FUNCTIONAL BEHAVIOR ASSESSMENT REPORT

An FBA is an analytical process based on observations, review of records, interviews, and data analysis to determine the
function the behavior serves for the student, how that function can be met more appropriately and how the environment can
be altered to better support general positive behaviors.
Date of Report: 2/2/2016
Date(s) of FBA Data Collection: 1/19/2016-2/2/2016

SECTION 1: Student Information

Student Name:

Grant

Caleb

Male
Female

Last (legal)

First (no nicknames)

Birthdate: 4/13/2009

M.I.

Grade: 00

Resident District: West Ottawa Public Schools

School of Woodside Elementary School

attendance:

SECTION 2: Parent/Guardian Contact Information

Parent
Foster
Parent
Guardian
Surrogate

Name: Graciela Grant

Home (616)816-9529
Phone:

Address: 529 Division Ave.

Work (616)870-1757
Phone:

City/State: Holland, MI
Zip: 49423

Cell Phone: (616)594-3318

E-mail: ggrant@gmail.com

Student

SECTION 3: Behavior Analysis

1. Behavior(s) of concern (State a clear, measurable, and observable description of the behavior or behaviors of concern)
The student demonstrates frequent tantrums or outbursts involving physical aggression, such as kicking, hitting, and
biting, that is taken out on his peers or other adults within close proximity. Though he obviously receives attention from
his peers during these outbursts, his behavior is mainly motivated by the need to obtain ample attention from caring
adults.
2. Frequency, Intensity, and/or Duration of current behavior:
Caleb displays this behavior Monday through Friday at school with outbursts occuring anywhere between one and three
times per day. There really seems to be no particular pattern to his behavior, though he tends to struggle less frequently
during specials or when he is contently playing in the classroom. Situations that put him especially at-risk for harming his
peers are those wherein others are receiving attention or succeeding at a task, when Caleb is working on something he
perceives as being too difficult, or when he himself is the one succeeding, which leads to him feeling uncomfortable.
3. Analysis of this behavior was based on:
Interviews with Miss Hop
Student observation(s) on 1/19 and 2/2 at between 2:30 P.M. and 3:00 P.M.
Review of records, consisting of:
health
discipline
other: Tier 2 Functional Behavior Assessment and
Positive Behavior Support Plan
Environmental analysis for supportive and unsupportive variables on
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

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Summary of Interview, Observation, Record Review, and Environmental Analysis:

Based on classroom observations and play sessions, interviews with Miss Hop, and analysis of Caleb's Tier II Functional
Behavior Assessment and Positive Behavior Support Plan, it is easy to see that he is an extremely sweet, verbally
expressive, and humorous child who loves asking questions and is remorseful when he does wrong. Caleb genuinely
wants to please and works extremely hard academically, but he does become frustrated easily, often resorting to taking
his frustrations out on his peers, rather than expressing and coping with them in appropriate ways. Caleb will often hit,
kick, and bite others, while also making messes and crying, but he knows when he behaves inappropriately and does a
good job filling out his think sheets in Miss Hop's room when he's removed from Mr. O'Neal's general education
classroom. When given the choice of break options, Caleb prefers to play with legos or have stories read to him by Miss
Hop or Miss Lewis. He loves to make jokes and learn about the world around him as well. Not too much about his home
life is known by the observer at this time, other than that his mother has just moved in with her boyfriend and Caleb is not
taking well to this situation at all. His behavior has improved signifcantly since Christmas, but since moving into his
mother's boyfriend's home, he is prone to the type of outbursts that were seen from him earlier in the school year, which
suggests that his behavior issues spike when he is stressed or experiencing situations that are unstable. Caleb also
readily gobbles down school snacks. Woodside Elementary School is a Title I school with over 97% of their students
receiving free and reduced lunch. The school provides sack dinners to students whose families sign up, though it is
unknown whether or not Caleb's family is included. His need to attention seems to suggest that he does not receive
enough positive attention from caring adults in his home environment, though, which may strongly correspond to his
tendency to act out.
4. Is the behavior impeding learning of the student or peers?
Yes
No
If yes, please describe:
When Caleb is frustrated, struggling to process feelings of success, or not receiving attention from nearby adults, he will
take his negative emotions out on his peers, often hitting, kicking, or biting them while also knocking over supplies and
crying. This behavior is clearly disruptive and harmful to others around him.
5. Have Tier II Strategies or other Interventions been tried? (e.g., school/home notes, behavior contracts, self-monitoring)
Yes
No
Describe previously selected intervention:
Caleb is currently receiving Tier II services that involve him having his own quiet place in the classroom, taking frequent
sensory and movement breaks with Miss Hop, working with a 5th grade buddy, and being dropped off and picked up from his
classroom by either Mrs. Mendiola or Miss Hop. Caleb also makes use of break cards, having his own personal work table
and carpet space, receiving two choices when asked to complete a task, and being given frequent adult contact, twice in the
morning and two times in the afternoon. Beyond this, Caleb has been working on understanding the causes and effects of
his actions, effective probem-solving techniques and calming strategies, and the stop-think-choose method of behavior
management. His entire team has made it a top priority to build Caleb's self-esteem as well.
6. Result of selected Tier II or other Positive Behavior Interventions and Strategies:
taking As a result of Caleb's Tier II interventions, his daily outbursts have slightly decreased, though they also tend to wax
and wane, coinciding with chaos and the relative instability of his home life. Though Caleb's aggression has decreased,
he is still frequently disruptive in the classroom, often resorting to crying, making messes, and knocking over chairs.
7. Is a behavior intervention plan recommended?
Yes
No Rationale: Caleb is currently working with a
behavioral team to determine the antecedent(s) of his outbursts and disruptive actions. These observations will hopefully
lead to the development of a formalized behavior intervention plan whereby Caleb's inappropriate methods of seeking
assistance and attention will be replaced by pro-social behavior, such as making use of a basic self-monitoring behavior
chart that helps him to recognize and express his feelings. When he notices that he is beginning to feel frustrated, angry,
or upset, he should be permitted to take a quick break of his choosing, after explaining his feelings to an adult and asking
for a break. Though he is not currently receiving services under a 504 plan or IEP, Miss Hop, his resource room teacher,
strongly believes that he will eventually qualify for special education under the category of Emotional Impairments (EI),
though his team is hesitant to evaluate him now due to his extremely young age.
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

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8. Environmental Factors:
What are the reported and observed predictors for the current behavior(s)? (Antecedent events that trigger
problem behavior)
Academic work time, specifically tasks that are difficult for Caleb to complete independently. He also struggles when
his peers are succeeding and he is not, or when he is doing well, but is unable to fully comprehend his success,
which leads him to feeling discomfort. Furthermore, the behavior is likely to occur when other students are receiving
attention from Mr. O'Neal or Miss Hop and Caleb is not.

What supports the student using the current problem behavior(s): summary based on the environmental
assessment portion of this assessment: (e.g., what is in the environment that should be eliminated or reduced?
What is not in the environment that should be added?)
Caleb is prone to being distracted by his peers, which means that when he feels frustrated and is witnessing the
success of others, he will take his feelings out on his friends that are sitting at his table. He also seems prone to his
outbursts when his teachers are assisting other students. For these reasons, it is recommended that Caleb be given
his own desk or station to work at and it would be preferable that his station be situated close to Mr. O'Neal. It is
hypothesized that this physical change in Caleb's classroom environment will result in decreased expressions of
aggression. Having a quiet place in the room or allowing him to visit Miss Hop's office if he needs a break or is being
unsafe is also hypothesized to have positive results.

9. Functional Factors:
Hypothesis of function (purpose) of this behavior for this student based on data collected in Section 3. above
The data suggests that Caleb maintains his aggression and outbursts because of his need to receive attention from
or be in contact with caring adults, including Mr. O'Neal, Miss Hop, and Mrs. Mendiola.

Suggested functionally equivalent replacement behavior:

Caleb should begin to make use of a basic self-monitoring behavior chart, such as one with smiley faces, that also
helps him recognize and express his feelings. When he notices that he is beginning to feel frustrated, angry, or
upset, he should explain this to Mr. O'Neal and ask to take a quick break of his choosing, whether that be resting in
his quiet place, visiting Miss Hop, or engaging in a calming classroom activity, such as coloring.

SECTION 4: Conclusion/Recommendation
1. Conclusions: (Recommendations for IEP, 504, or school team consideration)
The team agreed to proceed with a Behavioral Intervention Plan in order to reduce Caleb's frequent outbursts and
demonstrations of aggression, while also increasing his pro-social behaviors within and beyond the classroom setting.
2. Estimate of need for behavior intervention:
Extreme
Serious
Moderate
Needs attention, early stage intervention
Monitor behavior only; no formal behavior intervention plan is recommended at this time
3. If a Behavior Intervention Plan is NOT now recommended:
Behavior goals to be developed by: and contained in:
Consider Tier II interventions, or other interventions, such as
Consider assistance to students teacher to enhance environmental/student
Consider other Tier III interventions, such as district provided Cognitive Behavioral Therapy such as a Related Service
to address emotionally driven behavior
Consider WrapAround or Multiagency teaming
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

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Rationale for selection of an alternate approach:

4. This team has determined that if a behavior plan is NOT to be developed as a result of this assessment, a
functional behavioaral assessment will be considered again if:
data demonstrates the problem behavior intensity, duration or frequency escalates or continues at current rate or
data demonstrates non-responsiveness to selected other approaches
Describe:

5. This student has:

a current IEP

a current 504 Plan

neither

6. Goals to monitor future behavior will be added to:

a new or amended IEP
a new or amended 504 Plan
a school teams plan (no IEP or 504 Plan)

SECTION 5: Evaluation Personnel

Individuals contributing to this evaluation:
Name
Position
Miss Hop
Resource Room Teacher
Mr. O'Neal
General Education Teacher
Miss Lewis
College Student and
Observer
Ms. Taraski
School Psychologist
Contact person for this report:
Phone:
E-mail:

Name
Mrs. Mendiola
Ms. Woods

Position
Resource Room Teacher
School Social Worker

Miss Lewis
(330)618-9615
catharine.lewis@hope.edu

Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

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