FUNCTIONAL

BEHAVIOR
ASSESSMENT
BY TRACY WORLUND
SPEC 561 22K

Rationale for Assessment: An FBA
is necessary to identify and to
develop function-based
treatment. The interfering behavior is
elopement from the classroom
without permission from the teacher.
Methods of Assessment:
Direct methods of assessment Operational Definition of
include ABC data, while indirect Challenging Behavior: Elopement
methods of from classroom without
assessment include teacher and permission from the teacher .
para interviews including (F.A.S.T.,
QABF).

Record Review and Background

Baseline Levels: In 8 days of
school (4/1/22-4/8/22),
elopement occurred
on average six times per day.
Information: Anna is in 2nd
grade at a local elementary
school. Anna was found
eligible for special education
services in March 2022 with
the diagnosis of "ADHD".
Description of Interview: In
interviewing Anna she stated she
leaves the classroom because she has
no friends, and she wants people to
talk to. Anna's teacher reports
she requires consistent attention or
she leaves the room.

Hypothesis Statement: Based on
indirect measures, the
challenging behavior may occur
to seek attention.
Statement of Function:
Based on direct and
indirect measures of
assessment, it appears the
challenging behavior occurs
to seek adult attention.
Functional
Assessment
Screening Tool
otherwise known as:

F.A.S.T.
F.A.S.T.
Likely Maintaining Variable
Social Reinforcement
(ATTENTION)
LINE GRAPH FOR ELOPEMENT
QABF-Questions About
Behavioral Function
Antecedent Analysis Graph
• The Antecedent Analysis
Graph outlines the
antecedent to elopement
• 90% Social Demand
• 10% Academic Demand
Consequence Analysis Graph
• The Consequence Analysis
Graph outlines the
consequences of her
elopement
• 90% to Gain Attention
• 10% Demand Reduced

12/12/2023 =
Behavior Support Operational Definition of
Statement of function: The
Challenging Behavior: Anytime
Plan Anna leaves her designated area
without permission to do so.
function of the behavior is to gain
access to adult attention.

Antecedent Strategies: Anna will

have a 1:1 paraprofessional who
Setting Event Strategies: Teacher
helps her throughout the day.
to give permission for student to
Scheduled breaks in her schedule
leave the classroom.
after work completion
(walking break).

Replacement /Desired Behavior:

Anna will utilize functional
communication to make requests
to leave the room with
permission. Such as, raising her
hand, use words like excuse me or
may I speak for a minute?
Consequence Strategies to
Increase Appropriate Behavior:
Positive reinforcement such as
talking breaks, increased social
groups with peers, lunch bunch.
 Strategies to Teach Desired Behavior:
Behavior Support Plan • Build rapport with teacher and paraprofessional.

• A predictable (visual) daily routine including scheduled breaks.

• Movement breaks and calming space to utilize.

• Teach Anna to get attention from others by promoting positive interaction with peers (small
group or 1:1).

• Establish rewards for motivation to remain in class.

• Push in services from RBT and Social Worker.

Consequence Strategies to Decrease Problem Behavior:

• Maintain eyesight of Anna if she elopes from class.

• If she is not visible call for immediate help from office.

• Provide an alternate learning space if she will not return to class.

Schedule for Monitoring and Evaluating the BSP:

• Anna’s paraprofessional and RBT will monitor her behavior daily.

• Weekly meeting with RBT and BCBA.

• Monthly meeting with CORE team (includes principal, social worker, psychologist).

• PPT every few months with mom as needed.

CRISIS PLAN
• If Anna is being UNSAFE to herself or others: CALL OFFICE
• Continued behavior: PRIVACY TEAM CALLED (includes RBT, Safety office, School Social
Worker, School Psychologist, Principal, Vice-Principal)
• Staff practices proactive strategies with Anna: Calm down strategies including breathing
exercises.
• Anna still being danger to self or others: Moved to Seclusion Room
• Monitored and Evaluated for readiness to return to Classroom with Para
• Phone call home to mom by Vice Principal about incident
• Within 24 hours : DEBRIEF about incident. Changes that need to be made by Staff or
Positive Comments