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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: 02/01/2016
Date(s) of FBA Data Collection:

01/20/16; 01/18/16

SECTION 1: Student Information

Student Name:




Last (legal)

First (no nicknames)

Birthdate: 01/02/03


Grade: 6th

Resident District: Holland, MI

School of Hope Elementary School


SECTION 2: Parent/Guardian Contact Information


Name: Jose Villalobos

Home (989)345-6789
Work ()-

Address: 123 Main Street

City/State: Holland, Michigan


Cell Phone: (616)123-4567

Zip: 49423



SECTION 3: Behavior Analysis

1. Behavior(s) of concern (State a clear, measurable, and observable description of the behavior or behaviors of concern)

Disruption through rude and distracting jokes, off-task

2. Frequency, Intensity, and/or Duration of current behavior:

9:30-10:30 a.m. and 11:30-12:30

3. Analysis of this behavior was based on:
Interviews with Parents and Teachers
Student observation(s) on 01/18/2016 at 9:30 a.m.
Review of records, consisting of:



other: Kicked out of class 12 times so far this

Environmental analysis for supportive and unsupportive variables on Ms. Johnson's reinforcement plan of

Universal Group Contingency System with her entire class works well. The fact that Mr. McGreevy
has no plan shows with how Mark acts for him compared to Ms. Johnson.
Summary of Interview, Observation, Record Review, and Environmental Analysis:

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

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Parents believe that their child is friendly, easy going, kind, liked, has many friends, and has a good
sense of humor. Mom says boys will be boys and is okay with her sons behavior. Parents allow Mark
to make jokes and use inappropriate behavior in the home setting and do not follow through with
punishment when they threaten him. Parents believe that he loves to get attention from his siblings
and cousins.
Scatterplot Data:
The scatterplot data of times where Mark acts out in class occur the majority of the time before and
after lunch. Every day except Day 10 mark acted out in class before lunch and everyday except Day
5 and Day 9 he acted out after lunch. Assessing this data, Mark seems to have a hard time staying
focused right before lunch and then has a tough time calming down after lunch.
Event Recording of Behavior:
From the time 9:30-10:50 a.m. (right before lunch) on 1/13, 1/14, and 1/21 (the days assessed) Mark
tallied 20 time where he was disruptive in Mr. McGreevy's class. This reiterates the struggles that
Mark has before the lunch time period.
Interview with Mark:
Mark does not like the academic part of school, but he really likes the social aspect of it. He loves
recess and lunch. He says those are his two favorite subject (not academic subjects). This show how
Mark enjoys the social aspect of school and not the academic. In Mr. McGreevy's class (math), Mark
is would rather do math compared to reading and writing. This could be an indicator for his his
behavior. Mark is closer to grade level in math than he is reading (2nd grade in reading, 3rd grade in
math). Although he is still behind in both, maybe Mark feels like he can be more disruptive in Math
class than reading. But I would not focus on this data.
4. Is the behavior impeding learning of the student or peers?
If yes, please describe:



Takes away from own learning along with the learning of his peers in the classroom. Stops class
work and discussion.
5. Have Tier II Strategies or other Interventions been tried? (e.g., school/home notes, behavior contracts, self-monitoring)
Describe previously selected intervention:

Ind. Reinforcement System w/ Mrs. Jackson, and a Universal Group Contingency System with entire
6. Result of selected Tier II or other Positive Behavior Interventions and Strategies:

Does great with this type of reinforcement with Mrs. Jackson. Not tried with Mr. McGreevy
7. Is a behavior intervention plan recommended?



Rationale: There is a behavior problem

with Mark and it needs to be addressed for both his sake and his peers. Mrs. Jackson does have a
plan of sorts, but he doesn't have it in any other classes, and it needs to be consistent across the
8. Environmental Factors:
What are the reported and observed predictors for the current behavior(s)? (Antecedent events that trigger
problem behavior)

Not taking Ritalin regularly, is allowed to do behavior(s) in the home setting.

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

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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?)

In Mr. McGreevy's classroom there is no type of reinforcement. The reinforcement in Mrs.

Jackson's classroom needs to be inplemented into Mr. McGreevy's room as well. Since there is
no system in Mr. McGreevy's classroom nothing needs to be removed.
9. Functional Factors:
Hypothesis of function (purpose) of this behavior for this student based on data collected in Section 3. above

Mark enjoys the attention that he receives from his peers because he does not get the attention
that he desires in his home setting due to parents working second shift and not being there the
way that Mark needs.

Suggested functionally equivalent replacement behavior:

Use Mark as a part of the lessons, that way Mark and become an asset to the classroom instead of
a distraction.

SECTION 4: Conclusion/Recommendation
1. Conclusions: (Recommendations for IEP, 504, or school team consideration)

Mark has a need for attention in the classroom setting from his peers because of the lack of attention
that he is getting at home. Mr. McGreevy needs to implement Mrs. Jackson's reinforment system in
to his classroom, that way Mark is receiving consistency in both classes.
2. Estimate of need for behavior intervention:
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
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

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

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5. This student has:

a current IEP

a current 504 Plan


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:

Tyler Miechiel Mayer

Mrs. Jackson
Ms. Social Work
Contact person for this report:

Special Education
Gen Ed Teacher
Gen Ed Teacher



Tyler Miechiel Mayer


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

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