Functional Behavioral Assessment

Student Name: Age (years/months): Grade: Report Date:

Kendrick Ayers 8 years 2nd 2/2/16

Name of Person Conducting Assessment: Liza Reynolds

Description of the Observational Context/Setting (type of program, grade level, etc.)

The student is being observed in his second grade language arts classroom. The school the student attends is a Chinese
immersion/international baccalaureate program. The student spends half his day learning in English and the second half of his day
learning in Chinese. This student is being observed in the morning from 12:30 – 3:30.

Based on the interview with the teacher, please list strengths and weaknesses:

Strengths:

1. Student is succeeding in content areas

2. Student participates and raises his hand when questions are asked

3. Student has a large friend group and gets along well with others

4. Student seems to enjoy school

Weaknesses:

1. Talking while teacher is speaking

2. Standing up/getting off bottom when should be siting

3. Focusing on other things besides what the teacher is saying

4. Playing with different objects instead of paying attention

Reason for FBA/BIP:

Kendrick has trouble concentrating and staying on task during classroom discussions and individual work time. This FBA/BIP will
hopefully help Kendrick to become more involved in his learning and pay closer attention to his assignments and teacher.

Definition of Target Behavior:

Problem Behavior: Interacting with classmates during direct instruction or individual seatwork.

Description of the Target Behavior: (Including estimation of the frequency, intensity, etc.)

Definition: “Interacting” refers to engaging in discussion, conversations, or activities with other students that are not a part of the
teacher-assigned instructional activities.

EXAMPLES: talking to classmates during work time without permission, getting out of seat to talk with classmates, talking while the
teacher is talking.

NONEXAMPLES: participating in a cooperative learning activity, raising his hand and waiting to be called on, discussing an activity
with the teacher, leaving his assigned area with permission.

Rationale: I will use momentary time sampling to determine whether or not a behavior occurs within a certain amount of time (30
seconds). This will be the most effective assessment method because I will be able to determine how often the student is exhibiting
the behavior over a certain amount of time. It will also be beneficial because the intervals are so short, it should be more accurate
of the student’s behavior.

Momentary Time Sampling Data Sheet

Point one
Date: 2/19, Carpet Time Teacher: Mary Leffler

Behavior Definition: Interacting with classmates during direct instruction or individual seatwork.
Time Start: 1:30 Time End: 1:50

Length of Interval: 30 seconds, 40 intervals (20 minutes)

1 2 3 4 5 6 7 8 9 10
- - - - + + - + + -
11 12 13 14 15 16 17 18 19 20
- - + - + - - - - -
21 22 23 24 25 26 27 28 29 30
- + - - - - - - - -
31 32 33 34 35 36 37 38 39 40
- - + + + + + - - -

Point two
Date: 2/19, Desk Work Teacher: Mary Leffler

Behavior Definition: Interacting with classmates during direct instruction or individual seatwork.
Time Start: 2:30 Time End: 2:50

Length of Interval: 30 seconds, 40 intervals (20 minutes)

1 2 3 4 5 6 7 8 9 10
- - - - + + + + - +
11 12 13 14 15 16 17 18 19 20
+ - + - - - - - - -
21 22 23 24 25 26 27 28 29 30
- - - + + + + - + +
31 32 33 34 35 36 37 38 39 40
+ - - + + + + - - -

Point three
Date: 2/22, Carpet Time Teacher: Mary Leffler

Behavior Definition: Interacting with classmates during direct instruction or individual seatwork.

Time Start:1:30 Time End: 1:50

Length of Interval: 30 seconds, 40 intervals (20 minutes)

1 2 3 4 5 6 7 8 9 10
- - - - - + - - - -
11 12 13 14 15 16 17 18 19 20
- - - - - - + - - -
21 22 23 24 25 26 27 28 29 30
- - - + - - + + + -
31 32 33 34 35 36 37 38 39 40
- + - + - - + - + +

Functional Interview
 Student Interview (Informal)
Me: Do you think you get distracted during school?
Kendrick: Only when someone is talking or when I have to do work.
Me: Why do you think you get distracted?
Kendrick: I don’t know, I just think that school is so boring.
Me: Oh, okay. Do you think it would be helpful if you were more focused during school?
Kendrick: Yeah.

Narrative Behavior Observation Log

 Student is playing with his shoes.

 Student taps on another student’s back and whispers something to him – the teacher yells
at him.
 Student gets up from his chair and says he is looking for a new pencil – stops to talk to
another student for a few minutes.
 Student yells out a question from his seat.
 Student yells out an answer on the carpet during direct instruction.
 Student yells out a question during direct instruction – gets yelled at by the teacher.
 Student draws a picture instead of working on his spelling worksheet.
 Student talks to the student at the desk behind him.

Scatter plot

Teacher “Facts”
 ABC Recording Form
Student: Kendrick Observer: Liza Reynolds
Teacher: Mary Leffler Subject/Class/Context: Language Arts
Date: 2/22/2016

Event/Stimulus/ Antecedents Behavior Consequences

Setting

1.Seat Work A student yells, “What Kendrick yells the answer back. Kendrick gets shushed by the
was number 4?” teacher.

2.Carpet Time A student raises hand Kendrick chimes in and says “I have Teacher yells at Kendrick for
to ask a question. seen it too,” without raising his hand. interrupting.

3. Carpet Time Teacher asks Kendrick yells out, “It’s what reindeer Teachers says, “NO! Pleaser
questions, “What does do in the sky.” raise your hand next time.”
gleamed mean?”

4. Carpet Time Students are finding Kendrick tells another student she is The student complains, “It
their seats on the in the wrong seat. doesn’t matter would you mind
carpet. your own business please.”
And the teacher scold
Kendrick, “Kendrick sit down
now please.”

Summary of ABC Analysis:

This behavior tends to occur during carpet time or seat work. Although the antecedents are all different, the behavior is consistent with
Kendrick yelling or butting in with an answer to share his thoughts or speak before another student has the chance. The teacher often
gives Kendrick attention by shushing him and/or yelling at him.

Momentary Time Sampling Baseline Data

Dates Setting Event Recording Interval/Time Sampling Observation Length

2/19 Carpet 12/40 off task, 30% 30 second intervals, 40 20 minutes

intervals

2/19 Desk 18/40 off task, 45% 30 second intervals, 40 20 minutes

intervals

2/22 Carpet 11/40 off task, 28% 30 second intervals, 40 20 minutes

intervals
Summary of Baseline Data:

The behavior seems to occur more often when the student is sitting at his desk and more likely to get away with talking to other students
during work time.

Settings and Situations where Behavior is Most/Least a Concern:

This behavior is not a concern during recess, lunch, and transitions. This behavior is a big concern when there is direct instruction and
seatwork occurring. The student tends to get distracted or wants to find something else to do during his learning time.

Identify Antecedents:
Who is present . . .
When the behavior tends to occur? When the behavior almost never occurs?
The behavior occurs most frequently during direct instruction The behavior was never seen when the students were not receiving
or work time. Every time the behavior occurred, it involved direct instruction from the teacher. The behavior never occurs during
another student or the teacher/staff present that were in close lunch, transition, and recess.
proximity to the student.

What is going on . . .
When the behavior tends to occur?
When the behavior tends to occur, students are learning,
wither directly from the teacher or are at their tables working.
The classroom is either quiet, listening to the teacher, or at a
whisper during group work.
When the behavior almost never occurs?
Students are not learning when the behavior never occurs. The
behavior occurs least when the student is sitting at a desk far away
from other students.

When/Where does the behavior . . .

Tend to occur? Almost never occur?
The behavior tends to occur most often during group work and The behavior was never exhibited in a setting where students were
carpet time (direct instruction) when many peers are in close free to talk to each other, not in the classroom, and when no students
proximity to the student. surrounded the student in question.

Identify Consequences Maintaining the Behavior:

When the behavior occurs, what are the reactions or actions . . .

Teacher in the The most common reaction of the teacher is to yell at the student. The student tends to get yelled at least three
context? times before the teacher requests that the student go move his behavior card down a level.

Peers in the Of the 41 observed instances of the undesired behavior by Kendrick, over half of them involved an interaction with a
context? peer. The rest of the interactions were interrupting the teacher or asking questions to me out of context.

Student to other Of the 41 observed instances of the undesired behavior by Kendrick, all of these instances involved students and
people? peers.

Parents? (if The parents stated that this behavior does frequently occur during homework. They stated that the student easily
applicable) gets distracted and tries to talk about another subject to steer them away from assisting with the assignment.
Factors that may be influencing or maintaining the behavior include . . .

Academic Factors N/A. the student is far ahead of many students in the class. He is performing at or above grade level in all areas.

Social-Emotional N/A
Factors

Health/Medical N/A
Factors (if relevant)

What interventions have been tried in the past? What did you observe or teacher report? What happened?

No intervention has been put in for this student in the past. He recently was moved to his own table in the classroom to help him stay
focused on his work.

Develop a Hypothesis
Student: Kendrick Date: 3/2/2016

Use the assessment information collected about the behavior and decide what purpose or function it has for the
student. The following checklist may be helpful in developing a theory. Write a theory statement at the bottom.

Considerations: Determining the Purpose of a Problem Behavior

The purpose of the behavior may be to Gain Attention if . . .
It occurs when teacher is not paying attention to the student (e.g., talking to someone else in the
room, talking on the phone, too busy to have a chat, etc.).
It occurs when teacher stops paying attention to the student.
Student gets attention from others when the behavior occurs.

The purpose of the behavior may be to Get/Obtain Something if . . .

It occurs when teacher take away a favorite activity, food, toy, free time, etc.
It stops soon after teacher gives the student what he or she seems to want or has recently
requested.
It occurs when the student can’t have what he or she desires.

The purpose of the behavior may be Escape/Avoidance if . . .

It occurs when teacher asks the student to do something (e.g., getting ready to change activities,
write assignments, speak in front of peers, read in class) that he or she doesn’t seem to like or
want to do.
It stops after teacher stops “making demands.”

Develop your hypothesis pertaining to the purpose or function of the student’s behavior:

When this occurs ….. Direct instruction and seat work

The student does …… Yells or talks out of turn without being called on

To get… Attention from his teacher

Does the student possess the necessary skills? Yes

 The student has the ability to not talk or yell out of turn, because I have observed him do so, but not for long periods of time.

Behavioral Intervention Plan

Student Name: Kendrick Ayers Date: 3.20.2016

Target Behavior: Interacting with classmates during direct instruction or individual seatwork. “Interacting” refers to
engaging in discussion, conversations, or activities with other students that are not a part of the teacher-assigned
instructional activities.

Identify the replacement behavior(s) that result in a same/similar outcome for the student.

Develop a Plan
Teach: What other behavior or skill will be taught to the student so he or she can accomplish his or
her purpose in a more acceptable way?

Prevention: How will situations or the context be altered or changed to support the replacement behavior,
or to minimize the problem behavior?

Response: How will people respond when the problem behavior occurs so that their response does not
reinforce the inappropriate behavior or cause the person interacting with the student greater
upset and stress?

Identify a Replacement Behavior:

Kendrick will look at the teacher during direct instruction and look only at his desk work during classroom work time. The
replacement behavior takes away Kendrick’s potential for interacting with his peers during a time where he can become easily
distracted. The replacement behavior will gain Kendrick positive and appropriately timed interactions with his peers and teacher.

Intervention Explanation:

When Kendrick attempts to talk to a peer during direct instruction from the teacher, he will be verbally redirected to look at his
teacher and stop talking. Peers may respond by not interacting with Kendrick when he attempts to talk to them during direct
instruction and table work. Kendrick will receive verbal praise for looking at the teacher during direct instruction and looking at
his work during deskwork. When Kendrick receives praise, he will have the opportunity to receive a tally mark. Once Kendrick
receives 20 tally marks, he will be able to choose a prize.

The intervention I will be using with Kendrick is A-B design. This intervention includes only two conditions, the baseline data and
the intervention. By using this intervention, I will easily be able to measure Kendrick’s increased performance. During this
intervention I will teach the replacement behavior by having a meeting with Kendrick and explaining what I expect of him. I will
tell him how if he keeps his eyes on his teacher and paper during direct instruction and work time, instead of interacting with his
peers, he will receive a tally mark and praise. I will model this behavior to Kendrick by doing it with him. I will attempt to change
the antecedents that result in the problem behavior by attempting to get Kendrick more peer and teacher attention at
appropriate times. These times may include one-on-one reading, recess, and lunch. I will encourage Kendrick to socialize
during these times. The planned response to the behavior is Kendrick will be ignored. Currently he is being yelled at, and I
believe if he were ignored, he would not be getting the attention he is seeking. When the replacement behavior occurs, Kendrick
will be given praise and after 20 instances, he will get to choose a prize.

Teaching Plan: Who is How often?

responsible?
Consequences for Desired Behaviors: Who is How Often?
Outcomes Responsible?

When Kendrick displays the appropriate replacement behavior of Kendrick/Me/Teach As Needed

keeping his eyes on the teacher and his work during direct instruction er
and seatwork for 20 instances of the behavior, he will earn a prize. One
of the options for this prize will be additional contact and time with
peers or the teacher.

If Kendrick displays appropriate behavior he will receive verbal praise

for his behavior. Kendrick/Me/Teach As Needed
er
If Kendrick displays appropriate behavior he will also receive a tally
mark on his tracking chart. Kendrick/Me/Teach As Needed
er

I will model attentive listening and work by looking at the teacher Me (Liza)/Teacher Will model once a
during direct instruction and looking only at my worksheet during table day/ will reinforce
work. Kendrick will show me how he is capable of doing this during behavior when it
carpet time and during seatwork. occurs

I will create a tracking chart where I will tally Kendrick’s positive

behavior during direct and group instruction. When appropriate
behavior is displayed, Kendrick will receive praise and a tally mark on
the tracking sheet. After receiving 20 marks, he will be able to choose
a prize. The chart will serve as a visual representation of Kendrick’s
appropriate behavior and will also serve as a means of positive
reinforcement.

Context Alteration Who is How Often/When?

Responsible?

Kendrick will be monitored during direct instruction and seatwork time. Me/Teacher As needed
He will be verbally redirected when displaying his target behavior
instead of the replacement behavior.

Teach [response to problem behavior] Who is How Often?

Responsible?

Kendrick’s peers and teacher will not accept inappropriate behavior from Me/Teacher/Peers/Ken As Needed
Kendrick during direct instruction or seatwork. If Kendrick interrupts direct drick
instruction or seatwork, he will be ignored by the teacher and his peers, not
giving him the attention he is seeking. The teacher will give the student
verbal praise when he is acting appropriately.

Specify Behavioral Objectives:

The expected outcome of this behavior intervention plan is that Kendrick will be able to sit through direct instruction and
seatwork without interrupting the lesson or his peers. Kendrick is expected to look at his teacher when she is talking and to look
only at his work during seatwork.

Analysis of the Behavioral Intervention Plan

Data Collection Plan
Student Name: Kendrick Ayers Date: 4/11/2016

Timeline for the next meeting to review and evaluate effectiveness of the intervention: Ideally, Kendrick’s intervention
would be adjusted after one month in order to be the most appropriate for him.

Date: 5/11/2016

Data Collection Plan: What data will be collected to evaluate the program? By whom?
Indicate what data was needed to evaluate success (e.g., frequency, duration, latency). Provide brief instructions to
service providers on how to collect this information, and when to collect this information. Specify who is responsible for
which type of data collection.

Data Collection Plan: (What behavior should be recorded and what type of recording system)

Undesired and desired behavior will be recorded using momentary time sampling. When a desired behavior is seen, the
student will receive a tally mark as well as praise.

Who: Me/ Kendrick’s Teacher When: During the morning hours from 8:00-11:30 when
Kendrick is in Ms. Leffler’s class.

Frequency of Review of Progress (select one)

Bi-Weekly Weekly Monthly

Data Collection Method (select one):

Event Recording Duration Recording Interval Recording Time Latency Recording

Sampling

Data Representation:

Point one
Date: 4/11, Carpet Time Teacher: Mary Leffler

Behavior Definition: Interacting with classmates during direct instruction or individual seatwork.

Time Start: 1:30 Time End: 1:50

Length of Interval: 30 seconds, 40 intervals (20 minutes)

1 2 3 4 5 6 7 8 9 10
+ + + - - - - - - -
11 12 13 14 15 16 17 18 19 20
- - - - - + - - + -
21 22 23 24 25 26 27 28 29 30
- - + + + + - - - -
31 32 33 34 35 36 37 38 39 40
- - - + - - - - - -

Point two
Date: 4/15, Desk Work Teacher: Mary Leffler

Behavior Definition: Interacting with classmates during direct instruction or individual seatwork.
Time Start: 12:30 Time End: 12:50
Length of Interval: 30 seconds, 40 intervals (20 minutes)

1 2 3 4 5 6 7 8 9 10
- - - - - - - - - +
11 12 13 14 15 16 17 18 19 20
+ + - - + + - - - -
21 22 23 24 25 26 27 28 29 30
- - - - - - - - - -
31 32 33 34 35 36 37 38 39 40
- - - - - - - - + -

Point three
Date: 4/18, Carpet Time Teacher: Mary Leffler

Behavior Definition: Interacting with classmates during direct instruction or individual seatwork.
Time Start: 1:30 Time End: 1:50

Length of Interval: 30 seconds, 40 intervals (20 minutes)

1 2 3 4 5 6 7 8 9 10
- + - - + - - - - -
11 12 13 14 15 16 17 18 19 20
- - - - - - + - - -
21 22 23 24 25 26 27 28 29 30
- + + + + - - - - -
31 32 33 34 35 36 37 38 39 40
- - - - - - - - + -

Point four
Date: 2/19, Desk Work Teacher: Mary Leffler

Behavior Definition: Interacting with classmates during direct instruction or individual seatwork.
Time Start: 12:40 Time End: 1:00

Length of Interval: 30 seconds, 40 intervals (20 minutes)

1 2 3 4 5 6 7 8 9 10
- - - - - - + - - -
11 12 13 14 15 16 17 18 19 20
- - + + - - - - - -
21 22 23 24 25 26 27 28 29 30
- - - - + - - - - -
31 32 33 34 35 36 37 38 39 40
- - - - - - - - - -
 Dates Setting Event Recording Interval/Time Sampling Observation Length

4/11 Carpet 10/40 off task, 25% 30 second intervals, 40 20 minutes

intervals

4/15 Desk 6/40 off task, 15% 30 second intervals, 40 20 minutes

intervals

4/18 Carpet 8/40 off task, 20% 30 second intervals, 40 20 minutes

intervals

4/22 Desk 4/40 off task, 10% 30 second intervals, 40 20 minutes

intervals

Baseline and Intervention Data

100
Percent of Intervals Sampled Student

90
Displayed On-Task Behavior

80
70
60
50
40 Percent On-Task
30
20
10
Baseline Intervention
0
1 2 3 4 5 6 7
Session Number

Date Desired Behavior and Praise

4/11 I I I I I I I I I I I I I I I I I I I I I I I I (30)
4/15 I I I I I I I I I I I I I I I I I I I I I I I I I I I I (34)
4/18 IIII IIII IIII IIII IIII IIII II (32)
4/22 I I I I I I I I I I I I I I I I I I I I I I I I I I I I I (36)

Maintenance and Generalization Plan:

Kendrick’s concentration has drastically improved since the start of the intervention. He is spending much more of his time on-
task, and much less of his time interrupting his teacher and peers during instruction and seatwork. This intervention should be
maintained because it is allowing Kendrick to participate and concentrate to his full extent. Kendrick’s teacher will maintain this
intervention. She will give Kendrick a tally and praise every time she notices him on-task. After Kendrick becomes accustomed
to this intervention, He may be allowed to track his praise on his own. This tracking will need to be scaffold in order to be
implemented properly. Over time, Kendrick may need to accumulate more tallies before collecting a prize. The intervention can
be used at any time during direct instruction or seatwork.
Conclusion:

In conclusion, this behavioral intervention plan was successful. By giving more frequent praise to the student, followed by a
prize, Kendrick was able to stay on task and pay attention during direct instruction from his teacher. By allowing Kendrick to
keep track of his praise with tally marks, his behavior significantly changed. The alternative behavior, looking only at the teacher
or his work during instruction and seatwork, helped Kendrick to stay focused. As a reward after 20 instances of good behavior
and praise (20 tally marks), Kendrick was able to pick from a list of prizes. This intervention allowed him to receive the constant
attention he was seeking, while still being very manageable for both the teacher and student. Prior to the intervention, the
student was only on-task on average 65.5% of the time. After the intervention was set in place, the student was on-task 82.5%
on average. This is a huge increase in on-task behavior that will impact Kendrick’s education as his concentration grows.

Reflection:

Overall, I really enjoyed the hands-on experience of creating an intervention for my student. This assignment was extremely
beneficial in multiple ways. I learned a lot about how to manage individual students with behavioral issues, as well as how to work
on entire class management. The multiple intervention plans that were supplied in the Tough Kid Toolbox were extremely helpful in
selecting the proper intervention for my student.

Luckily, I was successful in finding an intervention that helped increase my student’s on-task behavior. My student enjoyed
participating in the intervention, and earning tallies throughout the day to win a prize. I partially picked this intervention because I
wanted to be able to easily remove the prizes over time, and have my student solely be rewarded with praise. If I were to change
anything about this intervention, it would be try to get more data points. Due to time constraints, we were not able to collect enough
data during the intervention. I believe this would have helped me to see if there were any additional changes that needed to be
made. This would also help me to see if my student was truly improving, or if he was just succeeding on the days I took data. I
learned how beneficial intervention plans can be, for all types of students. I have multiple students in mind that could use a correctly
implemented BIP.

I felt as though I did not face too many challenges during this assignment. My student’s parents were extremely helpful, and so was
my mentor teacher. The main challenge was finding enough days to observe and record data. There were so many different days
off school this semester that if there was more time in school to record, I believe my results might be a little different. My mentor
teacher did not always have time to implement the intervention when I was not observing. I believe this may have made a drastic
change in my results. I think that Kendrick would progress much faster if he were given the opportunity to earn tally marks everyday.
Due to this, Kendrick possibly only attempted to be on-task while I was observing him.

I believe that the skills obtained during this assignment will greatly benefit my future teaching career. It may not always be easy
to change classroom behaviors, but this project helped me to realize the possibility. I am so happy to know I will start my
teaching career with multiple different classroom management techniques and ideas under my belt.