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Functional Behavior Assessment

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112 views3 pages

Functional Behavior Assessment

Uploaded by

api-399344109
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Functional Behavior Assessment

Student name: Jack Anderson (pseudo)


Grade Level: Kindergarten
Setting: Self-contained MOID
Sources of Data: Record Review, ABC logs
Information reported by: Teacher & parent
DESCRIBE PROBLEM BEHAVIOR(S)

Describe in specific and observable terms. Prioritize 2-3, if more than one.
What does the behavior look/sound like? Does it begin at a low intensity and
escalate? Describe.
Jack frequently becomes frustrated and acts out by throwing tantrums. Tantrums include
screaming, crying, refusal, biting, hitting, throwing, etc.
Behavior tends to escalate as further actions are taken by teachers

Estimated frequency: 3-5 occurrences per day

TRIGGERS/ANTECEDENT

What typically occurs before the problem behavior occurs? Specific demands or
situations?
When asked to complete a task that the student is not fond of or does not wish to complete at that
given moment
When the student does not get his way
When the student has trouble expressing his needs verbally

Where is the behavior most likely to occur? What locations?


In the cafeteria when the student is excepted to stay seated
In the classroom during free play when it is time to clean up or when he is asked to share
In the classroom during reading time where he is expected to not take other student’s books or
when he is asked to clean up
After recess when it is time to go back inside of the classroom

CONSEQUENCE(S)

What typically happens immediately after problem behavior? Think about the last
couple times it happened.
Student is typically put into a restraint and taken to time out or a quiet place for him to calm down
and recuperate

What does the student obtain? Attention? Something else?


A possible cause for his outbursts may be avoidance of an undesired task
What does the student avoid? Demands? Negative interactions?
Student is taken away from the classroom and avoids a task or demand, at least for the few
minutes that he is away

CURRENT PLAN/STRATEGIES

Describe the current plan or strategies being used.

Student is placed into time out until he is ready to go back and complete what is asked of him.
This is sometimes not efficient because he will continue to tantrum

Describe parent/home involvement regarding the student’s school behavior.


Mother reports that there are no problem behaviors occurring at home

STUDENT INPUT
Has the student expressed concerns/difficulties that may relate to the problem
behavior?
Student is not verbal and often becomes frustrated when trying to express himself or his needs.

OTHER

Student’s strengths:
Very smart, outgoing, and social
Has the cognitive ability to complete tasks, however, does not often wish to do so.
Enjoys interacting with his peers and does so frequently, however, often has problems with
sharing or taking things away from other students.

Possible Motivators/Reinforcers:
Lots of verbal praise that is presented for the entire class to hear
Stamps on hand for a job well done
Stickers
Candy

Possible Replacement Behavior(s):


Problem Behavior: Student refuses to do work, hides underneath table, and cries
Replacement Behavior: Student begins work quietly

Problem Behavior: Student grabs toy from classmate’s hand


Replacement Behavior: Student gestures towards toy and waits for classmate to hand it to him
themselves

Problem Behavior: Student screams and cries when asked to share with a classmate
Replacement Behavior: Student gives some of whatever he may be using to his classmate and
they work/play civilly together
Problem Behavior: Student angrily throws book across the room when asked to put it away
Replacement Behavior: Student stands up and puts his book away quietly

Problem Behavior: Student screams and runs away when recess comes to an end and it is time
to go back inside
Replacement Behavior: Student lines up quietly and walks with the rest of his classmates to the
room

Summary/Hypothesis Statement

Jack is a smart and outgoing boy in Kindergarten. He often has trouble controlling his emotions
when presented with situations that are undesirable to him. Jack tends to act out, sometimes
violently, which is disruptive and at times dangerous for other students. Jack is potentially acting
out in this manner in order to avoid an undesired task, because the knows that he will be sent
away when this kind of behavior is demonstrated. A Behavior Intervention Plan will be put into
place in order to decrease this problem behavior and increase the amount of goal directed
behavior for Jack.

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