Functional Behavioral Assessment

Date: __5/6/20____

Student Name: _Tommy____School/Grade: ___5th____ DOB: __Unknown_______ Case Manager: ___Jessica Marter_____

Data Source:
 FBA Parent Questionnaire  IEP  Psychological  Student Observation/Report  Observation Setting
 FBA Staff Questionnaire  Student Survey  Other

Student Profile (utilize the IEP, Psychological, Student Observation/Report, FBA Staff Questionnaire):
Student Strengths:
Tommy has a good sense of humor. He enjoys baseball, swimming, and baking. Tommy can pitch left-handed.
Tommy is highly verbal and speaks in sentences. He is above grade level in reading and enjoys reading especially reading his
favorite book, Percy Jackson Lightning Thief.

Student Weaknesses:
Tommy can be irritable. He becomes fearful around new people and becomes reserved and quiet around them. Tommy dislikes
writing and only composes simple sentences with multiple errors and little detail. Tommy is also 2 grade levels behind in math. He
engages in frequent disruptive behaviors.

Previous Interventions (Describe Previous interventions)

A reward system was put in place for Tommy to earn rewards for not engaging in disruptive behaviors. This intervention showed no
improvement on Tommy’s behavior.

Setting & Environmental Factors (Psychological, Student Observation/Report, FBA Staff Questionnaire, Observation Setting &
Environment Checklist, FBA Parent Questionnaire, Classroom Description):
Describe the current school/classroom experience:
Tommy for the past two months has been new to a regular K-5th grade public elementary school. There are 19 students in his 5th
 grade homeroom class. Tommy also has two segments in a resource SPED class with 5 other students and one co-teaching segment
for math. Tommy’s teacher is organized and structured as well as loving and understanding regarding Tommy’s needs.

Describe any significant external factors (Psychological, FBA Parent Questionnaire):

Tommy has a medical diagnosis of childhood-onset bipolar disorder and an educational classification of severe emotional and
behavioral disorder. He takes medication for bipolar disorder daily. Tommy also has a new baby brother who is 5 months old.

Antecedent (A)-Behavior (B)-Consequence (C): Analyze each target behavior (utilize FBA ABC report, Target Behavior
Form).
Target Behavior One:
(B) Define the behavior: (Target Behavior Form)
Verbal Aggression: Tommy engages in the behavior of negative verbal outbursts that include yelling that he will not do an assignment, telling peers to shut
up, name calling, and using profanity. This does not include talking during class time in a positive manner.

(B) Frequency of Behaviors/Behaviors Per Day: When is the problem behavior most likely to occur? (times of day and days of week)
The days and times of the behavior vary, however, there does appear to be more behaviors on Mondays and Fridays and more frequency of behaviors
happening in the morning than the afternoon. Outbursts last between 3-20 minutes.

(B) Frequency of Behaviors/Behaviors Per Day: When is the problem behavior least likely to occur? (times of day and days of the week)
The behavior is least likely to occur in the middle of the week and during the two hours between lunch and check-out.

(A) Context: Within what settings/activities does this behavior occur most often?
The behavior occurs the most during transitions and while completing tasks. The behavior occurs most during math, lunch, and check-out but has also
occurred during social studies, spelling, and individual time.

(A) Antecedent: What event/activities seem to be triggering the target behavior?

Difficult tasks and transitions seem to be the activities that are triggering the behavior.

(C) Student Reaction: How are the current interventions/consequences impacting the target behavior?
Tommy is most frequently talked to as a consequence for his behavior either through verbal reprimand or discussion, these consequences usually causes the
target behavior to continue and sometimes intensify. The only times that Tommy’s behavior stops is when activities change or personal space is given.
 (C) Consequences: What consequence is used most often with the target behavior?

Verbal reprimands are most frequently used as a consequence.

Identify and describe any patterns in the data.

The only time the behaviors occur twice in one day are on Mondays and Fridays, these days are closest to the weekend, this could be due to difficulty Tommy
is having at home perhaps with his younger brother. Behaviors seem to revolve around difficulty with transitions that occur primarily going into or out of
lunch.

Function:
 Attention  Escape/Avoidance  Sensory  Tangibles/Activities
Statement of Function:
When in an uncomfortable situation, such as transitions or difficult tasks, Tommy engages in the behavior of negative verbal
outbursts that include yelling that he will not do an assignment, telling peers to shut up, name calling, and using profanity. When he
engages in these behaviors, he receives reprimands that do not affect the function of his behavior which is escape from activities.

Target Behavior Two:

(B) Define the behavior: (Target Behavior Form)
Physical Class Disruption: Tommy engages in physically disruptive behaviors that include throwing classroom materials across the room and pushing books
and papers onto the floor. These actions are more than moving materials around, they cause materials to no longer be in his presence or become unusable.

(B) Frequency of Behaviors/Behaviors Per Day: When is the problem behavior most likely to occur? (times of day and days of week)
The behavior happens most frequently on Mondays around 10am when Math class is in session. The behavior lasts between 2-18 minutes.

(B) Frequency of Behaviors/Behaviors Per Day: When is the problem behavior least likely to occur? (times of day and days of the week)
The behavior is least likely to occur in the middle of the week and between 11am and 1pm.

(A) Context: Within what settings/activities does this behavior occur most often?
This behavior is most likely to occur during math instruction.

(A) Antecedent: What event/activities seem to be triggering the target behavior?

Math class appears to be triggering the behavior.

(C) Student Reaction: How are the current interventions/consequences impacting the target behavior?
When Tommy is removed from completing his math work or other activities he does not want to do, his behavior stops.

(C) Consequences: What consequence is used most often with the target behavior?
 Removal is the most frequent consequence used.

Identify and describe any patterns in the data.

When Tommy is doing a new task or instruction in a subject he dislikes he seeks to avoid it and when he is removed from the classroom the behavior stops.

Function:
 Attention  Escape/Avoidance  Sensory  Tangibles/Activities
Statement of Function:
When given instruction or tasks that are difficult for him, such as math, Tommy engages in physically disruptive behaviors that
include throwing classroom materials across the room and pushing books and papers onto the floor. When he engages in these
behaviors, he avoids completing instruction or work in class which is a negative reinforcement for escape from activities.