Joint School District No.

2
1303 E. Central Drive
Meridian, ID 83642
FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA)
Date: 01/08/09 Page 1 of 3
The IEP team including the parents have met and determined that Student, who is currently supported on a 504 plan, is in
need of an assessment to determine the function of the behaviors he is currently using to communicate and impacting his
participation, performance and relationships within the school setting.

1. Description of Problem Behavior: (What is the inappropriate or unacceptable behavior to be targeted for intervention? Be
specific about who was involved and what happened before, during, and after the event.)
The targeted behavior to target for intervention includes the following (these are the observable measurable behaviors
that occur during the events):
1. Escaping
a. In the school environment this typically manifests itself as fleeing the classroom or covering his ears.
2. Verbal outbursts
a. These out bursts are often directed at teachers and administrators and interestingly enough are verbal
defiance and name calling (ex. calling a teacher “stupid idiot”) yelled, shouted names at his teacher
3. Physical interaction
a. push, shove, or open hand hitting, punched, thrown and hit his teacher in the face with a pencil, and hit
staff of a student, teacher or administrator
b. this behavior may intensify when Student perception of peer bulling when targeted at a student, or when
targeted at an administrator a sever escalation from one of the above behaviors

Antecedents: Events, Times and Situation (Note: in order to provide the most value in interpreting the function of the
behavior the information collected needs to be as specific as possible.) – Data has been recorded in records kept by the
parents as well as in anecdotal records kept by the students.
People involved:
During the documented episodes of the described behaviors the classroom teacher, specialist teachers, and peers have
been present. The principal and SSA have also been present or participated at times during these episodes. It does not
appear at this time that the behaviors are triggered by a specific person. Parents and school staff do report that there
have been particular students who can “push Student buttons”; however there was not a correlation between these
antecedents and the episodes of behavior.

Events or situations:
The above described behaviors have occurred during times or situations that include unstructured times such as recess,
during transitions (lining up), when he is given feedback, a direction, or correction from the teacher to perform an activity.
On occasions he has been interacting with peers in situations that have social demands to cooperate, participate
according to sets of rules, to compromise with others, to coordinate activities with others, or to settle disagreements.

Setting events:
Before major outbursts occur, Student may have unresolved issues or concerns that have arisen throughout the day that
create stress, and may have taxed his emotional reserves to cope with additional factors requiring flexibility. He may have
expectations (e.g. looking forward to recess) and disregulate or escalate a previous behavior if something or someone
interferes, changes, or prevents him from achieving his expectation, or if his attempts to manage a situation (withdrawal,
shouting to vent anger) are interfered with.

After the events (Consequences):

As indicated by the 504 the response to the described behaviors indicate that that he may debrief verbally, be given a
break to de-escalate, use of an emotional journal

2. Document the Pattern of Behavior (frequency, intensity, duration, environmental factors, and context in which the behavior
occurred)
Frequency
January 2007 Form 660
Copy to the confidential folder, each service provider, and the parent/adult student.
 Joint School District No. 2
1303 E. Central Drive
Meridian, ID 83642
FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA)
Verbal outbursts occurred most frequently several times a week and at low intensity levels several times a month
Physical aggression towards teacher-several times a month
Physical aggression towards peers- several times a month to several times a week
There has recently been an increase in the frequency and intensity of the behavioral episodes this has led to the
functional behavior assessment.

Severity
Incidents may be minor, requiring only brief “breaks” for Student to compose himself, to severe incidents (where stress
may have built up ) requiring removal of Student or removal of peers/audience if Student refuses to leave and go to a
class/area for extended period of time to reset and de-escalate.

When and where is behavior least likely to occur:

 When Student is actively engaged in working independently
 In groups on task that he does well (low stress tasks or tasks that do not require sustained mental effort and
energy)
 In situations where there are reduced demands for social interactions requiring compromise, resolution of
disputes, negotiating rules, or dealing with disappointment-
 When rules and social expectations for activities are clearly outlined ahead of time and there are clear guidelines
for resolving conflicts.

Triggers (in the presence of these stimulus it is more likely the described behaviors may occur):
 Unstructured time (lunch, recess, free time, transition, etc.)
 Social interactions (in groups of 2 or more with social expectations) that may require initiation, compromise,
resolution of disputes, negotiating rules, or dealing with disappointment
 When he is given feedback, a direction, or correction from the teacher to perform an activity
 If the expectations of the task or activity are unclear, he is unable to access clarification or additional information
needed for a specific task or activity
 Boredom – this would included low interest activities
 When he is excluded from events or perceived exclusion from events
 When Student observes tension or disagreement between two people
 When he interprets that people looking at him are looking scared
 When redirection from adults or peers is perceived as being mothered/bossed
 Being corrected
 When escalated if Student personal space is decreased by the presence of another person
(adult/peer) either intentionally or by circumstance, or when asked to use verbal skills Student is
more likely to use one of the described behaviors
Over stimulation and sustained effort for lengthy periods of time appear to diminish his capacity for coping with various
demands.

3. History (e.g., what circumstances make the behavior more likely to occur, medical or physical concerns, substance abuse issues,
stressful events in the student’s life)
As indicated in an interview with Dr. Whitney, clinical evidence shows that Student primary coping mechanism to
deregulation is flight. A review of parents’ incident records and problem analysis supports this as a primary coping
mechanism. Student also exhibits this behavior in other environments such as church and home. Incidents of physical
interactions often occur while Student is fleeing a situation and feels cornered or interfered with. Student can also exhibit
this behavior in social situations where he feels that other students are “bossing him around”, or he feels like he is being
excluded from the group. A review of Student history also indicates that this type of behavior can also manifest when he
becomes frustrated with his school work and becomes deregulated.

January 2007 Form 660

Copy to the confidential folder, each service provider, and the parent/adult student.
 Joint School District No. 2
1303 E. Central Drive
Meridian, ID 83642
FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA)
On July 31st, 2008 Student was diagnosed as having Autism Spectrum disorders: Pervasive developmental disorder (NOS
299.80), Generalized anxiety disorder (300.2), Emotional Disturbance, unspecified (313.9)
During a meeting Dr. Whitney provided clarification to indicate the emotional component of the diagnosis indicates the
impact of emotional processing that is associated with Asperger’s.

Information provided by Tyler Whitney, Psy.D

Medical factors: Pervasive developmental disorder (NOS 299.80)
Generalized anxiety disorder (300.2)
Emotional Disturbance, unspecified (313.9)

4. Effectiveness of Interventions (What have been used and were they effective?)
At this time Student has currently been supported on a 504 plan (filed in his confidential file). During the 2008-2009
school year Student described behaviors have increased in frequency and intensity. The accommodations that are listed
on the plan at this time do not appear to be supporting all of Student needs.

5. Develop a Theory for the Function or Purpose of the Behavior

The team proposes in the presence of a social situation Student uses the described behavior for the function of escaping
social situations when he has difficulty reading situations and people, and often misperceives others’ intentions, regarding
them as unfair.

The team proposes that in the presence of feedback or correction Student uses the described behaviors to escape
situations where he may need additional time for processing, clarification of expectations, or additional information to gain
more information, or help.

The team proposes that in the presence of an unexpected change or when he observes a violation of a social
rule/expectation (people are out of line, not following the established or perceived rules of a game) Student may use the
behaviors to gain control in a situation where his limited problem solving skills or limited repertoire of coping behaviors
impact him.

F. Team Members
Names of Team Members Title/Position

January 2007 Form 660

Copy to the confidential folder, each service provider, and the parent/adult student.