Appendix B • 387

A SAMPLE FUNCTIONAL BEHAVIORAL ASSESSME UMMARY REPORT

WITH A BEHAVIOR INTERVENTION PLAN
Student =M=a=r-=cu=s"'---------------­ Date December 3 2010
Eligibility Emotionally impaired/OHi School _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Parent _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Grade ~ 6 t h ~ - - - - - - - - - - - - - - -
Teacher _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Support Staff _ _ _ _ _ _ _ _ _ _ _ __
Administrator _ _ _ _ _ _ _ _ _ _ _ _ _ __
Marcus is currently in General Education for all of his classes, but he receives Resource Room support for math. He
accumulated an excess of 10 suspension days during the first 2 months of the school year for aggressive and insubor­
dinate behaviors. Marcus sees a therapist occasionally through community mental health.

Target Problem Behaviors

Disruptive: walks around class, blurts out answers, throws materials
Off-task: slow starting, refuses to work (especially anything that involves writing)
Defiant: argues with adults, threatening comments/behavior
Marcus exhibits a pattern beginning with off-task behaviors (avoidance) leading to disruptive attention-seeking
behaviors, which result in teacher intervention in the form of redirections, corrections, and/or warnings. At times,
he will continue the behaviors after multiple warnings, may escalate to defiance, inappropriate, and/or threaten­
ing comments made to adults or peers. These escalated behaviors usually result in office referrals and
suspensions.

Functional Behavior Assessment Summary

FBA interviews were conducted with teachers, support staff, parent, and Marcus. His file was reviewed. Scatterplot
and ABC data have been taken since November 12, 2010. (Methods)
Marcus appears to perform disruptive behaviors because he is reinforced by attention from other students and by
negative attention from his teachers. His difficulty with organizational skills causes him to avoid tasks that appear too
difficult for him. He does not ask for help from his general education teachers on his own. Off-task behaviors are fre­
quently associated with difficulties with attention and concentration. Sometimes Marcus may act aggressively when
he feels others are gossiping or talking about him. (Antecedents and Consequences)
The FBA revealed that Marcus has a number of strengths. He is very outgoing and is often seen as a leader by his
peers because of his social nature. Marcus is also very artistic and athletic. He is known for his ability to work well
with small children. (Strengths)

Intervention Plan
Objectives
• Increase Marcus's ability to stay on task, complete work, and hand it in for credit.
• Increase Marcus's positive attention-seeking behaviors from peers and adults.
• Increase Marcus's ability to use coping skills with peers and adults.
• Reduce Marcus's incidents of defiant, disruptive, and aggressive behaviors in school.
388 • Appendix B

Preventive Strategies
Organization and Monitoring
• The Resource Room teacher or paraprofessional will meet with Marcus every morning for 10 minutes to monitor
and teach him how to organize his folders and materials. They will highlight completed homework so that he does
not forget to hand it in. They will also help Marcus work on time management skills.
• At the end of the day, Marcus's homeroom teacher will remind him to put his books and materials in his backpack
so that he can complete his homework that evening.
• Incomplete classroom assignments will be sent home daily and completed as homework.
• A weekly progress report will be sent home by Marcus's teachers, signed by his mother, and returned.

Teaching and Reinforcing Replacement Behaviors

Classroom Assignments
• Encourage Marcus to ask questions and to request help when needed.
• Occasionally ask Marcus questions and to repeat directions to assess his level ofunderstanding ofthe assignment/material.
• Help him get started.
• If he has trouble staying on task,
Remind him of his reward activities.
Ask him if he would like to work at a desk in a quiet area.
• Marcus may choose to have 10 minutes to draw, read, do a puzzle, socialize, or just take a break after finishing an
assignment.

Positive Attention
• At least once or twice per hour Marcus will receive positive attention from his teachers and other adults for desir-
able behaviors such as on-task behaviors and cooperation.
• Marcus will help tutor students in a lower elementary class on a weekly basis.

Teaching Coping Skills

• The school social worker will assist Marcus's general education teachers in showing the entire class various social
and conflict management skills. Topics will include anger styles, responding to taunting or someone else's anger,
and effective communication strategies. Sessions will occur for 20 minutes once a week.
• Marcus's teachers will reinforce the skills taught in these sessions with all students every day.
• Marcus will continue to meet with his outside therapist.

Increase Rule-Following/Reduce Reinforcement for Problem Behaviors

• Marcus will be taught behavioral expectations, rules, and consequences both individually and with his class. Sched­
ule a time to review these expectations with Marcus and his mother together in a positive manner.
• For mild incidents of noncompliance, disruptive, and disrespectful behaviors, give Marcus one warning.
Keep verbal directives calm, firm, and matter-of-fact.
State the expected behavior in positive terms after telling him the inappropriate behavior. If possible, speak to
him privately.
• If Marcus persists with the problem behavior, implement an exclusion time-out in the time-out area identified
outside of the classroom.
Time-out will last 15 minutes and will be supervised by a classroom paraprofessional. A timer or watch will be
used to make sure that the time-out is carried out properly.
• For more severe incidents, the administration may implement in-school suspension. If necessary, the behavior in­
tervention team will meet with Marcus's mother to develop a home intervention.
 Appendix B • 389

HOME INTERVENTION
Marcus's mother has indicated that she will carefully monitor her son's homework, review expectations, and imple­
ment consequences to reinforce the objectives of his plan.
onitor
::! does
Program Review Schedule
kpack Review meetings will be held monthly, or as needed.
Source: Information from Guidelines for Conducting Functional Behavior Assessment and Developing Behavior Intervention
Plans (2003). Reprinted by permission of the Wayne County Regional Educational Service Agency.
...

terial.

ng an

fosir-

mcial
nger,

:hed-

ak to

ified

lll be

,r in-