SPED 775 M8 FABI 1

M8: FUNCTIONAL ASSESSMENT BEHAVIOR INTERVENTION ASSIGNMENT

Alison Ball

University of Kansas
SPED 775 M8 FABI 2

Table of Contents

Student Information.3

Developmental Characteristics3

Social3

Behavioral.3

Academic4

Communicative...5

IEP Analysis and Needs...6

IEP MAPS..9

Strengths..9

Weaknesses9

A Day in D.D.s Life...10

Parental Concerns11

Hopes and Dreams..11

Figure 1: IEP MAPS Document.....12

IEP Recommendations.13
SPED 775 M8 FABI 3

Student Name: D.D. Student ID: 1234567

School: Center Elementary
Current Grade Level: 3
Gender: M
Parent(s): N.D.
Date of Assessment: 11/5/2017
Persons conducting the assessment:
Role: Classroom teacher x
School Psychologist
University Student
Date of Birth: 11/22/3333
Special Education: X - Yes No
Disability Eligibility: SLD: basic reading, reading
Comprehension, reading fluency, written expression
Parent(s) Contact Number: 888-888-8888
Classroom teacher: Alison Ball
X- SPED Teacher Teacher (Other) Teacher (Other)
Counselor Behavior Specialist Intern
BCBA/ ABA other: Click or tap here to enter text.

Student Information

D.D. is 9 years old and is in the 3rd grade at Indian Elementary. He was retained during the

2015-16 school year. He lives at home with his mother and two siblings. English is his primary

language. D.D. met eligibility criteria to be identified as a student with specified learning disabilities

in the areas of basic reading skills, reading comprehension, reading fluency, and written expression,

as well as math on 02/02/2017.

Student Selection

D.D was chosen because he does not have behavior appropriately addressed on his IEP. The

special education teacher and myself thought we could use this practicum experience to gather data

and develop a plan for D.D. to be more successful in the classroom. She will then take into

consideration our findings when updating his IEP. In the classroom D.D. struggles to stay on task

unless the work involves the computer. He disrupts the class by shouting out, refusing to work,
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walking around the room or walking out of the classroom. He constantly asks to go to the resource

room. D.D. struggles to build appropriate relationships with peers and teachers. He doesnt seem to

be aware of how rough he plays. His facial expressions are not appropriate and are hard for others to

understand. D.D. struggles to understand when other children dont want to play anymore or think

he is playing too rough. However, he is able to follow simple directions in the classroom. The goal is

to prevent the off-task behaviors to increase his success in the classroom.

Student Strengths

D.D. is very organized with his belongings, more than the average third grade boy. He has

excellent computer skills including video games. He can be redirected in very small or one on one

setting. D.D. excels in math.

Student Needs

D.D. needs help with school appropriate behavior such as avoiding off-task behavior. He needs

assistance to complete tasks that rely on listening skills. D.D. needs help establishing healthy peer

relationships. D.D. needs extended time to complete tasks.

Identifying the Problem: Defining Target and Replacement Behaviors

Target Behavior

The target behavior for D.D. is any off- task behavior that happens during any organized
classroom instruction. When D. D. engages in the off-task behaviors such as walking around or out of
classroom, shouting out, or anything that keeps him from listening to the lesson, he loses
opportunities to master content, participate in class and be a part of the classroom community.

Drafting:
Label: Off-task behavior
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Definition: Any behavior that involves engaging in activities other than attending to
teacher instruction or assigned tasks.
Examples: Walking around room, asking to go to restroom, asking to leave, talking
to table mates, looking elsewhere
Nonexamples: Behavior that involves participating in classroom activities, attending to
instruction, and completing work

Operational Definition

Off-task behavior is a behavior that involves engaging in activities other than listening to
teacher or participating in assigned tasks. Examples include, walking around the room, asking to
leave, talking to table mates, eyes wandering around room, nonexamples are listening and tracking
the teacher, participating in assigned activity and staying in seat.

Dimension of Behavior
Behavior is continuous throughout all subjects unless student is on the computer.

Replacement Behavior and Rationale

The replacement behavior, on-task behavior, is any behavior that involves participating in
classroom activities, attending to instruction, and completing work. Teaching DD to be successful
with on-task behaviors will help him avoid off-task behaviors in order to avoid the nonpreferred
activity. By avoiding the off-task behaviors, DD will become more engaged and increase his mastery
of subject matter as well as avoid loss of recess and being written up for disrupting the class. On-task
behaviors will keep him focused, increase his learning and acceptance into the school community. It
will also avoid disrupting the learning of his peers and interrupting the teachers focus on providing
high-quality instruction while maintaining a well managed classroom environment. The end result
planned is to have D.D. display on-task behavior so that he can increase his learning time.
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Functional Behavior Assessment

Interviews

D.D., his mother, and his classroom teacher were interviewed in person. The mother
was interviewed separately from the student. I was able to get a clear picture of everyones
point of view. I gained a enough information to proceed.

Direct Observation

I observed D.D. for a total of two hours during regular instructional time. I observed
from 9:00 A.M. to 9:45 A.M each day.

Observer: SPED teacher Date: 10/31/17 Time start: 9:00am Time stop: 9:45am

Observation
Number
Context Antecedent Behavior Consequence Function
Session #:
1
Ms. Balls
Asks to go to Is able to join
Class, Teacher asks class to restroom then class on carpet
1.1
join her on the carpet. joins peers on the and start
Math carpet. lesson.

Ms. Balls
Looks around
Starts
Class, Teacher introduces classroom not
1.2 tracking the
objective to students. tracking the
teacher.
Math teacher.

Neighbor
Ms. Balls
Turns to neighbor starts reciting
Teacher instructs class
Class, objective and
1.3 to turn to neighbor and and starts talking
he stops
recite objective. about recess.
Math talking to
listen.
Observer: SPED Date: 11/01/17 Time start: 9:00am Time stop: 9:45am
teacher

Observation
Number
Context Antecedent Behavior Consequence Function
Session #:
2
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Ms. Balls
Asks to go to Is able to join
class, Teacher asks class to restroom then class on carpet
2.1
join her on the carpet. joins peers on the and start
Math carpet. lesson.

Ms. Balls

class, Teacher reviews Tracks the Engaged in

2.2
objective. teacher. lesson.
Math

Ms. Balls
Teacher asks students Turns to student Engaged in
2.3 class, to turn to neighbor and across carpet and lesson,
recite objective. recites objective. participating.
Math

Observer: SPED Date: 11/02/17 Time start: 9:00am Time stop: 9:45am
teacher

Observation
Number
Context Antecedent Behavior Consequence Function
Session #:
3
Ms. Balls
Is able to
Teacher asks students Goes to computer
class, start lesson on
3.1 to get out their helper for his
computer
computers. computer.
Math immediately.

Ms. Balls
Redirected
class, Student cant log on to Walks around room back to desk
3.2
computer. asking for help. to wait for
Math help.

Teacher
Ms. Balls stands by
Teacher asks students Starts talking to student until
3.3 class, to switch to different peers about he stops
computer program. computer. talking and
Math switches
programs.
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Observer: 2nd SPED Date: 10/31/17 Time start: 9:00am Time stop: 9:45am
teacher

Observation
Number
Context Antecedent Behavior Consequence Function
Session #:
4

Ms. Balls Asks to go to Is able to join

Teacher asks class to restroom then class on carpet
4.1 class,
join her on the carpet. joins peers on the and start
Math carpet. lesson.
Ms. Balls Looks around
Starts
Teacher introduces classroom not
4.2 class, tracking the
objective to students. tracking the
teacher.
Math teacher
Neighbor
Ms. Balls starts to
Teacher instructs class Turns to neighbor recite
4.3 class, to turn to neighbor and and starts talking objective and
Math recite objective about recess. he stops
talking to
listen.
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Function Matrix

Positive Reinforcement Negative Reinforcement

(Access Something) (Avoid Something)
Attention Teacher Interview:
Q1: What were identified
reinforces for this student?
-Shout out and ask to leave the
room.

Direct Observation:
A-B-C Data: 1.1, 2.1,3.2, 4.1

Tangibles Student interview: Teacher interview:

Activities Q1: What changes could be Q2: What do you think causes or
made so you have fewer motivates this behavior?
problems with off-task - Classwork is difficult and leaving
behavior? the classroom provides him an
- I can have computer time escape.
after. Q1: What were the identified
Direct Observation: reinforces for this student?
A-B-C Data: 3.1 - Break from the classroom
or computer time

Parent interview:
Q1: List and describe behaviors of
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concern.
- Avoids time in the regular
education classroom.

Student Interview:
Q2: What causes you to have
problems with off-task behavior?
-Dont understand so I am bored

Direct Observation:
A-B-C Data: 1.1,1.2, 3.2, 3.3, 4.1,
4.2

Sensory

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

Outcome of Function Matrix: Hypothesized Function:

During teacher instruction and class activities in the general education classroom, DD engages
in off-task behavior to escape (negative reinforcement, avoiding activities) by avoiding tracking the
teacher or speaker, raising hand to participate in discussion, asking for help, staying in seat and
productively work with partner.
DD should be on-task by tracking the teacher or speaker, raising hand to participate in discussion,
asking for help, staying in seat and productively work with partner and accessing a preferred activity
or break from the classroom (positive reinforcement, access to tangible)

Behavior Objective and Rational

While observing D.D., I monitored off-task behavior through the use of duration. My goal was
to see how much time D.D. spent off-task, causing him to lose valuable learning time.
Baseline Statement
The student was observed three times over three days in 45 minute time periods. D.D. is off-
task in the general education setting. On the three days data was collected, he averaged 3
occurrences per 45 minute observation lasting duration of 1 minute.
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Behavior Intervention Plan

Functional Behavioral Assessment:

Determining the Intervention Procedure

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

Adjust Adjust antecedent variables so the -Provide and check on-task behavior
Antecedents conditions that set the occasion for checklist on DDs desk.
the target behavior are eliminated -Seat DD up front and by a peer model
and new conditions are established
that can help when he struggles.
in which the replacement behavior is
more likely to occur.

Adjust Adjust antecedent variables so the -Provide and check on-task behavior
Antecedents conditions that set the occasion for checklist on DDs desk.
the target behavior are eliminated -Seat DD up front and by a peer model
and new conditions are established
that can help when he struggles.
in which the replacement behavior is
more likely to occur.

Reinforcemen Provide appropriate positive -Provide praise when DD is on task (at

t reinforcement for replacement least 1 time per 5 minutes)
Rates
behavior. -At the end of desired lesson, check DDs
checklist. For every happy face he gets
lesson, he can earn a break from the
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classroom or computer time.

Extinguish Withhold the consequence that -Place DD next to peer model, not a close
Target previously reinforced the target friend, which will eliminate peer
Behavior
behavior. attention, an off-task behavior.
-Avoid praise and provide non-verbal
redirect.

Duration Recording Form

KIPBS Tools Observation Forms Duration Recording (Rev. 3-9-06)

Duration Recording Form

Date(s): 10-31-17, 11-1-17, 11-2-17
Target Persons Name: D.D.

Person completing this form: Alison Ball

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Location: Center Elementary School

Procedures:

* Write down the behavior that you will be looking for and its definition
* Make sure that you have your timing instrument available prior to beginning
your observation
* Each time that you are observing for the behavior, write down the date and time
* Each time the behavior occurs:
Write down the time when the behavior began
Write down the time when the behavior stopped
Calculate the length of time that the behavior lasted and write it in

minutes and/or seconds

.

Behavior Definition
Off-task behavior is a behavior that involves engaging in activities other than
listening to teacher or participating in assigned tasks. Examples include, walking around
the room, asking to leave, talking to tablemates, eyes wandering around room.
Nonexamples are listening and tracking the teacher, participating in assigned activity and
staying in seat.

Date Tim Enter time when Enter time Length of time

e the behavior when behavior that the
began stopped behavior
lasted
for
10/31(AB) 9:00-9:45am 9:01 9:02 1 min. 0 seconds
9:07 9:08 1 min. 0 seconds
9:40 9:41 1 min. 0 second
Total: 3min. 0 sec.
11/2 (AB) 9:00-9:45am 9:05 9:06 1 min. 0 second
9:08 9:10 2 min. 0 seconds
9:41 9:42 1 min. 0 seconds
Total: 4min. 0 sec.
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11/3 (AB) 9:00-9:45am 9:01 9:02 1 min. 0 second

9:09 9:10 1 min. 0 seconds
9:42 9:44 2 min. 0 seconds
Total: 4 min. 0 sec.

10-31 (JR) 9:00-9:45am 9:01 9:02 1 min. 0 seconds

9:07 9:08 1 min. 0 seconds
9:40 9:41 1 min. 0 seconds
Total: 3 min. 0 sec.

14.00 = 14 minutes 0 seconds / 4 = 3 minutes 5 seconds average.

Intervention

The intervention is to adjust antecedent variables so the conditions that set

the occasion for the target behavior are eliminated and new conditions are
established in which the replacement behavior is more likely to occur. I provided a
check on-task behavior checklist on DDs desk. I seated D.D. up front and by a peer
model that can help when he struggles.
The intervention is to provide appropriate positive reinforcement for
replacement behavior. I did this by providing praise when DD is on task (at least 1
time per 5 minutes)
-At the end of desired lesson, check DDs checklist. For every happy face he gets
lesson, he can earn a break from the classroom or computer time. The intervention
is to withhold the consequence that previously reinforced the target behavior by
placing D.D. next to peer model, not a close friend, which will eliminate peer
attention, an off-task behavior. Avoid praise and provide non-verbal redirect.

Results and Findings

I am doing the best I can with the tools I have been taught in the last class. I
found the as long as the student was seated next to a quiet peer model, D..D cut
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down his off-task behaviors to about 10 minutes each two hour period instead of
fourteen. I am not sure these interventions were a success due to his behavior
continuing. A professional has been called in to the school for help.
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D.D. needs help with school appropriate behavior. He needs assistance to

complete tasks that rely on listening skills. D.D. need help establishing healthy peer

relationships.

.
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