Amanda Wenzel

FBA BIP Report

CEP 449-002
Spring 2015
April 24, 2015

Wenzel 2

Table of Contents

Description of Student, Strengths and Weaknesses..3

Reason for FBA/BIP, Sources of Data, Definition of Target Behavior...4
Description of Target Behavior....5
ABC Recording Forms.....6-7
Baseline of Target Behaviors....8
Setting and Situation where Behavior is Most/Least a Concern...9-10
Function of Behavior and Hypothesis...11-12
BIP Replacement Behavior...13
Intervention Explanation...14
Teaching Plan....15
Context Alteration.....16
Consequences for Desired and Undesired Behaviors...17
Behavioral Objectives...17
Data Collection Plan.18
Graph of Direct Data Collection...19
Maintenance and Generalization Plan...19
Conclusion.20
Reflection..20-21
Appendix A Indirect Data.22-24
Appendix B Direct Data25-27

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Wenzel 3

Functional Behavioral Assessment

Define the Problem
Student Name:
Cameron

Age (years/months):
9 years, 10 months

Grade:
Fourth

Report Date:
4/21/15

Name of Person Conducting Assessment: Amanda Wenzel

Description of the Observational Context/Setting (type of program, grade level, etc.)

Amanda Wenzel will be observing Cameron Tuesday through Friday in the morning in his fourth
grade class when homework is due to the turn-in bin. Cameron is in a general education class of
24 students at Sycamore Elementary, a balanced calendar school. This means that school is in
session year round with early release days once a week as well as extended holiday breaks.
Cameron is expected to retrieve his homework from his backpack when class starts and turn it
into the black plastic turn in bin at the back of the room in order for credit to be given.
Based on the interview with the teacher, please list strengths and weaknesses:
Strengths:
1. Student functions independently in the environment
2. Student handles changes well and can self adjust
3. Enjoys reading, scores best within Language Arts topics
4. Can handle emotions such as anger and frustration well
Weaknesses:
1. Does not take notes during class or turn in homework
2. Student does not come to class prepared (forgets folders, pencils, other supplies)
3. Student lacks time management skills
4. Disorganized

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Reason for FBA/BIP:

When given a one page math homework sheet to complete four times a week during different
units of math instruction, Cameron will not turn in his homework the following day when it is
due. These assignments are not graded based on correctness, but completeness. Cameron is
between homes during the week, does not keep a planner (lost at beginning of school year) or
homework folder, and is disorganized when it comes to keeping track of school work. When
asked to turn in his homework, Cameron will say that he lost it or just didnt remember to bring
it back to school with him. Following this exchange, Camerons teacher has him stay inside
during recess to complete his makeup work from the night before. Cameron does not seem
intrinsically motivated to improve his homework completion based on the observation that he
does not seem affected by the fact that he has to stay inside during recess to complete his
homework. In order to increase Camerons overall homework completion within math
instruction, a BIP will be implemented using the chart moves system.
Sources of Data:
Document Review:

Above average attendance, no behavioral issues

Interviews:

Teacher Interview, & Student Interview

Observations:

The type of data that Amanda Wenzel collected during her observations
was frequency recording during the weeks of:
Baseline Data:
February 23rd, 2015 February 27th, 2015
March 2nd, 2015 March 6th, 2015
March 9th, 2015 March 13th, 2015
March 16th, 2015 March 20th, 2015
March 23rd, 2015 March 27th, 2015
Intervention Data:
March 30th, 2015 April 3rd, 2015
April 20th, 2015 April 24th, 2015

Rating Scales:

Functional Performance Rating Scale Teacher Rating Form

Classroom Discipline Plan Checklist

Definition of Target Behavior:

The behavior that will be targeted is lack of homework completion (one-sided math worksheet).

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Description of the Target Behavior: (Including estimation of the frequency, intensity, etc.)
This behavior looks like the student is misplacing or losing assignments, has zero problems
completed on the assignments, or is not physically handing the assignment into the turn in bin.
An assignment is complete if the student attempts to complete the homework with any problems
filled in and if he physically hands the homework in to the turn in bin the day it is due.
The behavior occurs up to four times per week.

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ABC Recording Form

Student: Cameron

Observer: Amanda Wenzel

Teacher: Ms. Miller

Subject/Class/Context: Math

Date: March 2, 2015- March 3, 2015

Time: 12:15pm-12:45pm (Mon-Thurs) and 8:30- 8:45am (Tues- Fri)

Event/Stimulus/
Setting

Antecedents

Behavior

Consequences

During the end of

math instruction
and at home

One page math

homework is
assigned to
Cameron

Cameron does not turn in

his homework the following
day when it is due

Cameron must stay

inside during lunch
recess to complete his
homework from the
previous day

Summary of ABC Analysis:

During math instruction, the class is assigned a one page math worksheet for homework. At this
time, the worksheets are put into students mailboxes and are taken home at the end of the day by
each student individually. The following morning when homework is due to the turn in bin,
Cameron either does not bring his homework back to school or he does not turn in it, resulting in a
grade of zero and Cameron having to stay inside for recess to complete it.

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ABC Recording Form

Student: Cameron

Observer: Amanda Wenzel

Teacher: Ms. Miller

Subject/Class/Context: Math

Date: March 2, 2015- March 3, 2015

Time: 12:15pm-12:45pm (Mon-Thurs) and 8:30- 8:45am (Tues- Fri)

Event/Stimulus/
Setting

Antecedents

Behavior

Consequences

Math instruction/
home

Cameron does
not write in his
planner that
homework has
been assigned*

Cameron does not

remember to do his
homework*

Cameron must stay

inside during lunch
recess to complete his
homework from the
previous day

Cameron does
not remember to
put his
homework in his
backpack at the
end of the day*

Cameron is not able to do

his homework as it is
misplaced*

Cameron must stay

inside during lunch
recess to complete his
homework from the
previous day

Math instruction/
home

*Note that antecedents

resulting in said behavior
are speculated due to
circumstances and inability
to conduct home
observations

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Summary of ABC Analysis:

When Cameron is assigned a one page math homework sheet, he does not remember to make a note
of it in his planner as well as remember to put it in his backpack which results in Cameron not
remembering to do his homework because it is forgotten about, lost or misplaced. Following this,
Cameron is not able to turn in his homework the following day when it is due to the turn in bin
which results in Cameron having to stay inside for recess to complete his homework.

Baseline Data
Dates

Frequency Recording

Feb 23rd, 2015

Feb 27th, 2015

2/4
homework assignments
completed (2 incomplete)

March 2nd, 2015

March 6th, 2015

0/4
homework assignments
completed (4 incomplete)

March 9th, 2015

March 13th, 2015

1/4
homework assignments
completed (3 incomplete)

March 16th, 2015

March 20th, 2015

0/4
homework assignments
completed (4 incomplete)

March 23rd, 2015

March 27th, 2015

0/4
homework assignments
completed (4 incomplete)

Summary of Baseline Data:

During the baseline data recording phase, Cameron exhibited a total of 17 incomplete homework
assignments out of a total 20 assigned. Camerons highest rate of homework completion was 50%
during the first week of data recording. Following week 1, this dropped to 0-25%. This showed that
there needed to be an intervention in place in order to raise the number of completed homework
assignments to increase Camerons completion rate from an average of 0-1 to 3-4.

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Settings and Situations where Behavior is Most/Least a Concern:

The behavior is only exhibited during math instruction when a one page math homework sheet is
assigned to each student as homework at the end of each lesson. This is the area of instruction where
the behavior is most likely to occur, especially with more difficult math concepts lessons that
Cameron has a hard time understanding during class instruction. The target behavior is not a
concern in social studies, Language Arts, Science, or specials, as homework is not assigned within
these subjects.
Identify Antecedents:
Who is present . . .
When the behavior tends to occur?
The teacher and other classroom students are
present when the homework is assigned in
class. Camerons guardians are present when
he is supposed to complete the homework that
evening at home.
What is going on . . .
When the behavior tends to occur?
A math lesson is taught during the school day
and a one page worksheet is sent home with
each student to complete as homework and
return the following day. A total of up to 4
assignments are given Mon-Thurs during the
school week.
When/Where does the behavior . . .
Tend to occur?
When homework is assigned.

When the behavior almost never occurs?

n/a

When the behavior almost never occurs?

A math lesson is taught, but no homework sheet is
assigned.

Almost never occur?

When homework is not assigned.

Identify Consequences Maintaining the Behavior:

When the behavior occurs, what are the reactions or actions . . .
Teacher in
the context?

The teacher will have Cameron stay inside during lunch recess to complete the
homework assignment from the day before in order to receive credit.

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Peers in the
context?

Students are not able to interact with Cameron during lunch recess, but this does not
seem to affect the overall behavior.

Student to
other
people?

Cameron does not express any reaction to others when he does not complete his
homework. It does not seem to faze him.

Parents? (if
applicable)

Camerons parents do not seem motivated to encourage Cameron to complete his

homework. This may be because they are not aware of the homework in the first
place, or it is misplaced once at home. It has taken a note home to Camerons parents
in order to get him to bring his backpack to and from school each day.

Factors that may be influencing or maintaining the behavior include . . .

Academic
Factors

Cameron may be influenced by the level of difficulty of the homework

assignments being given. Sometimes during math instruction, if Cameron does not
understand the concept being covered, he will not even attempt to complete his
homework. He becomes discouraged when the content is too difficult and requires
a great deal of effort. Likewise, if Cameron understands the content, he says he is
more likely to feel motivated to complete it.

SocialEmotional
Factors

Cameron is very social at school and does not seem to have any emotional distress
within the classroom. However, when discussing Camerons behavior with my
mentor teacher, she has noted that Cameron is in between homes during the week
and it is possible that due to this shift in setting, Cameron is not able to exhibit the
goal behavior of completing his homework as assigned.

Health/Medical n/a
Factors

What interventions have been tried in the past? What did you observe or teacher report?
What happened?
No previous interventions have been attempted. This is the first one.

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Develop a Hypothesis
Student:

Cameron

Date:

2/28/2015

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 to Gain Attention if . . .
It occurs when the student wants to stay inside the teachers classroom during lunch recess in
order to make up the homework assignment
The purpose of the behavior may be to Get/Obtain Something if . . .
It occurs when the student is obtaining the opportunity to not do a homework assignment and
instead participate in video game activities after school (as indicated in interview).
The purpose of the behavior may be Escape/Avoidance if . . .
It occurs when the student is avoiding completing additional school work at home (up to 4
assignments per week)
It occurs when the student says he forgets to write down his homework and keep track of it in his
backpack

Develop your hypothesis pertaining to the purpose or function of the students behavior:
When this occurs ..
The teacher assigns a homework assignment (and the student does not remember to keep a
planner with written assignments or carry the assignment to and from school in his backpack)
The student does
Not bring the completed homework back the following morning when it is due to the classroom
turn in bin
To avoid ..
Completing his homework at home up to four times in one week
Does the student possess the necessary skills?
No, the student needs instruction in organizing schoolwork and keeping a planner or homework
folder in order to rule out possible antecedents which could be related to the target behavior

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Wenzel 12
Hypothesis:
When Cameron is exhibiting a lack of homework completion, he does not bring his homework
back to school completed when it is due to the turn in bin the next day in order to avoid
completing homework at home up to four times a week.
Expanded Hypothesis:
The function of Camerons consistency with lack of homework completion appears to be to
avoid completing extra work at home. Camerons behavior occurs when a homework assignment
is assigned and he does not return the homework the following day as requested by the teacher.
By doing so, he is avoiding completing the assignment. Since September 2014, Cameron has
completed 4 out of 31 homework assignments. The assignments are specifically in math
instruction and are a one-sided worksheet assigned Monday-Thursday. Camerons behavior
appears to be reinforced as there is not meaningful punishment or reward associated with
incomplete or complete homework. Cameron is required to stay inside during recess to complete
the homework during school hours, but this does not seem to affect him and he continues to not
turn in homework. Cameron also has a hard time with coming to class prepared and organized.

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Behavioral Intervention Plan

Student Name:

Cameron

Date: 3/18/2015

Target Behavior:
The behavior that will be targeted is lack of homework completion (one-sided math worksheet).
Cameron exhibited a total of 17 incomplete homework assignments out of a total 20 assigned.
This behavior looks like the student is misplacing or losing assignments, has zero problems
completed on the assignments, or is not physically handing the assignment into the turn in bin.
An assignment is complete if the student attempts to complete the homework with any problems
filled in and if he physically hands the homework in to the turn in bin the day it is due.
The behavior occurs at the believed frequency of 2-4 times per week.

Identify a Replacement Behavior:

Cameron will complete and turn in his one-sided math homework sheet every day that it
is due. This behavior looks like Cameron physically turning in his worksheet into the
turn-in bin when asked.
Camerons homework will be considered complete if he attempts to complete the
homework with any problems filled in and if he physically hands the homework in to the
turn in bin the day it is due.
The teacher will also remind Cameron of his nightly homework as well as encourage him
to keep track of his school work in his planner as well as in a designated folder.

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Intervention Explanation:

The teacher will use chart moves as the intervention strategy. Chart moves is when a student
is given a picture that has dots around its perimeter (in a connect the dots fashion) and
each time the student engages in the appropriate goal behavior, a line is drawn to the next dot
to connect on the chart moves picture for reinforcement. Once the student connects all the
dots, they will receive a prize that was chosen before connecting the dots began this way the
child knows what they are aiming for. In this case, Cameron has been given a grab bag
assortment of items including his favorite candy, Reeses peanut butter cups, neon colored
pencils, and Captain America gel pens.
In his free time, Cameron enjoys building things in his garage as well as working with tools,
so the teacher will use a picture of various tools for his chart moves map. Every time he turns
in a homework assignment with visible effort that he has completed it, he can connect one of
the dots. The teacher will have a copy of his chart along with the student who can keep track
of his progress individually. The prize that he will get when he connects all the dots will be
his choice to choose from in the morning after turning in his assignment.
The teacher will first need to sit down with Cameron and explain to him that we are going to
try something new in order to improve his homework completion data. This will take place
in the form of an informal conversation in which the teacher talks with Cameron about his
homework habits and possible problem areas or antecedents he associates with the
assignments (see data collection video 1, student interview).
The teacher will provide Cameron with a new folder in which he will transport his
homework to and from school in for the purpose of a fresh start with the intervention. The
teacher will also review with him how to use an agenda/planner in order to keep track of
assignments and due dates.
The teacher will discuss with Cameron what he thinks appropriate behavior is when it comes
to homework completion and attempt to encourage him to exhibit thoughts about the desired
behavior prior to introducing the intervention.
By implementing the Chart Moves intervention plan from the Tough Kid Tool Box,
Cameron will be tracking his own progress in relation to what homework is turned in when.
The teacher will also have a copy of the chart in order to compare data which will keep
Cameron accountable. In the initial stages of the intervention, Camerons behavior will be
reinforced using rewards at each step of the way. As the intervention progresses, the teacher
will fade out the reward dots to every other homework assignment, every two, and so on.
The teacher will explain to Cameron how the chart works. The teacher will also have him
practice using an old homework assignment and a sample chart, along with his new
homework folder. The teacher will explain to Cameron that for the purpose of the
intervention, for every homework assignment he turns in, he will receive a reward of his
choosing.
Eventually, fewer rewards will be given across a longer period of time in order to fade out
the intervention in hopes that Cameron will turn in his homework without reinforcement.
In the case of undesired behavior (i.e. not turning in a homework assignment), Cameron will
not be rewarded or punished. He will simply be reminded and encouraged to complete his
next homework assignment in order to gain the next reward available.

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Wenzel 15

Teaching Plan:

The basic instructional practices for teaching

replacement social behaviors is to make sure
that Cameron understands what is expected
of him in order to participate in the
intervention using his chart moves map. He
needs to realize he is accountable for
tracking his completed homework
assignments with the dots system along with
the teacher in a collaborative manner. When
Cameron completes a homework assignment,
his behavior will be reinforced using the
chart moves rewards system.

Cameron will be sitting at his desk when

homework is assigned following math
instruction, which will be the time he is
instructed to make a note in his planner.

At the end of the day, Cameron will retrieve

his homework from his mailbox, put it in his
homework folder, and place it in his
backpack in order to bring it to and from
school and complete it at home that evening.

Cam will get to connect one dot when he:

- Brings back a completed homework

assignment the morning it is due

When Cameron does not turn in a completed

homework assignment, he will not be
reinforced with a reward or punished with a
consequence. Instead, he will be reminded to
use his planner and homework folder and
encouraged to return his next assignment
when it is due. This occurs between student
and teacher when reviewing the chart each
day.

CEP 449, Spring 2015

Who is
responsible?

How often?

Ms. Miller
and Amanda
Wenzel are
responsible
for giving the
intervention

Following
mathematics
instruction in the
afternoon every
Monday through
Thursday, and in
the morning when
homework is due to
the turn in bin
every Tuesday
through Friday

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Context Alteration

The teacher will provide Cameron with a

new homework folder which will be his
favorite color, red, in order to ensure he has
an appropriate place to keep his homework
each day it is assigned.

The teacher will also remind Cameron to use

his daily planner in order to keep track of
assignments.

The teacher will have daily meetings with

Cameron each morning in order to see if his
homework has been completed, and
reinforce Camerons behavior with a reward,
or if it is not, to remind and encourage
Cameron to try again the following day.

CEP 449, Spring 2015

Who is
Responsible?
Ms. Miller and
Amanda
Wenzel will be
responsible for
implementing
the alterations.

How
Often/When?
Following
mathematics
instruction in the
afternoon every
Monday through
Thursday, and in
the morning when
homework is due
to the turn in bin
every Tuesday
through Friday

Wenzel 17

Consequences for Desired Behaviors:

Outcomes

When Cameron does what is being asked of

him, he will get to connect two dots together
on his tools chart moves map. Each time he
connects one dot, he is reinforced with a
smaller reward, and when he completed the
whole chart, he receives an even larger,
surprise reinforce.

Consequences for Undesired Behaviors:

Teach [response to problem behavior]

When Cameron does not turn in a completed

homework assignment the day it is due, he will
not be reminded to continue keeping track of
his assignments using his planner as well as
encouraged to try again for the next day.

Who is
Responsible?

How
Often?

Cameron connects
his own dots, but
Ms. Miller and
Amanda Wenzel
will watch him do it
to make sure that he
only connects one at
a time as well as
keep their own copy
of the chart for
personal record.

Whenever
Cameron
exhibits the
desired
behavior at
the desired
time

Who is
Responsible?

How Often?

Cameron is responsible
for completing his
homework; Ms. Miller
and Amanda Wenzel
are responsible for
reminding and
encouraging Cameron
following the
occurrence(s) of the
undesired behavior.

Whenever the
undesired
behavior
occurs in the
morning at the
time of
homework
collection.

Specify Behavioral Objectives:

Cameron will improve his overall homework completion rate from 0-2 to 3-4 assignments
per week. Cameron will be using a planner to keep record of assignments and corresponding
due dates as well as use his new homework folder to transport homework to and from
school. Cameron will not be playing video games at home in the evening instead of
completing his homework assignment. He will keep a Chart Moves picture map in said
folder to help him get to this goal and understand what is expected of him. The teacher will
be observing every day during homework collection time in the morning as well as at the
end of the week see if the intervention is working or not and make modifications.

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Analysis of the Behavioral Intervention Plan

Data Collection Plan
Student Name: Cameron Date: 4/3/2015 (end of the first week of intervention implementation)
Timeline for the next meeting to review and evaluate effectiveness of the intervention: 4/24/2015
(end of the final week of intervention implementation)
Data Collection Plan: What data will be collected to evaluate the program? By whom?
Indicate what data was needed to evaluate success (e.g., frequency, duration, latency). Provide
brief instructions to service providers on how to collect this information, and when to collect this
information. Specify who is responsible for which type of data collection.
Data Collection Plan: (What behavior should be recorded and what type of recording system)
The teacher will use frequency data recording to record if Cameron is exhibiting the target
behavior on each day that homework is due. The teacher will collect four observation points for
four days a week, equaling a total of four data points, condensed to one data point each week
(x/4 homework assignments).
Who:
Ms. Miller and Amanda Wenzel

When:
Morning homework collection Tues-Fri

Frequency of Review of Progress (select one)

Bi-Weekly

Weekly

Monthly

Data Collection Method (select one):

Event
Recording

CEP 449, Spring 2015

Duration
Recording

Interval
Recording

Time
Sampling

Latency
Recording

Wenzel 19

Total number of assignments turned in (out of 4)

Data Representation:

Baseline and Intervention Homework Data

4
3
2
Baseline

Intervention
0

Week

Maintenance and Generalization Plan:

During the first week of the BIP, Cameron improved his overall homework completion. The
second week of the BIP was following a two week Spring break, so this could explain why
Camerons homework completion dropped down to 1/4 total assignments completed during the
last week of the intervention data collection. In general, the intervention worked, especially as
the data showed a jump in his homework completion from the last week of baseline data to the
first week of the intervention. The intervention should be maintained because it is improving
Camerons homework completion and academics. The teacher has not expressed her interest in
maintaining the intervention and a meeting time has yet to be determined, however, I will leave
Camerons reinforcers in the classroom for her to distribute as appropriate, as well as continue to
encourage Cameron to track his progress with his chart moves as well as complete his
homework each day. I think it would be beneficial to give Cameron his homework right after
math instruction instead of having him retrieve it from his mailbox at the end of the day. This
would eliminate one extra step within the process, and possibly guarantee the transport to and
from school in his homework folder. The teacher can also start to use this intervention during in
class assignments if Cameron is having trouble with other areas of task completion, or with the
other fourth grade teachers who assign homework in the future.

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Wenzel 20

Conclusion:
The intervention was successful because Cameron improved his overall homework completion
from 0-2 assignments per week to 2-3 assignments per week. Although Cameron did not reach
his goal behavior of completing up to 4 assignments per week, his overall performance still
improved as the data shows an increase in completed homework assignments. This is especially
noticeable during weeks 5 and 6 as Camerons homework completion jumps from 0 out of 4 to 3
out of 4 total homework assignments. The intervention should continue until the end of the year
to ensure consistency with his homework routine along with daily reminders to utilize his daily
planner and his homework folder in order to increase effectiveness.
Reflection:
I have really enjoyed completing the FBA BIP process with the Tough Kid Tool Box as a
resource throughout the semester. I have learned a great deal about behavior management as well as
concrete examples to assist with challenging behaviors in my future classroom. In addition to the
Tough Kid Tool Box, I was exposed to many helpful resources online such as Intervention Central,
which helped me narrow down my intervention search as well as help clarify my understanding of
behavior management.
A challenge I faced during this process was the fact that my placement school is in the Holt
school district and my students use the balanced calendar. This means they attend school yearround with longer holiday breaks and shorter school days. I was able to implement my intervention
the week before spring break, but because of the balanced calendar, my focus student was out of
school for two weeks following the initial week of the intervention, and returned to school two
weeks later out of the routine. I strongly believe this affected the final week of intervention data
considering he dropped from 3 out of 4 completed assignments to 1 out of 4. It was also
challenging to implement my intervention as it required daily attention which my mentor teacher
frequently forgot to provide. Although she was not the one solely responsible for the BIP, I think if
there had been a bit more dedication from both parties, it may have positively affected the

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Wenzel 21

intervention results, especially within the last week of data collection during intervention. Although
Cameron is in 4th grade and is relatively responsible for his behavior, it is imperative that during an
intervention, especially after a two week break, he is reminded and encouraged to participate in the
process in order to ensure ultimate improvement.
I was, however, successful in picking an appropriate intervention for my student. He
genuinely enjoyed the intervention because of how easy it was to use, as well as how he could earn
a reward each day. Before the intervention, he would not complete any assignments, and following
the first week of intervention, he completed 3 out of 4. This was an exciting moment in our
intervention process because he was so proud to share his progress with me and show how he had
been using the chart moves map. Cameron loved the reinforcers he was able to choose from,
especially his favorite candy.
Something that I would do differently next time is talk to my mentor teacher about how
beneficial the intervention is since she rarely implemented it with consistency when I was gone. I
would explain to her how it improves Camerons homework behavior when implemented
consistently, which improves his overall behavior as he is getting extra practice with his math at
home as well as not having to stay indoors during lunch recess.
I will definitely use the skills and tips I learned through this process throughout my future
career! Everything that I learned helped me realize how important interventions are and how they
can improve many behaviors in the classroom ranging from mild to severe, and whole class to
individual behaviors. There are so many different intervention plans that fit each students needs
appropriately and can assist in behavior improvement. I even learned how to use Excel, which was
dramatically easier than I had initially thought. Overall, I would recommend a project of this kind
to any future educator or those interested in behavior modification.

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Appendix A Indirect Data:
Interview with Teacher:

Interview with Student:

https://www.youtube.com/watch?v=4B22y_R9i6Y

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Functional Performance Rating Scale:

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Wenzel 24
Classroom Discipline Plan Checklist:

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Wenzel 25
Appendix B Direct Descriptive Data Collection
ABC Data Sheets: (See pages 6-7 of FBA/BIP Report)
Scatterplot:
Student:Cameron Grade: 4th School: Sycamore Elementary
Date(s): February 25, 2015 Observer: Amanda Wenzel
Behavior of Concern: Lack of Homework Completion
Additional relevant information: Homework is collected every morning on Tuesdays,
Wednesdays, Thursdays, and Fridays
Note: X indicates when target behavior occured
Setting or Times or Monday Tuesday Wednesday Thursday
Class
Intervals
Morning
HW
Collection
Morning
HW
Collection
Morning
HW
Collection
Morning
HW
Collection
Morning
HW
Collection
Morning
HW
Collection
Morning
HW
Collection

Week 1
Baseline
8:30-8:45
Week 2
Baseline
8:30-8:45
Week 3
Baseline
8:30-8:45
Week 4
Baseline
8:30-8:45
Week 5
Baseline
8:30-8:45
Week 1
Intervention
8:30-8:45
Week 2
Intervention
8:30-8:45

CEP 449, Spring 2015

Friday Total Times

Observed
X

X
X

Wenzel 26
Narrative Behavior Observation:
Amanda Wenzel observing Cameron
Feb 25, 2015 (Wed) 8:35am Behavior of Concern: Lack of Homework Completion
Today after Ms. Miller requested students turn in their homework to the turn in bin at the back of
the room, Cameron proceeded to stay seated at his desk while other students handed in their
homework and quietly returned to their desks. When asked why he wasnt turning in his
homework from the previous day, Cameron replied with I dont have it.
BIP Chart Moves:

CEP 449, Spring 2015

Wenzel 27
Baseline and Intervention Event Recording Frequency Form:
Event Recording Form
Students Name: Cameron
Subject/Period: Math Instruction

Teacher: Ms Miller and Amanda Wenzel

Date(s): Tuesday-Friday Feb 23rd-April 24th

Behavior Definition (in specific, observable, measurable terms): The behavior that
will be targeted is lack of homework completion (one-sided math worksheet). This
behavior looks like the student is misplacing or losing assignments, has zero
problems completed on the assignments, or is not physically handing the assignment
into the turn in bin. An assignment is complete if the student attempts to complete
the homework with any problems filled in and if he physically hands the homework in
to the turn in bin the day it is due.
Time Period of Observation: Morning Homework Collection 8:30-8:45 Tue-Fri
Date

Tuesday
HW

Baseline Week
1
Baseline Week
2
Baseline Week
3
Baseline Week
4
Baseline Week
5
Intervention
Week 1
Intervention
Week 2

l
l

Wednesday
HW

Thursday
HW

Friday
HW
l

Total # of
times behavior
occurred
2

l
l

CEP 449, Spring 2015

1
l