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FUNCTIONAL BEHAVIOR ASSESSMENT (FBA)

Student Name: Student D Evaluator: Syndra Mahavixay


Birthdate: August 8, 2011 Report Date: November 29, 2018
School: Lexington Elementary Teacher: Mrs. DelCalzo
Grade: Kindergarten IDEIA Educational Disability: Not Listening

Description of Classroom Context:

The school is a small rural school consisting of kindergarten through fifth grade. The classroom is a kindergarten
inclusion classroom with both a general education teacher and a special education teacher as the aide. The special
education teacher pulls aside certain students to work with in a separate classroom from the remaining number of
students. There are 21 students, with 6 students on IEPs, no gifted students, and no English Language Learners.

There is a school wide classroom management plan incorporating the clip up clip down system. For the younger grades,
such as kindergarten, the clip up clip down chart goes by color. If a specific student is having behavioral issues, a
personal behavioral plan will be set in place for that student.

The focused student is a male kindergarten student who is six years old. He is currently on an IEP for all academics and
behavior. He is currently completing his second year of kindergarten. His behavior plan includes setting three goals. The
student should comply with each goal within five requests or less. Student D has difficulty complying.

The first goal, the student, during a classroom activity, will be able to initiate a task with no more than 5 prompts and/or
cues 70% of the time by the end of the IEP effective date. The second goal, the student, during a classroom activity, will
be able to sustain attention to a task with no more than 5 prompts and/or cues 70% of the time by the end of the IEP
effective date. The third and final goal set for Student D is, during a classroom activity, the student will be able to stop a
task with no more than 5 prompts and/or cues 70% of the time by the end of the IEP effective date. For all three of the
set goals for Student D, the goal is to comply within 5 requests or less.

Step 1:​​ Description of the Target Behavior(s):


☑ Describe one to two behaviors that occur frequently and interfere most with the student making progress. Include
an explanation of the rationale supporting the need for a functional behavior assessment. Include a rating of the
severity of the behavior based on the rubric below.

Rating Level of Severity Rubric


Behavior is confined only to the observed student. May include such behavior as refusing to follow directions,
1
scowling, crossing arms, pouting, or muttering under his/her breath.
Behavior disrupts others in the student’s immediate area. May include slamming books, dropping items on the
2
floor, name calling, or using inappropriate language.
Behavior disrupts everyone in the class. May include throwing objects, yelling, open defiance of teacher
3
directions, or leaving the classroom.
Behavior disrupts other classrooms or common areas of the school. May include throwing objects, destruction
4 of property, yelling, open defiance of staff directions, or leaving the school grounds. Limited social interaction
but requires frequent prompts assistance to initiate and/or respond to social interaction.
Behavior causes or threatens to cause physical injury to self, or other or causes severe property damage. May
5 include displaying weapons or assaulting others. Social withdrawal that results in extreme isolation and inability
to interact with others.
Student D’s noncompliant behavior includes refusing to follow directions and do what is asked of him. He will sit in
place, stand in place, and ignore any adult.

The behavior is rated a 1. It is rated a 1 because the student’s behavior focuses on refusal to follow directions and follow
what is being asked of him. When the student is asked to do something by the teacher or teacher’s aide, he refuses and
continues to do what he is doing. The teacher’s repeatedly ask/tell Student D to do something because he refuses to
comply with what is being asked or told. It is also rated a 1 because

When Student D was asked by the teacher’s aide to find a different seat, the student stood by the seat he wanted, which
was taken by another student. When asked again to find a different seat, the student remained standing beside of the
seat he wanted. When asked repeatedly, three more times, the student was told to sit next to the teacher’s aide and clip
down once he returned to the original classroom.

Step 2:​​ Collect Data:


☑ Indirect Assessment​​ ​– Include a description of the utilized assessment process ​and​ a summary of the collected
information. Identify the general events, times, environment, and activities that predict the occurrence ​and
nonoccurrence of the behavior(s). I​ nclude completed indirect assessments in Appendix​.

For the indirect assessment, Student D’s teacher was interviewed about the occurring behaviors including what happens
before, during, and after the behavior occurs. She was asked a few questions about the behavior, how often it occurs,
and where it takes place on a daily basis.

The teacher explained that Student D is completing his second year of kindergarten and is on an IEP. The student has 3
goals set in place. Student D is to try and comply with each goal within five requests or less, but has a difficult time
reaching the goals. The focused behavior occurs during class time with the teacher as well as with the teacher’s
aide/Intervention Specialist. This happens mainly when the student is given directions. Instead of listening to the
directions or what is being asked the first time, Student D is asked repeatedly by the adult or teacher. When the student
is asked repeatedly, he will occasionally attempt to give his explanation of why he did not listen. If the student is asked
more than five times, he will be given a warning. If the student continues to be noncompliant, he will be asked to clip
down on the clip chart in the classroom. The teacher and teacher’s aide redirect Student D and constantly remind the
student that he should listen to the grown up, instead of being asked more than one time.

Based upon the interview with Student D’s teacher, he is a bright student, but continues to have difficulty complying
with each of his set goals within five requests or less. This applies to the student when given directions or asked to do
something he does not want to do. The focused behavior can also occur because the student tends to get off task at
different times.

☑ Direct Assessment​​ - ​Complete A-B-C Observations to confirm and/or identify the routines, setting events,
immediate antecedent events, consequences, and reinforcers that maintain the behavior(s). Describe and
summarize the results of your A-B-C Observations.​ ​Include completed data charts in Appendix.

On Thursday, October 18, 2018, from 12:30pm to 2:00pm, a series of A-B-C observations were conducted during a small
group with the teacher’s aide, whole group story time solely with the teacher, and stations involving both the teacher
and teacher’s aide. The observations showed the focused behavior occurring in various different settings. The behavior
was seen in the original classroom during whole group with both the teacher and teacher’s aide, in the original
classroom on the carpet with the teacher, and in a separate classroom with only the teacher’s aide and small group. The
behavior seemed to occur more frequently when in a small group and the teacher’s aide. The noncompliance behavior
occurred a numerous amount of times when Student D was given directions, redirected, or asked to do/complete or
stop a task by the teacher and the teacher aide.

There were not many consequences set for the student. The student was given warnings, and was redirected, as well as
repeatedly asked to do something. During the observations, there was only one time the student was asked to move his
clip down to the next color on the clip up clip down chart in the classroom. Before asking the student to clip down, the
teacher or adult would give Student D multiple warnings as well as try to redirect him and give another chance to correct
the behavior.

Overall, the results of the A-B-C observations showed the noncompliant behavior of the student occurred in various
different settings. The behavior occurred when he was given directions and wanted his way, or when he was redirected.
Student D was repeatedly asked to do something before a more severe consequences was brought in place. There were
times the student would comply within the first time of being asked.

☑ Direct Assessment​​ - ​Complete baseline data collection to determine the patterns of frequency, intensity, duration,
and/or latency of the target behavior(s).​ ​Describe and summarize the findings of the baseline data assessments.
Include completed data charts in Appendix.

A series of direct assessments were conducted on Monday, October 22, 2018 in the original classroom, as well as a
separate classroom. The student’s behavior was recorded during reading, writing, and letter recognition. The direct
assessment included a frequency recording chart of how many times Student D demonstrated the noncompliant
behavior in two ten-minute time spans and one fifteen-minute time span with thirty-second intervals between. The
noncompliant behavior included not listening and needing to be redirected within 5 requests or less. The behavior was
displayed by the student at a variety of different times throughout the recorded observation. Student D’s noncompliant
behavior occurred most frequently when he was asked to do something he did not want to do, or if he was off-task and
need to repeatedly be redirected from a teacher.

According to the frequency count, the thirty-five minute time span, broken up into two groups of ten minutes, and one
group of fifteen minutes, Student D had eighteen occurrences of the noncompliant behavior. This included being off-task
and redirected, and not listening when given directions or when given told to do something he did not want to do at the
time.

In the first assessment during whole group with the general education teacher, Student D was repeatedly redirected
when he was off task or not listening. When asked to walk to the carpet, instead of complying with what the teacher
asked, the student wandered around the classroom, pushing in the chairs at every desk. The teacher called the student
by name and motioned him over and the student would then comply with the directions. During this assessment that
was directed, the student would comply with a few reminders on what he needed to be doing.

In the second assessment during a small group with both the general education teacher and the teacher’s aide/SPED
teacher, Student D was consistently off-task. During this assessment, the student was constantly being redirected.
Although he was redirected, the student would either quickly or slowly get back on task. Student D was back on task the
first time asked or redirected instead of multiple times being asked.

In the final assessment during a small group in a separate classroom with only the SPED teacher, the student showed
multiple times of not listening. Unlike the other assessments that were being conducted, Student D was noncompliant
even after being redirected. When the teacher tells the small group of students to find a seat in the classroom, the
student walks over to a seat that was already taken by another student. The teacher asks the students a numerous
amount of times to find another seat. Student D continues to stand by the seat he wants. The teacher counts out loud
how many times she asks him to do the same thing. Finally, she provides the student with two options. This included
finding another seat of his choice or sitting right beside her. The student finally chooses a different seat. During the
assessment, this was only of the times Student D complied. In another, the student failed to comply within his goal limit
which lead to the student clipping down on the clip up, clip down chart.
Step 3:​​ Data Triangulation:
☑ Complete the Data Triangulation process.​ ​Collected data must be from three different sources. Provide a summary
and interpretation of the collected data as related to the targeted problem behavior(s).

Source 1 Source 2 Source 3


A-B-C Chart Teacher Interview Frequency/Duration Recording
During work time, whether it is Student D is on an IEP for all The noncompliant behaviors,
with the teacher or teachers aid, academics and behavior. The student including being off-task, or not
Student D shows noncompliant has three set goals to try and comply listening when given directions or
behaviors. When asked to do with each goal within five requests or being redirected by an adult were
something, he does not comply. less. The behavior occurs during class seen occuring various times
Instead of doing what was being time, especially when given directions throughout the observation
asked, he did what he wanted to or being redirected. The student is periods. The first observation
do. The teacher and teacher’s aid redirected, given warnings, and period, the student was observed
repeatedly asked him to do occasionally asked to clip down if for 10 minutes with 30 second
something a numerous amount of asked more than five times. The intervals between. The second
times before he would finally do behavior also occurs with any teacher observation period, the student
it. or adult working with the student. was observed for 15 minutes with
30 second intervals. The third and
final observation period, the
student was observed for 10
minutes with 30 second intervals.

INTERPRETATION:
1. Antecedent Events: ​Student D’s behavior occurs when asked to do something or when given directions for an
activity or small assignment. This behavior occurs in the original classroom with the teacher, as well as a
different classroom with a small group and teacher’s aid.

2. Maintaining Consequences: ​Student D is repeatedly redirected by the teacher or another adult, and
occasionally continues to do what he wants to do instead of correcting the behavior when asked. This behavior
later leads to the student moving his clip down on the clip up clip down chart.

3. Likely Function: ​Student D is engaging in this behavior in order to get his way, which is desirable to him.

Step 4:​​ Summary Hypothesis Statement:


☑ Identify and summarize the possible functions of the target behavior(s).​ ​ ​Analyze the indirect and direct data to
determine the possible function of the behavior or what need the student is trying to meet by engaging in the
behavior. Write a summary hypothesis statement that identifies the function of the observable and measurable
behavior and how the behavior is related to the routines, setting events, antecedents, and consequences.

During different class settings during the school day, with the teacher or teacher’s aide, Student D fails to comply within
five requests or less when trying to be redirected, given directions, or asked to do something he does not want to do in
order to get or maintain his own way. This tool
APPENDIX – Completed Data Collection Forms

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