Functional Behavioral Assessment: Part 1 …

1 Functional Behavioral assessment : part 1 (Description)Date: ___1/20/98____Page ____ of ____Student Name: _Case One-SLD_____ ID: ____0001_____ DOB: _1/2/84 _____ Case Manager: _Ms. Jones_____Data Sources: x Observation | Student Interview | x Teacher Interview | Parent Interview | Rating Scales | Normative TestingDescription of Behavior (No. __1_):Verbal disruption of the classroom including talking, teasing, and taunting (s) in which behavior occurs:Disruptive behavior typically occurs in all academic :Daily, however, behavior is worse in (Consequences of problem behavior on student, peers, instructional environment):Student disrupts all students in the :All period long for several periods in a Previous Interventions:Parent conferences, in-school suspension, student conference, and modification of impact:Not completing assignments, disrupting other peers, and showing no gain in academic : _Case 1_____Functional Behavioral assessment : part 2 (Function)Date: ___1/20/98_____Page ____ of ____Function of Behavior (No.)

2 _1___): Specify hypothesized function for each area checked below. Affective Regulation/Emotional Reactivity (Identify emotional factors; anxiety, depression, anger, poor self-concept; that play a role in organizing or directing problem behavior): Cognitive Distortion (Identify distorted thoughts; inaccurate attributions, negative self-statements, erroneous interpretations of events; that play a role in organizing or directing problembehavior):x Reinforcement (Identify environmental triggers and payoffs that play a role in organizing and directing problem behavior):Antecedents: Teacher presents student with academic : Diverts the attention of peers from his difficulty with academic tasks to his disruptive behavior that he considers more acceptable and less Modeling (Identify the degree to which the behavior is copied, who they are copying the behavior from, and why they are copying the behavior):Student copies the disruptive behavior of another high-status peer.

3 Family Issues (Identify family issues that play a part in organizing and directing problem behavior): Physiological/Constitutional (Identify physiological and/or personality characteristics; developmental disabilities, temperament; that play a part in organizing and directing problembehavior):x Communicate need (Identify what the student is trying to say through the problem behavior):Student is communicating his embarrassment about his inability to do his school Curriculum/Instruction (Identify how instruction, curriculum, or educational environment play a part in organizing and directing problem behavior):Disruptive behavior occurs when instructional expectations exceed his academic Intervention PlanDate: __1/20/98_____Page ____ of ____Student Name: _Case One-SLD_____ ID: ____0001_____ DOB: _1/2/84 _____ Case Manager: _Ms. Jones_____BehaviorNumber(s)Expected Outcome(s)Goal(s)Intervention(s) &Frequency of InterventionPersonResponsibleGoal/Interv entionReview Notes1A.

4 Student will attend to and completeacademic assignments without engagingin disruptive behaviors 85% ofinstructional Daily Behavioral point sheet to monitor thefollowing behaviors: Follow instructions Complete and turn in assignments Appropriate peer relations Talking outB. Each week student achieves an average of85% of Behavioral objectives on point sheet willresult in a candy bar reward. Review Each day student fails to achieve 85% ofbehavioral objectives on point sheet will result inone day of in-school suspension with resourcesupport. Review Five days of not making his day will result intemporary placement off campus in a morerestrictive educational setting. Review teachersResourceteacherResourceteacherOu t of districtliason* Review Codes: GA = Goal Achieved | C = Continue | DC = Discontinue Expected Review Dates: __3/1/98__ | _____ | _____Signatures: _____ _____ _____ _____ _____ _____ _____ _____ _____Functional Behavioral assessment : part 1 (Description)Date: ___1/25/98_____Page ____ of ____Student Name: __Case 2- MIMR_____ ID: ___0002_____ DOB: _11/28/86___ Case Manager: __Ms.

5 Jones_____Data Sources: x Observation | Student Interview | x Teacher Interview | x Parent Interview | Rating Scales | Normative TestingDescription of Behavior (No. _1___):Student engages in a variety of forms of inappropriate social behaviors including hugging students and adults, approaching andstanding too closely, holding onto the hands and clothing of (s) in which behavior occurs:Across a variety of school settings (classroom, hallways, cafeteria), particularly during unstructured times (transitions, free time, when visitors come intothe room).Frequency:5 to 10 times a (Consequences of problem behavior on student, peers, instructional environment):Student alienates herself from other students and adults. Redirection interferes with instructional :Without immediate redirection, student will hold others Previous Interventions:Verbal redirection, student conference regarding appropriate greeting, individual and classroom instruction regarding appropriate physical impact:Reduced instructional time, conflicts with peers, failure to achieve instructional goals regarding stranger : __Case 2_____Functional Behavioral assessment : part 2 (Function)Date: ___1/25/98_____Page ____ of ____Function of Behavior (No.)

6 _1__): Specify hypothesized function for each area checked Affective Regulation/Emotional Reactivity (Identify emotional factors; anxiety, depression, anger, poor self-concept; that play a role in organizing or directing problem behavior):Difficulty expressing affection for others in age-appropriate ways. Cognitive Distortion (Identify distorted thoughts; inaccurate attributions, negative self-statements, erroneous interpretations of events; that play a role in organizing or directing problembehavior):x Reinforcement (Identify environmental triggers and payoffs that play a role in organizing and directing problem behavior):Antecedents: Proximity of others during non-structured times, particularly when student leaves her seat, when others come to her class, transitions between activitiesConsequences: Physical contact with others. Modeling (Identify the degree to which the behavior is copied, who they are copying the behavior from, and why they are copying the behavior): Family Issues (Identify family issues that play a part in organizing and directing problem behavior):x Physiological/Constitutional (Identify physiological and/or personality characteristics; developmental disabilities, temperament; that play a part in organizing and directing problembehavior):Down syndrome, onset of Communicate need (Identify what the student is trying to say through the problem behavior):Student is conveying an interest in the other person, greeting/welcoming the other person.

7 Curriculum/Instruction (Identify how instruction, curriculum, or educational environment play a part in organizing and directing problem behavior): Behavioral Intervention PlanDate: __1/25/98_____Page ____ of ____Student Name: __Case 2- MIMR_____ ID: ___0002_____ DOB: _11/28/86___ Case Manager: __Ms. Jones_____BehaviorNumber(s)Expected Outcome(s)Goal(s)Intervention(s) &Frequency of InterventionPersonResponsibleGoal/Interv entionReview Notes1A. Student will greet other people bycalling them by name, saying Hi andshaking their Student will maintain a personal spaceof 2 feet during social Social skills training, including role playing,regarding appropriate greetings, and maintainingappropriate personal space. Conducted weeklyin special education classroomB. Coaching in vivo when others enter the roomor during transition times. Daily, as Positive practice of appropriate responsewhen she violates the expectations (have studentmake three appropriate greetings after she hasgiven a hug or have student stand at anappropriate amount of distance for five seconds).

8 Daily, as staffAll staff3/15/98:Making progress atachieving goals. C allinterventions.* Review Codes: GA = Goal Achieved | C = Continue | DC = Discontinue Expected Review Dates: _3/15/98_ | _4/15/98_ | _____Signatures: _____ _____ _____ _____ _____ _____ _____ _____ _____Functional Behavioral assessment : part 1 (Description)Date: ___2/1/98____Page ____ of ____Student Name: _____Case 3 ED_____ ID: ___0003_____ DOB: __5/3/82____ Case Manager: _Mr. Roberts_____Data Sources: x Observation | x Student Interview | x Teacher Interview | x Parent Interview | x Rating Scales | Normative TestingDescription of Behavior (No. _1___):Student isolates himself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class duringscheduled breaks. Student s academic production is (s) in which behavior occurs:All :3-4 days in a row, 2-3 times a (Consequences of problem behavior on student, peers, instructional environment):Significant reduction in completed work and alienation from :3-4 days in a Previous Interventions:Counseling, verbal redirection to complete work, medications, parent conferences, student conferences, classroom behavior management impact:Severe academic failure, disruption of group projects and activities, lack of appropriate socialization and development of peer : ___Case 3____Functional Behavioral assessment : part 2 (Function)Date: __2/1/98_____Page ____ of ____Function of Behavior (No.)

9 __1_): Specify hypothesized function for each area checked Affective Regulation/Emotional Reactivity (Identify emotional factors; anxiety, depression, anger, poor self-concept; that play a role in organizing or directing problem behavior):Student appears depressed. He has previously been diagnosed and expresses subjective feelings of depression when Cognitive Distortion (Identify distorted thoughts; inaccurate attributions, negative self-statements, erroneous interpretations of events; that play a role in organizing or directing problembehavior):Student makes frequent negative self-statements about his academic ability, his self-worth, and how other students and adults feel about him. Reinforcement (Identify environmental triggers and payoffs that play a role in organizing and directing problem behavior):Antecedents:Consequences: Modeling (Identify the degree to which the behavior is copied, who they are copying the behavior from, and why they are copying the behavior):x Family Issues (Identify family issues that play a part in organizing and directing problem behavior):Parents frequently make critical statements about student.

10 They expect academic performance that is unrealistic, given student s cognitive and academicability levels. They have difficulty accepting what appears to be age-appropriate adolescent Physiological/Constitutional (Identify physiological and/or personality characteristics; developmental disabilities, temperament; that play a part in organizing and directing problembehavior):Depression, social Communicate need (Identify what the student is trying to say through the problem behavior):Withdrawal may tell others to leave him alone. Curriculum/Instruction (Identify how instruction, curriculum, or educational environment play a part in organizing and directing problem behavior): Behavioral Intervention PlanDate: ___2/1/98____Page ____ of ____Student Name: ___Case 3 - ED_____ ID: __0003_____ DOB: __5/3/82___ Case Manager: __Mr. Roberts_____BehaviorNumber(s)Expected Outcome(s)Goal(s)Intervention(s) &Frequency of InterventionPersonResponsibleGoal/Interv entionReview Notes1A.