Functional Behavioral Assessment

Meeting Date: __________________ Disability: ____NA_____________

PURPOSE: functional behavior assessment (FBA) is used to gather information about a student's behavior to
determine the need for improved plan (BIP). An FBA is required to be conducted if the students violation of a
code of conduct (resulting in a change of placement) is determined to be a manifestation of the students
disability

School: Parkview Elementary School Case Manager: Chloe Sakagawa

Participants in the Functional Behavioral Assessment: J

Student Strengths: (description of the student's strengths and interests such as positive
interactions with staff, ignoring the inappropriate behavior of peers, accepts responsibility,
attendance, family support. What student does well and/or enjoys doing, etc.)
When entering the classroom, J is able to do morning procedures with little to no
reminders (hanging up coat or hat, making a lunch choice, grabbing breakfast from the cart,
going to seat, and reading his binder). J is a very kind student, likes to please teachers.

Summary of data collection: (results from direct observations such as ABC narratives,
frequency counts, and/or descriptive anecdotal information etc.)
According to two days of data spanning the first hour every Friday for two weeks, when
left alone J will self-talk, talk to his classmates or teachers, or be out of his seat. When doing
this, he will then be instructed by the teacher to sit down and follow the expectations; sit down
with breakfast, listen to the binder expectations, and throw away the food once he is done.
Frequency count of behavior using event recording. Data graphed.

Contributing factors: (description of any other factors / variables that may affect behavior,
such as medication, weather, diet, sleep, substance abuse, attendance, social factors, academic
skill deficits, ELL language deficit, schedule, etc.)
I was informed that J has unmedicated ADHD.

(1) Target Behavior

Description of target behavior (observable, objective and measurable definition of the
behavior, including frequency, intensity and duration)
Off – task behavior is shown in order to potentially gain more attention. Off – task behavior is
described as; not following instruction, out of seat, not talking when asked, in neighbors
“personal space”. In addition to off – task behavior, I noticed tattle tailing, self-talk, noises, and
talking. Talking is described as; arguing, talking without hand raised, mimicking, complaining,
and talking to others.
Prior Interventions implemented (descriptions, date(s) of implementation, length of
intervention, the impact on the students' behavior, etc.)
Unaware of any prior interventions to support JP.

Setting Description
Who is present when the behavior tends to occur?
Classmates (Kink), paraeducator/ teacher

what is happening in the environment when the behavior occurs?

J is not being noticed, left alone, or in “time out”

when does the behavior tend to occur?

When the other student in the reading group is getting extra attention or
reinforcement from paraeducator.

where does the behavior tend to occur?

All times of the day when I observed (first hour of every Friday for two weeks).

Antecedent Events (relevant events that immediately preceded the Target Behavior)
Not being noticed while other students are. When doing a challenging activity, his
target behavior increases.

Describe the conditions when the target behavior does not occur or occurs less frequently
The behavior does not occur when J is getting social reinforcement, especially when it is
individual. The behavior does not occur when J is involved in preferred activity.

Maintaining Consequences (what happens after the target behavior that may encourage the
behavior)
J is given power by his teacher when he is involved in these behaviors, because when the
teacher instructs him to get back to work he is given attention. When J is talking out of turn or
off – task, J is told to go to his seat – time out – when wanting to get away

HYPOTHESIS
Considering these contributing factors
And in these settings (location, type of activity, time of day, day of week)
When these triggers occur (antecedents)
The student does (target behavior)
In order to (function/purpose such as getting attention, avoiding, escaping, obtaining something)
Considering these contributing factors and in all these settings; all times of the day, every day of
the week, in the classroom, in the hallways, in the gym, on the playground, and in the motor
break area. When J is participating in a group activity and not given enough attention or when
given a challenging task he will become off-task, self-stimulate, or talk in order to gain attention
and or avoid the task.

Recommendations of the IEP Team

Should a Behavior Intervention Plan (BIP) be considered for this behavior? Yes

Describe the replacement behavior that will be taught to meet the hypothesized function in
a more socially appropriate manner.
Teach student to raise hand for appropriate attention and immediately rewarding that
behavior with attention.

Setting event Strategies (setup of the environment to decrease the likelihood of the target
behavior and increase the replacement behavior)
 Give more attention to J, complimenting him when he is following directions in
comparison to his classmate
 Visual count of how he is behaving on given activity in order to obtain greater reward
o Para will be counting, at 1.5-minute intervals
o ____ minutes of individual attention with teacher/ peer to have social time, points
system.
 Increase verbal reinforcement when on – task or promptly following cues
 Give reinforcement on continuous basis
o Verbal reinforcement as well as point system of reinforcement
o Every 1.5 minutes J should receive a verbal reinforcement
o Every 3 minutes J should receive a point or tally in addition to the verbal
reinforcement to affirm the replacement/ on-task behavior

Antecedent Strategies (how to address the preceding events to the target behavior to minimize
or prevent the behavior in the strategies to be taught to the student to cope with a trigger)
 To make sure to reinforce J on a continuous reinforcement schedule
o To make sure that he is being noticed and that one kid is not getting excessive
attention when he is around.
 If he stays on – task during the beginning of class, 3/5 times when monitored every 1.5
minutes, he will get an extra 3 minutes of teacher time before they transition into the first
school lesson. He will receive the reinforcement right away, at the end of every activity.
 o Also have a menu for him to choose items/ rewards in order to prevent salivation
of just one reward.
o Have a written contract of what he is supposed to be doing and how to stay on –
task. If he does not check all of the boxes, no additional teacher attention.
 For challenging materials, J should be given break cards in order to show that he needs a
break from this challenging work.
o Will get 5 set break cards for the whole day, everyday.
o When he uses a break card, he will receive a point for acknowledging that he
needs a break himself.
o Will receive a 3 minute break, once break is over, work one on one of the material
with him in order to slowly ease him into the activity with support.
o If break cards are not used, gets extra reinforcement/ points.

Duty Did I complete duty? Teacher’s rating

Hang up coat/ backpack Yes / No Yes / No
Get breakfast and pick Yes / No Yes / No
out lunch option
Eat breakfast and desk Yes / No Yes / No
Quietly listen to binder Yes / No Yes / No

If I stay on -task during the morning

routine. Ie: hang up my coat, grab
breakfast, pick a lunch option, sit at my
seat quietly and eat breakfast, and listen to
the teacher read my binder. I will receive
an extra 3 minutes of one on one time with
the teacher before we transition to the next
activity.

Teaching Strategies (skills to be taught to the student and how staff will teach those positive
behaviors)
 J needs to be taught to stay on task for a whole reading lesson. The teacher can teach this
behavior through shaping. It is clear that J can stay on – task for a long period of time,
this behavior just needs to be shaped from the antecedents identified.
 o To reinforce this behavior, the teacher will reinforce J being on – task for longer
than 2 minutes. For example, when J starts his day, thank him for getting straight
to his desk and eating quietly. If he is still eating after two minutes, reinforce him.
o I think that J can make it to the 2-minute mark before being reinforced, but that is
pushing it. I recommend starting reinforcement at 1 minute and 30 seconds in the
beginning then bump it up to 2 minutes per reinforcement.
o Can also be reinforced during the reading lesson, giving him points throughout
the lesson for being on task that can lead to him gaining a star.
o For the lesson I think having a goal of 10 points per lesson to get the 3 minute one
on one time would be a good starting goal for him. I believe you should give him
a point after every other minute and a half (every 3 minutes) you observe him
being on-task.
o Once his behavior improves, reinforcement should be switched to an intermittent
schedule. Points should be given enough for him to still receive his reinforcement
at the end of the lesson.
o As behavior increases and becomes more regular, have reinforcement be after two
activities, 3 activities, etc. until he receives 3 breaks a day, which could be limited
to one at the end of the day.
o The break cards should be lowered down to 7 break cards a week.
o

Consequence Strategies (what consequences will take place after the replacement behavior
occurs AND what consequences will take place after the target behavior occurs)
 If target behavior occurs, teacher should reinforce replacement behavior that his peers are
doing. Even verbally commenting on how prepared you, the teacher, is to learn might
help. Since J does this behavior to gain attention, reinforcing and giving attention to other
students around him might change that behavior.
 Behavior Intervention Plan

Meeting Date: ________________

PURPOSE: the purpose of the Behavioral Intervention Plan (BIP) is to address behaviors that are interfering
with the student's education. The goal of the BIP is to teach the student positive behavioral strategies to replace
the problem behavior(s). A BIP is required to be developed them into implemented if the students violation of a
code of conduct (resulting in a change of placement) is determined to be a manifestation of the student's
disability, or if the iep team determines that it is appropriate.

School: Case Manager: ______________________

Participants in developing the Behavioral Intervention Plan:

Building administrator
general education teacher
parent(s) psychologist
special education teacher
student

Student Strengths: (description of the student's strengths and interests such as positive
interactions with staff, ignoring the inappropriate behavior of peers, accepts responsibility,
attendance, family support. What student does well and/or enjoys doing, etc.)
When entering the classroom, J is able to do morning procedures with little to no
reminders (hanging up coat or hat, making a lunch choice, grabbing breakfast from the cart,
going to seat, and reading his binder). J is a very kind student, likes to please teachers.

Summary of data collection: (results from direct observations such as ABC narratives,
frequency counts, and/or descriptive anecdotal information etc.)
According to two days of data spanning the first hour every Friday for two weeks, when
left alone J will self-talk, talk to his classmates or teachers, or be out of his seat. When doing
this, he will then be instructed by the teacher to sit down and follow the expectations; sit down
with breakfast, listen to the binder expectations, and throw away the food once he is done.
Frequency count of behavior using event recording. Data graphed.

Contributing factors: (description of any other factors / variables that may affect behavior,
such as medication, weather, diet, sleep, substance abuse, attendance, social factors, academic
skill deficits, ELL language deficit, schedule, etc.)
I was informed that J has unmedicated ADHD.

(1) Target Behavior

Description of target behavior (observable, objective and measurable definition of the
behavior, including frequency, intensity and duration)
Off – task behavior is shown in order to potentially gain more attention. Off – task behavior is
described as; not following instruction, out of seat, not talking when asked, in neighbors
“personal space”. In addition to off – task behavior, I noticed tattle tailing, self-talk, noises, and
talking. Talking is described as; arguing, talking without hand raised, mimicking, complaining,
and talking to others.

HYPOTHESIS
Considering these contributing factors
And in these settings (location, type of activity, time of day, day of week)
When these triggers occur (antecedents)
The student does (target behavior)
In order to (function/purpose such as getting attention, avoiding, escaping, obtaining something)
Considering these contributing factors and in all these settings; all times of the day, every
day of the week, in the classroom, in the hallways, in the gym, on the playground, and in the
motor break area. When J is participating in a group activity and not given enough attention, he
will become off-task, self-stimulate, or talk in order to gain attention and or to avoid a task.

Intervention strategies
Describe the replacement behavior that will be taught to meet the hypothesized function in
a more socially appropriate manner.

Setting event Strategies (setup of the environment to decrease the likelihood of the target
behavior and increase the replacement behavior)
Set up a reinforcement plan for J. From my data, it seems like J can stay on-task for about
2 minutes before getting bored/ distracted. So, I think that setting up a timer to go off
every minute and 30 seconds, to reinforce J being on-task will help keep J on task for
longer.
 Adjust the time if needed, JP might need less time in between each reinforcement
to begin with.
Giving JP a “daily schedule” to show him the time and activity he will be doing, in
addition to confirming a replacement behavior that he did or did not do during the
activity. Ie: raising his hand. In addition to having a teacher rating, confirming whether or
not he did do the correct behavior. The key part would be showing what the teacher
expects from J based on their rating in comparison to his rating. This will also show J
some accountability since he will now know what his teacher expects of him more.
 Time Activity Did I use correct Did I stay on task? Teacher’s
voice level? rating
8:00 Morning routine Yes/ No Yes/ No Yes/ No
Yes/ No
8:20 Reading Yes/ No Yes/ No Yes/ No
Yes/ No
9:00 Carpet time Yes/ No Yes/ No Yes/ No
Yes/ No

Having a tally chart for the teacher/ para teaching that lesson in order to keep count of
how many times they individually help or talk to each child in order to keep the tallies
even between the two students. Also, during breakfast, only have the teacher and paras
just read the student binder to them. Not any extra books, just because they seemed to
draw more attention and other students want to listen to story reading.
 Also, J should receive a break cards, in order for him to take breaks when he is
doing a challenging task. J would be able to use the break cards in order to gain a
small break when doing a challenging task. He will get a 3-5-minute break, but
once the break is up he will still be required to finish his work.
o Remind him when he has 1-minute left in the break in order to give him a
warning.
o If he does not use all his break cards during the day, he can exchange them
for extra reinforcements at the end of the day.
o The teacher will help him get started with the task if he raises his hand and
asks for assistance/ if you also believe that it is a challenging task for J to
complete.

Antecedent Strategies (how to address the preceding events to the target behavior to minimize
or prevent the behavior in the strategies to be taught to the student to cope with a trigger)
Acknowledging that K does receive a lot of one on one attention during their group
reading after breakfast. Making sure that J gets an equal amount of attention during this
activity will be helpful in reducing J’s behaviors.

Teaching Strategies (skills to be taught to the student and how staff will teach those positive
behaviors)
Add to J’s goal binder, saying that he should raise his hand when he needs help or needs
to say something, in order to gain teacher attention.
 To model this strategy, I will show J how to properly gain teacher attention by
raising my hand and waiting for the teacher to call on me so I can talk to them.
  When going over this strategy, I would reinforce J when he raises his hand during
breakfast time.
 If he is trying to gain teacher attention and out of his seat, reinforce the student
you are talking to during their binder reading and say how well they are sitting in
their seat to get the teacher attention.
J needs to be taught that not everything needs to be told to a teacher.
 He does not need to tattle tale on what other students are saying. For the most
part, what the other students are saying/ doing are not important.
 To help teach this strategy, I will want to give him a chart. This chart will show
him when it is appropriate for him to raise his hand and tell the teacher about what
his peers are doing.
Do tell the teacher if: Do NOT tell the teacher if:
Someone threatens to hurt you or Another student is bothering you
themselves  Ask them to stop nicely first
 If they do not then tell a
teacher
Someone calls you a bad name Someone is off task
 Tell them not to call you that  Worry about yourself
 Remind them to be on task

Consequence Strategies (what consequences will take place after the replacement behavior
occurs AND what consequences will take place after the target behavior occurs)
When J does the replacement behavior, he will be reinforced verbally and points.

If target behavior occurs, teacher will limit attention given to J and reinforce his peers
around him. Can quickly remind J to get back on task by tapping his daily schedule to
remind him what his goals are for the activity.

Reinforcement Plan (what will staff use to increase the positive alternative/replacement
behavior?)
Reinforcement: a token/ point system might be successful for J. To begin, J could trade
points in for extra free time or teacher story reading. As behaviors increase, you would
increase the amount of points J will need in order to obtain the rewards. Level system
concept.
 In the beginning, J should be able to quickly gain points in order to receive the
reinforcement/ reward. These rewards should be something that he likes. Would
 be best to ask him what he wants for a reward so that he can be working for
something that he wants.
 As he gets the hang of it, getting points should be a little bit harder in order to
receive a little bit more of a reward (ie: 10 points gets a 3-minute free time, same
10 points just more specific with the points, gains 5 minutes free time).
To reinforce J in order to keep him on-task will be to shape that behavior. Meaning that
small approximations to the desired behavior needs to be reinforced. Such as, doing continuous
reinforcement and reinforcing him every 1 minute and 30 seconds – as mentioned in the setting
event strategies – he stays on task. Which will help finish the lesson in addition to gaining
teacher attention.

Response Plan (what will staff do if the target behavior occurs?)

If target behavior occurs, teacher should reinforce J’s peers for being on-task or raising
their hand to speak. Can also model appropriate behavior by verbally reminding students
to raise their hand if they have a question or restate the directions for the task.

De-escalation Plan (identify the sign staff observe which indicate escalation and steps to follow
should the students behavior escalate?)
I personally have not seen J’s behavior become intense/ severe enough that he would try
to cause harm to himself or others. That being said, there is always a chance for J to
escalate and engage in unsafe behaviors. If for some reason this is to occur, remember to:
1. Remind J what he is expected to do during the activity and what he is working
towards in this activity.
2. If this does not get him on the right track, ask him what is wrong and what he
needs to be successful during this activity.
3. Reinforce others around him who are doing desired behavior by verbally
reinforcing or giving points.

Crisis and recovery plan (steps to follow in the event of a crisis and steps to help the student
return to baseline data collection procedures)
Since observing, I have not seen J become violent or harm himself or others. I also was
not informed of J having any violent outbursts, this being said, since this will be a change from
his daily routine, you might not know what to expect. That being said, if J gets to the point where
he could potentially become a danger to himself or others. He would be doing this to gain
attention from either the teacher or his peers.

1. Try to ignore the behavior for as long as possible. Make sure that himself and
others stay safe but do not reinforce the behavior by giving it attention or
engaging him.
2. If that does not work, try reinforcing others around him who are doing the
desired behavior verbally and with points or tokens.
 3. If the escalation continues, ask him to use a calming strategy, those could be deep
breathing or figure eights.
4. If that does not work and it gets to the point where it is very unsafe, you can
remove the students and the staff from the classroom or remove him. Make sure
however, that you still hold him accountable for the task you asked him to
complete.
a. Although you still need to hold him accountable for the task you need
him to complete, do not phrase in the manner “you chose to act out so
now you have to do this thing” or “you need to do even more work
because you chose to act that way.” This is not successful and does not
help the situation. You may even escalate the situation again. So just ask
him to complete the task in the manner laid out in the antecedent strategy
section and reinforce him a lot for completing the task.

Data Collection Plan:

To take data and ensure that the intervention designed for J is working for him, the
teacher and paraeducator should use a duration format to observe J staying on-task. In addition to
an event recording format to observe any discrete off-task behavior.

On-task behavior
Time/ Activity Start End