Functional Assessment-based Interventions (FABI)

HO 6

Functional Assessment and Behavior Intervention

Plan: Planning Form
Directions: HO 6.0 Functional Assessment and Behavior Intervention Plan: Planning Form is a
living document to support team efforts in the design, implementation, and evaluation of
functional assessment-based interventions. This information will be transferred to the HO 6.1
Behavior Intervention Plan (BIP) and/or district standard forms after Step 5: Testing the
Intervention.

Student Name: Calvin Hobbes Student ID: NA

School: High School Date of Birth: N/A
Current Grade Level: 12 Special Education: ☐ Yes X No
Gender: M Disability Eligibility: No
Parent(s): Mrs. Hobbes- Calvin’s mom Parent(s) Contact Number:
Date of Assessment: 2/11/18 Homeroom teacher: Mrs. Jasso
Persons conducting the assessment:
Role: ☐ Classroom teacher X SPED Teacher ☐ Teacher (Other) ☐ Teacher
(Other)
☐ School Psychologist ☐ Counselor ☐ Behavior Specialist ☐ Intern
☐ University Student ☐ BCBA/ ABA ☐ Other:

Identifying the Problem: Defining Target and Replacement

Behaviors

Target Behavior (observable, measurable, repeatable):

Drafting:
Label: Off-task behavior.
Definition: Refers to any behavior that involves not actively participating in instructional
activities or assigned tasks.
Examples: Looking around the room during instruction, body facing away from the
instructional area during instruction, working on homework from other classes,
talking with peers during independent/group work about topics not related to math,
and doodling or drawing.
Non Examples: Looking at the teacher during instruction, body facing the instructional area during
instruction, making comments regarding that academic topic or task, and talking

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

with peers during group/independent work about course-related topics.

Operational Definition (include label, definition, examples, and nonexamples):

The target behavior is off-task behavior, which refers to any behavior that involves not actively
participating in instructional activities or assigned tasks. Examples of off-task behavior include
looking around the room during instruction, body facing away from the instructional area during
instruction, working on homework from other classes, talking with peers about topics other than
math during independent/group work, and doodling or drawing during instruction. Non-examples
of off-task behavior includes looking at the teacher during instruction, body facing the
instructional area during instruction, making comments that relate to the academic topic or task,
and talking with peers during group/independent work about course-related topics.

Dimension of behavior (e.g. Frequency, rate, duration, latency):

Calvin’s off-task behaviors are non-uniform behaviors meaning they vary in time length. The
dimension of behavior is frequency. It is best measured by time-based interval methods.
Nonuniform behaviors are most likely to be measured using duration, latency, whole-
interval and time-sampling. (Umbreit, Ferro, Liaupsin & Lane, 2007)

Replacement Behavior (observable, measurable, repeatable):

Drafting:
Label: On-task behavior
Definition: Refers to any behavior that involves actively participating in instructional
activities or assigned tasks
Examples: Eyes and body facing the instructional area during instruction, making comments
regarding the academic topic or task, and talking with peers during
group/independent work about course-related topics.
Non Examples: Looking around the room during instruction, body facing away from the
instructional area during instruction, working on homework from other classes,
talking with peers about topics other than math during independent/group work,
and doodling or drawing.

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

Operational Definition (include label, definition, examples, and nonexamples):

The replacement behavior is on-task behavior, which refers to any behavior that involves actively
participating in instructional activities or assigned tasks. Examples of on-task behavior include
eyes and body facing the instructional area during instruction, making comments regarding the
academic topic or task, and talking with peers during group/independent work about course-
related topics.looking around the room during instruction, body facing away from the
instructional area, working on homework from other classes, talking with peers about topics other
than math during independent/group work, and doodling or drawing during instruction. Non
Examples of on-task behavior include looking around the room during instruction, facing away
from the instructional area during instruction, working on homework from other classes, talking
with peers about topics other than math during independent/group work, and doodling or
drawing.

Dimension of behavior (e.g. Frequency, rate, duration, latency):

Calvin’s on-task behaviors are non-uniform behaviors meaning the behaviors vary in time
length. The dimension of behavior is frequency. It is best measured by time-based
interval methods. Nonuniform behaviors are most likely to be measured using duration,
latency, whole-interval and time-sampling. (Umbreit, Ferro, Liaupsin & Lane, 2007)

Rationale for Replacement behavior (e.g. Why do you want to teach this behavior or increase
the likelihood of this behavior occurring?):

We want to increase the likelihood of on-task behavior occurring so that Calvin and his peers can
actively participate in the classroom including following teacher directives and completing
academic tasks appropriately.

Functional Behavioral Assessment: Interviews and Direct Observations

Interviews Completed: X YES ☐ NO

Interviewees: X Teacher X Parent X Student
Rating Scales: N/A
Hours of Total Direct Observation (A-B-C): N/A
Setting(s) of Observations: Classroom
3

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

Determining the Function of the Behavior: Using the Function

Matrix

Positive Reinforcement Negative Reinforcement

(Access Something) (Avoid Something)
Attention Teacher Interview:
Q11: Does the behavior occur in response to
the number of people in the immediate
environment?
● Talking out of turn during group work
and sometimes during lecture
Q12: Does the behavior occur only with
certain people?
● He does have a few friends that I prefer
he not sit by because of the side
conversations and flirtations with other
girls.
Q15: What are the identified reinforcers for
this student?
● He enjoys talking to peers and flirting
with the girls in the class
Q20: Do any other behaviors occur along
with this behavior?
● When he is off-task and talking with
students, he will complain about the
work being too easy
Q8: Is there any circumstance under which
the behavior does not occur?
● When he is up at the board doing his
question of the day; he is very attentive
and shows his work when he is at the
board

Direct Observation:
A-B-C Data: 1.2, 2.6, 3.2

Tangibles Direct Observation: Parent Interview:

A-B-C Data: 1.3, 1.4, 2.1, 2.3, 2.4, 2.5, 3.1,
Activities 3.3, 3.4
Parent interview:
Q4: What do you think causes (or motivates)
the behavior?
a. Rushes through so he can do
something of interest to him
(ex: read a book, math)
Q8. Is there any circumstance under which
the behavior does not occur?
a. If he’s passionate about
something (ex: new formula in
math or new learning
opportunity like free online
classes at a university)
Q9. Is there any circumstances under which
the behavior always occurs?
Q1. List and describe behavior(s) of concern.
a. Attention span especially with
things that are not of interest to
him or they’re too easy
b. Completing non-preferred tasks
Q4: What do you think causes (or motivates) the
behavior?
a. Tasks he’s being asked to do in school
are too easy
Q13. Does the behavior occur only during
certain subjects?
a. All non-preferred tasks
Direct Observation:
A-B-C Data: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 3.1, 3.2,3.3, 3.4
Teacher Interview:
4

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
a. If things become less
interesting. He loves music but
if the teacher is not inspiring,
he’ll lose interest
Teacher Interview:
Q15: What are the identified reinforcers for
this student?
● He is motivated by earning points
Student Interview:
Q4: What changes could be made so you
would have fewer problems with off-task
behavior (target behavior)? – Replacement
behavior
Have a time when students can ask questions
if need be; for those who don’t have
questions, they can do something like work
on homework or homework from other
classes.
Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.
HO 6
●
Q4: What do you think causes (or motivates) the
behavior?
● Statistics class is not as rigorous as other
math classes
● He is less engaged in statistics compared to
other math classes
● He is taking statistics because he has to
Q5: When do these behaviors occur?
● He comes to class late
● Going over previous night’s homework
assignment
● During assigned and/or group work
Q6: How often do these behaviors occur?
● During assigned and/or group work
● During lecture; he needs constant reminders
to pay attention.
Q9: Is there any circumstance under which the
behavior always occurs?
● At the beginning of the day when I am
reviewing homework or the topic from a
previous day
● At the end of class when doing group
and/or independent work
Q11: Does the behavior occur in response to the
number of people in the immediate
environment?
● Talking out of turn during group work and
sometimes during lecture
● People around him are a distraction
Q12: Does the behavior occur only with certain
people?
● He does have a few friends that I prefer he
not sit by because of the side conversations
and flirtations with other girls.
Q15: What are the identified reinforcers for this
student?
● Talking to peers and flirting with the girls
in the class
Q20: Do any other behaviors occur along with
this behavior?
● When he is off-task and talking with
students, he will complain about the work
being too easy
Q21: Are there any observable events that signal
the behavior of concern is about to occur?
● His eyes will move away from the
instructional area and his body will turn
towards the wall and no longer face the
front of the room
Student Interview:
Q2: When do you think you have the most
problems with off-task behavior (target
behavior) in school?
Math (statistics); he goes over the same things
every day.
Q3: What causes you to have problems with off-
task behavior (target behavior)? – Target
 Functional Assessment-based Interventions (FABI)
HO 6

behavior examples
He’s bored so he doodles, draws on paper, looks
at the wall. He gets the instruction the first or
second time it is discussed; it is repeated
multiple times for those who don’t.
Q4: What changes could be made so you would
have fewer problems with off-task behavior
(target behavior)? – Replacement behavior
Have a time when students can ask questions if
need be; for those who don’t have questions,
they can do something like work on homework
or homework from other classes. He would also
like instruction differentiated.
Q12: Is your work challenging enough for you?
(Sometimes) Statistics is not challenging
because it is too easy

Sensory

Source: Umbreit, Ferro, Liaupsin, & Lane (2007).

Rating Scales Summary Statement: N/A

Outcome of Function Matrix: Hypothesized Function:

Calvin engages in off-task behaviors during instructional and independent/group work time to
escape tasks that are too easy (negative reinforcement: escape from activity).

Determining the Behavior Objective

What behavior are you progress monitoring with direct observation? (select minimum of
one)

☐ Target Behavior X Replacement Behavior

Rationale for behavior to progress monitor

Replacement behavior focuses on Calvin being on-task throughout his statistics class at a level comparable
to his classmates. Calvin is currently on-task approximately 32% of the time during class.
Check the measurement system used for your data collection: (select minimum of one)

☐ Frequency
6

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

☐ Rate

☐ Duration

☐ Latency

☐ Interresponse Time

X Whole Interval Recording - 30 second intervals

☐ Partial Interval Recording

☐ Momentary Time Sampling

☐ Other (discuss with coach): Click or tap here to enter text.

Baseline (e.g. number of observations, level, trend, stability to describe present levels of student
performance and to inform the development of behavior objective)
Baseline Descriptive Statistics describing level and trend for baseline:
Mean (SD): 31.85
Slope (SE YX): 1.11

Baseline Statement:
For the baseline phase, Calvin’s teacher was present during each of the three days. He followed
the established classroom procedures and course structure (e.g. Review homework, lecture, then
independent assignment). During baseline observations, data were collected for on-task behavior.
The liaisons (Tony and Erica) observed Calvin for three 45-minute sessions. Calvin’s on-task
behavior averaged 31.85% over the three observation sessions.

Behavioral Objective:
Calvin’s on-task behavior is significantly below his peers. Based on the baseline levels of on-task
behavior, we set a goal of 80% on-task behavior for Calvin, which is comparable to that of his
peers. Though this goal is aggressive, we believe it is achievable based on on-task behavior in
other classes.

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

Function-Based Intervention Decision Model

Source: Umbreit, J., Ferro, J., Liaupsin, C., & Lane, K. (2007). Functional behavioral assessment and
function-based intervention: An effective, practical approach. Upper Saddle River, NJ: Prentice-Hall

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

Determining the Intervention Method

Method Selected (select and complete one):
☐ Method 1: Teach the Replacement Behavior
X Method 2: Improve the Environment
☐ Method 3: Adjust the Contingencies
☐ Method 1 & 2: Teach the Replacement Behavior and Improve the Environment
Note. After you have selected the appropriate method, draft an intervention for the selected
intervention on page 6, 7, 8, OR 9. Do not draft ALL interventions.
Method Description
● Adjust antecedent conditions so new behaviors are
learned and aversive conditions avoided.
Method 1: Teach the
● Provide appropriate reinforcement for the replacement
Replacement behavior.
● Withhold the consequence that previously reinforced
Behavior
the target behavior.
● Adjust antecedent variables so the conditions that set
the occasion for the target behavior are eliminated and
Method 2: Improve the
new conditions are established in which the replacement
Environment behavior is more likely to occur.
● Provide appropriate positive reinforcement for
replacement behavior.
● Withhold the consequence that previously reinforced
the target behavior.
● Provide the consequence that previously reinforced the
target behavior, but only for the replacement behavior.
Method 3 : Adjust the
● Withhold the consequence when the target behavior
Contingencies occurs (extinction).
● Adjust the antecedent conditions to make it more likely
that the replacement behavior will occur.
● Adjust antecedent variables so (a) new behaviors are
learned and aversive conditions avoided and (b) the
Method 1 & 2: Teach the
conditions that set the occasion for the target behavior
Replacement Behavior and are eliminated and new conditions are established in
which the replacement behavior is more likely to occur.
Improve the Environment
● Provide appropriate positive reinforcement for
replacement behavior.
● Withhold the consequence that previously reinforced
the target behavior.

10

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

Method 2 – Improve the Environment

A Adjust antecedent variables A1 Calvin and his teacher create a behavioral target for the
d so the conditions that set the goal setting self-monitoring strategy that allows Calvin to self-
j occasion for the target monitor his work completion and class participation and earn
u rewards such as extra points of assignments and assisting
behavior are eliminated and
s peers as the “teacher assistant”. The behavioral target will be
new conditions are
t
established in which the monitored through a checklist worksheet in Calvin’s notebook.
A
replacement behavior is A2 The teacher varies instructional activities throughout the
n
entire lesson (e.g. beginning each class with a different
t more likely to occur.
engaging activity).
e
A3 The teacher differentiates instruction by providing
c
instructional choice in activities and enrichment activities to
e
adjust to Calvin’s current level of performance and challenge
d
e his proficient skills.

n A4 At the start of each statistics unit/topic, the teacher

t assesses whether Calvin has demonstrated mastery of the

s statistic content being taught.
A5 Calvin has preferential seating and sits at the front of the
classroom facing the whiteboard where instructional activity
takes place. If he is working on a teacher-preferred activity
during instruction, he will complete independent work
without disrupting the learning environment of his classmates.

R Provide appropriate positive R1 Calvin’s teacher provides behavior-specific praise 1 time

e reinforcement for every 5 minutes.
i replacement behavior. R2 The teacher provides instructional choice in which Calvin
n can independently choose different teacher-preferred tasks to
f complete when he has demonstrated mastery of statistics
o unit/topics.
r R3 Calvin receives extra credit points for showing work
c completely on his assignments and tests.
e R4 When Calvin reaches self-monitoring goal (A1), Calvin
m receives “teacher assistant” privileges during instructional
e guided practice and is allowed to help his peers.

11

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

n
t
R
a
t
e
s
E Withhold the consequence E1 Calvin is required to show all of his work on assignments
x that previously reinforced that are related to demonstrating mastery of the unit/topic
t the target behavior. being introduced.
i E2 When Calvin is off-task, the teacher provides a nonverbal
n redirect prompt for each 30 second interval that he is off-task.
g
u
i
s
h
T
a
r
g
e
t
B
e
h
a
v
i
o
r

12

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

Data to be collected:

Student Outcome (What behavior(s) is (are) being measured? What measurement

system? When/ Where?)
Target Behavior: Off-task behavior

Replacement Behavior: On-task behavior will be measured using the whole interval
recording procedures. On-task behavior will be observed during three 45-minute sessions
(30-sec intervals). Interobserver agreement (IOA) will be measured during each session.

Measurement System: The Whole-interval recording method was used to measure

Calvin’s on-task behavior because it is indicated for non-uniform behaviors such as on-
task behavior. Observation sessions took place in Calvin’s classroom and were 45
minutes each. Each session was divided into ninety 30-sec intervals.

Treatment Integrity (e.g., Checklist)

Self-report is the method of treatment integrity assessment. Calvin’s teacher will collect
data by completing the Treatment Integrity Checklist by Lane, K.L., W.P, Cox, M. (2011).
The teacher will use the Likert-type scale to rate the extent to which each intervention
component was implemented (always, sometimes, never, or NA for no opportunity). A
team member will collect data during all three observation sessions. An independent
observer (a person outside of the team) will complete one observation to assess (IOA).

Social Validity (e.g., IRP-15, CIRP)

Social validity data will be collected from the teacher and student both pre-intervention
and post-intervention using the IRP-15 and CIRP.

Supporting Success (e.g., Evaluating the intervention)

13

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

Fading and Generalization: Once Calvin’s behavioral objective is achieved, his BIP
team will meet to discuss fading his intervention. Since Calvin’s statistic class is the only
setting, generalization does not need to be addressed.

Program Review Date: The BIP will be reviewed four weeks from the start of the
intervention implementation.

Personnel and Roles: Calvin’s teacher is responsible for explaining the intervention
components to Calvin, implementing the intervention, and collecting treatment integrity
data. The school’s behavior consultant will meet with Calvin’s teacher on a weekly
basis. In addition, the consultant will be the point person for collecting treatment
integrity data and data to calculate IOA.

Emergency Procedures: Should Calvin’s off-task behaviors return to baseline levels, the
BIP team will meet to review and discuss his intervention.

14

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.