Lopez R Sped775 M7fba

sped 775 functional behavior assessment
SPED 775 Functional Behavior Assessment

Rebecca L. Lopez
University of Kansas
Table of Contents
FBA Student Information4
Description of Student.4
Identifying the Problem: Defining Target and Replacement Behaviors..7
Rationale..8
Baseline Data...9
Data Recording System9
Figure 1: Baseline Data Graph.10
FBA Analysis & Findings..11
Determining the Function of Behavior..13
Behavior Intervention Plan16
Results18
Graphs of Replacement Behavior During Intervention.20
Figure 2. Percentage of Time Showing Replacement Behavior20
Figure 3. Observations of Replacement Behavior Week 1...21
Findings.24
References..26
Appendix A: ABCR Data Collection.27
Table 1: ABCR Data Collection: Observation ..27
Appendix B: Baseline Products.28
Table 2: Baseline Data Collection 1..28

Appendix C: Table 6: Scatterplot of Data..32
Appendix D: Intervention Data Collection Products.33
Table 7: Intervention Data Collection 1.33
Table 10: Intervention Data Collection 4...36
Table 19: Intervention Data Collection 13.....45
Appendix E: Table 20: Scatterplot of Replacement Behavior Observed by Day Week 1........46
Table 21: Scatterplot of Replacement Behavior Observed by Day Week 2..47
Table 22: Scatterplot of Replacement Behavior Observed by Day Week 3..48
Appendix F: Motivation Assessment Scale...49
SPED 775 Functional Behavior Assessment
Functional Behavior Assessment and Behavior

Intervention Plan
Instructions: Complete this document based on your target student. See modules 1 7 for detailed
information on each component. See example the FBA located in the files tab in the left-side navigation in KU
Connect.
Functional Assessment and Behavior Intervention Plan: Planning Form

Student
School:
Name: Cruz
Ocotillo Learning
Center
Grade:
Date of Birth:
Kindergarten
November 2010
Parent(s):
Parent(s)
Ana Valdez
5204614280
Contact #:
Teacher:
Rebecca Lopez
Assessor:
Rebecca Lopez
Role: Behavior Specialist
Teacher
Intern University Student
Other
Student Information
Description of Student
The student that I will be completing the FBA assignment with is Cruz. Cruz is in my
Kindergarten class. He turned 6 in November of 2015. Cruz has black hair, with a fairly light
skin complexion. Cruz attended a pre-K Headstart Program when he was 4 years old. When
Cruz began Kindergarten at Ocotillo Learning Center, his educators at Headstart sent information
regarding assistance that Cruz was offered. This assistance included behavior strategies and
finding ways to get along with peers. Cruz has never been tested for special education services.
He is in the general education classroom 100% of the time he is at school.
Student selection. As his classroom teacher, I notice that Cruz exhibits a great amount of
off-task behavior. He talks to his peers while he is supposed to be working on assignments, plays
with classroom supplies and calls on his peers to watch him play, and he is often looking around
the room at his peers who sit further away from him to see what they are doing. Throughout the
year, I have a hard time trying to find a good seat for him where he will be most productive and
his peers will also be able to continue to succeed in their tasks. Cruzs mother expressed to me
today that ever since Cruz was a baby, he has been very loud. She said he acts as though he
needs to be loud in order to be heard in their family. A couple of Cruzs peers, Pink and Ita,
expressed to me that Cruz is hard to be friends with because he gets mad at them if they do not
play with him while they are supposed to be working. A classroom volunteer of mine, Sue, has
expressed to me how she notices that every time the class has a substitute teacher, Cruz is very
disruptive and disrespectful. I spoke to Cruz today and when asked about his off-task behaviors,
he told me that he is off-task because his friends are off-task. The combination of all of these
anecdotal conversations is what helped me decide that Cruz should be the student chosen for the
FBA assignment.
Student strengths. Cruz has many strengths. Cruz is a very bright student. He is
receiving an Exceeding on the district benchmark test, RAPS 360. His strengths also include
sounding out words and providing input in discussions. His favorite thing to do is play outside
with his friends. Inside, he likes to play dress up and build tall towers with wooden blocks.
Outside, he likes to run and chase his peers.
Student needs. Academically, Cruz dislikes working on longer assignments. He will
oftentimes rush through these types of assignments to the point where his work is illegible. He
also dislikes when he does not get his way with both peers and his teachers. During game time,
if Cruz does not win the game he will get very upset and cry. While papers are being passed out,
if Cruz doesnt get his paper first, he will cry as well. Cruz needs assistance with developing
social skills and with developing greater work ethic. His desire to learn and grow is fairly low,
especially when the class focuses on reading foundations with the Open Court reading program
that the school uses.
Identifying the Problem: Defining Target and Replacement Behaviors

Collect Observational Data:
See Appendix A for Observational Data recorded on ABCR

Data Collection Sheets.
Target Behavior:
Off-task
Operational Definition:
Off-task behavior refers to any behavior that involves
engaging in activities other than teacher instruction or
assigned task.
Examples of Behavior:
Some examples of off-task behavior include talking with

peers on topics unrelated, playing with classroom materials,
and looking at peers around the room while teacher is giving
instructions.
Non-examples of Behavior:
Some non-examples of off-task behavior include focusing on
tasks quietly, watching the board while teacher is giving
instruction, and only using classroom materials when
necessary to complete an assignment.
Replacement Behavior:
On-task
Operational Definition:
On-task behavior refers to behaviors that involve remaining
Examples of Behavior:
engaged during classroom lectures and assigned tasks

Some examples of on-task behavior include focusing on tasks
quietly, watching the board while teacher is giving
instruction, eating food when it is time to eat.
Non-examples of Behavior:
Some non-examples of on-task behavior include looking

around the room while teacher is giving instructions, playing
with food and classroom materials, and talking to peers on
topics unrelated.
Rationale
The reason for choosing off-task behavior is that if Cruz is off-task, his learning is
being interrupted. He is also interrupting the learning of others in the room. Frequently talking
with peers and attempting to get peer attention is also undermining the teachers that Cruz has. If
Cruz exhibited more on-task behavior, he would be able to successfully complete his work
alongside his peers. He would also be able to work without distracting his peers, which is a
socially desirable skill to have because peers will like you more if you are doing what they are
doing. In addition, there would be an increase in student learning and engagement.
Baseline Data
Data Recording System
After talking with my mentor teacher, I decided to track Cruzs rate of off-task behavior through
partial interval recording. This made the most sense because Cruzs behavior happens
throughout the entire day. His behavior is also consistent in that it does not just occur on certain
days. His behavior is observable every day that he is at school.
Total duration. Data was collected during 4 days of one school week, Monday, Tuesday,
Wednesday, and Thursday. The data was collected in 15 minute sessions during Open Court,
which is our schools reading foundations program.
10
Baseline. I observed Cruz four different days during the same time each day. His offtask behavior occurred mostly by talking with his peers. He was also look at a peer or playing
with fingers/an object on the carpet next to him. The observation where he had the most on-task
behavior was the first day, March 29th. The observation where he had he least on-task behavior
was the second day, March 30th. The data from my baseline observations show that on average,
Cruz is on-task for only 68.25% of the time.
Baseline Products: Please see Table 2, Table 3, Table 4 and Table 5 (Appendix B) for the
data collected during baseline observations.
11
Rate of On-task behavior

100.00
90.00
80.00
70.00
60.00
Percent of time on-task
50.00
40.00
30.00
20.00
10.00
0.00
42458
42459
42460
42461
Figure 1. Observations of Target Behavior. This figure illustrates the baseline observations of
the replacement behavior graphed by date.
12
FBA Analysis and Findings

The Antecedent
Cruzs off-task behavior occurs mostly when I am giving instructions for an assignment and
when the class is supposed to be working on an assignment individually. The ABCR data that
was collected on March 29th, 2016 shows that Cruzs off-task behavior also often occurs when a
different peer gets chosen to present or share with the class, and he does not get chosen.
The Function. Interviews were conducted with Cruz, Cruzs mother, a volunteer in
Cruzs classroom, and two of Cruzs peers. These interviews were combined with ABCR data
and baseline data on Cruz and his behaviors. As mentioned in the previous paragraph about the
antecedent, the ABCR data shows that Cruzs behaviors are followed mostly by teacher giving
instructions for an assignment. The ABCR data also shows the specific behaviors that are seen
from Cruz in the classroom setting. These behaviors include walking over to a peer to begin a
conversation about a topic unrelated to the lesson, turning and talking to a peer, poking a peer on
the back and whispering with the peer, and yelling at a peer from across the room.
Baseline data was collected for 4 consecutive days during the week of March 28th, 2016.
The data was collected every day during Open Court, which is the reading foundations program
that the Sunnyside Unified School District is using in its classrooms. The baseline data showed
that on average, Cruz was on task only 68.25% of the time. As his classroom teacher, this was
shocking for me to see. Although I am aware that Cruz is off-task, I was unaware to the extent of
his behavior. Being off-task 32% of the time, in relation to a full school 6 and a half hour day,
implies that Cruz is missing out on 2 hours of academics!
Determining the function of Cruzs behavior was not a hard task, especially with
powerful tools such as the Motivation Assessment Scale (MAS) and the function matrix. After
13
plotting the data from the interviews, ABCR, and baseline I could see that Cruzs off-task
behavior occurs mostly when it involves accessing peer attention. Of the 13 items that were
documented the Positive Reinforcement for Attention category held 8. This data shows us that
61.5% of Cruzs behavior is influenced by the access to attention. My reasoning for determining
he is searching for peer attention and not teacher attention is because Cruz will turn to a peer and
talk/whisper, or physically hurt a peer so that the peer will react. His interview also had a heavy
influence on this decision, because he said that he is off-task because his friends are also off-task.
Conclusion. The evidence shows that when seated next to peers, Cruz engages in off-task
behavior. These behaviors include talking to peers about topics unrelated to academic content,
whispering to peers, and physically touching peers. Because so much of the data collected
suggests that the function of Cruzs off-task behavior is access to peer attention, I will create an
intervention that addresses that function. The goal for my intervention is that during classroom
instruction and individual assignments, Cruz will engage in on-task behavior during 85% of the
observed intervals for 15 consecutive school days.
14
Determining the Function of the Behavior: Motivation Assessment Scales

Please see Appendix F for the Motivation Assessment Scale (Durand & Crimmins, 1992)
Outcome of Function Matrix (adapted from Umbriet, Ferro, Liaupsin, & Lane, 2007)
Sensory
Score:
1/13
Escape
Score:
Tangibles Attention
Positive Reinforcement
Score:
(Access Something)
Cruz seems very
happy to be talking with
his peers (MAS).
Negative Reinforcement
(Avoid Something)
Score:
0/13
Score:
3/13
Off-task behavior often

occurs when a difficult
task is assigned (MAS).
Score:
While working on
0/13
8/13
Score:
1/13
If teacher calls on
someone else in the room,
Cruz will often start
talking to someone else
(MAS).
Cruz told me he enjoys
free choice because he
gets to play with whatever
he wants (student
interview).
0/13
Score:
0/13
Outcome of the Function Matrix: Hypothesized Function. The antecedent to Cruzs

off task behavior is the teacher giving instructions and/or assigning a task. My findings show
that the function of Cruzs behavior is access to peer attention. Based on my observations,
ABCR data, and the interviews with parent, teacher and student, it is evident that Cruz exhibits
off-task behavior mostly when it involves accessing peer attention. Of the 13 items that were
documented, 8 of the items fell under the Positive Reinforcement for Attention category. There
were no other areas where the data was that high, which leads me to strongly believe that access
to peer attention is the function.
Behavioral Objective. When seated next to peers, Cruz engages in off-task behaviors
(including talking to peers about topics unrelated, playing with classroom materials while
15
attempting to have peers join in, and yelling at peers across the room while teacher is giving
instructions) to access peer attention.
During classroom instruction and individual assignments, Cruz will engage in on-task
behavior during 85% of observed intervals for 15 consecutive days.
Behavior Intervention Plan

Replacement Behavior: On-task behavior. On-task behavior refers to behaviors that
involve remaining engaged during classroom lectures and assigned tasks. Some examples of ontask behavior include focusing on tasks quietly, watching the board while teacher is giving
instructions, and using classroom materials only when needed. Some non-examples of on-task
behavior include looking around the room while teacher is giving instructions, playing with
classroom materials, and talking to peers on topics unrelated.
Intervention Description: The plan for Cruz is to adjust the contingencies in the
classroom. First I will adjust the antecedent conditions to make it more likely that the
replacement behavior will occur. I will do this by providing Cruz with a peer assistant that Cruz
can ask for help during assignments if needed. I will want to be able to provide the consequence
that previously reinforced the target behavior, but only for the replacement behavior. I will do
this by providing Cruz with a behavior chart that he will use throughout the day. After each
lesson, we will go over the expectations on the chart. For every expectation that he met, he will
earn a star. A sample of the chart is listed below. If Cruz is able to earn 2/3 of the stars
throughout the day, he will earn 20 minutes of game time with a peer of his choice. Cruz will
16
choose a game/activity and a peer, and they can go play the game for the last 20 minutes of the
day. This plan will go home with him each day so that his family can see how he did during the
school day. This is an example of a token economy, which is used in educational settings as a
way to strengthen a behavior, or increasing its frequency. The tokens are used as a way to pay
children for completing desirable tasks, which can then be used by children to buy desired
activities or items (Miltenberger, 2008). In addition, Cruz will choose a peer that he can show
his work to when it is complete to receive praise. In order to withhold the consequence when the
target behavior occurs, I will explain to students that they should ignore Cruz if the target
behavior occurs. This can be done by explaining to students that they should ignore peers if it is
not time to talk with them. I will also give a gestural prompt every 5 minutes to ensure Cruz
remains on task. Providing Cruz with feedback is important, because it will help with his
function of access to teacher attention, as well as promote his self-regulation. It is important for
me to remember to provide feedback about his process, rather than himself as a person (i.e. smart
boy). Focusing on his process will help him see the connection between the work he does and
the results he will get along with that work (Brookhart, Susan M., 2008).
Evidence Based Intervention: Umbreit, Ferro, Liaupsin and Lane (2007) stated in Functional
Behavioral Assessment and Function-Based Intervention An Effective, Practical
Approach that data collection does not need to occur all day every day. It is most
effective when collected at the same time every day, and during the time when the
behavior is most likely to occur. I will collect data at the same time each day, and during
Open Court each time, to ensure that my data collection is evidence based.
Reinforcement: Every morning when Cruz comes into the classroom, I will hand him his
behavior plan. I will remind him of his goals. Before each lesson I will remind him of
17
his goals once again. Because the plan will go home with him each day, he will receive
reinforcement from his family members as well.
Data Collection: While collecting data during the intervention phase, I will use event recording
with the partial interval method. In order to remain consistent with the baseline phase, I
will collect data during Open Court. I will obtain data for 15 minutes, 30 seconds each
interval. I will collect data for 3 weeks. This will give me a clear idea of whether or not
the intervention is successful in helping Cruz with being more on-task. The chart that I
use for data collection will look identical to the chart that I used to collect baseline data.
Fading: I will know that fading is appropriate because the desired level of on-task behavior will
be occurring during observations. I will continue to measure the replacement behavior
while I begin to fade. I will fade Cruzs intervention by decreasing the amount of
reinforcements given. I will remind him of his goals every second or third lesson, then
move to reminders twice a day, then to one reminder at the beginning of the day. While
making these changes, I will continue to collect data to see how Cruz responds to the
change.
Results
Data was collected over the course of 3 weeks on the effectiveness of the intervention
that was created for Cruz. The created intervention showed a large increase of the replacement
behavior, and in turn a large decrease in the target behavior during data collection.
During week 1 of the intervention, Cruz was at school for 5 days. During the first week,
Cruz responded very well to the intervention. The data shows that Cruz was on-task for 92.8%
of the time. During the baseline phase, Cruz was on-task only 68% of the time during
observations. This accounts for a 24.8% increase in on-task behavior (Figure 2). The
18
replacement behavior was observed no less than 87% of the time every day during week 1 of the
intervention phase (Figure 3).
During week 2 of the intervention, Cruz was present for 4 school days. On Tuesday April
19th, 2016 Cruz was late to school. He arrived just as we were beginning Open Court (where his
behavior is observed daily). His behavior on this day showed the lowest percent of on-task
behavior, 83%. Looking at every other day of week 2, it is clear that the intervention was highly
effective (Figure 4). The average percentage of on-task behavior for Cruz was 91%, which is a
23% increase in use of replacement behavior from the baseline phase (Figure 2).
During week 3 of the intervention, Cruz was at school 4 out of 5 day. He missed Friday
due to a Dentist appointment. The data shows that the intervention continued to be successful.
In fact, it was the most successful week Cruz had. Cruz was observed on-task on average 95%
of the time (Figure 5). On Wednesday April 27th, 2016 Cruz was actually on-task 100% of the
time during observation. The weekly data shows an increase of 27% in the use of the
replacement behavior from the baseline phase (Figure 2).
All in all, the data from the three weeks of intervention showed an increase in the use of
the replacement behavior, leading to more on-task behavior. Week 1 showed the use of
replacement behavior 92.8% of the time (Figure 3). Week 2 showed the use of replacement
behavior 91% of the time (Figure 4). Week 3 showed the use of replacement behavior 95% of
the time (Figure 5). Altogether, this is an average of 93% of the time that Cruz exhibited on-task
behavior during observations. This is a 25% increase from the baseline phase (Figure 2).
19
Figure 2. Percentage of Time Showing Replacement Behavior. This figure illustrates the
percentage of time that the replacement behavior was displayed during Open Court, with the
intervention in place during week 1, week 2 and week 3.
20
Figure 3. Observations of Replacement Behavior Week 1. This figure illustrates the instances of
the replacement behavior for five days during week 1 of the intervention, graphed by date.
21
the target behavior over four days during week 2 of the intervention, graphed by date.
22
the target behavior over four days during week 3 of the intervention, graphed by date.
23
Findings
The results of the intervention phase show that Cruzs function of access to peer attention
is met appropriately through the use of the intervention. The data shows an increase in the use of
the replacement behavior from 68% during baseline phase to 93% during intervention phase
(Figure 2).
The intervention is designed to allow Cruz access to peer attention at appropriate times.
By adjusting the contingencies, Cruz was being set up for success. He was offered a peer
assistant whom he was able to choose himself. This allowed him the opportunity to talk with a
peer about topics related to the specific task at hand. Research from ___ shows that peer
coaching helps increase academic climates (Robbins, P., 1991). He was given a behavior chart
that stayed by his side every day. The expectations on the behavior chart were that if Cruz
earned 2/3 of the stars throughout the day, he will earn 20 minutes of game time with a peer of
his choice. Cruz will be able to choose a game or activity, as well as a peer to play with for 20
minutes. Cruz responded very well to this visual chart. He kept it next to him throughout the
day, even sometimes carrying it with him out to lunch. During parent pick-up, he proudly
handed the chart to his mom each day, and his mom would praise him for his hard work as well.
Another part of the intervention included a peer to receive praise from when his work
was completed. He chose the same student almost every day, and she sweetly praised him for
remaining on-task and completing his tasks each time. I found that although he did respond to
well, the extinction process for this intervention faded naturally and quite quickly. Cruz went
from showing his peer his work after each assignment to after only math and ELA assignments.
Evidence Based Intervention: Umbreit, Ferro, Liaupsin and Lane (2007) stated in Functional
Behavioral Assessment and Function-Based Intervention An Effective, Practical
Approach that data collection does not need to occur all day every day. It is most
24
effective when collected at the same time every day, and during the time when the
behavior is most likely to occur. I will collect data at the same time each day, and during
Open Court each time, to ensure that my data collection is evidence based.
Reinforcement: Every morning when Cruz comes into the classroom, I will hand him his
behavior plan. I will remind him of his goals. Before each lesson I will remind him of
his goals once again. Because the plan will go home with him each day, he will receive
reinforcement from his family members as well. He seemed to respond most to the
reinforcement he received from his teacher and his mom throughout the intervention.
25
References
Brookhart, Susan M. (2008). How to Give Effective Feedback to your Students. Association for
Supervision and Curriculum Development.
http://www.ascd.org/publications/books/108019/chapters/Types-of-Feedback-and-TheirPurposes.aspx
Miltenberger, R. (2008). Behaviour Modification. Belmont, CA. Wadsworth Publishing.
Robbins, P. (1991). How to Plan and Implement a Peer Coaching Program. Association for
Supervision and Curriculum Development.
http://www.ascd.org/publications/books/61191149/chapters/A-Definition-of-PeerCoaching.aspx
Umbriet, J.,Ferro, J., Liaupsin, C. J., Lane, K. L. (2007). Functional Behavioral Assessment and
Function-Based Intervention: An Effective, Practical Approach, Upper Saddle Rive, New
Jersey: Pearson Education, Inc.
Appendix A:
Table 1
ABCR Data Collection
26
Student Name:
Date: March 29, 2016
Cruz
Observer:
Time: 8:45 a.m.
Rebecca Lopez
Time
Environment
Antecedent
Behavior
Consequence
Begin/End
8:45 8:55
information
Daily 5, in the
Teacher sends
Cruz sits with a
Teacher takes a point
classroom
students to work on
peer and begins to
away from student
their daily 5 choice.
talk.
and tells Cruz he is

off-task.
9:00 9:30
Math instruction, on While students sit
Cruz taps on his
Teacher walks over
the carpet
on the carpet,
peers back and
and sits next to Cruz
teacher gives
starts whispering
on the carpet.
instructions on math with peer.

assignment for the
9:30 10:00
Math practice, at
day.
Teacher hands out
work tables
math assignment for seat and starts
and praises a peer
students to work on
talking with peers
who is working hard.
at their tables.
about topics
Cruz walks to his
Teacher walks over
unrelated.
10:00 10:30
Open Court
A peer is out of his
Cruz interrupts the
Teacher takes away a
(reading program),
seat.
lesson to yell at
point from the student
the peer.
and explains that he is
on the carpet
27
being disruptive.
1:00 1:20
Art lesson, in the
Art teacher picks a
Cruz yells thats
Cruzs peer yells at
classroom, with art
volunteer that was
not fair! and
Cruz.
teacher
not Cruz.
pokes his peer on

the arm.
Appendix B: Baseline Products

Table 2
Baseline Data Collection 1
Person of interest: Cruz
Length of observation: 15 minutes Length of interval: 30
seconds
Codes: + On-task behavior was observed
On-task behavior was NOT observed
Note: Used partial interval recording
Date: 3/29/2016
Interval
1
2
3
4
5
6
7
8
9
10
Behavior
+
+
+
+
+
+
+
Interval
11
12
13
14
15
16
17
18
19
20
Total percentage of occurances: 22/30 = 73%

Total percentage of nonoccurances: 8/30 = 27%
Behavior
+
+
+
+
+
+
+
+
Interval
21
22
23
24
25
26
27
28
29
30
28
Table 3
Date: 3/30/2016
Interval
1
2
3
4
5
6
7
8
9
10
Behavior
+
+
+
+
+
+
+
-
Interval
11
12
13
14
15
16
17
18
19
20

Table 4
Behavior
+
+
+
+
+
+
Interval
21
22
23
24
25
26
27
28
29
30
29

Date: 3/31/2016
Interval
1
2
3
4
5
6
7
8
9
10
Behavior
+
+
+
+
+
+
Interval
11
12
13
14
15
16
17
18
19
20
Behavior
+
+
+
+
+
+
+
Interval
21
22
23
24
25
26
27
28
29
30
Behavior
+
+
+
Interval
21
22
23
24
25

Table 5
Date: 4/01/2016
Interval
1
2
3
4
5
Behavior
+
+
+
+
Interval
11
12
13
14
15

6
7
8
9
10
30
+
+
+
+
16
17
18
19
20

Appendix C: Table 6: Scatterplot of Data
+
+
+
+
26
27
28
29
30
31

100.00
90.00
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00
42458
Appendix D: Intervention Data Collection Products
42459
42460
42461
32
Table 7: Intervention Data Collection 1

Data Recording System: Partial interval recording Total duration: 15 minute sessions; Open
Court (reading foundations).
Intervention Products: Interval Recording Form Person of interest: Cruz
Length of observation: 15 minutes Length of interval: 30 seconds
Codes: + On-task behavior was observed On-task behavior was NOT observed
Date: April 11, 2016 Note: Used partial interval recording
Interval
1
2
3
4
5
6
7
8
9
10
Behavior
+
+
+
+
+
+
+
+
+
Interval
11
12
13
14
15
16
17
18
19
20
Behavior
+
+
+
+
+
+
+
+
Interval
21
22
23
24
25
26
27
28
29
30
Behavior
+
+
+
+
+
+
Interval
21
22
23
24
25
26
27
28


Date: April 12, 2016
Interval
1
2
3
4
5
6
7
8
Behavior
+
+
+
+
+
+
+
+
Interval
11
12
13
14
15
16
17
18

9
10
33
+
+
19
20
+
+
29
30


Interval
1
2
3
4
5
6
7
8
9
10
Behavior
+
+
+
+
+
+
+
+
+
Interval
Behavior
11
12
13
14
15
16
17
18
19
20

+
+
+
+
+
+
+
+
+
+
Interval
21
22
23
24
25
26
27
28
29
30
Behavior
+
+
+
+
+
+
+
+
+
+
34

Interval
1
2
3
4
5
6
7
8
9
10
Behavior
+
+
+
+
+
+
+
+
+
+
Interval
Behavior
11
12
13
14
15
16
17
18
19
20

+
+
+
+
+
+
+
+
Interval
21
22
23
24
25
26
27
28
29
30
Behavior
+
+
+
+
+
+
+
+
+
+
35

Interval
Behavior
1
2
3
4
5
6
7
8
9
10
+
+
+
+
+
+
+
+
+
+
Interval
Behavior
11
12
13
14
15
16
17
18
19
20
+
+
+
+
+
+
+
+
+
+
Interval
21
22
23
24
25
26
27
28
29
30
Behavior
+
+
+
+
+
+
+
+
+


Interval
Behavior
Interval
Behavior
Interval
Behavior

1
2
3
4
5
6
7
8
9
10
+
+
+
+
+
+
+
+
+
+
36
11
12
13
14
15
16
17
18
19
20


+
+
+
+
+
+
+
-
21
22
23
24
25
26
27
28
29
30
+
+
+
+
+
+
+
+
+

Interval
Behavior
1
2
3
4
5
6
7
8
9
10
+
+
+
+
+
+
+
37
Interval
11
12
13
14
15
16
17
18
19
20


Behavior
+
+
+
+
+
+
+
+
+
+
Interval
21
22
23
24
25
26
27
28
29
30
Behavior
+
+
+
+
+
+
+
+

Interval
Behavior
1
2
3
4
5
6
7
8
9
10
+
+
+
+
+
+
+
+
+
+
38
Interval
11
12
13
14
15
16
17
18
19
20


Behavior
+
+
+
+
+
+
+
+
+
Interval
21
22
23
24
25
26
27
28
29
30
Behavior
+
+
+
+
+
+
+
+
+
+

Interval
Behavior
1
2
3
4
5
6
7
8
9
10
+
+
+
+
+
+
+
+
+
+
39
Interval
11
12
13
14
15
16
17
18
19
20


Behavior
+
+
+
+
+
+
+
+
+
+
Interval
21
22
23
24
25
26
27
28
29
30
Behavior
+
+
+
+
+
+
+
+
+

Interval
Behavior
1
2
3
4
5
6
7
8
9
10
+
+
+
+
+
+
+
+
+
40
Interval
11
12
13
14
15
16
17
18
19
20


Behavior
+
+
+
+
+
+
+
+
+
Interval
21
22
23
24
25
26
27
28
29
30
Behavior
+
+
+
+
+
+
+
+
+
+

Interval
Behavior
1
2
3
4
5
6
7
8
9
10
+
+
+
+
+
+
+
+
+
+
41
Interval
11
12
13
14
15
16
17
18
19
20


Behavior
+
+
+
+
+
+
+
+
+
+
Interval
21
22
23
24
25
26
27
28
29
30
Behavior
+
+
+
+
+
+
+
+
+

Interval
Behavior
1
2
3
4
5
6
7
8
9
10
+
+
+
+
+
+
+
+
+
+
42
Interval
11
12
13
14
15
16
17
18
19
20


Behavior
+
+
+
+
+
+
+
+
+
+
Interval
21
22
23
24
25
26
27
28
29
30
Behavior
+
+
+
+
+
+
+
+
+
+

Interval
1
2
3
4
5
6
7
8
9
10
Behavior
+
+
+
+
+
+
+
+
+
43
Interval
11
12
13
14
15
16
17
18
19
20
Behavior
+
+
+
+
+
+
+
+
Interval
21
22
23
24
25
26
27
28
29
30
Behavior
+
+
+
+
+
+
+
+
+
+

Appendix E: Table 20: Scatterplot of Replacement Behavior Observed by Activity Week 1
44

100.00
98.00
96.00
94.00
92.00
90.00
88.00
86.00
84.00
42485
42486
42487
Axis Title
Table 21: Scatterplot of Replacement Behavior Observed by Activity Week 2
42488
45

100.00
98.00
96.00
94.00
92.00
90.00
88.00
86.00
84.00
42485
42486
42487
Axis Title
Table 22: Scatterplot of Replacement Behavior Observed by Activity Week 3
42488
46

100.00
98.00
96.00
94.00
92.00
90.00
88.00
86.00
84.00
42485
42486
Axis Title
Appendix F: Motivation Assessment Scale
42487
42488
47
48
49
50
51

Lopez R Sped775 M7fba

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sped 775 functional behavior assessment

SPED 775 Functional Behavior Assessment

sped 775 functional behavior assessment

sped 775 functional behavior assessment

Table 3: Baseline Data Collection 2..29

sped 775 functional behavior assessment

SPED 775 Functional Behavior Assessment

Functional Behavior Assessment and Behavior

Functional Assessment and Behavior Intervention Plan: Planning Form

Role: Behavior Specialist

Intern University Student

sped 775 functional behavior assessment

sped 775 functional behavior assessment

sped 775 functional behavior assessment

Identifying the Problem: Defining Target and Replacement Behaviors

See Appendix A for Observational Data recorded on ABCR

Some examples of off-task behavior include talking with

On-task behavior refers to behaviors that involve remaining

sped 775 functional behavior assessment

engaged during classroom lectures and assigned tasks

Some non-examples of on-task behavior include looking

sped 775 functional behavior assessment

sped 775 functional behavior assessment

sped 775 functional behavior assessment

Rate of On-task behavior

sped 775 functional behavior assessment

FBA Analysis and Findings

sped 775 functional behavior assessment

sped 775 functional behavior assessment

Determining the Function of the Behavior: Motivation Assessment Scales

Off-task behavior often

Outcome of the Function Matrix: Hypothesized Function. The antecedent to Cruzs

sped 775 functional behavior assessment

Behavior Intervention Plan

sped 775 functional behavior assessment

sped 775 functional behavior assessment

sped 775 functional behavior assessment

sped 775 functional behavior assessment

sped 775 functional behavior assessment

sped 775 functional behavior assessment

sped 775 functional behavior assessment

sped 775 functional behavior assessment

sped 775 functional behavior assessment

sped 775 functional behavior assessment

sped 775 functional behavior assessment

Date: March 29, 2016

Time: 8:45 a.m.

Cruz sits with a

Teacher takes a point

peer and begins to

away from student

their daily 5 choice.

and tells Cruz he is

Math instruction, on While students sit

Cruz taps on his

Teacher walks over

peers back and

and sits next to Cruz

instructions on math with peer.

math assignment for seat and starts

and praises a peer

talking with peers