FUNCTIONAL BEHAVIOR ASSESSMENT (FBA)

Student Name: Alexander Evaluator: Lisa Highley

Birthdate: Report Date: 11-15-16

School: Alliance Early Learning School Teacher: Tracey Bowser

Grade: Kindergarten IDEIA Educational Disability: none

Description of Classroom Context:

20 students: 10 boys 10 girls

Located in an urban area
1 student on IEP, No ELL and ESL students
There are no aides in the classroom but the teacher often has parent helpers in the classroom.
The student is a kindergarten student at age 5. He is a male and is not on an IEP/no disabilities
and is in the general education classroom at Alliance Early Learning School. He is of biracial
ethnicity.
Teacher/Classroom Management Style: Authoritative in which she allows students to have power
in the classroom to make their own decisions while guiding them through the process. She
explains directions and procedures verbally multiple times for the students to hear and
understand. She has rules and routines established in the classroom that were thoroughly
explained in the beginning of the year so that the students understand why they are in place.
She displays concern for her students because she wants them all to succeed and become
experts with math skills.
A clip up/ clip down chart is guides the classroom management system. Students all begin the
day on the blue and there are 3 steps up and 3 steps down. This is used for behavior beyond the
norm.

Step 1: Description of the Target Behavior(s):

Describe one to two behaviors that occur frequently and interfere most with the
student making progress.

Explanation of the rationale supporting the need for a functional behavior

assessment. Include a rating of the severity of the behavior based on the rubric
below.
Rati Level of Severity Rubric
ng The
Behavior is confined only to the observed student. May include such behavior as target
1 refusing to follow directions, scowling, crossing arms, pouting, or muttering under
his/her breath.
Behavior disrupts others in the students immediate area. May include slamming books,
2
dropping items on the floor, name calling, or using inappropriate language.
Behavior disrupts everyone in the class. May include throwing objects, yelling, open
3
defiance of teacher directions, or leaving the classroom.
Behavior disrupts other classrooms or common areas of the school. May include
throwing objects, destruction of property, yelling, open defiance of staff directions, or
4
leaving the school grounds. Limited social interaction but requires frequent prompts
assistance to initiate and/or respond to social interaction.
Behavior causes or threatens to cause physical injury to self, or other or causes severe
5 property damage. May include displaying weapons or assaulting others. Social
withdrawal that results in extreme isolation and inability to interact with others.
 behavior is the problem behavior that the student is partaking in. The problem behavior
interferes with the learning in the classroom of the individual student, as well as the other
students in the classroom. The behavior is the first topic to look at in the FBA process and
eventually the BIP process as well. In order for the intervention to take place, the behavior
must be identified in observable and measureable goals to determine the following steps
in this process.

Behaviors that occur frequently are:

1. Talking out: Any verbalization made by the student that was not initiated by the
teacher and disrupts other students from assigned tasks in the classroom.
Examples: Speaking out and blurting out without permission. Also in instances of class
choral response, he will wait until all the other students to respond before he responds
with his answer in a louder voice.
Non-examples: Talking to students while working on an assignment together and
raises hand to answer questions or ask questions.
Rate of Severity: 3
2. Noncompliance to classroom routines: Not following simple directions that are given to
the whole class or to him individually.
Examples: Not starting work he was given until redirected. When asked to take one
marker, he would take two markers.
Non-examples: Beginning work as soon as directions are given.
Rate of Severity: 1

Talking out is determined as a problem behavior because the student will yell out
words and sentences that do not relate to the material that is being discussed. The
student will ask questions in the middle of the teacher giving directions, presenting the
lesson, and while working silently at his desk. The student will perform this behavior
and it interferes with the other students learning in the classroom.
Noncompliance to classroom routines is also determined as a problem behavior
because the student will be intentionally defiant of instruction before the teacher
redirects him. This distracts the other students as well and interferes with their
learning. The student also looks around the room during instruction which could mean
that he is not focused on the lesson and not receiving the information that he needs in
order to get the information he needs or hear directions. He also will begin working on
his assignments, and then pause to look around the room and stop working on the
assignment, and then he will re-ask for instruction even when he already knows what is
expected of him. This results in him not having enough time to finish his work so he
misses out on other instruction to finish the original task.

Step 2: Collect Data:

Indirect Assessment Include a description of the utilized assessment process and
a summary of the collected information. Identify the general events, times, and
situations that predict the occurrence and nonoccurrence of the behavior(s).
Include completed indirect assessments in Appendix.

For the indirection assessment and observation process, I completed a structured teacher
interview. This interview was done by the classroom teacher Mrs. Bowser. I used a Functional
Assessment Interview Form that starts off with questions such as: Describe the behavior of
concern, and how often and intense is the behavior. The interview then gets in to the when and
where process of the behavior and eventually ends with the question: What is the likely function
of the behavior and who should be involved in planning and implementing the intervention plan.
This interview flows just like the FBA and BIP do together, which is why I chose this form to use.
During the interview I found out the teachers perspective of why Alexander behaves in the
manor that he does. Her hypothesis was that the function of the behavior is to gain teacher
attention. She gave me some helpful information that could help with creating a BIP, for example
it does not affect him if he is clipped down on the clip chart for misbehavior, but he does respond
well to being clipped up. After the interview I created a hypothesis statement that describes the
name of the student, the behavior, antecedent, consequence, and the function

Direct Assessment - Complete A-B-C Observations to confirm and/or identify the

routines, setting events, immediate antecedent events, consequences, and
reinforcers that maintain the behavior(s). Describe and summarize the results of
your A-B-C Observations. Include completed data charts in Appendix.

The first direct assessment and observation process was done by doing an A-B-C recording. This
was done right after the teacher interview and problem behavior questionnaire so that the
information was fresh in my mind. I was able to watch the student and record as well as work
with a small group with the student included and record my observations. I watched what
happened right before the behavior occurred so that I was able to get the antecedent. The
interview previously gave me the definition of the behavior so I was able to watch for that. After
the behavior was performed I got the consequence and recorded all of my findings.

Direct Assessment - Complete baseline data collection to determine the patterns of

frequency, intensity, duration, and/or latency of the target behavior(s). Describe
and summarize the findings of the baseline data assessments. Include completed
data charts in Appendix.

The second direct assessment and observation done was three baseline recordings. They were all
conducted as frequency recordings, two during class time and one during gym class. I was able
to observe the student performing noncompliant behaviors during each of these observations.
The frequency recordings show that the behavior occurs an average rate of 3 times during each
half hour period of the observation. A frequency collection was taken because the behaviors do
not necessarily last for a specific amount of time, but occur frequently enough that taking a
frequency recording helps to know how to lower the frequency in the BIP.

Step 3: Data Triangulation:

Complete the Data Triangulation process. Collected data must be from three different
sources. Provide a comprehensive summary and interpretation of the collected data as
related to the targeted problem behavior(s).

Source 1 Source 2 Source 3

ABC Observation
During structured settings,
when the student is given a
direction or assignment to
complete independently and in
a specific amount of time, the
Interview with Teacher
The student is usually off task
and noncompliant, which is
defined as not starting work in
time to finish it within a time
limit, unfocused, stares off,
Frequency Baseline
Observation
The noncompliant behavior is
seen multiple times during the
different settings that were
observed. Over three separate
observations, the students
 student is slow to start his
work or ignores the directions
he was given and waits to be
redirected. This behavior is
defined as looking around the
room, talking out while others
are asking questions, during
whole group call and response,
he waits until everyone has
already answered to reply,
waits to sit down until he is
redirected, and goofing around
by making faces or using
materials incorrectly. When
this happens, he is merely
ignored or redirected by the
teacher to get to work.
goofs off by making faces, not
following directions when they
are given, and re-asking
questions that he knows the
answer to. This is most likely
to happen during structured
settings (small/ large group)
and independent work time
when he is not working with
his peers and the teacher. The
behavior often occurs when he
directions or assignments are
given. The teacher then gives
the student a verbal
redirection to the work, which
is often not started until the
second redirection.
was noncompliant with
classroom procedures and
routines, which is defined as
not following simple directions,
walking around the classroom
and being redirected to sit
down, making faces at
classmates, being the last to
answer during whole class
choral response, waiting to
start work until redirected and
asking for directions to be
repeated after beginning task.
The times the student was off
task

INTERPRETATION:
1. Antecedent Events- The antecedent event is during structured (small/group) settings and
during independent work, when the student is given a direction or assignment to complete. The
behavior was seen in multiple settings throughout the day including during regular class time
during structured whole and small group activities as well as during gym class.

2. Maintaining Consequences- Sometimes the teacher ignores the first act of noncompliance
but she ends up redirecting him to follow class routines and directions.

3. Likely Function-The likely function is to gain teacher attention.

Step 4: Summary Hypothesis Statement:

Describe the possible functions of the target behavior(s). Analyze the indirect and
direct data to determine the possible function of the behavior or what need the student is
trying to meet by engaging in the behavior. A summary hypothesis statement should address
the purpose or function the specific observable and measureable behavior serves for the
student and how the behavior is related to the routines, setting events, antecedents, and
consequences.

During structured (small/group) settings and during independent work, when given expected to
follow the routine, given a direction or given a task to complete, the student will be noncompliant
by looking around the room, talks out while others are talking, and waits to be redirected before
beginning work in order to gain teacher attention.
 BEHAVIOR INTERVENTION PLAN (BIP)

Student Name: Alexander Date: 11-15-16

Step 5: Competing Pathway & Replacement Behavior:

Identify and describe the replacement behavior in both chart and narrative form.
Also explain the rationale for the chosen replacement behavior. Remember that
replacement behavior is NOT an absence of the problem behavior. It is the behavior that the
student will perform in place of the target problem behavior that serves the same function as
the problem behavior.

Desired Behavior Consequence

Alexander will follow Student receives positive
the classroom routines teacher attention that is
with natural appropriate for the classroom
reinforcers. routines.

Routine & Antecedent Problem Behavior Consequence Function

Setting Event During structured
(small/group)
Noncompliance with
classroom routines and
Teacher verbally Teacher attention
settings and during directions. redirects student
independent work
and re-gives
when given
directions directions. a

Alternative Behavior
Alexander will raise his hand if he
wants teacher attention. If he is

Narrative Description & Rationale for the Replacement Behavior:

Since Alexanders problem behavior is being noncompliant with classroom routines and
directions in order to gain teacher attention, the replacement behavior has to have the same
function of gaining teacher attention for him. Alexander is unable to function in a classroom
without the constant need of teacher attention on him, whether it is good attention or not. In
talking with his teacher, it would be appropriate for their classroom if Alexander were to raise his
hand in any instance where he wants to gain teacher attention. Right now, he will blurt out any
time he wants attention by asking questions that he already knows the answer to rather than
waiting his turn. The replacement behavior would be for Alexander to raise his hand anytime he
would usually just talk out. By raising his hand, the teacher has time to focus on what she needs
to before going to answer Alexanders question. This behavior would be less disruptive for the
teacher and the other students. This replacement behavior would give Alexander the opportunity
to think through the question he has for his teacher and reflect on if he already knows the
answer. This replacement behavior will eventually bring him to the desired behavior of simply
following the classroom routines with natural reinforcers.

Verify the social validity of the replacement behavior.

This replacement behavior has social validity because the routines of the class are for students
to raise their hand if they have a question for the teacher. Although Alexanders hand raising will
often be unnecessary for following classroom procedures, it will get him the teacher attention
that he is seeking without being disruptive to his classmates. When he raises his hand, the
teacher also has the option whether to call on him, or wait for her instruction to be over before
giving Alex the attention he is seeking.

Can the student perform the replacement behavior? Determine - Cant do versus
wont do. As appropriate, what teaching procedures will be used to teach the replacement
behavior?

The student knows how to perform the replacement behavior of raising his hand, he will just
need to be taught to raise his hand in every situation that he wants teacher attention and wait
for the teacher to call on him or come to talk with him. He will also need to learn to wait if it is
not an appropriate time for hand raising. In order to teach the replacement behavior, the teacher
will model the behavior. He will be taught to always stop and think before he is ready to ask a
question to see if he already knows the answer. If the question is still relevant, he will remember
to raise his hand.

Step 6: Identify Antecedent Based Interventions:

Adjust The Antecedents. What are some circumstances or conditions that might tend to
predict occurrence of the problem behavior and what can be done to prevent or remove
those conditions? What are some strategies that will make the replacement behavior more
likely to occur? (Ex: manipulate instructional or organizational routines and schedules,
change physical location of objects or persons, use prompts/cues/pre-corrects, prompts,
changing routines, etc.)

Some circumstances or conditions that might tend to predict the occurrence of the problem
behavior are if Alexander is feeling like there is not enough attention on him or if he forgets to
wait and raise his hand. The teacher needs to make sure she is giving Alexander positive
attention throughout the day to prevent him feeling unnoticed. In order to make the replacement
behavior more likely to occur, the teacher can use prompts/ cues to make sure Alexander
remembers to raise his hand if he wants attention. During each transition time, the teacher will
make sure to say to the students remember to pay attention carefully to directions, if you have
a question raise your hand quietly and wait for me to come help you. If Alexander is reminded
before each setting where his undesired behaviors are likely to occur, he is more likely to
remember to use his replacement behaviors. While reminding the class to raise their hands with
any questions, the teacher will also use the proximity strategy with Alexander. She will stand
close to him when giving directions to make him feel like she is speaking directly to him and
giving in that teacher attention in the antecedent.

Step 7: Adjust Contingencies And Reinforcement:

Adjust The Contingencies - Reinforcement. What are the reinforcement procedures to
use for establishing, maintaining and generalizing the new replacement behavior? What will
be done to increase the occurrence of the replacement behavior? Clearly describe when and
how replacement behavior will be systematically reinforced and by whom. Describe
consequences that could be used as positive reinforcers for performance of the replacement
behavior(s). Explain the rationale for the reinforcement plan. How will the student be
engaged in identifying possible reinforcers?

In order to the alternative behavior to be effective, it must be reinforced. Since this is a new
behavior that Alexander will be trying to make a habit, the replacement behavior cannot just
merely be introduced without proper systematic reinforcement. To teach Alexander the behavior
of raising his hand when he wants teacher attention, the behavior will be modeled for him. The
teacher will explain that she wants to give Alexander the attention he is looking for, but he will
have to follow some steps in order to get in. Each student in this particular class wears a
nametag all day long everyday. On the bag of Alexanders nametag, a picture of him raising his
hand will be glued on. This will serve as a reinforcer for him everyday to remember to raise his
hand. Because the picture is of him, he will remember the raising hands lessons he had with his
teacher and he will act on his replacement behavior. Along with the picture on his nametag, there
will be a generic picture of a student raising their hand posted on the front board, the back
board, and at the reading carpet. This will serve as a visual reminder for Alexander to raise his
hand anytime he wants teacher attention. If Alexander were to speak out or come directly to the
teacher with a question without raising his hand, the teacher will point in the direction of one of
the pictures posted to remind him to raise his hand.

The teacher will use planned verbal ignoring along with nonverbal cues until Alexander uses the
appropriate replacement behavior to gain the teachers attention. The consequence that is a
positive reinforcer for Alexander raising his hand is a few moments of undivided attention from
the teacher. Even if Alexander already knows the answer to the question he is asking or if he just
wants to share any information, by raising his hand the teacher must take a few moments to give
him that attention he is seeking. Because the replacement behavior is only there so Alexander
will eventually learn to follow classroom routines with natural reinforcers, his positive
reinforcement will only come from his lack of talking out or being incompliant with classroom
routines and directions. We do not want Alexanders replacement behavior of raising his hand for
teacher attention to be something that he abuses.

To ensure he does not start to abuse the certainty of gaining teacher attention from raising his
hand, Alexander will only get a positive reinforcer for not talking out, this will help extinction from
occurring. As of current, he averages 3 noncompliant behaviors during each half hour interval,
with some intervals being outliers with 6 or more noncompliant behaviors. If Alexander has a
one-hour time period where he only exhibits one noncompliant behavior, he will be granted 1
star. If Alexander has 3 stars at the end of the day, he will be allowed to clip up. During the
interview with his teacher, it was stated that clip down is ineffective for Alexander. Being asked
to clip down does not effect his behavior or make it better, but clipping up serves as a great
positive reinforcer for him. He responds well if he is able to clip up and clipping up serves to
lower his misbehavior.
 Adjust The Contingencies - Extinction. Is use of extinction appropriate with the problem
behavior? Why or why not? What are the reinforcement procedures to use for making the
problem behavior ineffective? What will be done to minimize the reinforcement or
maintaining consequence for problem behavior?

Use of extinction is appropriate with the problem behavior because it is important for the student
to follow classroom routines and procedures with natural reinforcers. His noncompliant behavior
is a learned behavior that he has developed from realizing he can gain adult attention in every
situation. Planned ignoring and only allowing the student to gain teacher attention if he performs
the replacement behavior will make the problem behavior ineffective for him. If he only gains
teacher attention from doing the replacement behavior, that will lead him to perform the desired
behavior. Eventually, the problem behavior would become ineffective therefore the use of
extinction would be appropriate.

Step 8: Design A Data Collection Monitoring System For The Intervention:

Behavior Intervention Plan Summary
Antecedent Based Strategies
(Make problem behavior irrelevant)
What are ways to prevent the problem behavior?
. During each transition
time, the teacher will make
sure to say to the students
remember to pay attention
carefully to directions, if
you have a question raise
your hand quietly and wait
for me to come help you. If
Alexander is reminded
before each setting where
his undesired behaviors are
likely to occur, he is more
likely to remember to use
his replacement behaviors.
While reminding the class
to raise their hands with
any questions, the teacher
will also use the proximity
strategy with Alexander.
She will stand close to him
when giving directions to
make him feel like she is
speaking directly to him
and giving in that teacher
attention in the antecedent.
Behavior Strategies
(Make problem behavior inefficient)
What can be done to increase desired behaviors
and/or to teach replacement behavior?
To teach desired behaviors,
the teacher will first model
the behavior and have the
student practice performing
the behavior as well. They will
brainstorm situations together
that the replacement behavior
could be used.
Consequence Strategies
(Make problem behavior ineffective)
What should happen when desired or replacement behavior
occurs? What should happen when a problem behavior occurs?
When desired or replacement
behavior occurs, the student will
gain the teacher attention he is
seeking. The teacher must give her
attention to Alexander whenever he
performs the replacement behavior
of raising his hand. In order to
make the replacement behavior
effective, the teacher has to give
him the attention whenever he
raises his hand so he can gain what
he is looking for.
If a problem behavior occurs he is
redirected to the correct behavior.
When a problem behavior occurs he
also gets a tally on his chart, which
could prevent him from gaining a
start that could help him, clip up on
the chart.

Progress Monitoring. How will data be collected and used to monitor progress and
determine the effectiveness of the developed BIP? How will you engage the student and/or
provide feedback?

Data will be collected and used to monitor progress and determine the effectiveness of the
developed BIP by returning to the frequency baseline data collection forms. The observations and
data will be collected again using those dimensions to determine if the intervention was
successful in decreasing the problem behavior and increasing the replacement behavior. The
recordings and observations will be done in the exact same way so that it is a way to measure
the impact efficiently. The frequency recordings will be done during 30 minute intervals. The
recordings will be taken during class time and during specials. The recordings should be done 1-3
times a week to see if the problem behavior is being reduced.
The student will be engaged in the progress monitoring by having the behavior contract as
well as the Data Collection Chart in the behavior contract with the student at all times. The chart
will allow the student to see his growth and stay updated on the process as the chart is being
filled out throughout the day. The chart also allows the teacher to provide feedback when filling
out the chart. The teacher may be able to give verbal praise as feedback by speaking with the
student and let him know that he is doing well for the day. Also, the teacher may be able to give
hand signals that show the student is improving with the replacement behavior and decreasing
the problem behavior. The student will receive a star each during each hour interval that he only
has one noncompliant behavior. At the end of the day he will be able to clip up if he has three
stars for the day. At the end of each day the student will take his chart home with a note written
from the teacher to the parent. This will help the parent understand his actions for the day and
see the progress that he has been making. The parent can write back notes each day and
provide comments.
The progress monitoring will be displayed on an excel graph, which is shown below, in
which the baseline recordings and information is presented before the red dotted line. The
intervention data will be shown after the red dotted line. The baseline data on the graph shows
the information collected from the baseline data collection observations. The results from the
first frequency recording show that the student was noncompliant an average of 3 times during a
30 minute period time.

APPENDIX