Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Date: 11/17/2014

Preliminary Functional Behavioral Assessment Summary

Focal Student Background Information: From what or whom did you gather
information about your focal student?
Information (some information may not be applicable)

Source

Demographic
information about
student

Jeff1 is a 10 years old boy, currently enrolled in the 5th

grade in a Chicago Public Elementary school that is
international bachelorette certified. He has attended
this school since kindergarten. He is a Caucasian,
native English speaker. He has an autism diagnosis.

Jeffs IEP,
received from
the
counselor/case
manager of the
school

IEP goals

A recorded goal is to fade out paraprofessional

support in areas that Jeff improves his on-task and
focused behavior in as well as attending behaviors
increasing up to 30 minutes without professional
redirection. Another is to decrease impulsive behavior
when transitioning between classes in the hallway (an
area that he appears to already have had much
success in achieving).

Jeffs IEP

Identified strengths

Jeff has strong comprehension, decoding, and reading

fluency skills as well as good memory skills in math
computation. He is a friendly and polite student. In the
interviews with Jeffs special education teacher and
teacher aide, both considered Jeff a very bright
student who often contributes to class discussion (also
seen during observations when Jeff would
enthusiastically share his funds of knowledge with the
rest of the class). While interviewing Jeff, he shared
that he enjoys math, reading, and music, and he finds
math to be easier for him than reading.

IEP, Interviews
with student
and
paraprofession
als,
observations

Present level of
academic
performance

According to his IEP, based on his performance in the

4th grade, Jeffs word identification skills are at the
seventh grade level while his test results indicate that
he is academically performing at his current grade
level in math computation, literature, and foundational
skills. He scores were lower in informational skills.
This is taken from his June 2013 NWEA results in
which his scores place him in the 33%ile. His Math
results however placed him in the 70%ile. His ISAT
results of March 2013 place him in the 68th percentile
for the Reading Scale and 67%ile in math.

IEP

1 A pseudonym is used to protect the privacy of the student.

Adapted from Simonsen (2002) FBA Summary Report
University of Oregon CPBS Program

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Date: 11/17/2014

His paraprofessionals claim that Jeff has difficulties

with longer writing assignments, especially in
responding to reading prompts or writing narrative.
Identified behavioral
challenges

Jeff struggles with maintaining focus in the classroom

and often engages in off-task behavior when
presented with activities that are not of a subject of
interest, not actively engaging or more difficult such as
in writing. His aide claims that he often engages in this
behavior to receive peer attention and to get his
classmates to laugh. Observations of such appear to
show that this behavior has multiple functions since it
produces both negative and positive consequences of
task evasion and peer attention.

IEP,
observations,
interview with
paraprofession
als

Definition of target
behavior(s)

Jeff engages in off-task behavior that includes zoning

out by staring off into space, fixating on objects on or
in his desk, fidgeting in seat, and talking to and
touching his peers.

IEP,
observations,
interviews

Definition of
replacement/desired
behavior(s)

Jeff is expected to maintain his focus on the expected

activity for the entire duration of the task, working
diligently with no needed redirection from teacher or
aides to complete the assignment.

Observations
(based on
posted
classroom
expectations,
teachers
instructions,
and example
set by other
students)

Other? (please add)

Jeffs target behaviors are more likely to occur after

recess, the afternoon, earlier in the week (Mondays),
and when he is surrounded by more individuals rather
than working by himself in isolated environment. Jeff
normally has a morning snack; this has been doctor
recommended in order to fuel his brain.

Interviews,
observations

Data: What information did you gather about your focal student?
Interview Summary Statements

Adapted from Simonsen (2002) FBA Summary Report

University of Oregon CPBS Program

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Date: 11/17/2014

Teacher Interview #1: Special Education Teacher and Teacher Aide

Setting
Event

Antecedent

Behavior

Maintaining
Consequence

Post-recess, coming
back from weekend

Presented with an
activity that does not
interest him, cant
find something

Zoning out, day

dreaming, playing
and fixating on an
object

Receives tallies and

loses iPad time

Setting
Event

Antecedent

Behavior

Maintaining
Consequence

Subject does not like

as much (i.e. Social
Studies)

Writing, specifically
Read Responses and
assignments calling
for longer sentences,
distracting ideas in
head

Doesnt work hard

Receives tallies and

loses iPad time

Student Interview #1

Summary of A-B-C Data Collection

Description of data
collection procedures
(e.g., what, when,
where, how)

Observations were conducted in the first two weeks of November

2014, once on a Monday and twice on a Friday. All were conducted in
the morning roughly between 9:30 and 10:45am. Data was collected
on an interval time basis of 5 minutes. The total amount of intervals
observed was 39. The setting included the focal students homeroom
and the special education room. Other persons involved that
influenced observations were his homeroom teacher, the teacher aide,
the special education teacher, his classmates, and specifically his
friend Moe2 whom he usually sits by and works with.

Data analysis for focal

student on target
behavior(s)

The total amount of intervals observed in which the problem behavior

occurred was 21. From the data, 48% of the time consequences of the
behavior was avoiding work, 38% was receiving aid or teacher
redirection, and 24% was peer attention. Based on these results, the
maintaining consequence of behavior is avoiding class work. The data
also showed that antecedents to the behavior were 19% of the time
general instructions and assignments of tasks were given to the
general class body, 19% when there was a disruption to the class or a
distracting environment (i.e. the teacher speaking to another student
in close proximity to Jeff), 10% when Jeff does not have the needed
materials for the activity, 14% when the aide, teacher, or activity
partner leaves his side or is not in close proximity, and 38% when he
does not appear to be interested/engaged in immediate
material/activity. The primary antecedent appears to be that Jeff finds

2 A pseudonym has been used to protect the privacy of the student

Adapted from Simonsen (2002) FBA Summary Report
University of Oregon CPBS Program

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Date: 11/17/2014

the activity unengaging. Further research would need to be conducted

in order to determine the details of this trigger for sometimes it
appears that there is no specific reason that this would lead to the
behavior, that perhaps the student simply gets lost in thought.
Data analysis for focal
student on desired
behavior(s)

The total amount of intervals observed in which Jeff demonstrated

desired behavior was 23. Given the data collected, 70% of the time
the consequence of the desired behavior was the completion of the
activity without any physical or direct reinforcement outside of his own
accord, 14% was when Jeff was able to move onto the next activity
and transition well, 9% was not needing to completely finish the
activity/actively participate (given relaxation time), and 9% was that
the aide and/or teacher would check up on him and his work. The
leads to the conclusion that when the desired behavior is exercised
the consequence is Jeff f=completing the task without outside
reinforcement. Given the data of the antecedent of behavior, of the
intervals observed the desired behavior was preceded 26% of the time
by a direct prompt from the teacher, aide, or a peer, 4% by the close
proximity of the aide, 17% by his removal from a distracting
environment, and 52% by his own accord being engaged in the
activity and reestablishing his own focus. Given this information, it
appears that the student mostly precedes the execution of the desired
behavior of his own self-monitoring and his engagement in the
material.

Additional observations
(e.g., normative peer,
additional setting)

Based on informal observations of the conduct of the other students

and classroom expectations, normative behavior includes working on
tasks diligently without interruption or disruption. This sometimes
includes socializing with peers, but not to the extent in which it would
disrupt the work of any students.

Confirming the testable

hypothesis (e.g., do the
ABC data support the
summary statement?)

The evidence of the A-B-C data collection affirms that Jeff engages in
off-task behavior that includes zoning out by staring off into space,
fixating on objects on or in his desk, fidgeting in or getting up from his
seat, and talking to and touching his peers when presented with an
activity that is unengaging to him with a maintaining consequence of
avoiding the activity given.

Comparisons and Contrasts among the Sources of Information

Adapted from Simonsen (2002) FBA Summary Report
University of Oregon CPBS Program

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Date: 11/17/2014

Address: similarities and differences among the sources, how sources contributed to understanding the
students learning environment (i.e., make connections back to testable hypothesis) and what will be
the summary statement from which you develop an intervention plan.

The interview with the special education teacher as well as with the aide provided detailed
information on the nature of Jeffs behavior in class. They were able to provide greater context
on the background of his behavior and how it evolved over time. Given the history the SPED
teacher has with Jeff, she stated that the frequency of his behavior has decreased over the
last year or two given the methods currently in place, and his behavior has also shifted from
more sporadic outbursts to a calmer level. The interview with the focal student affirmed the
general behavior, showing his awareness of the expected desired behavior as well as his
problem behavior.

The teacher interview gave us information that Jeff goes off task when he is not engaged, but
the student interview clarified what subjects in particular Jeff is not as interested in or has
more difficulty with than others. This information helps the understanding of the implications of
the observations taken. More attention was given to the specific task Jeff had at hand,
whether it was interesting and art based, more difficult writing based, or one subject that he
expressed less interest in. Jeff gave reason for behavior beyond the open-ended response
given by the teachers. The teachers stated that they cant fully understand what goes on in his
mind to distract him, so it is better to hear from the student himself a little about how he
functions.

The interview with Jeff was particularly interesting because the distracted behavior was
informally observed when he was asked the questions. Before formal observations occurred,
an idea of what the behavior looked like was seen. It was a Monday, what the SPED teacher
stated after the interview was not usually a good day for Jeffs behaviors. Jeff did not seem

Adapted from Simonsen (2002) FBA Summary Report

University of Oregon CPBS Program

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Date: 11/17/2014

thoroughly engaged in the interview, often inquiring questions such as are we almost done?
as well as being unresponsive and staring off into space when asked a question. A question
sometimes needed to be stated more than once or his name be directly called to get his
attention a prompt a response. Although this wasted time provided less formal information to
include with the interview, it provided an informal look at the behavior itself. What was seen
seemed to match the description the aide and SPED teacher described.

Without the description provided by the teacher interview and informal observation of the
student interview, the observations of off-task or distracted behavior would not have been
accurate. These provided insight into the subtle behaviors Jeff demonstrates, such as staring
off into space, that may not have been noticed and/or recorded if not pointed out. Talking to
peers, fidgeting, and playing with an item on the desk are more easily observable than such.
But, this information also influences the reliability of the data collected. Although it was
observed numerous times that Jeff was seemingly staring off into space, the teacher aide and
SPED teacher indicated that sometimes he is intently listening or thinking, but the difference
between the two behaviors is sometimes very difficult to determine. The interview with Jeff did
not provide greater insight on how the two can be distinguished. This is a factor gathered from
the interview that influences the reliability of the observations. Further research and data
collection would need to be gathered.

Intervention Plan: Develop a comprehensive behavior intervention plan that addresses

teaching and recognizing pro-social skills, while rearranging the environment to prevent
and redirect targeted challenging behavior.

Address: strategies to teach replacement and desired behaviors; strategies to neutralize setting
events and eliminate triggering antecedents; strategies to recognize appropriate behavior(s) and
Adapted from Simonsen (2002) FBA Summary Report
University of Oregon CPBS Program

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Date: 11/17/2014

correct target behavior(s).

The Target, Desired, and Appropriate Replacement Behaviors

The target of the behavior intervention plan is to make the problem behavior inefficient
and replacing it with an appropriate or desired behavior that is more efficient. This is to
mean that the desired behavior should be easier and require less effort for the student
to perform given (a) the physical effort required for a person to perform the behavior,
(b) the number of times the person must perform the behavior before he or she is
reinforced..., and (c) the time delay between the first problem behavior and
reinforcement (ONeill 1997). The student is more likely to exhibit a behavior if it is
more efficient for them than a previous one. Thus, the desired behavior needs to be
made more efficient than the problem behavior the student currently demonstrates.

In Jeffs case, his off-task behavior is demonstrated through multiple forms, including
zoning out (staring off into space), talking or bothering a peer, or fixating on an object.
The desired behavior is to work on the activity or task he is presented with diligently
without interruption like the classroom expectations. The first priority is to teach Jeff ontask behavior. Given the observed and stated expectations of the class and the
definition provided in the Journal of Positive Behavior Interventions, on-task behavior
looks like: eyes looking at work, minimal talking with peers, no teacher prompting or
verbal redirection, completion of work (or to the same extent as the normative peers)
(Brooks, Todd Tofflemoyer, & Horner 2003). This behavior largely reflects selfmanagement strategies. This aligns with the IEP stated goal that paraprofessional aid
and redirection should be phased out. This is the ideal replacement behavior that would
Adapted from Simonsen (2002) FBA Summary Report
University of Oregon CPBS Program

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Date: 11/17/2014

lead to the consequence of completing expected coursework.

The goal of the desired replacement behavior can be supplemented by implementing an

appropriate replacement behavior that still leads to the maintaining consequence,
avoiding the work (based on the Competing Pathways Model). An appropriate
replacement behavior that Jeff may find easy and beneficial is to politely ask for a
relaxation break for 5 minutes. This shifts his focus away from his work, but he no
longer needs to engage in the distracting behaviors of talking with a peer, finding an
object to occupy his time, or even drifting in and out of focus. Jeff can be given another
task he enjoys or finds easier (being allowed to color, read, or build with Legos). With
the teacher or aides approval, this practice is more efficient for Jeff and stays within the
control of his authorities. He also then practices self-management skills used in on-task
behavior. Eventually this escape can and should be phased out. To reinforce the desired
behavior, this appropriate behavior can be transitioned into a consequence. After Jeff
thoroughly completes his work he can receive these few minutes of relaxation or play.
This can positively reinforce the desired behavior. This will be addressed in a later
section.

Setting Events and Antecedents of Behavior

For the behavior intervention plan to be effective, the antecedent(s) of problem behavior
must be made irrelevant. Changing or removing the stimulus conditions that trigger

Adapted from Simonsen (2002) FBA Summary Report

University of Oregon CPBS Program

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Date: 11/17/2014

problem behavior will either eliminate the behavior all together or will make other
elements of the support plan more effective (ONeill 1997). The primary antecedent
from the data collected was that Jeff found the task presented unengaging. According to
the article Escape-Maintained Problem Behavior in a Child with Autism from the
Journal of Positive Behavior Intervention, one intervention approach to escapemaintained problem behavior is manipulating antecedent demand conditions so that the
child finds instruction more pleasurable (Butler & Luiselli 2007). By making the task
more engaging and suited to Jeffs interests and ability level, he is less likely to engage
in his off-task problem behavior. The same article recommends manipulations including
reducing the complexity of the task requirements, embedding novel tasks in those
previously mastered, and decreasing time spent in instruction as well as giving the
student a choice of lesson or selecting an assignment or activity (Butler & Luiselli 2007).
One way this can be adapted for Jeff is to incorporate more technology driven activities
into lessons, for he expressed interest in such in the interview conducted. Further data
on Jeffs funds of knowledge should be collected in order to make further
recommendations about the modifications that can be made to make tasks and
activities more engaging for him.

An observed setting event on the third day of observations was that the special
education teacher was absent and given a substitute and the aide was not in the
classroom. I believe this affected Jeffs transitions from one activity to the next. An
observed antecedent included that Jeff did not possess the materials needed for an
Adapted from Simonsen (2002) FBA Summary Report
University of Oregon CPBS Program

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Date: 11/17/2014

activity. Usually the aide or SPED teacher assists him with this. If a setting event like
this occurs, the antecedent can become irrelevant if Jeff is provided with a check-list to
practice self-management skills (Brooks, Todd Tofflemoyer, & Horner 2003). This can
include questions posted on his desk, within his folders, or some other obvious or easily
retrievable location such as Do I have the folders, books, and utensils I need? Have I
had brain fuel? (snack) Did I finish what I needed? Do I need to ask for help? Am I
being quiet and orderly? amongst other appropriate ones. This checklist can also
account for one of the other common antecedents: not having the needed materials for
the activity. When Jeff could not find his materials or did not have them readily available,
he would engage in problem behavior, delaying starting the activity. Having the
materials readily available would make this irrelevant.

Another simple manipulation of setting event is to clear Jeffs immediate desk

environment of any objects of distraction. Any material that is not pertinent to the activity
should be put away. This can be included on his checklist, Did I put away all
unnecessary items? Also, Jeff also becomes distracted sometimes by materials used in
the activity. It should be communicated as an expectation or on his checklist that all
materials are being used for the activity only. Perhaps Jeff can sign a contract that he
must uphold in order to communicate and affirm from him this expectation.

Consequences of Behavior
In creating and implementing this behavior intervention plan, problem behavior must
lastly be made ineffective. The desired behavior results in a new consequence than

Adapted from Simonsen (2002) FBA Summary Report

University of Oregon CPBS Program

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Date: 11/17/2014

the problem behavior, so in order to promote the desired results, the problem behavior
should not succeed in obtaining its reinforcer (ONeill 1997). This will cause an
extinction of that behavior.

The first step to progressing to the execution of the desired behavior is to establish an
appropriate replacement behavior that will still lead to the students maintaining
consequence (previously mentioned in the primary section). Given my suggestions, the
phasing out of this behavior by changing the relaxation/play break from a behavior to
avoid work to a reinforcer of the desired behavior of completing work will make the
behavior ineffective in receiving the method of escape.

A way of positive reinforcement of desired behavior is creating a token economy

(Alberto & Troutman 2007). For each completed classroom activity in which the desired
behavior has been observed Jeff can receive a coupon or point that equals a minute of
relaxation or play time for the end of the day or week. If many coupons would be
received, this can change to 2-5 coupons equally a certain amount of time. He could
also receive coupons for completing his checklist (the antecedent manipulation) for the
day. His desire for the consequence of relaxation/play time, obtained from the reward of
the coupons, would then increase the frequency of the desired behavior making it
positive reinforcement.

A punisher may need to be put into effect in order to decrease the future likelihood of
the problem behavior of talking to peers, zoning out, and/or fixating on an object. Every

Adapted from Simonsen (2002) FBA Summary Report

University of Oregon CPBS Program

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Date: 11/17/2014

time one of these occurrences occurs a minute can be taken off of Jeffs reward time or
having one coupon being taken away. Thus, instead of receiving the maintaining
consequence of avoiding work, Jeff must continue his work and will receive an extra
negative consequence, making the behavior less likely. Over time this should cause an
extinction of the behavior because it is no longer effective and leads to negative
punishment. A punisher such as a time-out or removal from activity would be
unadvisable because it would make the behavior, such as talking or playing around with
a peer, effective in receiving the consequence of escape from work (Alberto & Troutman
2007).

Home and Community Support

In order for the Positive Behavior Plan to be effective within the classroom, it must be
supported outside of the classroom as well in the home and in the community. The
same measures should be taken when the behavior occurs at home as when it occurs
at school in order to reinforce desired behavior and punish the problem behavior.

Jeffs paraprofessionals stated that Jeffs mother is very supportive at home and has
been open to the strategies already in place for him. Expectations of what on-task
behavior looks like should be communicated to the mother and other family members
involved whether by conferencing, emailing, having a home visit, or speaking on the
telephone. There are numerous home tasks, such as chores or homework, that Jeff
could be engaged in and exemplifying his problem behavior. The recommended
strategies and appropriate replacement behavior that can and should eventually be

Adapted from Simonsen (2002) FBA Summary Report

University of Oregon CPBS Program

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Date: 11/17/2014

phased out should thus be communicated as well in order to being promoting the
continuation of his practice of desired behavior. This includes giving him the
relaxation/play time either to delay the task, or use as a consequence of completing the
task. A token economy in which Jeff is awarded points for a desired goal (perhaps
instead of play it is a treat or item as well, something more easily provided in a home
setting than at school) can be put into effect as well, as he is rewarded a form of a
coupon or point each time he completes a task at home. Jeff can also be provided a
checklist to practice self-management at home. This way he can build his skills to be
more independent at home as well as at school, whether gathering his items for the day,
completing his chores, or taking care of hygiene.

To encourage the growth of his interests in multiple different kinds of material, activities,
and subjects, community resources can be tapped into to provide enriching experiences
for Jeff. Museums, libraries, and recreation centers located in his area can be accessed
and used to engage Jeff in academia. He appears more enthusiastic in lessons and
activities in the classroom when he can contribute his own funds of knowledge, obtained
from outside resources, to the lesson. Providing meaningful, educational experiences
that are available within the community and the surrounding neighborhoods in the
greater Chicagoland area would promote the acquisition of this knowledge that Jeff can
use as background information in the classroom. This will help increase his range of
activities that he finds engaging, encouraging the desired behavior of remaining on-task.

References

Adapted from Simonsen (2002) FBA Summary Report

University of Oregon CPBS Program

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Date: 11/17/2014

Alberto, P. A., & Troutman, A. C. (2007). Roots of Applied Behavior Analysis. In Applied
Behavior Analysis for Teachers (pp. 11-15). Upper Saddle River, NJ: Pearson

Brooks, A., Todd, A. W., Tofflemoyer, S., & Horner, R. H. (2003). Use of functional
assessment and a self-management system to increase academic engagement and
work completion. Journal of Positive Behavior Intervention, 5, 144-152.

Butler, L. R., & Luiselli, J. K. (2007). Escape-maintained problem behavior in a child with
autism: Antecedent functional analysis and intervention evaluation of noncontingent
escape and instructional fading. Journal of Positive Behavior Interventions, 9(4), 195202.

ONeill, R. E., Horner, R. H., Albin, R. W., Storey, K., & Sprague, J. R. (1997). Functional
analysis of problem behavior: A practical assessment guide (2nd ed.). Pacific Grove,
CA: Brookes/Cole.
Reflection: Address considerations about the FBA process, the materials/tools used
during the process, and implications for your future practice. Connect your learning with
the mission of the School of Education: Professionalism in Service of Social Justice
Questions to consider: How did gathering information from various sources impact your decision
making? How did you avoid making assumptions? Has your understanding of student problem behavior
changed? What are the implications for your future as an educator, the field of education, and your
understanding of the SOE mission?

Conducting a Functions of Behavior Assessment has thoroughly altered my

perspective about behavior. I have a deeper understand of the triggers and functions
of such that I did not think about or analyze so deeply before. Although behavior may
Adapted from Simonsen (2002) FBA Summary Report
University of Oregon CPBS Program

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Date: 11/17/2014

look random or be simply attested to thats just the way the student is, there is so
much more that is going on in the students mind, whether he is directly conscious of it
or not. Ive also found myself analyzing the behaviors of those around me in my
everyday life, whether my friends or classmates, or even the characters in literature or
major pop culture or historical figures.

What frustrated me the most in my observations and readings is that the antecedents,
consequences, and functions of behavior seem so obvious if the teacher just pays
attention. Perhaps it was the very detailed and thorough nature of this project, but
patterns and details that would lead to such information are usually not hard to see
and recognize. If there is a behavior there are always factors surrounding it; it doesnt
stand alone. Before, I would have taken this as common knowledge, but I understand
now that there may be more to it than that. I surely wouldnt have known what
antecedents to look for or competing pathway strategies to correct problem behavior
before this unit. A teacher must always be an active observer of her students and
classroom. Even if class management is effective, a teacher should stay on her toes
so as to not miss any details that may be affecting the progress of a student. And its
always good to be conscious and take note of methods that work and promote
positive behavior, not just problems.

Working on an in-depth assessment of the behavior of a focal student helped me

develop a greater sense of the great lengths teachers can and should go to in order to
ensure social justice is valued in their classrooms. Social justice in the classroom can

Adapted from Simonsen (2002) FBA Summary Report

University of Oregon CPBS Program

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Date: 11/17/2014

mean that each student is individually looked at and taken care of, taking into
consideration what they need to progress and succeed, how we as educators can
provide that, and how we can continue to encourage that growth. Conducting this
Functions of Behavior Assessment took a lot of time and energy, but observations and
planning like this, even if informal, are necessary in order to achieve the goals just
listed. Now that I understand the foundation of such, I can effectively improvise better
in my classroom and make quicker, reasonable adjustments to expectations, lessons,
and management to create a positive environment and academic plan for my students
to succeed in.

The most important lesson gained from this module is that the student his or herself
should never be blamed. From all of the knowledge I have gathered from the readings
and conducting the FBA, there are a plethora of others factors to consider and focus
on rather than creating a negative or biased perception of the student. A positive
attitude that a student can learn and grow is always necessary to achieve such; any
defining personal characteristic that the student possesses (such as having a
disability) should not alter that outlook. I definitely have a more open mind about the
field of special education because of this and a greater understanding of the School of
Educations mission of social justice in education.

Adapted from Simonsen (2002) FBA Summary Report

University of Oregon CPBS Program

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Date: 11/17/2014

Included are the artifacts collected from conducting the FBA including the teacher interview,
student interview, and the A-B-C collection data and observations.

Adapted from Simonsen (2002) FBA Summary Report

University of Oregon CPBS Program

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Adapted from Simonsen (2002) FBA Summary Report

University of Oregon CPBS Program

Date: 11/17/2014

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Adapted from Simonsen (2002) FBA Summary Report

University of Oregon CPBS Program

Date: 11/17/2014

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Adapted from Simonsen (2002) FBA Summary Report

University of Oregon CPBS Program

Date: 11/17/2014

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Adapted from Simonsen (2002) FBA Summary Report

University of Oregon CPBS Program

Date: 11/17/2014

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Adapted from Simonsen (2002) FBA Summary Report

University of Oregon CPBS Program

Date: 11/17/2014

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Adapted from Simonsen (2002) FBA Summary Report

University of Oregon CPBS Program

Date: 11/17/2014

Teacher Candidate: Rachel CampbellFocus Student Name: Jeff

Adapted from Simonsen (2002) FBA Summary Report

University of Oregon CPBS Program

Date: 11/17/2014