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FBA Sample

The Functional Behavior Assessment (FBA) for a student at Whoville Elementary aimed to identify the reasons behind the student's screaming behavior, which occurs when peers are nearby or when access to preferred items is interrupted. Observations and functional analysis indicated that the behavior is maintained by the need for uninterrupted access to desired activities. Recommendations include implementing a program for tolerating peer presence, reinforcing functional communication, and discussing a Behavior Support Plan if problematic behaviors increase.

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2 views3 pages

FBA Sample

The Functional Behavior Assessment (FBA) for a student at Whoville Elementary aimed to identify the reasons behind the student's screaming behavior, which occurs when peers are nearby or when access to preferred items is interrupted. Observations and functional analysis indicated that the behavior is maintained by the need for uninterrupted access to desired activities. Recommendations include implementing a program for tolerating peer presence, reinforcing functional communication, and discussing a Behavior Support Plan if problematic behaviors increase.

Uploaded by

sobczykdagmara
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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FUNCTIONAL BEHAVIOR ASSESSMENT

1.​ IDENTIFICATION INFORMATION

Student: Student Date of Birth: XX/XX/XXXX


School: Whoville Elementary
X Makebelieve Lane Referring School District: Whoville Public Schools
Whoville, MA
Reporter: Dagmara Sobczyk, BCBA
District Behavior Analyst, Whoville Public Schools

2.​ REASON FOR REFERRAL, PURPOSE, TARGET BEHAVIOR

Reason for Referral:


Purpose: The purpose of this FBA was to determine the function of Student’s screaming behavior in order to
determine what antecedent and consequence interventions would be helpful to decrease its occurrence.
Target Behavior was defined as anytime Student screams or yells above conversation level either with words or
without. Not included are screams when being tickled or otherwise engaged in physical play with another.

3.​ INFORMATION SOURCES

1.​ Conducted a Functional Interview with Student’s paraprofessional aide that works with Student throughout
the day because this is where the behavior of concern has been reported.
2.​ Observed Student in school during classes four times throughout the week at different times of the day.

4.​ INDIRECT ASSESSMENT: FUNCTIONAL INTERVIEWS, RATING SCALES


Functional Interview with paraprofessional aide:
See Appendix A

5.​ DESCRIPTIVE ASSESSMENT: OBSERVATIONS [WITH DATA COLLECTION]​

Chart 1
ABC Continuous Recording during half an hour of free-time
Antecedent Behavior Consequence

Student is sitting and Student screams “NO.” Student is left to play with
playing with toy castle. A the toy alone.
peer sits down next to
Student, picks up a doll,
and places it in the castle.

Student is on the monkey Student lets out a high Student is left alone and
bars. She is approaching pitch scream for one continues to play on the
one end and a peer is second. monkey bars by herself.
reaching to start the bars
on the other end.

Student approaches the Student shouts, “GET OFF.” Student is given access to a
swings and they are all swing after the departure
occupied by her of one of the other
classmates. students.

Student is playing with a Student screams for three Student is left alone with
toy car on a carpet with a seconds. all the cars and she puts
picture of streets, signs, the one that was moved
and buildings. A peer back in the “parking spot.”
comes and moves one of
the cars that Student had
“parked” outside of a
building on the carpet.

6.​ DIRECT ASSESSMENT: FUNCTIONAL ANALYSIS

A Functional Analysis was performed in two settings, in the classroom and on the playground. The variable
suspected to be influencing her behavior was access to preferred items or activities uninterrupted and unhindered by
others. A control condition in which continuous access was granted was alternated with a test condition in which
someone would attempt to engage in the same activities as Student. In the concern of safety, the individual who was
engaging in the activity next to Student immediately gave her unhindered access to the item at the onset of her
screaming. Each condition lasted three minutes.
Chart 2
Frequency of screaming in classroom and playground
Condition Setting Frequency of
screams

Control Classroom 0
Test Classroom 4
Control Classroom 1
Test Classroom 5
Control Classroom 0
Control Playground 1
Test Playground 5

2
Control Playground 0
Test Playground 4
Control Playground 0

7.​ SUMMARY AND RECOMMENDATIONS

Results of the FBA suggest that Student’s target behavior may be maintained by access to desired items or
activities unhindered by others in the vicinity.

Student may benefit from the following recommendations:


➢​ I recommend introducing a program in which Student will have the option of tolerating the
presence of a peer for increasing amounts of time or redirect herself by walking away to another
activity before engaging in problem behavior. Student will start off having a target behavior of
engaging with an item/activity side by side with a peer without screaming for 5 seconds. Using a
token board, she can be rewarded after 10 tokens with a classroom job such as being a line leader
for the day.
➢​ Since Student is able to verbally communicate her wants and needs, I would introduce a program
in which she is reinforced for saying, “I want to play alone,” or “I want two more minutes, then
you’re turn.” This exemplifies a type of Functional Communication Training
➢​ If an increase in intensity or frequency of screaming is observed, or new challenging behavior
arises, the possibility of a Behavior Support Plan (BSP) should be discussed in order to create a
more conducive environment and to promote the safety of Student and peers.
o​ For social validity purposes, Student should be invited to assist in the design of her BSP
(Hanley, 2010); this may allow for more accountability of her behaviors and increases the
likelihood of compliance with the plan.

Respectfully Submitted,

Dagmara Sobczyk, BCBA​ ​ Date: 07/28/18


District Behavior Analyst

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