FUNCTIONAL BEHAVIOR ASSESSMENT REPORT

An FBA is an analytical process based on observations, review of records, interviews, and data analysis to determine the
function the behavior serves for the student, how that function can be met more appropriately and how the environment can
be altered to better support general positive behaviors.
Date of Report: 2/2/16
Date(s) of FBA Data Collection:

1/11/16, 1/12/16, 1/13/16, 1/14/16, 1/15/16, 1/18/16, 1/19/16, 1/20/16,

1/21/16, 1/22/16

SECTION 1: Student Information

Student Name:

Villalobos

Mark

Male
Female

Last (legal)

First (no nicknames)

Birthdate: 05/12/2004

M.I.

Grade: 6th

Resident District: Holland

School of Hope Elementary School

attendance:

SECTION 2: Parent/Guardian Contact Information

Parent
Foster
Parent
Guardian
Surrogate

Name: Jose and Tatiana Villalobos

Home (616)415-6992
Phone:

Address: 1440 Pine Ave.

Work Phone: (616)718-2003

City/State: Holland

Cell Phone: (616)478-1234

Zip: 49423

E-mail: villalobosfamily@aol.com

Student

SECTION 3: Behavior Analysis

1. Behavior(s) of concern (State a clear, measurable, and observable description of the behavior or behaviors of concern)

Mark demonstrates inappropriate behvaior such as inappropriate jokes/comments, talking out of

turn, talking and laughing louder than a usual tone during teacher instruction, murmuring under his
breath, etc.
2. Frequency, Intensity, and/or Duration of current behavior:

This behavior occurs an average of 6 times in Mr. McGreevey's classroom between the times of 9:30
and 10:30. On average, this behavior is seen throughout the day (in 30-60 minute intervals) between
4-5 times. This behavior is seen in Mr.McGreevey's classroom and often during lunch and
homeroom.
3. Analysis of this behavior was based on:
Interviews with Parents (Jose and Tatiana Villalobos), Mr. McGreevy
Student observation(s) on 1/13/16, 1/14/16, 1/21/16 at 9:30-10:30 and observation between 1/11/16-

1/22/16
Review of records, consisting of:

health

discipline

Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

other:
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Environmental analysis for supportive and unsupportive variables on

Summary of Interview, Observation, Record Review, and Environmental Analysis:

Mr. McGreevey experiences Mark's inappropriate behavior most days for the duration of his class.
Because of his behavior, Mark does not pay attention during instruction and often fails to turn in
assignments. Mark is currently failing Mr. McGreevey's class. Mark is currently reading and
performing math multiple grade levels below the rest of the class. Mark exhibits the target behavior
more when he does not take his Adderall and when he works in group settings. Mark's parents
consider his behavior acceptable and believe that he is a funny, friendly boy with a sense of humor.
The parents also said that they are not usually present when the target behavior occurs. However, this
type of behavior does occur at home when Mark is asked to do chores or things that he does not want
to do. He is never punished or rewarded for the target behavior, but will receive attention from his
siblings. His mother has talked to him before but his behavior has not changed. His behavior occurs
very frequently between 9:30 and 10:30 on school days and also between 11:30 and 12:30 on school
days.
4. Is the behavior impeding learning of the student or peers?
If yes, please describe:

Yes

No

Students lose instruction time as they pay attention to Mark as he demonstrates the target behavior.
5. Have Tier II Strategies or other Interventions been tried? (e.g., school/home notes, behavior contracts, self-monitoring)
Yes
No
Describe previously selected intervention:

Mr. McGreevey has only tried to talk to Mark before and during his class, but this intervention has not
been successful.
6. Result of selected Tier II or other Positive Behavior Interventions and Strategies:

N/A
7. Is a behavior intervention plan recommended?

Yes

No

Rationale: No Tier II strategies have been

implemented, and the target behavior occurs often enough that a behavior intervention plan is
necessary. Also, if no Tier II strategies are taken, Mark may continue to fail Mr. McGreevey's class.
8. Environmental Factors:
What are the reported and observed predictors for the current behavior(s)? (Antecedent events that trigger
problem behavior)

Whole group instruction, academic demands, teacher has his/her back turned away, when the
teacher asks Mark to complete an independent assignment, when Mark turns around to look at
his classmates, etc.

What supports the student using the current problem behavior(s): summary based on the environmental
assessment portion of this assessment: (e.g., what is in the environment that should be eliminated or reduced?
What is not in the environment that should be added?)

He is affirmed by his siblings, cousins, and classmates through their laughter. The target behavior
occurs more during whole group instruction. Table work should be eliminated for Mark and
replaced with an individual desk. Mr. McGreevey should also instruct the rest of the class not to
laugh at Mark's inappropriate jokes.
9. Functional Factors:
Hypothesis of function (purpose) of this behavior for this student based on data collected in Section 3. above
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

Page 2 of 4

Mark demonstrates this behavior in order to receive attention from both his teacher and his peers.

Suggested functionally equivalent replacement behavior:

Mark could receive attention by having a special education teacher work one-on-one with him in
class in order for him to stay focused. He could also try a self-monitoring system that could
reward him in telling an appropriate joke at the end of the day if he sticks to his self-monitoring
plan.

SECTION 4: Conclusion/Recommendation
1. Conclusions: (Recommendations for IEP, 504, or school team consideration)

In conclusion, Mark could start a self-monitoring plan. In this plan, he could receive stickers for
every time that he stays on task and raises his hand when he wants to talk. If he makes an
inappropriate comment/joke, stickers will be taken away. At the end of the day, if no stickers are
taken away, Mark will have the opportunity to share an appropriate joke with his classmates. He
could also have a special education teacher or a para-professional working beside him one-on-one in
order to keep him focused.
2. Estimate of need for behavior intervention:
Extreme
Serious
Moderate
Needs attention, early stage intervention
Monitor behavior only; no formal behavior intervention plan is recommended at this time
3. If a Behavior Intervention Plan is NOT now recommended:
Behavior goals to be developed by: and contained in:
Consider Tier II interventions, or other interventions, such as
Consider assistance to students teacher to enhance environmental/student
Consider other Tier III interventions, such as district provided Cognitive Behavioral Therapy such as a Related
Service to address emotionally driven behavior
Consider WrapAround or Multiagency teaming
Rationale for selection of an alternate approach:

4. This team has determined that if a behavior plan is NOT to be developed as a result of this assessment, a
functional behavioaral assessment will be considered again if:
data demonstrates the problem behavior intensity, duration or frequency escalates or continues at current rate or
data demonstrates non-responsiveness to selected other approaches
Describe:

5. This student has:

a current IEP

a current 504 Plan

Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

neither
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6. Goals to monitor future behavior will be added to:

a new or amended IEP
a new or amended 504 Plan
a school teams plan (no IEP or 504 Plan)

SECTION 5: Evaluation Personnel

Individuals contributing to this evaluation:
Name
Position

Mr. McGreevey
Mr. Jackson
Jose Villalobos
Tatiana Villalobos
Contact person for this report:
Phone:
E-mail:

Classroom Teacher
Case Manager
Parent
Parent
Ms. Jessie Hermann
(616)455-9876
jhermann@hopeelementary.com

Name

Position