Functional Behavioral Assessment

PROBLEM IDENTIFICATION

Target Behavior:

The target behavior is spanking and punching peers while on the playground or
in the cafeteria.

Replacement Behavior:

Using words to communicate what is upsetting him or to tell the peer what is on
his mind.

INTERVIEWS

Teacher Interview

The field placement student interviewed Ms. Teacher, *Greg’s main special
education teacher through out her time spent in the classroom. Ms. Teacher reported
that Greg’s behavior was a skill he had developed to gain peer attention. She indicated
that the behavior occurred most frequently when Greg was participating in unstructured
social events such as lunch time in the cafeteria or recess time on the playground.

Para Interview

Para A has indicated that Greg’s behavior is a result of failure to create strong
positive relationships with peers. Para A notes that his behavior almost never starts out
aggressive but progresses to a more aggressive nature when he does not receive the
attention he seeks. Para A noticed that Greg lacks strong relationships with his peers in
school.

Student Interview

The field placement student has observed and spoken with Greg on many
occasions. Greg has told the field placement student that on many occasions he has
tried to play with his peers but they “won’t let [him] play”. The field placement student
also had a brief discussion with Greg after an incident where Greg punched another kid
for excluding him from a game at recess. She asked him if he knew what it meant to
hurt someone or to be hurt by someone to which he replied “no” with a blank look on his
face.

RECORDS REVIEW

Family History

*The name of the student was changed to protect privacy.

Greg resides with his mother, two older siblings, his aunt and her two children in Salt
Lake City, UT. Mother and Father are divorced, and he continues to have frequent
contact with his Father. Mother had febrile seizures during toddlerhood and sister has
had four febrile seizures.

Birth and Development

Greg was born at 39 weeks after an uncomplicated pregnancy and delivery. His early
development is described as normal by parents and doctors. Greg contracted viral
encephalitis at 18 months of age. This resulted in significant regression including loss of
speech and walking ability. Skills were regained but progression was slower than when
compared to other kids his age. Greg’s hand dominance also switched from right to left
after the encephalitis.

Medical History

Greg was diagnosed with viral encephalitis at 18 months old. Seizure onset was
associated with the viral encephalitis. Seizures would occur in clusters 6-7 times per
day and last 2 minutes. These seizures would be followed by postictal fatigue and
somnolence.

Greg was admitted for Phase I epilepsy evaluation at a Children’s Hospital in October
2015. He underwent left temporal resection on June 1, 2016. Per parent report, Greg
did well with seizure control and behavior post operation. In 2017, Greg began to exhibit
behaviors typical for seizures by “spacing out”, “walking like he was drunk” and falling
fast asleep. Greg was readmitted to the Children’s Hospital where he was diagnosed
with a medication overdose that resulted in symptoms similar to seizures. Upon
discharge, changes to his pharmacotherapy were made.

Educational History

Greg is currently in fifth grade. Historically, academic development has progressed

slowly. He has been placed in a self-contained unit where he receives his main
educational instruction, with pull-out times spent in the general education classroom.
Greg had an Individualized Education Plan.

OBSERVATIONS

Behavioral Intervention Plan

Greg’s target behavior is using physical contact to gain attention from peers. The
behavior increases from verbal communication to physical communication
predominately when he does not receive the positive peer attention he is seeking.

BEHAVIORAL DEFINITIONS
Target Behavior:

The target behavior is spanking and punching peers while on the playground or
in the cafeteria.

Replacement Behavior:

Using words to communicate what is upsetting him or to tell the peer what is on
his mind.

RATIONALE

Greg’s team has decided to focus on developing his social skills to give Greg better
options of how to communicate his feelings and emotions. Greg’s outbursts are typically
due to frustration and feeling as though others are not listening to him or not
understanding him.

DATA
FUNCTION OF THE BEHAVIOR

Upon analyzing the data on Greg’s behavior and the specifics as to why it occurs, it has
become apparent that the function of the behavior is to gain peer attention. When Greg
fails to attain peer attention in a positive manner, he results to using aggressive
behavior to obtain any kind of peer attention he can. Greg is frequently confused why
his peers do not want to play or interact with him. Greg’s behavior is a result of not
having the proper social and communication skills to interact with peers.

BEHAVIORAL GOAL

Greg’s behavior goal is to use verbal communication skills to gain and maintain peer
attention without making physical contact of any kind. He will learn why it is important to
use kind words and why it is important to not make physical contact with others to help
enforce verbal communication.

INTERVENTION PROCEDURE

Greg’s intervention procedure consists of him participating in role play with a Para to
learn and practice appropriate communication skills. He will learn ways to manage his
frustration, and how to communicate his feelings with his peers through guided
instruction. The para will also monitor Greg’s behavior in the classroom by utilizing
precision commands to help Greg navigate through social situations in an appropriate
manner.

Greg will receive points throughout the day for every positive and healthy social skill he
uses when communicating with peers. At the end of the day Ms. Teacher will pull a
number out of an envelope. If the number of points Greg earned throughout the day is
greater than or equal to the number Ms. Teacher pulls out of the envelope, then Greg
will get to play video games when he goes home. If the number of points Greg earned is
lower than the number pulled from the envelope, then Greg will not be allowed to play
video games that night.