Functional Behavioral Assessment for Disruptive Student Behavior

Abstract

Team Members Names: Christopher Ford, Esmeralda Valerio Leon, Caron Matthews, Theresa Williams FUNCTIONAL BEHAVIORAL ASSESSMENT (AS APPROPRIATE) Explanation: The following three pages are completed when information is gathered about a student’s behavior to determine the need for a Behavioral Intervention Plan. A Functional Behavioral Assessment used in developing a Behavioral Intervention Plan must be reviewed at an Individualized Education Program (IEP) meeting and attached to the IEP. The Functional Behavioral Assessment must include data collected through direct observation of the target behavior. The statements in red are not part of the ISBE forms but are provided for your assistance. Student’s Strengths—This area should include any strengths or interests the child may have, especially those that could be used later in the Behavior Plan. Include a description of behavioral strengths (e.g., the Student ignores inappropriate behavior of peers, has positive interactions with staff, accepts responsibility, etc.). Maria is a bright student who enjoys hands-on activities and loves working with art and music. She is especially motivated when she feels successful, and she thrives in structured environments that include visual schedules. Maria also has a strong connection with a few peers and often shows kindness when working in pairs. One of her behavioral strengths is that she responds positively to adult praise and redirection when it is delivered calmly and respectfully. She is also able to stay on task during independent work when she knows what is expected of her. Operational Definition of Target Behavior – Include a description of the behavior's frequency, duration, and intensity. Maria frequently shouts out during large group instruction and walks around the classroom without permission. These behaviors happen about 3–5 times per class period and last anywhere from 10 seconds to several minutes. The intensity increases when Maria feels confused or if there is a change in routine. Her behavior disrupts instruction and sometimes leads to other students losing focus. Setting – Include a description of the environment in which the behavior occurs (e.g., physical location, time of day, persons involved). The behavior mostly occurs during whole group activities like math or morning meetings, especially when the teacher is giving multi-step directions or there’s limited interaction. This typically happens mid-morning, when Maria starts to get antsy. The classroom is colorful and somewhat stimulating, with lots of posters, which could be overwhelming for her. The behavior is more frequent when substitutes or unfamiliar adults are in the room. Antecedents – Include a description of the relevant events that preceded the target behavior. Maria’s behavior often happens right after the teacher introduces a new task or changes the routine. If she’s unsure what to do, she may interrupt or leave her seat. When peers are not paying attention or when there’s too much downtime between transitions, this also seems to trigger the behavior. Consequences – Include a description of the result of the target behavior (e.g., removed from the classroom and did not finish the assignment). What is the payoff for the student? When Maria shouts out or leaves her seat, she typically gains adult attention, either being redirected or removed from the group to calm down. Sometimes, she is allowed to take a break or is sent to the support room, which may reinforce her behavior by helping her avoid academic demands she finds difficult or confusing. Environmental Variables – Include a description of any environmental variables that may affect the behavior (e.g., medication, weather, diet, sleep, social factors). Maria’s sleep schedule is inconsistent, and she occasionally reports feeling tired. Her family recently experienced a major change at home (her older sibling moved out), which could be affecting her emotionally. She also has a limited breakfast some mornings, and that seems to impact her energy level and ability to focus. There might also be undiagnosed learning difficulties since she struggles with multi-step directions and independent reading tasks. The Hypothesis of Behavioral Function— Include a hypothesis of the relationship between the behavior and the environment in which it occurs. Maria’s behavior (calling out and leaving her seat) is likely maintained by escape from difficult tasks and attention from adults. The behavior...