Functional Behavior Assessment

Date: 01/28/2015
Name: Jane Willow
Date of Birth: 06/14/2005
Age: 9
Grade: 4
Parents: Lucy Ross-Willow & Bill Willow
Classroom Teacher: Caring Teacher
School: St. Phillips Elementary School
Referral Information
Jane was referred for a functional behavioural assessment because of concerns regarding
her argumentative behaviour that is occurring at home. Her parents requested assistance
with behavioural programming.
Definition of Target Behaviors
Opposition: A response to her mothers comments that involve opposing views (e.g.,
No, that is not right; this is) with an argumentative attitude (i.e., accompanied by
facial expressions and tone of voice that convey anger, frustration, or disgust)
Verbal Aggression: Yelling, screaming, shouting aggressively or angrily
Methods of Functional Behavioural Assessment
Parent interview
Individual Variables Assessment Form (IVAF)
Teacher interview
Direction behavioural observation of the child in her home using the Functional
Behaviour Assessment Observation Form (FBAOF)
Summary of information provided by parent and teacher interviews:
Janes mother was interviewed in her home on January 23, 2015, for 2 hours. Mrs.
Cameron, Janes current classroom teacher, was interviewed by phone on January 26,
2015, for 20 minutes.
Health:
According to Mrs. Ross-Willow, Jane has good general health. She sleeps 10 hours a
night without getting up. Her mother noted that, at home, Jane eats well and maintains a
balanced diet, including vegetables. She is healthy with no reported hospitalizations,
allergies, accidents, or health concerns. Also, no hearing or vision concerns were
reported.
Educational/School:

Mrs. Cameron, Janes classroom teacher, noted that her behaviour problems are not
prominent at school. Mrs. Cameron also expressed that Jane is polite and sometimes shy
when she interacts with Jane. According to her teacher, Jane is a happy student whose
school attendance is nearly perfect. However, she reported that Jane demonstrates some
difficulty getting organized before she begins a task and completing work in class. As
such, although it has not been necessary to enforce disciplinary penalties on Jane, she
requires prompting. Moreover, she does not ask for help when necessary. Socially, she
has a few friends who she plays with at recess, and does not appear to have difficulty
behaving appropriately and respectfully with them.
Of importance, Ms. Ross-Willow identified several concerns in the areas of executive
functions and work habits. She noted that Jane demonstrates some issues with academic
planning and understanding instructions. Similar to Mrs. Cameron, her mother reported
that Jane often requires firm prompting to complete homework. Moreover, Ms. RossWillow expressed that Jane also has some difficulty completing tasks in good time and
transitioning from one activity or task to another.
Social/Behavioural:
Janes mother noted that she was concerned about Janes propensity for argumentative
and oppositional behaviour. This behaviour began around age 6, two years after her
parents divorce, and it was directed at her mother, with whom she currently resides. Prior
to that, Jane was described as good natured and content.
Socially, as a younger child, Ms. Ross-Willow noted that Jane was initially shy around
people before becoming very outgoing. Currently, Janes mother noted that she is
confident and comfortable with herself. Although she is an only child, Ms. Ross-Willow
noted that she plays with her neighbours and described Jane as friendly and well liked
among the children in her neighbourhood. Despite these strengths, Ms. Ross-Willow
reported that Jane likes to rigidly follow rules and becomes upset when others do not.
Janes mother reported that Jane begins arguments with her over minute issues, such as
the correct way to complete a homework task or draw a picture. Moreover, Ms. RossWillow stated that Jane often gets verbally aggressive (e.g., yelling at mother) when her
parents argue or are not supportive of one another.
According to Janes mother, there are no other issues with behaviour and she never has to
reinforce commands when she is being told, No. Ms. Ross-Willow expressed that she
observes oppositional behaviour, primarily in situations that involve decision-making or
the statement of opinions, meaning that she goes against or opposes her mothers
statements. Significantly, her mother believes that this occurs regardless of how Jane
feels about the issue at hand. She noted that Jane is often argumentative over topics about
which she is apathetic or uninformed. On the other hand, Ms. Ross-Willow conveyed that
Jane is likely concerned about the lack of respect that her parents demonstrate for one
another, and she suspects that this is the reason for her uncharacteristic verbal aggression
and opposition that occurs when she witnesses the way they treat each other. For this
reason, she is not punished for her outbursts.

Given these concerns, Ms. Ross-Willow is eager to acquire the relevant strategies to help
Jane attain emotional wellbeing. She would like Jane to reach her maximum potential and
remain confident.
Functional Behaviour Assessment Observation Form (FBAOF)
Setting-Antecedent-Behaviour-Consequence-Effect
Students Name: Jane Willow
Setting: Childs home (kitchen)
Date/Time

Setting
Events
Began
homework
task (math
problem
solving)
with mother

Antecedent

Behaviour

Consequence

Effect

Staff

Jane was told

that she
misunderstood
her task
instructions

Mom told her

to do it her
way, but that
if she got it
wrong, it
would be her
own fault

Jane
insisted that
it was right
and that her
mother was
wrong, so
she would
do it her
way

AM

01/23
4:25PM

Continued
homework
(math
problem
solving) task
with mother

Jane realized
that the task is
not making
sense and
mother
suggested that
she try it a
different way

Mom ignored
her response
and remained
silent

Jane quieted
down and
softened
facial
expressions;
she asked
mom for
help at
4:27PM

AM

4:41PM

Cleaning up
work space
after
completion
of task

Mom told her

that her father
called earlier
and wanted her
to call him
back

Facial
expression
conveyed
confusion,
followed
by
immediate
verbal
opposition
(i.e., No,
this is how
you do it)
Facial
expression
conveyed
frustration,
followed
by
immediate
verbal
opposition
and
aggression
(i.e., No! I
want to do
it this way;
your way is
wrong!)
Facial
expression
conveyed
anger;
verbal
aggression
(i.e., Why
didnt you
tell me

Mom told her

to relax and
that she
forgot before,
but just
remembered

Jane
shouted that
mom wasnt
fair and
stood with
an angry
facial
expression

AM

01/23
4:22PM

4:43PM

Sitting at the
table as
mother
began
preparing
dinner

Mom asked
what she
thought about
her fathers
decision to buy
a new home

earlier?
You arent
fair!)
Verbal
aggression
(i.e., You
should be
happy for
him, even
if you dont
think he
should buy
a new
house!)

Mom ignored
her response
and remained
silent

Jane calmed
down by
4:47PM and
she was
friendlier
with her
mom as
time
continued to
pass

AM

Setting Events:
On January 23, 2015, between 4:00PM and 5:00PM, the target behaviours occurred four
times, as indicated by the Functional Behaviour Assessment Observation Form (FBAOF).
The observation was conducted in the kitchen of Jane and Mrs. Ross-Willows home, as
Mrs. Ross-Willow helped Jane complete her mathematical problem-solving task. Within
this setting, no other individuals were present while Jane and her mother carried out their
after-school routine. The environment was quiet and neat, limiting the possibility of
external triggers of the behaviours. However, due to the fact that these behaviours do not
occur as she completes homework in the school setting or in her fathers home, it is likely
the fact that Jane is with her mother in her home environment. Significantly, the
difference between the school and home setting is Janes mothers presence and the
absence of her classmates, teacher, and father, which is seemingly conducive to the target
behaviours. In particular, however, it appears that specific aspects of her mothers
verbalizations evoke Janes negative behaviours.
Antecedent Events:
According to the FBAOF, the target behaviours are triggered when her mother told Jane
that Jane was misunderstanding her homework task or when her mother spoke about her
father. For example, when Mrs. Ross-Willow told Jane that she misunderstood her task
instructions, she demonstrated opposition toward her mother by insisting that she was
correct, even though her facial expression conveyed a feeling of confusion. After Jane
attempted the task, she realized that it was not making sense, and her mother suggested
that she try it a different way. In response to this, she demonstrated verbal opposition and
aggression as she yelled at her mother. Jane appeared to be frustrated and shouted, No! I
want to do it this way! Your way is wrong! As such, the completion of a homework task
that is difficult for Jane to complete is a common antecedent of the target behaviours,
which is consistent with Mrs. Ross-Willows report.
Prior to the completion of Janes math problem-solving task, she completed a reading
comprehension task on which she did not require her mothers assistance. However,
Janes mother had to prompt her to complete the task because the picture that
accompanied the story often distracted her. Significantly, Jane did not present the target
behaviours during the completion of her reading comprehension task. This indicates that

being corrected by her mother while completing a task that was difficult for Jane evoked
the target behaviours, but being redirected by her mother while completing a task that
was simple for Jane did not evoke the target behaviours.
Moreover, consistent with Mrs. Ross-Willows account, Jane demonstrated verbal
aggression when her mother spoke about her father. For instance, after completing Janes
homework, her mother told her that her father called her earlier that day. Jane
immediately responded by yelling, Why didnt you tell me earlier? You arent fair!
Very shortly after, her mother asked Jane about her thoughts regarding her fathers
decision to buy a new home, and this evoked a verbally aggressive response as well,
despite her mothers neutral tone. Jane shouted, You should be happy for him, even if
you dont think he should buy a new house! indicating that she assumed that her mother
was not supportive of her father. Ultimately, Janes target behaviours consistently
occurred directly after her mother mentioned her father, which corroborates her mothers
statement.
Consequence Events:
There were two clear consequence events indicated in the FBAOF. Mrs. Ross-Willow
retaliated when Jane opposed her mothers suggestion that she was completing her math
task incorrectly. In this instance, Mrs. Ross-Willow told Jane, Fine, do it your way, but if
you get it wrong, it will be your own fault. Jane responded negatively to this, as she
insisted that she was correct, but that her mother was wrong. As such, the retaliation
elicited more of the target behaviour. However, when Jane rejected her mothers
suggestion to solve the problem another way, Janes mother remained silent. In response
to this, Janes frustrated facial expression softened, and she asked her mother for help two
minutes later. As such, the target behaviour did not continue when Janes mother ignored
the problem behaviour.
Similarly, when Jane was upset that her mother did not tell her about her fathers phone
call earlier, her mother retaliated by saying, Relax, Jane. I just forgot before and
remembered right now. Jane responded to the retaliation by continuing to be verbally
aggressive, yelling that her mother was not fair. However, after Jane shouted at her
mother about being supportive of her fathers decision to purchase a home, Mrs. RossWillow remained silent and ignored her outburst. About four minutes later, Jane calmed
down and she became friendly with her mother again as they interacted.
Ultimately, a pattern is evident among the consequence events, which is consistent in
both setting events. Janes target behaviours continue when she receives a negative
consequence or reaction from her mother after her initial display of verbal aggression or
opposition. Conversely, when her mother ignores Jane as a consequence of displaying the
target behaviours, she does not further demonstrate the target behaviours. Rather, Janes
frustrations settle within a few moments.
Summary:
Overall, Janes target behaviours, which include opposition and verbal aggression toward
her mother, occur in the home setting when Janes mother is interacting with her. Within a

60-minute time period, Jane demonstrated the problem behaviours four times. The
problem behaviours occur after her mother corrected Jane while she completed a difficult
task and after her mother mentioned her father. These antecedents have been identified in
the parent interview, as well as during direct observation. The opposition and verbal
aggression appears to be motived by negative reinforcement (i.e., mothers retaliation).
For example, according to the information gathered from the direct observation, Janes
problem behaviours continue when her mother responded with retaliation to her
opposition and/or verbal aggression (e.g., telling Jane that it will be her fault if she
completes the task incorrectly). However, Janes frustrations subsided after a few
moments when her mother ignored her, rather than retaliated, in response to Janes
opposition and/or verbal aggression. Therefore, these behaviours appear to be a function
of escape and avoidance of confronting her frustration with a lack of understanding of
difficult tasks. Moreover, feelings of anger regarding her parents relationship also appear
to be an underlying issue; however, her verbal aggression may be reflective of attentionseeking behaviour as well.
Behavior Intervention Recommendations and Strategies
Desired Replacement Behaviour: Neutral responses to her mothers comments about
schoolwork and/or father that are not oppositional or verbally aggressive. This includes
asking for help instead of becoming oppositional/aggressive when she is frustrated with
her lack of understanding. It also includes speaking calmly about her feelings regarding
her parents relationship/treatment of one another. The desired replacement behaviour
would eliminate the problem behaviour, reducing its frequency in increments of two over
the course of six months of intervention (i.e., reducing behaviour frequency to two times
in 60 minutes after three months of intervention, and then further reducing behaviour
frequency to zero times in 60 minutes after six months of intervention).
Environmental Manipulations:
Consult with mother regarding alternative responses to Janes oppositional or verbally
aggressive behaviour. Since verbal retaliation caused the problem behaviours to persist, it
is necessary to recognize the negative impact of the retaliations and to eliminate such
responses to the behaviours. Alternative responses that will not further elicit Janes
problem behaviours include speaking in positives and explicitly telling Jane what she
needs to do. Please refer to #3 in Antecedent Procedures for more information.

1.

Antecedent Procedures:
Classroom/home accommodations that may be appropriate to improve academic
planning, the understanding of instructions, and task completion time:
a. Provide a checklist of required materials prior to each task to improve
organization and planning.
b. Make sure that instructions are given one step a time.
c. Increase student pacing on tasks by setting a timer that will ring when Jane
should successfully complete a particular activity. This time will vary by
activity and at the discretion of the teacher. This should encourage Janes
responsibility for work. Timing can also be done at home when Jane completes

tasks for homework if the teacher writes the amount of time in which Jane
should be able to finish in her agenda. However, it is important to note that Jane
should not feel pressured to complete tasks that may be difficult for her in a
short amount of time because this will increase her feelings of frustration.
2.

The suspected function of her behavior is escape and avoidance of confronting her
frustration with a lack of understanding of difficult tasks. As such, it is important to
ensure that Jane understands concepts prior to beginning tasks. This is particularly
important because Jane reportedly does not ask for help at school when it is necessary.

3.

When completing homework together, tell Jane what she needs to do, speaking in
positives. Refrain from making a suggestion or telling her that she is doing something
wrong.
Say

First, do this. Then, do that.

*Perhaps, model the task

Instead of
You are misunderstanding the instructions.
Why dont you try doing it a different way?

4.
Since feelings of anger regarding her parents relationship appear to be an underlying issue
eliciting problem behaviour, Jane may benefit from therapy to resolve issues of anger
and frustration regarding her parents relationship. Therapy that involves the parents
may be helpful.
Reinforcement:
5. Use a token system with Jane to reinforce the desired replacement behaviour. Award her
with a token when tasks are completed within the set amount of time, when Jane asks
for help/clarification when necessary, and when Jane follows her mothers directions
during homework completion. When she acquires 5 tokens, allow her to choose a
reward that she desires (e.g., mini chocolate bar or candy, 10 extra minutes of video
games, etc.).
6. Provide positive verbal praise when Jane provides a neutral response, asks for help, or
speaks calmly about her feelings. For example, thank Jane for asking for help or
clarification when she completes tasks, and tell her that you like the way that she is
working. Also, tell Jane that you appreciate when she calmly discusses her feelings
about things that are upsetting her, and tell her that you like when she uses her indoor
voice (as opposed to yelling).
Consequence:
7.
Planned Ignoring: When Jane exhibits the problem behaviour, give her a warning
card with the number One on it. If she exhibits the behaviour within one minute after
the first time, show her a second warning card with the number, Two. If she
demonstrates the problem behaviour again within another minute, show her a third
warning card with the number, Three. Do not argue with or negatively respond to
her at all during this time. When giving her the third card, take away one token.

When Jane is demonstrating opposition or verbal aggression, ignore if possible. If

it is in a group setting, begin planned ignoring. It is important to limit verbal response
to problem behaviour. Deliver the correction (i.e., planned ignoring) consistently
without elaborating at the time.
9.
On a daily basis, provide Jane with feedback on successful performance. It is best,
from an intervention perspective, not to point out downfalls, but rather to focus on the
positives.
10.
On a daily basis, monitor to what degree the intervention is actually implemented,
in order to ensure consistency. It is important to note that consequences are particularly
necessary at the beginning of the intervention, and consistency is essential to attain the
potential benefits of the intervention plan. For this reason, Janes parents and teachers
should implement elements of intervention that are applicable.
8.

Materials needed for implementation:

- Timer
- Tokens
- Treats
- Warning Cards (one-two-three)