Full Functional Behavior Assessment (FBA)

Student: Rosie McDonald

Date Written: 05/02/2015
I.

Birth Date: 01/24/2004

School: Grand Rapids Christian
Elementary School

Reason for Assessment

Student was referred for a Functional Behavioral Assessment (FBA) based on Rosies
frequent outbursts in class or angry outbursts in room 101. A FBA was then
conducted to identify:
behaviors to target with intervention (i.e., behaviors of concern that interfere
with Rosies progress in the classroom),
antecedent events that predict when these behaviors are likely to occur, and
consequence events that maintain the behavior of concern.
By analyzing the contingencies that maintain behaviors of concern, we were able to
identify potential function(s) of Rosies behaviors of concern; that is, we were able to
determine the potential purpose the behaviors of concern served for Rosies (e.g.,
get/obtain something or escape/avoid something). Consent for assessment was
obtained on 3/20/15. When given the intellectual assessment in 2011, Rosie earned a
general conceptual ability score of 48 on the DAS-II, ranked in 0.1 percentile, which is
3 standard deviations below the mean. On the adaptive behavior test, Rosie scored a
51 on the Vineland teacher rating form. He ranked below the 1st percentile as
significant impairment on adaptive behavior with his same age peers.
On the REED: Review of Existing Evaluation Data, Rosies differential ability scales II,
received a verbal cluster of 54, non-verbal cluster of 67, and spatial cluster of 48.
The remainder of this FBA describes the method of assessment (section II),
summarizes the assessment (i.e., presents results of the records review, interviews,
and systematic observations; section III), and documents the potential function(s) of
the behaviors of concern (section IV).

II.

Method of Assessment
a. Records Review:
i. Student Record Review: Previous assessments and student data were
reviewed. Include any relevant information gathered from the Rosies
record.
ii. Diagnosis: Rosie McDonald was diagnosed with Mild Cognitive
Impairments. He became eligible 01/13/2011 and his last IEP update was
12/01/2014.
b. Interviews:
i. Teacher/Staff Interview: Teachers and staff were asked to (a) identify
events that typically predict when behaviors of concern are most likely to
occur (i.e., antecedents), (b) describe the topography (i.e., appearance
and nature) of the behaviors of concern, and (c) identify the events that
typically follow and may maintain the behaviors of concern.

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ii. Parent/Guardian Interview: Parents and guardians were asked to (a)
identify events that typically predict when behaviors of concern are most
likely to occur (i.e., antecedents), (b) describe the topography (i.e.,
appearance and nature) of the behaviors of concern, and (c) identify the
events that typically follow and may maintain the behaviors of concern.
iii. Student Interview: Rosie was asked to (a) identify events that typically
predict when behaviors of concern are most likely to occur (i.e.,
antecedents), (b) describe the topography (i.e., appearance and nature) of
the behaviors of concern, and (c) identify the events that typically follow
and may maintain the behaviors of concern.

c. Direct Observations:

III.

i. Direct Observations of Student Behavior: Rosie was observed in

selected classroom activities (i.e., general ed. classroom, P.E, Music, lunch,
sensory room, room 101). Data were taken by recording notes of
significant outbursts.
Summary of Assessment
This section of the FBA Report includes: (a) a description of the behaviors of concern
and baseline levels, (b) summary of records review, (c) summary of interviews, and
(d) a narrative description based on the brief and informal observation.
a. Description of Behavior Class I: (Physical Education: laying in fetal position,
screaming & running away from teachers)
i. Laying in fetal position:
Definition:
Lie on the ground when frustrated or tired. He would curl up in a
ball with head on the floor if he didnt want to listen to his
teacher.
Baseline
Baseline levels (1-2 time throughout day; 4-5 minutes) of laying
levels:
in fetal position have been measured at an average of 2 times
per day (ranging from 1-2 instances per day)
Details: Would occur if student expressed frustration, or was asked to do
something by a teacher that he would not like to do. Would last a
maximum of 5 minutes before teachers would intervene.
ii. Screaming and running away from teachers:
Definition:
Would run away from teacher throughout the gymnasium,
covering ears or screaming over her voice.
Baseline
Baseline levels (1 times; 5 minutes) of running away from teacher
levels:
have been measured at an average of 1-2 times per day (ranging
from 1-2 instances per day)
Details: Would occur if student expressed frustration, or was asked to do
something that he did not want to do. Would last a maximum of 5
minutes. Teacher would need to call in support in order to control
the students behavior, because she could not leave the
classroom or gymnasium to chase him.
b. Description of Behavior Class II: (Yelling no, moving around the room away
from teacher, hiding and locking self in the bathroom/closet)
i. Yelling no:
Definition:

Yelling no to peers or teacher when asked to do something

student didnt want to do.

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Baseline
levels:
Details:

Baseline levels (4 times; 30 seconds) of yelling no have been

measured at an average of 8 times per day (ranging from 5-6
instances per day)
Would last around 30 seconds each before teachers would pull
student out or student would stop yelling.

ii. Hiding and locking self in the bathroom:

Definition:
Student got frustrated and ran out of the room. Paraprofessional
followed and student locked himself in the boys bathroom stall.
Baseline
Baseline levels (1 time; 10 minutes) of locking self in the
levels:
bathroom have been measured at an average of 1 times per day
(ranging from 1 time ever)
Details: Occurred one time within my observations within the music
classroom. Student got frustrated and ran away from the
paraprofessional, locking self in the bathroom. Paraprofessional
had to climb under the door to get Rosie out of the stall.
Moved around the classroom, away from the paraprofessional.
c. Records Review and Interviews:
i. Summary of Records Review: In 2011 Rosie earned a general
conceptual ability score of 48 on the DAS-II, ranked in 0.1 percentile. This
lays 3 standard deviations below the mean. Some interventions used in
the past with Rosie included: sticker tally sheet, sensory reward time, iPad
time, etc.
ii. Summary of Interview with Teacher/Staff:
Rosie McDonald is described as a young girl who is kind and considerate.
Rosie has made amazing gains this year in developing many language concepts
and academic skills. Rosie
thrives with structure, which helps her feel
secure. She is more adjustable to new situations and is more willing to try new
things with her best effort. Rosie is a joy to have in class when she participates
and does the required activities asked of herself.
In addition to describing Rosies strengths, classroom staff described the
context in which Rosies behaviors of concern typically occur. Specifically, the
staff members identified the antecedents and consequences that typically
precede and follow Rosies behaviors of concern.
Negative behaviors tend to occur if Rosie hasnt had full rest or gone to bed
on time. If she is set off by something in her home situation before coming
to school, or expresses tiredness. Rosie also experiences her negative
behavior if she is told something she doesnt want to do or is told something
she doesnt want to hear.
iii. Summary of Interview with Parent/Guardian:
Rosie is a sweet girl who enjoys playing with friends and watching sporting
events with her dad. She is motivated with different extrinsic rewards. When
Rosie is having a good day, she is very reliable, caring, thoughtful, and listens
carefully. When she is having a bad day, she is stubborn, negative, verbal, and
defiant. Rosie responds well to positive reinforcement in both the school and
home environment.
In addition to describing Rosies strengths, parents/guardian described the
context in which Rosies behaviors of concern do or do not typically occur. The

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parent/guardian did not identify the antecedents and consequences that
typically precede and follow Rosies behaviors of concern at home.
From my observations and the parent/teacher responses, Rosie tends to have
behavioral problems when she is over stimulated, tired, frustrated, or doesnt
enjoy the situation she is in.
iv. Summary of Interview with Student:
Rosie is a thoughtful girl who enjoys playing with her friends outside. She
loves going on day trips with her family and enjoys watching the Griffins
hockey games. She has a large imagination and enjoys imaginary play. Rosie
loves her dog, her family, and friends.
In addition to describing Rosies strengths, I observed and asked Rosie when
she felt the behavior was most likely to occur. Specifically, Rosie helped
identify the antecedents and consequences that typically precede and follow
her behaviors of concern.
From my observations and Rosies personal input, I believe Rosies behavior is
most likely to occur at school where there is more structure and supervision.
The behavior also seems to occur when she is over stimulated or tired. It also
comes when there is something that might seem overwhelming to her and
there is no extrinsic award or affirmation of approval.

d. Direct Observations:
i. Direct Observations by Independent Observers:
Direct observations were conducted, by numerous para-professionals, to
investigate (a) the relative frequency of Rosie McDonalds behaviors: laying in
fetal position, screaming and running away from teachers, yelling no, and
locking self in bathroom/closet. (b) the antecedent events that typically
precede the behaviors of concern, and (c) the consequences that typically
follow (and may maintain) the behaviors of concern.
To obtain an adequate sample of Rosies behavior, she was observed on 4
different days across typical school activities. Figure 2 presents a graph of the
behaviors observed that Rosies engaged in each behavior across the 4
observations.

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Figure 2 illustrates that in a typical day, Rosie typically struggles with the
negative behavior of saying no to her teachers and Para professionals. She
struggled with both the running away and locking herself in the
closet/bathroom two days in my observation, bumping up her average.
In addition to examining the percentage of observed intervals that Rosie
engaged in each behavior, it is important to analyze (a) the antecedents that
typically preceded Rosies behaviors of concern and (b) the consequences that
typically follow these behaviors. Figure 3 presents the percentage of
behaviors of concern that are preceded by each antecedent.

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Figure 3 illustrates from the observations, it seemed that Rosie would have
behaviors preceded by one on one work and whole group instruction.
After considering the antecedents of behaviors of concern, it is useful to
examine the consequences that typically follow behaviors of concern. Figure
4 presents the percentage of behaviors of concern that are followed by each
consequence.

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Figure 4 illustrates that Rosie responds well with time-out and time in the
principals office. She also responds well with positive reinforcement.
ii. Summary of Direct Observations
The direct observations provided additional insights into the context around
Rosies behaviors of concern. From observation of Rosie, it is evident that
Rosie struggles the most with her behavior in large class instruction and one
on one instruction. She does well with his transitions as long as the teachers
dont come looking for him. She responds to punishment that involves a time
out, or a visit to the principals office the best.

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IV.

AM

Function of Behavior Class of Concern

This section of the report defines the possible functions of a behavior, describes the
proposed (hypothesized) functions of Rosies behaviors of concern, lists intervention
strategies to address the potential function of the behavior, and introduces the
Behavior Support Plan.
a. Potential functions of behavior include:
i. Positive Reinforcement: to get or obtain something (e.g., preferred
activities, items, staff/peer attention, sensory stimulationvisual, auditory,
vestibular)
ii. Negative Reinforcement: to avoid or escape something (e.g.,
demands, interaction, sensory stimulationvisual, auditory, vestibular)
b. Hypothesized function of Andrews behavior
The following graphic organizers present the summary statements for Rosies
behaviors of concern. A summary statement is presented for each type of behaviors
that serves the same function.
1. Behavior Class I: laying in fetal position, running away from
teachers
Setting Events

LIST

Antecedents

LIST

Behaviors

LIST

Function

LIST

That is, when Rosie encounters a large class instruction or one on one instruction, she
will engage in running away/curling up in order to escape/avoid.
2. Behavior Class II: yelling no, running and hiding in
bathroom/closet
Setting Events

LIST

Antecedents

LIST

Behaviors

LIST

Function

LIST

That is, when Rosie encounters a large class instruction or one on one instruction, she
will engage in yelling no, or running and hiding in order to escape/avoid.
c. A Behavior Support Plan
At this time, it is recommended that a Behavior Support Plan be implemented to
address Rosies behaviors of concern ( ___, ___, and ___) due to the negative impact
that these behaviors have on her educational performance. To that end, a Behavior
Support Plan (BSP) was developed, which identifies antecedent and consequencebased strategies to (a) teach replacement behaviors and (b) ensure that replacement
behaviors were more relevant, effective, and efficient in addressing the functions of
the behaviors of concern. Thus, the goal of the intervention plan is to decrease the
likelihood of the behaviors of concern and increase the likelihood of appropriate
replacement behaviors. Some goals the teachers have for Rosie are that Rosie will
respect boundaries of others, understand and comply with the school/class rules and
express feelings verbally rather than acting out.

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Please refer to Rosies BSP (also updated and presented 05/02/2015 for a more
complete description of intervention strategies.
____________________________
Completed by:
Annaleise Vander Baan, GRCES, paraprofessional

___________________
Date
05/02/2015

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