Functional Behavioral Assessment Component 1: Define the Problem

1. Description of Student1 Student Name: A.J. Smith Age: 7 Grade: 2nd Report Date: 2/7/11

Name of Person Conducting Assessment: Caitlin Shanahan Description of the Observational Context/Setting (type of program, grade level, etc.) Observations took place in AJs 2nd grade general education and special education classrooms in the morning from 9am to 11:30am. AJ visits the special education classroom for two hours each day, but is being slowly integrated into the general education classroom full-time.

Based on the interview with the teacher, please list strengths and weaknesses: Strengths: 1. Good attitude towards peers 2. Respectful in the classroom 3. Creative and artistic 4. Not disruptive Weaknesses: 1. Works slowly 2. Low reading level 3. Rarely finishes assignments 4. Trouble following directions 2. Describe the problem behavior1, as represented by the referring teacher, in observable terms. Be as specific as possible. Based on the teachers report, estimate the severity of the problem (frequency, duration, latency, etc.). Decide which behavior(s) you will begin to gather information on first in order to design a behavioral intervention plan. Define the Target Behavior by clearly describing the Problem Behavior(s) in Observable Terms (Operationally define the behavior so that it can be measured by yourself and others) Description of Problem Behavior 1 When AJ is presented with a difficult, unpleasant, or potentially embarrassing task he demonstrates off-task behavior by playing with objects around him, looking around the room, or slouching and moving in chair. Estimated Frequency, Duration, Latency, etc. The behavior occurs without intensity, but the estimated frequency is approximately 4-5 times every 20 minutes.

These numbers correspond to the elements listed on the Assignment 2 Description.

5. Ecological Analysis of Environment Functional Behavioral Assessment Component 3: Identify Antecedents: Events, Times, and Situations
Student: AJ Smith Date: March 17th, 2011

Answer these key questions in measurable terms using specific data gathered from all the assessment tools used by the evaluation team. Patterns of behavior may emerge as you answer the questions. Be as specific as possible to develop an effective behavioral intervention plan. Who is present . . . When the behavior tends to occur? Based on the collected data, the undesired behavior tends to occur more frequently around the general education teacher. On four separate observations over a ten-minute period the target behavior occurred at least 2 times more over each interval. Data measuring the duration of AJs behavior over a 20-25-minute time frame exhibits that he demonstrated the target behavior for 5 minutes and 15 seconds longer in the general education room. With the general education teacher AJ was off task for an average of 1 minute and 45 seconds longer each observation. When the behavior almost never occurs? There was no observed instance of the behavior almost never occurring, however both the frequency and duration of the target behavior decreased when AJ was with the special education teacher. During one observation the target behavior occurred four times less often over a ten-minute interval when AJ was with the special education teacher and for a duration of 2 minutes and 35 seconds less over a 20-25 minute period. What is going on . . . When the behavior tends to occur? The undesired behavior occurs more frequently during individual work time when instruction is given to the class as a whole. When whole group instruction was given, AJ demonstrated the undesired behavior within two minutes on four occasions. Three out of five observations in which the undesired behavior occurred for over 60% of a ten-minute interval involved whole group instruction, rather than direct instruction, from the teacher. When the behavior almost never occurs There were no observations when the undesired behavior almost never occurred however when given direct instruction by the teacher, the behavior occurred much less frequently. During two observations in the special education room, direct instruction from the teacher was given before a group lesson and over a ten-minute period the undesired behavior occurred over only 30-40% of the intervals. In the general education room, the behavior occurred for 40% of the ten-minute interval after direct instruction and physical prompting from the teacher.

When/Where does the behavior . . . Tend to occur? In an interview with the special education teacher it was hypothesized that the undesired behavior occurs more frequently in the early morning, which is when AJ is in the general education classroom. Three days of observations in both the general education and special education classrooms during a ten-minute period supports that hypothesis in that during early morning warmup in the general education classroom the undesired behavior occurred 2-4 times more than in the special education classroom in the late morning/early afternoon. The undesired behavior also occurred for a longer duration during a 20-25 minute period in the early morning than in the late morning/early afternoon. Over two observations conducted on the same day the undesired behavior occurred for 73% of a 20 minute time period in the early morning and for only 37% of a 25-minute time period in the late morning. Almost never occur? Based on my observations, the undesired behavior occurred much less later in the day. Two observations conducted during two different times of the same day revealed that the behavior occurred for only 30% of a ten-minute interval in the late morning in the special education classroom compared to 70% in the early morning.

Functional Behavioral Assessment Component 5: Identify Consequences Maintaining the Behavior

Answer these key questions regarding what happens after the behavior occurs. Be specific using data collected about consequences. General responses do not assist in the development of an effective behavioral intervention plan. When the behavior occurs, what are the reactions or actions . . . Teacher in the context? When the undesired behavior occurs in the general education classroom, it typically goes unnoticed by the teacher. Over seven observations, the undesired behavior occurred with no consequences seven times. During one observation the behavior occurred for a duration of 6 minutes, 19 seconds with no consequence. In three other observations, AJ slouched in his chair, hiding behind his desk unnoticed for three to six minutes. Both the general education and special education teacher used a verbal warning or verbal prompt for AJ to, get to work, ten times over the course of seven observations. The special education teacher used goldfish crackers to get AJ to continue working one time, and gave him a break on two occasions if he continued his assignment for a designated time period. The verbal warnings and prompts appeared to have little affect on AJs behavior, however when he was offered a break or tangible object the undesired behavior occurred less frequently. Over the seven observation periods, AJs peers acknowledged him zero times in response to the undesired behavior. Only on one occurrence in the special education room did AJs peers acknowledge him, however AJ was on task working on his assignment during the time. AJ was working on a vocabulary activity out loud in which his peers reacted by telling him to quiet down. AJ did not react back. There were zero instances of AJ asking for help from teacher or talking to other students over the seven observations. AJ made no attempts to ask for help from either the general education or special education teacher and made no obvious interactions with students around him. N/A

Peers in the context?

Student to other people?

Parents? (if applicable)

7. What interventions have been tried in the past? What did you observe or teacher report? What happened? No interventions have been tried in the past to replace AJs undesired behavior. In the interview with the teacher she stated that AJ would start getting partial assignments, however my observations did not reveal any partial assignments given.

Functional Behavioral Assessment Component 6: Develop a Hypothesis

Student: AJ Smith Date: March 17th, 2011

Use the assessment information collected about the behavior and decide what purpose or function it has for the student. The following checklist may be helpful in developing a theory. Write a theory statement at the bottom. Considerations: Determining the Purpose of a Problem Behavior The purpose of the behavior may be Attention if . . . It occurs when teacher is not paying attention to the student (e.g., talking to someone else in the room, talking on the phone, too busy to have a chat, etc.). It occurs when teacher stops paying attention to the student. Student gets attention from others when the behavior occurs The purpose of the behavior may be to Get/Obtain Something if . . . It occurs when teacher take away a favorite activity, food, toy, free time, etc. It stops soon after teacher gives the student what he or she seems to want or has recently requested. It occurs when the student cant have what he or she desires.

The purpose of the behavior may be Escape/Avoidance if . . . It occurs when teacher asks the student to do something (e.g., getting ready to change activities, write assignments, speak in front of peers, read in class) that he or she doesnt seem to like or want to do. It stops after teacher stops making demands.

8. Develop your Hypothesis pertaining to the purpose or function of the students behavior: When this occurs .. Typically during individual work times when the teacher gives indirect instruction to the class as a whole and AJ is expected to do his work in the allowed time period. The student does Stares around the room, slouches in his chair and hides, plays with objects around him To get/avoid .. To avoid doing the assignment since he either does not understand what is being asked of him or he feels he cannot accomplish the task. Does the student possess the necessary skills? Yes No, needs instruction in As reported by his teacher, AJ is struggling in areas of literacy and is very much behind grade level in reading which could be why he attempts to avoid the assignments all together.

Record Baseline/Frequency of Target Behavior(s): Data Collection Method Record the data in the appropriate column that matches your observation system). [For an FBA, you will need to collect 3-5 observations for adequate baseline data collection]. The chart below is simply a summary chart associated with the Baseline Data collection associated with the fourth item listed in the Assignment Description. When you submit your assignment, include the baseline log and graph. Interval/ Time Latency Sampling Recording Gen. Ed: 4 (40%) Spec. Ed: 6 (60%) 2. 2/17 Gen. Ed: 8 (80%) Spec. Ed: 6 (60%) 3. 2/22 Gen. Ed: 7 (70%) Spec. Ed: 3 (30%) 4. 2/24 Gen Ed: 6 (60%) Spec. Ed: 4 (40%) 5. 3/3 Gen Ed: 14 min, 31 sec (73%) Spec. Ed: 9 min, 16 sec (37%) 6. 3/10 Gen Ed: 12 min, 28 sec (62%) Spec. Ed: 15 min, 2 sec (60%) 7. 3/14 Gen Ed: 13 min, 1 sec (65%)

Date(s) 1. 2/10

Event Recording

Duration Recording

Behavioral Intervention Plan

Student Name: AJ Smith Date: April 7th, 2011

Target Behavior (State in observable terms, using action verbs, and identify the data collection system to measure progress): The student demonstrates off-task behavior by looking around the room instead of keeping his eyes on his work, playing with objects around him such as his desk, pencil, clothing, etc, and by sitting incorrectly in chair which looks like the student slouched down hiding behind his desk, squatting on the chair, or laying in chair. Data on the target behavior will be collected in both the general education and special education classrooms and should be measured using whole interval recording and duration recording.
Develop a Plan Teach: What other behavior or skill will be taught to the student so he or she can accomplish his or her purpose in a more acceptable way? Prevention: How will situations or the context be altered or changed to support the replacement behavior, or to minimize the problem behavior? How will people respond when the problem behavior occurs so that their response does not reinforce the inappropriate behavior or cause the person interacting with the student greater upset and stress?

Response:

9. Identify the replacement behavior(s) that result in a same/similar outcome for the student. What is the replacement behavior? Define the replacement behavior: AJ will attempt to do his assignment for the entire work period, raising his hand or asking for help when he needs it. This will allow his teachers and himself to better understand the areas he might be struggling in so that he can get extra support instead of trying to avoid the assignment. By raising his hand to ask for help, AJ will get to take short breaks from the assignment so he does not become overwhelmed. The function of AJs undesired behavior is to avoid or escape challenging assignments, but by teaching this replacement behavior the hope is that AJ will become more academically successful, so assignments will be less challenging. If AJ does not raise his hand for help, his teachers should approach him to check his progress every 4-5 minutes.

10. Behavior Intervention Plan. How will the replacement behavior be taught? Detail strategies to teach replacement behavior:

Teach (Steps)

Who is Responsible

How Often

Both teachers will talk to AJ about how he should be seated during work time and what to do if he becomes frustrated, challenged, or overwhelmed by the assignment.

Special Ed and Gen Ed teachers and student Both teachers Both teachers

As needed

Teacher should demonstrate the proper way to raise your hand for help instead of giving up on the assignment. The general education and special education teachers will implement chart moves to monitor AJs progress in demonstrating the replacement behavior and decreasing the target behavior. If AJ works hard on his assignment and raises his hand to ask for help instead of demonstrating the target behavior, AJ will be given the privilege to color in a block on a graphed reinforcement tower every 4-5 minutes. The frequency of reinforcers will occur less often as the target behavior decreases. AJ and his teachers should discuss possible privileges based on what motivates AJ. Possible rewards include using the comfortable chair, having special class jobs, allowing partial assignments, task choice, having the first spot in line, etc.

As needed

Every 4-5 minutes

Both teachers and AJ

Once

Context alteration to support use of replacement behavior, e.g., Prompts prior to trouble spots. These are the changes in environment to support instruction and replacement behaviors (e.g., routines, grouping, work difficulty)
Context Alteration Who is Responsible How Often/When

AJs teachers will support AJ by checking his progress every 4-5 minutes during individual work time until he feels comfortable asking for help on his own. Depending on AJs effort on the assignment and how well he demonstrates the

Teacher in context

Every 4-5 minutes

Functional Behavioral Assessment/Behavioral Intervention Plan replacement behavior, AJs teachers will tell AJ if he can make a chart move on a graphed reinforcement tower. If AJ displays the replacement behavior for a 4-5 minute period, he will be allowed to make a chart move.

What Outcomes will be delivered when student uses replacement behavior, e.g., Match to function and scheduled delivery (GET teacher attention, earn free time with peers, special privileges; AVOID task choice, ask for assistance, peer tutor, take-a-break, re-seated)
Outcomes Who is Responsible How Often

If the student uses the replacement behavior for 4-5 minutes, he will be allowed to make one chart move. As he colors in each block on the graphed reinforcement tower, he will reach predetermined levels of the tower and be delivered prespecifed positive reinforcements.

Student and teachers in context

Predetermined levels on the reinforcement tower

Develop a plan for the response to the problem behavior when it occurs. Think how the environment should be altered so that the problem behavior does NOT result in previous outcomes (gain/avoid). Problem behavior should not be as efficient or result in the outcome that the student seeks. During intervention, what will happen when the problem behavior occurs to break the behavior-outcome cycle?
Teach [response to problem behavior] Who is Responsible How Often

If the problem behavior occurs the teacher will first confront AJ to ask if he needs help. If he replies, yes, the teacher will demonstrate again how to raise your hand, then she will assist AJ with his assignment so that he does not become discouraged, resulting in reoccurrence of the problem behavior. The teacher will enforce a two-warning policy that results in the loss of a chart move. If AJ receives two-warnings for displaying the undesired behavior in a 4-5 minute period, he will not be allowed to make a chart move for that period.

Teacher in context Teacher in context

As needed

As needed

Teacher in context

After two verbal warnings

Functional Behavioral Assessment/Behavioral Intervention Plan

Functional Behavioral Assessment/Behavioral Intervention Plan

Analysis of the Behavioral Intervention Plan Data Collection Plan

Student Name: AJ Smith Date: April 14, 2011 Timeline for the next meeting to review and evaluate effectiveness of the intervention: Both teachers will meet and discuss the effectiveness of the plan with AJ after one week. Date: April 21, 2011

11. Data Collection Plan: Data Collection Plan (What behavior should be recorded and what type of recording system) Both the general education and special education teachers should collect data on the target behavior using whole interval recording. When the student displays the off-task undesired behavior it should be recorded. Three to five observations collecting data using whole interval recording should be done in both the special education and general education classrooms.

Who: General Education Teacher Special Education Teacher

When: Every day in the early morning in the general education classroom and every day in the late morning/early afternoon in the special education classroom.

Bi-Weekly

Frequency of Review of Progress (select one) Weekly

Monthly

Functional Behavioral Assessment/Behavioral Intervention Plan Data Collection Method (select one): Duration Interval Time Sampling Recording Recording

Event Recording

Latency Recording

12. Graph the data collected This includes baseline data and continued observations. You must also graph your behavior goals. For most data this will take the form of a scatter plot or line graph with lines of regressions for the current pattern of behavior and the target goals for behavior. If you are looking at more than one behavior this must be reflected in your graph. You must also assess the correlation between these behaviors in your graph.

Functional Behavioral Assessment/Behavioral Intervention Plan