successful. The idea of changing location, engaging the students more, and rewarding
her with social interaction, proved to be beneficial. Although the intervention was not
administered as designed, the student still showed positive advancements, thus pleasing her
teacher and her self. During the intervention the student even finished assignments when they
were assigned during the class hour, but what the intervention failed to address was the tuning in

SPED775 Functional Behavior Assessment 17

of assignment. Which would have bumped up the percentage aspect of her semester grades. This
leads me to believe that the identification of the problem behavior was not specific enough to
truly help this particular student. On the other hand the intervention did allow for the student to
meet the teachers expectations of engagement.
This study shows that just a simple implementation for the right reason can be all the
difference in the world to a struggling student. It also suggests that each student needs to be
addressed in different manners to prompt them to give everything they have to their own
educational needs. Evans showed she was capable of helping herself before this study went into
effect, but she was not actually doing the helping that is why interventions are important to the
growth of students with and without special educational needs. Our job as educators is to
remember and remind others that, Every child has a different learning style and pace. Each child
is unique, not only capable of learning but also capable of succeeding. Robert John Meehan-

SPED775 Functional Behavior Assessment 18

References
Fenell, Z. (nd). Emotional Disturbance. Special Education Guide.com. Retrieved from
http://www.specialeducationguide.com/disability-profiles/emotional-disturbance/
Ginsburg, D. (2011). Student Attitude Adjustment or Teacher Attention Adjustment?.. Education
Week Teacher. WEB. Retrieved from
http://blogs.edweek.org/teachers/coach_gs_teaching_tips/2011/12/student_attitude_adjust
ment_or_teacher_attention_adjustment.html?r=778321775&preview=1
Johnson, E. (nd). How to develop an effective Tier 2 System, NCRIT. WEB. Retrieved from
http://www.rtinetwork.org/essential/tieredinstruction/tier2/how-to-develop-an-effectivetier-2-system
Momentary Time Sample Recording . University of Kansas. Web .Retrieved from
http://www.specialconnections.ku.edu/?
q=assessment/data_based_decision_making/teacher_tools/momentary_time_sample_reco
rding
ONeill, R., Horner, R., Albin, R., Sprague, J., Storey, K., & Newton, J. (1997).Functional
Assessment and Programme Development for Problem Behaviour: A Practical
Handbook. Pacific Grove, CA. Brooks/Cole Publishing Company.
Schizoaffective disorder. Retrieved from http://www.mayoclinic.org/diseasesconditions/schizoaffective-disorder/basics/definition/con-20029221

SPED775 Functional Behavior Assessment 19

Appendix A
ABCR Collection Data
Student Name: K. Evans
Observer: Coach Maurice Upshaw
Activity: Bell work and Note Taking
Time
Environment information
Begin/End
7:45
Student walks in classroom

Date: 11/02/2015
Time: 7:43am to 8:40am
Antecedent
Teacher instructs class to start
Bell work

7:48

Behavior
K sits there

Consequence
None

K Takes out paper and

rummages through her bag

7:53

At her desk

Class is instructed to open

their work books to page 541

K opens the book to the

correct page

None

7:55

At her desk

Students are told to work on

exercise 20

K watches me interact with

another student

None

K Starts working on exercise

7:59
8:01

At her desk

Teacher visits with co-teacher

K becomes distracted by the

conversation

8:03

At her desk

Class is instructed to pull out

another sheet of paper for
notes

K stares at whiteboard

Co-teacher asked K why she is

not taking notes

K Stares at wall

8:11
8:12

At her desk

K is redirected by co-teacher
to get back on task

K is Drawing on her fingers

K is redirected by co-teacher
to get back on task

8:26

At her desk

Teacher is highlighting key

points

K is again redirected by the

co-teacher

8:29

At her desk

None

8:32

At her desk

Teaches instructs all student to

turn in exercise 20

K starts talking to another

student about something non
school related and using hand
gestures
K- starts placing her figure in
the hole of her paper
K puts all her work in her
bag and starts visiting with
other students

None
No work was turned in

SPED775 Functional Behavior Assessment 20

Appendix B
Time Sampling Recording Form
Student: K. L. Evans
Class/ Teacher: English 1
Start/ end times: 7:45 8:35 am

Date: 11/3-6/2015
Observer: Coach M. Upshaw
Length of interval: 5 minutes

Behavior: On-Task Behavior

(using time wisely/working on assignment/following directions)
Day 1
Interval Behavior
1
+ 2
+ 3
+ 4
+ 5
+ 6
+ 7
+ 8
+ 9
+ 10
+ Total

3/10 = 30%

Codes: + behavior did occur behavior did not occur

Day 2
Day 3
Day 4
Interval Behavior Interval Behavior Interval Behavior
1
+ 1
+ 1
+ 2
+ 2
+ 2
+ 3
+ 3
+ 3
+ 4
+ 4
+ 4
+ 5
+ 5
+ 5
+ 6
+ 6
+ 6
+ 7
+ 7
+ 7
+ 8
+ 8
+ 8
+ 9
+ 9
+ 9
+ 10
+ 10
+ 10
+ Total

50/10 = 50%

Total

20/10 = 20%

Total

50/10 = 50%

SPED775 Functional Behavior Assessment 21

Appendix C
Time Sampling Recording Form
Student: K. L. Evans
Class/ Teacher: English 1
Start/ end times: 7:45 8:35 am

Date: 11/30/2015 & 12/1-4/2015

Observer: Coach M. Upshaw
Length of interval: 10 minutes

Behavior: On-Task Behavior

(using time wisely/working on assignment/following directions)
Codes: + behavior did occur - behavior did not occur
Day 1 8:05-8:15
Interval

1
2
3
4
5
6
7
8
9
10

Day 2 8:05-8:15

Behavio
r

+
+
+
+
+
+
+
+
+
+

Total
6/10 = 60%

Interval

1
2
3
4
5
6
7
8
9
10

Day 3 8:05-8:15

Behavio
r

+
+
+
+
+
+
+
+
+
+
Total
8/10 = 80%

Interval

1
2
3
4
5
6
7
8
9
10

Day 4 8:05-8:15

Behavio
r

+
+
+
+
+
+
+
+
+
+

Total
7/10 = 70%

Interval

1
2
3
4
5
6
7
8
9
10

Day 5 7:55-8:03

Behavio
r

+
+
+
+
+
+
+
+
+
+
Total
9/10 = 90%

Interval

1
2
3
4
5
6
7
8
9
10

Behavior

+
+
+
+
+
+
+
+
+
+
Total
7/10 = 70%

SPED775 Functional Behavior Assessment 22

SPED775 Functional Behavior Assessment 23

Appendix D
Motivation Assessment Scale

ITEM
1. Would the behavior occur
continuously, over and over, if
this person was left alone for
long periods of time? (For
example, several hours.)

2. Does the behavior occur

following a request to perform a
difficult task?

3. Does the behavior seem to

occur in response to your talking
to other persons in the room?

4. Does the behavior ever occur

to get a toy, food or activity that
this person has been told that he
or she can't have?

5. Would the behavior occur

repeatedly, in the same way, for
very long periods of time, if no
one was around? (For example,
rocking back and forth for over
an hour.)

6. Does the behavior occur when

any request is made of this
person?

7. Does the behavior occur

whenever you stop attending to
this person?

RESPONSE
Never

Almost
Never

Seldom

Never

Almost
Never

Seldom

Never

Almost
Never

Seldom

Never

Almost
Never

Seldom

Never

Almost
Never

Seldom

Never

Almost
Never

Seldom

Never

Almost
Never

Seldom

Half the
Time
3

Half the
Time
3

Half the
Time
3

Half the
Time

Half the
Time

Half the
Time
3

Half the
Time
3

Usually

Almost
Always

Always

Usually

Almost
Always

Always

Usually

Almost
Always

Always

Usually

Almost
Always

Always

Usually

Almost
Always

Always

Usually

Almost
Always

Always

Usually

Almost
Always

Always

SPED775 Functional Behavior Assessment 24

8. Does the behavior occur when

you take away a favorite toy,
food, or activity?

Never

Almost
Never

Seldom

ITEM
9. Does it appear to you that this
person enjoys performing the
behavior? (It feels, tastes, looks,
smells, and/or sounds pleasing.)

10. Does this person seem to do

the behavior to upset or annoy you
when you are trying to get him or
her to do what you ask?

11. Does this person seem to do

the behavior to upset or annoy you
when you are not paying attention
to him or her? (For example, if
you are sitting in a separate room,
interacting with another person?

12. Does the behavior stop

occurring shortly after you give this
person the toy, food, or activity he
or she has requested?

Half the
Time

Almost
Always

Always

RESPONSE
Half
the

Almost
Neve
r

Never

Seldom

Almost

Time

Usuall
y

Always

Always

Half
the

Almost
Neve
r

Never

Seldom

Almost

Time

Usuall
y

Always

Always

Half
the

Almost
Neve
r

Never

Seldom

Almost

Time

Usuall
y

Always

Always

Half
the

Almost
Neve
r

Never

Seldom

Almost

Time

Usuall
y

Always

Always

Half
the

Almost

13. When the behavior is

occurring, does this person seem
calm and unaware of anything else
going on around him or her?

Usually

Neve
r

Never

Seldom

Almost

Time

Usuall
y

Always

Always

SPED775 Functional Behavior Assessment 25

14. Does the behavior stop
occurring shortly after (one to five
minutes) you stop working or
making demands of this person?

15. Does this person seem to do

the behavior to get you to spend
some time with him or her?

16. does this behavior seem to

occur when this person has been
told that he or she can't do
something he or she had wanted
to do?

Half
the

Almost
Neve
r

Never

Seldom

Almost

Time

Usuall
y

Always

Always

Half
the

Almost
Neve
r

Never

Seldom

Almost

Time

Usuall
y

Always

Always

Half
the

Almost
Neve
r

Never

Seldom

Almost

Time

Usuall
y

Always

Always

SPED775 Functional Behavior Assessment 26

SCORING

Transfer the numeric Response for each Item to the blanks below. Scores are organized into
columns by type of motivation. Total each column of numbers (Total Score) and calculate the
mean Score (Total Score divided by 4) for each motivation. Determine the Relative Ranking for
each motivation by assigning the number 1 to the motivation with the highest Mean Score, 2
to the motivation with the second-highest Mean Score, and so forth.

Sensory

Escape

Attention

Tangible

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

Total Score =

13

Mean Score =

3.25

.75

.50

2.25

Relative Ranking=

MONACO
&
ASSOCIATES
Copyright 1992

SPED775 Functional Behavior Assessment 27

Appendix E
Mid-Del Public Schools
Functional Behavior Assessment
Positive Behavior Intervention Plan

I Grade:

Student Name:

I<- .

EVANS

Date of Birth:
09/28/00
Team Members:

I Teacher:

Special Educator, General Educator

1

I. Identify target behavior(s) and functions(s).

.
Target Behavior
Detailed description of the target behavior (Be very specific)Description of possible function of the behavior (Does
behavior communicate need for: anger, attention,
avoidance, control, frustration, intimidation, relief of
fear/anxiety...?)
#1
Lack of Engagement/ Participation
Attention/Boredom
.

#2

Poor peer relationships/social interactions

control

II. Develop behavioral goals and objectives

Target
Behavior
#1

Behavioral Goals and Objectives

(Goal should address appropriate replacement behavior for the tarqet behavior)
Goal #1:
K. Evans will stay engaged during class70% of the time

Objective la:
Objective lb:
#2

Goal #2
For K Evans to make appropriate comments to others students.
Objective 2a:
Objective 2b:

III. Identify antecedents and teaching

Objective
strategies
for2c:appropriate behavior

..

SPED775 Functional Behavior Assessment 28

Antecedents
(Triggers)

Teaching strategies to increase

appropriate behavior .

Changes to be implemented to address

antecedents
*More Q&A with presentation
* Levels of Understanding

Lectures/Note Taking

Stay closer to student & allow her to assist

others
I

Students should be kept engaged

Lack of Engagement

Teach Evans appropriate ways of responding

with peers

IV. Describe Positive Reinforcement

Target
Behavior

Evans will stay on task and engaged

in day to day lessons

Description of positive reinf orcement.

Description of observable appropriate

behavior
C.'\

K:.-

Evans to help other students

U'\.-'1G.-i{_.Allow
cP
.

Verbal Responses

V. List Intervention Steps:

Steps
No.

Intervention f or Target Behavior #1

Involve student more during note taking sessions

2

Allow student to help others after work is complete

Provide an appropriate seating area

Steps

Intervention f or Target Behavior #2

No.
1

2
3

Use appropriate language at all times

Allow to work in separate location

Do not force her to work with a peer that she is not

comfortable with

SPED775 Functional Behavior Assessment 29

VI. Identify data collection tools and methods.

Target
Behavior
1
2

Tools and methods of collection

-

Person Responsible

Mass Emails w/ Teachers

special ed teacher

Progress Reports

special ed teacher

VII. Review and Revise (when necessary)