Rylee Knips

Student: Tony Age: 9

Grade: 3 Diagnosis: none

FBA Components: Structured Interview

A-B-C Analysis

Scatter-Plot Analysis

Description: I have chosen this student because he wants to learn, but knows that he
is easily distracted. He will take a break on his own, use a wiggle chair,
headphones, and will move away from his friends when reminded to sit by
someone who will make him a better learner. Tony responds very well to roles
within the classroom. He loves having the responsibility of TA and interrupted me
with a can it be me? when I explained that I would need extra help from some
students to help me learn how to become a teacher. Sometimes Tony will speak
when the expectation is that the class is quiet. This does not affect his learning as
much as other students learning. He has also been having a hard time lately
accepting responsibility for his actions if he misbehaves.

Target Behavior: Tony does not accept responsibility (roll his eyes, question or argue
with the teacher, or spin the story) for his misbehavior throughout the day in the
classroom, during specials, during lunch and recess, in the bathroom and hallway,
and on the bus.

Hypothesis: When Tony is confronted about his misbehavior, he will often roll his
eyes, question, argue, change the story, make excuses, etc. to avoid taking
responsibility for his misbehavior. This has two results. One, the teacher moves on
and Tony avoids taking responsibility. Two, the teacher talks to Tony, thus providing
him with negative attention.

Function: Avoidance

Escape and Attention

Intervention Strategies: Give Tony the responsibility of monitoring his own behavior
and conferencing about it each hour of the day. Provide Tony with a packet. This
packet will contain his schedule for five days and a reflection section to fill out after
every hour. He will circle yes or no for I displayed positive behavior and I acted
responsibly after each class period. Afterwards, he will have a short conference
with the teacher about if she agrees with Tonys choices. Tony has the option to then
changing his answers, and then he fills out the last section for the hour by circling
yes or no for I accepted responsibility. At the beginning of each day, Tony and
the teacher will work together to set a goal for how many times he will circle yes.
This provides Tony with positive attention from the teacher, and provides him with
opportunities to show he is responsible.

Methodology: A-B-A-B I compared baseline and intervention data by running

observations for four weeks (two baseline, two intervention). After reviewing the
collected data, it is clear that Tony should continue with the intervention. While it
does not eradicate Tonys behavior, it did diminish it significantly.

4 Baseline 1
Intervention 1
3 Baseline 2
Intervention 2
2

0
1 2 3 4