Functional Behavioral Assessment: Part 1 (Description) Date: November 21, 2016

Student Name: Lucy Diaz

Data Sources: Observation | Student Interview | Teacher Interview | Parent Interview | Rating Scales | Normative Testing

Description of Behavior: Throughout the day, Lucy will often take out an object and play with it. These objects have
included: a pencil, a glue stick, an eraser, chapstick, and a piece of gravel from her shoe. The antecedent of the behavior is
that Lucy is engaged in the lesson. Once she is no longer engaged, Lucy begins the behavior.
Setting(s) in which behavior occurs: The behavior occurs during the mini-lesson. If Lucy is sitting on the carpet, she will
either bring an object to the carpet to play with or sit near her desk so she can take out an object during the lesson. If she is
sitting at a desk during the mini-lesson, she will take out objects from the desk throughout the lesson to play with.
Frequency: Lucy was observed for a period of 15 minutes once a day for five days. Lucy played with an object 11 times on
the first day, 5 times on the second day, 7 times on the third day, and 10 times on the fourth and fifth day, making the total
number of times she played with an object 43.
Intensity (Consequences of problem behavior on students, peers, instructional environment): This behavior affects the other
students (Lucys peers) because when she sits in someone elses desk, she will go into the desk and find an object to play
with. When she does this, she is playing with objects that do not belong to her. This behavior also affects the instructional
environment because sometimes the other students will pay attention to Lucy playing with the object instead of paying
attention to the teacher and the lesson, thus affecting their learning.
Duration: Lucy was observed for a period of 15 minutes once a day for five days. On the first day, Lucy played with an object
for 5 minutes and 30 seconds. On the second day, she played with an object for 2 minutes. On the third day, she played with
an object for 3 minutes and 10 seconds. On the fourth day, she played with an object for 3 minutes and 35 seconds. On the
fifth day, she played with an object for 6 minutes and 20 seconds.
Describe Previous Interventions: When caught playing with an object, Lucy is told by the teachers to put the object down
(if she is on the carpet) or away (if she is sitting at a desk). Lucy will do as she is told, but soon after, Lucy will play with the
object again (if she in on the carpet) or take out a different object (if she is sitting at a desk).
Educational impact: Because of this behavior, Lucy is distracted and misses the teachers instruction, and when she is
supposed to do her independent work, she does not know nor understand what she is supposed to be doing. Because she
does not understand what she is supposed to be doing, she does not complete her classwork and she does not do her
homework.