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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: 02/04/17
Date(s) of FBA Data Collection: 01/23/17 - 02/03/17
ABC Data: The antecnet behaviors are "Adult made a request/gave a direction", "Required task" and "Transition form one
activity to anyother". The setting event was recorded to be indpeent work. The behavior can be described as "Refuses to
follow adult directions" and "Passive refulass". The behavior intensity was noted to be mild. The conseqeunces are avoid
task and escape setting/activity. This is a summary of all the ABC data collected from 01/23/17 - 01/27/17, from 10:18am
- 2:30pm.
Duration Recording: It was recorded that the behavior usually beings during the first 30 minuets of a class beginning, and
alsted between 12 - 31 minuets. This data was recording from 01/23/17 - 02/01/17.
Scatter Plot Recroding: The problem behavior occurs during 3rd period, science, and 4th period, algebra. It occasialnly
occurs during 7th period, civics. It is improtant to note that during 1/23 and 2/3, TR was absent three times. These
recoridngs took place from 01/23/17 - 02/03/17.
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:
Ms. Mason implemented a self-monitoring strategy in English class to help TR stay alerted and on-task. The strategies have
been successful in the English class, and her grades have been slowly improving. However, in other classes where this
strategy is not implemented, TR's behavior continues to have a negative impact on her education.
7. Is a behavior intervention plan recommended? Yes No Rationale: Yes, as result of TR's problem
behavior, she is falling behind in her class work and her grades are low, with the possibility of being held back for the
second time, before high school. TR is distracting peers with her behavior and refuses to do work, as a result the
classroom has to be focused on her, rather than be providing instruction to the other students.
8. Environmental Factors:
What are the reported and observed predictors for the current behavior(s)? (Antecedent events that trigger
problem behavior)
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools Page 2 of 4
It has been suggested that the trigger is the direction to complete independent work and transitions during class.
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?)
9. Functional Factors:
Hypothesis of function (purpose) of this behavior for this student based on data collected in Section 3. above
The function of the behavior is escape. This is based on the problem behavior being rooted in work avoidance, and
she displays this by being tardy, withdrawn during class, does not complete work and puts her head down on her
desk. It was decided that the behavior was most likely to occur during Science (10:00 - 10:55 am) and Algebra (11:30
am - 12:25 pm). It was noted that the problem behavior occasionally occurs during Civics (2:05 - 3:00 pm). The
teachers reported that TR does not complete work and puts her head on the desk. It was also stated that
independent work often is the trigger for the off-task behavior. For example, when the teacher directs the student to
complete her independent work she will put her head down on the desk for longer than 5 minutes, makes an
inappropriate comment, such as, "This work is boring, I'm not doing it". This often occurs for 15 - 30 minutes of the
class. The teacher suggests that this behavior may be due to the fact that the class work and homework is somewhat
difficult. It was also observed that TR prefers lecture and group work, when in the classroom. It was suggested that
the problem behavior is low intensity. To conclude the interview, it was decided that the setting event is math,
science, and civics. The trigger is direction to complete independent work. the problem behavior is head down and
inappropriate comment. The consequence of the behavior is to escape work.
SECTION 4: Conclusion/Recommendation
1. Conclusions: (Recommendations for IEP, 504, or school team consideration)
To conclude, it has been recommended that TR receives a BIP, which will allow for strategies to be implemented into the
classroom focusing on her problem behavior. The problem behavior is defined as off-task behavior defined as refusing to
completes assigned work, putting her head on a desk for longer than 5 minutes, closing her eyes, making inappropriate
comments such as "this work is boring so I'm not doing it" or "I'm not in the mood to do the work today".
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools Page 3 of 4
Consider WrapAround or Multiagency teaming
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:
n/a
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools Page 4 of 4