Alexa D'Auria

EDUG 781 Functional Behavioral Assessment

11/10/14
Dr.Wolpert

1. Noah is 5 years old in kindergarten. The target behavior: to decrease the number
of times that Noah asked the teacher for help.
2. A baseline was taken between 10am and 10:30am for three consecutive days:
October 1st, 2nd, and 3rd. This time was chosen because it is a period when the
students are reading or working on handwriting. Noah was observed in five
minute intervals and his behavior was recorded in a chart using interval recording.
3. The antecedent of Noahs behavior was his need for approval and affirmation that
he was doing the task correctly. Noahs behavior served to help him feel more
secure and less anxious. The consequence of his behavior was that he got help,
which reinforced his negative behavior.
4. My hypothesis was that if Noah had other strategies to confirm that he was doing
his work correctly, he wouldnt need to ask the teacher for help. My intervention
plan involved two steps. The first was to have Noah repeat the directions to the
teacher or in front of the class so that he wouldnt have to ask the teacher. The
second step was to have Noah ask two students at his table for help before he
asked the teacher. The intervention plan was implemented for four weeks, three
times per week.
5. I evaluated Noahs success on my sixth week of observation. I observed him for
three consecutive days (November 5th, 6th, and 7th) in five minute intervals and
recorded his behavior in a chart using interval recording. The result of this
intervention plan was that Noah went from asking for help between five and eight
times to asking only once.