FBA- BIP

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Running Head: FBA and BIP

Functional Behavioral Assessment

Behavior Intervention Plan
Samantha Franco
Rachel Kline
Sara Zapalowski
SPE 330/335
Dr. Kurtzworth-Keen
Spring, 2015

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Functional Behavioral Assessment
Demographic Information
Lawrence Williams is a ten-year-old fourth grade student in a 6:1:1 classroom at Jeremy Bentham
Exceptional Center. He was born on September 4, 2004 and lives at 42 Wallaby Way in East Aurora, New
York with his parents Gloria and Phil. His mother, who is his contact person, can be reached by home
phone at 716-292-7483 and at her cell phone, which is 716-283-4884.
Description of Problem Behaviors
Lawrence has difficulty controlling his behavior, both inside the classroom and at home. He began
hitting other students and shouting in first grade, which is when he was referred. His teacher was most
concerned about Lawrence assaulting other students, two of whom he struck in the head with solid objects.
Lawrence hits other students repeatedly throughout the day across all subject areas, including recess.
Lawrence exhibits a variety of swings in his mood and behavior, going from being lethargic one day to
being angry and loud the next. His mood is now very withdrawn and depressed. He has taken to curling up
in a ball underneath his desk, especially when faced with challenging schoolwork. Lawrence also screams
at inappropriate times throughout the day, and this screaming is also noted outside of the classroom. The
screaming is commonly triggered by desiring an item or adult attention. At home he also is physical,
sometimes hitting his younger brothers with solid objects, sometimes in the head. It has gotten so severe
that his brother was rushed to the hospital twice from being hurt by Lawrence in a fight. Lawrence also was
hospitalized in a child psychiatric facility for four days after he chased his brother around the backyard with
a knife.
Target behavior (s). Lawrence displays aggressive behavior towards his peers and hits other
students during all periods of the day. Lawrence shouts and screams profanities throughout the day.
Lawrence is moody and depressive, and he hides underneath his desk to curl up in a ball and become
passive.
Methods of Data Collection
Data has been collected through direct observation and parent interview.
Baseline Data (Behavior #1): Screaming and Yelling

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Behavior. Lawrence screams and yells during social and academic activities.
Frequency. Screaming and yelling is observed four to five times every half hour.
Intensity. When the behavior is exhibited, it is at a high intensity.
Duration. The behavior lasts about three to six minutes.
Triggers. Lawrence exhibits the behavior when there is a lack of appropriate social attention,
especially from adults. Also, Lawrence begins to scream when he wants an item. In order to gain attention
or an item, Lawrence screams so that he can get what he desires.
Concurring events. When he screams, Lawrence will typically stand up next to his desk and
shout. When he is finished screaming, he will sit down and place his head on his desk.
Consequences. Lawrences classroom teacher, Mrs. Smith, at Jeremy Bentham Exceptional Center
utilizes a traffic light positive behavior system in her classroom; that is, when a student is following
classroom rules, the student is placed on green. If the student does not follow classroom rules, the student
can be placed on yellow or red. As soon as the student exhibits a positive behavior again, the student is
moved up to green again. Unfortunately, Lawrence does not respond this traffic light positive behavior
system. When Lawrence screams for more than two minutes or does not stop screaming after two warnings,
Lawrence is brought to the timeout corner to cool down. Once he has stopped screaming, the teacher aide
then brings him back to his desk. If Lawrence does not stop screaming after 6 minutes, Lawrence is then
restrained. Once restrained, Lawrence then calms down but he also loses privileges such as recess or free
computer time. Unfortunately, Lawrence does not respond to any of the consequences except for restraint.
Since Lawrences behavior occurs frequently throughout the day, the teacher has to stop instruction while
the teacher aid brings him to the time out corner or to restrain him. As a result, Lawrence is falling behind
in school work.
Appendix A: ABC Data Collection Form
See attached form.
Function of the Behavior
Description. Lawrence screams when he wants adult attention or would like to gain a desired item.
Since Lawrence enjoys one-to-one attention, Lawrence screams so that the adults will pay attention to him..

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In addition, Lawrence screams when he wants a desired item. When he wants attention or an item, he
screams so that he can get what he desires.
Means to collect information. The information will be collected through direct observation as well
as parent interviews.
Skill Deficits
In Lawrences case of screaming, there may be a few skill deficits contributing to his inappropriate
behavior. First, Lawrence may have a social skill deficit of asking for a desired item or coping with an adult
saying no to what he wants when he wants or needs it. Instead of simply using his words and asking, he
screams so that he will receive whatever he wants so that the adult does not say no to his wants. This is a
social skill and coping skill deficit since he uses screaming as a means to getting what he desires.
Furthermore, Lawrence may have an impulse control and decision making skill deficit as to asking for the
attention he wants. Rather than bringing attention to himself for positive behavior, he looks to screaming to
bring attention to himself and to get an item he wants; therefore, Lawrence has a skill deficit in bringing
positive attention to himself.
Hypothesis Statement
When an adult denies Lawrence a desired item or attention, Lawrence screams in order to gain the
desired item and adult attention.
Recommended Interventions
To replace the target behavior, Lawrence will count to five quietly aloud or in his head. After he
counts to five and calms himself down, Lawrence will place his head down on his desk as a signal to his
teacher that he needs attention or a desired item. By doing so, Lawrence is learning coping as well as
appropriate social skills.
Baseline Data (Behavior #2)
Lawrence hits other students repeatedly throughout the day across all subject areas including
recess. He sometimes hits other students and his brothers with solid objects on the head.
Behavior: Lawrence hits his classmates.
Frequency: Lawrence hits four to six times per half hour.

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Intensity When the behavior is exhibited, the intensity is very high.
Duration This behavior last about six minutes in all subject periods throughout the day.
Triggers. What seems to trigger the behavior is Lawrences lack of social attention, his demands or
request, which he usually doesnt receive, and physiological issues.
Concurring events. When Lawrence hits his peers, he usually tries to get the attention of adults
around him.
Consequences. Because Lawrences behavior is violent, it is not only creating a negative
atmosphere for the students, but it also makes learning and teaching very difficult. Lawrences teacher has
tried time out, loss of privileges, and restraining Lawrence, but he has not responded in an appropriate
way..
Appendix A: ABC Data Collection Form
See the attached form.
Function of the Behavior
Lawrence wants to gain the attention or control of all the adults he comes into contact with. When
this does not happen, he starts to hit his peers.
Skill Deficits
There are several skill deficits that may be contributing to Lawrences behavior including, poor
social skills, poor decision making skills, delayed emotional development, insufficient coping strategies,
inadequate attention span, and poor impulse control. Lawrence hits his brothers and peers throughout the
day. Instead of partaking in appropriate peer and familial relationships, Lawrence responds to others
through hitting, which may suggest poor social and decision making skills. Also, Lawrence hits multiple
times per day, Lawrence may also have a short attention span and poor impulse control. Since Lawrences
hitting is so prominent, there are many skill deficits that may be contributing to his behavior.
Hypothesis Statement
When an adult is not paying attention to Lawrence, he hits another child in order to gain that
adults attention.
Recommended Interventions

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We believe that hitting can be replaced with the use of a stress ball.

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Behavior Intervention Plan
Behavioral Objective
When given an intervention strategy, Lawrence will refrain from screaming and will instead talk at
a quiet level to an adult to portray his needs and wants with less than two prompts.
Target behavior. Lawrence screams and yells during social and academic activities.
Replacement behavior. Lawrence will talk to adults at an appropriate volume for indoors within
the classroom setting.
Intervention Strategy
In order to promote positive interactions with adults, teachers and other adults within the
classroom setting will implement the following procedure while working with Lawrence at all times of the
day. Lawrence utilizes screaming as a mechanism to bring adult attention to himself. Instead of screaming,
we will use the intervention strategy so that Lawrence will refrain from screaming and will appropriately
bring attention to himself. Teachers will explicitly and repeatedly teach Lawrence to first count to five in
his head when he feels like he needs to scream. By counting to five, Lawrence will de-escalate and will
have a clear mind when deciding upon what to do next. After counting to five and calming himself down,
Lawrence will then place his head down on his desk quietly. As a cue to the teacher, when Lawrence places
his head down on the desk, a teacher or another adult will come over to Lawrence to speak quietly with him
within 2 minutes of Lawrence placing his head down on the desk. Since Lawrence enjoys adult attention
this intervention will provide him with the assistance or attention he needs. Because this intervention
teaches Lawrence to calm himself down and to positively receive the attention he needs, Lawrence will be
able to also positively interact with adults more frequently. As a result of this intervention, Lawrence will
be able to interact with adults appropriately.
Positive or negative consequences. When the desired behavior is emitted, positive consequences
will be emitted. When Lawrence places his head down on his desk instead of screaming, a teacher or
another adult will come over and talk to Lawrence individually for at least a minute as a reward. Since
Lawrence enjoys individual adult attention, the individualized talking time will reward LAwrence for his
appropriate behavior. However, if Lawrence inappropriately screams, negative consequences will be

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emitted. Firstly, an adult will simply remove Lawrence to the quiet corner and will come back when he is
finished screaming. Also, Lawrence can lose the opportunity to perform his special job as messenger. This
way, Lawrence will lose adult attention.
Assessment/data collection. The teacher aide will directly observe the behavior during the 30
minute reading and science class periods. Each time the behavior is emitted, the frequency and duration
will be recorded each day.
Person Responsible. Lawrences teacher and teacher aide are responsible for the data collection.
Each day, they will observe and record the frequency and duration of the target behavior.
Data Collection Procedure
The teacher aide will sit in the back of the room in full view of the student. Each time that the
student screams, the teacher will record the duration by starting a timer the exact moment he starts
screaming. When Lawrence finishes a screaming episode, she will record how long the episode lasted on
the attached form. At the end of each the 30 minute reading and science class periods, the teacher aide will
tally up the amount of times he screamed as well as the amount of time he spent screaming each day. After
many days of data collection, behavior rates will be calculated using the formula: total amount of time
screaming divided by minutes and number of behaviors emitted divided by minutes.
Research Design and Rationale
The single subject research design that will be used is Multiple Baseline, because of the fact that is
can be used across all subjects. It is simpler to understand because it shows both baseline and with
intervention lines for each behavior. It shows a clear difference between the baseline and the number of
times the action occurred after intervention was added.

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Graph

Fading Procedures

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Lawrence can be faded off the intervention for screaming by slowly cutting the amount of time
that the teacher interacts with him. The teacher can start with 2 minutes of conversation with Lawrence, and
then cut the time by 30 seconds until he is able to modify his own behavior, individually.

Reflection
In both the reading and science class periods, Lawrences target behavior of screaming decreased
after the designated intervention. Once the teacher and teacher aide taught and positively reinforced the
intervention consistently, Lawrences target behavior of screaming steadily decreased and the replacement
behavior of counting to five and placing his head on the desk steadily increased. This can be seen on the
attached data collection sheet. As a result, the intervention appears to be working and should be continued
and then faded out.

Behavior Objective #2
When given two intervention strategies, Lawrence will stop hitting his peers when he does not
receive the attention he desires with less than two prompts.
Target Behavior
Lawrence hits his peers throughout the school day.
Replacement Behavior
Lawrence will have a stress ball attached to his desk for him to squeeze when he is frustrated or
angry.
Intervention Strategy
Lawrences behavior has caused many issues for both students and adults that are in the classroom
with him. In order to stimulate appropriate behavior, Lawrence needs another alternative instead of hitting
his peers. Lawrence will have a stress ball provided at his desk to squeeze when he feels he is not getting
the attention he needs. The stress ball will be attached to a short string on his desk to prevent Lawrence
from throwing it at others. Lawrence feels that hitting others will attract the attention of adults in the room,
but when he uses the stress ball he can receive the attention he wants without hurting his classmates. This

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strategy will help students focus better when material is being taught and will also give the adults in the
classroom a chance to talk to other students without them getting hit.
Positive or negative consequences. When Lawrence uses the stress ball instead of hitting his peers,
positive consequences will be given to him. Lawrence needs the attention from adults to feel included,
which is why verbal praise is a way he can get the desired attention from adults while demonstrating the
proper behavior. Verbal praise would include, great job Lawrence! or Youre doing so well with this
task! Saying these kinds of positive statements will allow Lawrence to get the attention he wants in a
positive manner. When Lawrence does not use the stress ball and resorts to hitting his peers, he will be
punished by getting one special job taken away that would require one on one attention or interaction.
Assessment/data collection. The target behavior of Lawrence hitting others will be assessed during
30-minute whole class lessons and group work. Direct instruction will be the method of assessing using a
tally system to chart his behavior. Whenever Lawrence uses the stress ball provided there will be a tally
marked down. The tally chart will also display if the stress ball Lawrence used worked. At the end of the
day, the tallies will be added up.
Person Responsible. The teacher will be the first person responsible to collect the data, but if the
teacher is not in the room, another adult who is in charge such as a teacher aide will collect the necessary
data.
Data Collection Procedure
After each 30-minute lesson or group work is complete whichever adult is present will mark down
tallies for Lawrences behavior. This data observation is based on Lawrences reactions to the stress ball
during the interval of time. If Lawrence hits a peer instead of using the stress ball, a tally will be marked
down. Also, if he uses the stress ball instead of hitting others a tally will also be marked down. At the end
of the day, the tallies marked down for Lawrence using his stress ball or Lawrence hitting his peers will be
counted and marked down for that week. His development will be monitored throughout the year to
evaluate his progress and figure out any needed adjustments.
Graph

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Fading Procedures
Lawrence can be faded off the intervention for hitting by decreasing the amount of time that the
teacher allows him to use the stress ball during each period. Lawrence will have to ask his teacher to use
the stress ball, and the teacher will decrease the time he is allowed to use it by 30 seconds each week as
long as his behavior is consistent, and he is not hitting again.

Reflection
In both the reading and science class periods, Lawrences target behavior of hitting decreased after the
designated intervention. Once the teacher and teacher aide taught and positively reinforced the intervention
consistently, Lawrences target behavior of hitting steadily decreased and the replacement behavior of using
the stress ball provided steadily increased. This can be seen on the attached data collection sheet. As a
result, the intervention appears to be working and should be continued and then faded out.

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Element
Description/
Target Behavior
Data Collection

Score:
___/6

Antecedents, concurring
behaviors, consequences
Score:
___/6

Skill Deficits
Function of Behavior
Score:
___/6

Hypothesis Statement

Score:
___/6

Target and Replacement

Behavior
Score:
___/6

Unacceptable
0
ICC5S2: The description
of the target behavior does
not identify realistic
expectations for personal
and social behavior in
various settings.
CC7S4: Data collection
procedures do not use
functional assessments to
develop FBA and
ultimately the intervention
plans.
BD8S2: Description of the
antecedents, concurring
events and consequences
does not reflect
comprehensive assessment
of appropriate and
problematic social
behaviors of individuals
with EBD.
BD2K3: Candidate is not
able to document the
social characteristics of
individuals with
emotional/behavioral
disorders and the function
of the behavior is
incorrect.
BD8S1: Hypothesis
statement is not
substantiated by
behavioral-ecological
information. The
assessment report is not
prepared appropriately,
meeting NYS Part 200
Regulations and/or is not
written in professional
terms.
BD7S1: Description of the
target and replacement
behaviors does not reflect
an ability to plan and
implement individualized
reinforcement systems and
environmental
modifications at levels
equal to the intensity of
the behavior.

FBA-BIP
Acceptable
4
ICC5S2: The description of
the target behavior includes
somewhat realistic
expectations for personal
and social behavior in
various settings.
CC7S4: Data collection
procedures are somewhat
appropriate and use
functional assessments to
develop FBA.

Target
6
ICC5S2: The description of
the target behavior
demonstrates an ability to
identify realistic expectations
for personal and social
behavior in various settings.
CC7S4: Data collection
procedures use functional
assessments to develop FBA.

BD8S2: Description of the

antecedents, concurring
events and consequences
reflects an incomplete
assessment of appropriate
and problematic social
behaviors of individuals
with EBD.

BD8S2: Description of the

antecedents, concurring
events and consequences
reflects a comprehensive
assessment of appropriate
and problematic social
behaviors of individuals with
EBD.

BD2K3: Candidate is able

to partially document the
social characteristics of
individuals with
emotional/behavioral
disorders, but some of the
skill deficits are incorrect,
or, the function of the
behavior is incorrect.
BD8S1: Hypothesis
statement is substantiated by
behavioral-ecological
information. The assessment
report is partially prepared
appropriately, somewhat
meeting NYS Part 200
Regulations and mostly
written in professional
terms.

BD2K3: Candidate is able to

document the social
characteristics of individuals
with emotional/behavioral
disorders and describe
appropriately the function of
the behavior.

BD7S1: Description of the

target and replacement
behaviors reflects an ability
to plan and implement
individualized
reinforcement systems and
environmental
modifications at but not at a
level equal to the intensity
of the behavior.

BD7S1: Description of the

target and replacement
behaviors reflects an ability
to plan and implement
individualized reinforcement
systems and environmental
modifications at levels equal
to the intensity of the
behavior.

BD8S1: Hypothesis
statement is substantiated by
behavioral-ecological
information. The assessment
report is prepared
appropriately, meeting NYS
Part 200 Regulations and
written in professional terms.

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Behavioral
Objective
Score:
___/6
Intervention
Strategy and
Consequences

Score:
___/6

Data
Collection
Procedure

Score:
___/6

Research
Design and
Rationale

Score:
___/6

Fading
Procedure
Score:
___/6

ICC7S6: Behavioral objective

does not include all relevant
elements and does not reflect
an ability to sequence,
implement, and evaluate
individualized learning
objectives.
CC5S11: The chosen
intervention strategy does not
promote positive behaviors
and does not incorporate
appropriate consequences in
the event of misbehavior. The
strategy does not use the least
intensive behavior
management strategy
consistent with the needs of
the individual with EBD.
BD4S2: Candidate does not
consider a variety of
nonaversive techniques to
control target behavior and
maintain attention of
individuals with EBD.
ICC8S9: Data collection
procedure chosen is not
appropriate for monitoring
behavior described in
intervention. Candidate is not
able to develop or modify
individualized assessment
strategies. ICC7S15: Data
collection procedure does not
demonstrate an ability to
evaluate and modify
instructional/ behavioral
practices in response to
ongoing assessment data.
BD4S1: Single subject
research design does not
demonstrate the use strategies
from multiple theoretical
approaches for individuals
with EBD. ICC4K1: Rationale
does not demonstrate an
ability to utilize and justify
the use of evidence based
practices for specific
characteristics of learners with
EBD.
ICC4S5: Fading procedures
do not demonstrate the
candidates ability to promote
an increase in the individuals
self-awareness, selfmanagement, self-control,

ICC7S6: Behavioral objective

includes 2 out of three
elements and reflects minimal
ability to sequence,
implement, and evaluate
individualized learning
objectives.
CC5S11: The chosen
intervention strategy promotes
positive behaviors but does
not incorporate appropriate
consequences in the event of
misbehavior. The strategy
should use a less intensive
behavior management strategy
consistent with the needs of
the individual with EBD.
BD4S2: Candidate does not
consider all of the nonaversive
techniques to control target
behavior and maintain
attention of individuals with
EBD.

ICC7S6: Behavioral objective

includes all relevant elements and
reflects an ability to sequence,
implement, and evaluate
individualized learning objectives.

ICC8S9: Data collection

procedure chosen is not
appropriate for monitoring
behavior described in
intervention. Candidate is
only somewhat able to
develop or modify
individualized assessment
strategies. ICC7S15: Data
collection procedure only
somewhat demonstrates an
ability to evaluate and modify
instructional/ behavioral
practices in response to
ongoing assessment data.
BD4S1: Research design is
not the best choice and thus
does not demonstrate the use
strategies from multiple
theoretical approaches for
individuals with EBD.
ICC4K1: Rationale
demonstrates some
understanding, but does not
fully justify the use of
evidence based practices for
specific characteristics of
learners with EBD.
ICC4S5: Fading procedures
dont fully reflect the
candidates ability to promote
an increase in the individuals
self-awareness, selfmanagement, self-control,

ICC8S9: Data collection procedure

chosen is appropriate for
monitoring behavior described in
intervention. Candidate is able to
develop or modify individualized
assessment strategies. ICC7S15:
Data collection procedure
demonstrates an ability to evaluate
and modify
instructional/behavioral practices
in response to ongoing assessment
data.

CC5S11: The chosen intervention

strategy promotes positive
behaviors and incorporates
appropriate consequences in the
event of misbehavior. The strategy
uses the least intensive behavior
management strategy consistent
with the needs of the individual
with EBD. BD4S2: Candidate
uses a variety of nonaversive
techniques to control target
behavior and maintain attention of
individuals with EBD.

BD4S1: Single subject research

design demonstrates the use
strategies from multiple theoretical
approaches for individuals with
EBD. ICC4K1: Research design
chosen and rationale demonstrates
an ability to utilize and justify the
use of evidence based practices
for specific characteristics of
learners with EBD.

ICC4S5: Fading procedures

demonstrate the candidates ability
to promote an increase in the
individuals self-awareness, selfmanagement, self-control, selfreliance, and self-esteem.

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/60

self-reliance, or self-esteem.
Total

self-reliance, and self-esteem.