Mandi Stocks

EEX4601

June 3, 2013

CA#1 FBA

Record of Functional Behavioral Assessment and Intervention

Student Information
Name: Carl Hughes

Birthdate and Age: 3/18/2004, age 9

Grade: Third (3rd)

Implementation Date: 4/19/2013

School: Skyler K-12 Comprehensive School

Team Members: Who will be involved in the assessment and intervention?
Mandi Stocks
Susan Green*
Nancy Taylor*
Intervention Settings: In what settings will the assessment and intervention be conducted?
General education 3rd grade classroom; resource rooms; lunch room; bus line
(* Teachers names from Case Study)

Rationale and Goals of Intervention

Rationale: For what reason(s) was the functional behavioral assessment initiated?
x
x
x
x
x

Student is engaging in behavior that places the student or others at risk of harm and/or
results in substantial property damage.
Behavior is resulting in exclusion from participation in activities or settings with peers.
Educational support team is considering a more restrictive placement due to behavior.
Current intervention involves excessively intrusive procedures (e.g., restraint, isolation).
Behavior is interfering with educational progress.
Behavioral difficulties persist despite consistently implemented behavior management
strategies based on a less comprehensive or systematic assessment.
Other:
Current/past strategies for behavior management have been unsuccessful in meeting the
needs of the student.

Mandi Stocks

EEX4601

June 3, 2013

CA#1 FBA

Student Profile
What are the students greatest strengths and challenges?
Carl is intelligent and does well academically.
Target Behaviors
Description of Behaviors of Concern
(Objective description of what student says or does)
Carl will throw items in class and from the bus,
aimed at the teacher. Carl slams books on desks in
his classroom. He yells at other students to stop
looking at him.

Baseline Measure or Estimate

(how often, how long, how severe?)
The behavior occurs at varying times.
It is intense enough to disrupt instruction
time and has the potential to harm others.

Behaviors Targeted for Increase: self-control, verbalization of feelings in an appropriate manner

Behaviors Targeted for Decrease: throwing objects
Broad Goals: What are the student's social and educational goals (e.g., increased participation
in inclusive settings, development of friendships, improved academic performance)?
The goal is to identify Carls triggers so that intervention can occur before he acts out
aggressively.
The short-term goals are to teach Carl PBS strategies and develop a BIP to ensure that
interventions are successful.
The long-term goals are to help Carl learn to express his feelings, subdue his anger, and learn
self-monitoring skills.
Skills: What skills appear to be lacking?
Carl seems to lack coping skills. He appears to have trouble expressing how he feels and dealing
with his anger.

Mandi Stocks

EEX4601

June 3, 2013

CA#1 FBA

Functional Assessment Methods

Records: What records
were reviewed?

_X_ academic records

What relevant information was obtained?

___child study notes

Previous intervention was removal from

class and placement in detention room to
work independently.

_X_discipline records
___anecdotals/home notes
_X_ previous interventions
_X_evaluations(e.g., social
Conducted by:
Mandi Stocks work, psychological)
___other:

Interviews: What
interviews were
conducted?

Tools used:
Phone calls/IEP meeting
notes

_X_ student
_X_parent(s)

behavior disorder Dx
self-abusive (in past)

___See attached summary/notes

What relevant information was obtained?

_X_ administrator

Parents are recently divorced. His mother

has started working. Father is not very
involved in his life.

_X_ general education

teacher

Carl has not given explanation for his

actions.

___ESE teacher

___related services

Conducted by:
___other:
Ms. Green

(requested submission of notes and formal

interview process to be conducted with the student
and parents)
___See attached summary/notes

Observations: What
direct observations
occurred?
Tools used:
ABC Observation form
Scatter Plot
Conducted by:
Mandi Stocks

Location

What relevant information was obtained?

- General Education
classroom
(Mrs. Taylors room)
- Cafeteria
- Bus Line
-Resource Classes

Behaviors are most present during Ms.

Taylors class and on Mondays and
Fridays. There were little or no behaviors
observed during resource, math, lunch, or
recess.

Date/Time: 4/8-4/13;
_X_See attached summary/notes
4/16
Other Assessments: What, if any, other assessments were conducted (e.g., ecological or
classroom management inventories, reinforcer surveys, academic assessments)?
N/A
Classroom management inventory requested.

Mandi Stocks

EEX4601

June 3, 2013

CA#1 FBA

Scatter Plot
Student: Carl Hughes

Target Behavior:

Observer: Mandi Stocks

Throwing objects

Dates: 4/8/13
Time

through

Activity

8:108:30
8:409:00
9:1510:00

Breakfast

10:1010:40
11:1511-45
12:0012:25
12:451:15
1:201:50
2:002:30
2:452:50

Announcements
(Taylor)
Resource

4/12/13
Mon.
llll

Tues.
lll

ll

l
(Ms. Jenkins)

(Mr.
Reynolds)

Math (Taylor)

ll

Lunch

ll

Dates
Weds.

Thurs.
ll

Fri.
lllll

TOTAL

ll

(Miss
Cuthbert)

(Mrs. Thomas)

(Mr. Hendry)

ll

ll

14

Recess
Reading (RTI)
(Taylor)
Spelling
(Taylor)
Free time
(Taylor)
Dismissal/Bus (at
school)

lll

llll

ll

ll

lllll

16

lll

ll

lll

llll

13

ll

ll

lll

llll

lll

ll

lll

lllll

17

17

12

13

25

91

TOTALS 22

Mandi Stocks

EEX4601

June 3, 2013

CA#1 FBA

ABC RECORDING FORM

Student: Carl Hughes

Time Begin: 12:45

Observer: Mandi Stocks

Time End:

1:15

Date: 4/16/13
A Antecedents

B - Behavior

C - Consequences

The teacher separated

students into small reading
groups. Carl joined his
group and was sitting
down at the table.

Carl threw a small book in the

direction of the table where the
teacher was seated.

The teacher picked up the book,

placed it back in front of Carl
and told him to not throw in her
classroom.

The teacher leaves Carls

group to join another
group.

Carl threw his pencil at her back.

The teacher picked up the pencil,

slammed it on the table in front
of Carl and sent him to sit alone
at his desk.

Carl is sitting at his desk

(for 10 minutes) while
other students are in small
groups. The teacher calls
all the students to the
carpet. She tells Carl to
remain at his desk.

Carl pulls a textbook out of his desk

and throws it at a nearby wall.

The teacher calls for Ms. Green

to remove Carl from her
classroom.

Mandi Stocks

EEX4601

June 3, 2013

CA#1 FBA

Summary (Hypothesis) Statements

Patterns: What patterns where identified in the data collected?
Circumstances in which the behavior is most likely:
Throwing objects occurred mostly in Carls general education class, and most often during
Reading/Language Arts instruction. He also seemed to display this behavior more on Mondays
and Fridays, especially at dismissal.
Circumstances in which the behavior is least likely:
Carl did not display this behavior during recess. He seldom displayed this behavior during his
resource classes (with alternating teachers) or during math with his general education teacher.
Possible functions of the behavior:
Carl is able to release his frustrations related to his parents divorce and his mothers absence
from the home by acting aggressively toward female teachers.
When this occurs

the student does

(describe circumstances)

(describe behavior)

to get/to avoid
(describe consequences)

When the teacher is giving the other students attention, Carl throws an object in her direction to
pursue attention from her.
Setting Events: Are there other variables that appear to be affecting the students behavior?
Medical issues:
Dx of behavior disorder
Activity patterns:
Mondays and Fridays (after and before weekends)
Early morning and before dismissal
Ms. Taylors class
Female teachers
Relationships with others:
Father has distanced himself from family.
Mother is working outside home for first time.

Other relevant setting events:

Carl does not give a reason for his behavior. He does not react to withdrawal of privileges.