FUNCTIONAL BEHAVIOR ASSESSMENT REPORT

An FBA is an analytical process based on observations, review of records, interviews, and data analysis to determine the
function the behavior serves for the student, how that function can be met more appropriately and how the environment can
be altered to better support general positive behaviors.
Date of Report: January 25, 2016
Date(s) of FBA Data Collection:

1/11-1/22/16

SECTION 1: Student Information

Student Name:

Villalobos

Mark

Male
Female

Last (legal)

First (no nicknames)

Birthdate: 10/14/2003

M.I.

Grade: 6th

Resident District: West Ottawa

School of Hope Elementary School

attendance:

SECTION 2: Parent/Guardian Contact Information

Parent
Foster
Parent

Name: Jose and Tatiana Villalobos

Home (616)123-4567
Phone:

Address: 1234 Lincoln Ave.

Guardian

City/State: Holland, MI

Surrogate

Zip: 49423

Work (616)111-2345
Phone:
Cell Phone: (616)999-8765
E-mail: jtvillalobos@gmail.com

Student

SECTION 3: Behavior Analysis

1. Behavior(s) of concern (State a clear, measurable, and observable description of the behavior or behaviors of concern)

murmuring; talking over peers; talking out of turn; inappropriate jokes/comments

2. Frequency, Intensity, and/or Duration of current behavior:

Mark's behaviors typically occur between 9:30-10:30 a.m. and 11:30 a.m.-12:30 p.m. The behavior
disrupts the class daily.
3. Analysis of this behavior was based on:
Interviews with Mark Villalobos; Jose and Tatiana Villalobos; Mr. McGreevy
Student observation(s) on 1/13, 1/14, 1/21/16 from 9:30-10:30 a.m.; observation on 1/11-1/22 at Hope

Elementary School
Review of records, consisting of:
health
discipline
other:
Environmental analysis for supportive and unsupportive variables on
Summary of Interview, Observation, Record Review, and Environmental Analysis:

In an interview, Mark's teacher, Mr. McGreevy, shared that Mark makes inappropriate jokes, laughs
during instruction, and talks under his breath during Mr. McGreevy's class. He also fails to complete
many of his assignments. This behavior occurs several times each day, specifically during the late
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

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morning and early afternoon. As a result of his behavior, he is reading at a 2nd grade level and
achieving at a 3rd grade level in math. His inconsistencies in assignment completion and
inappropriate behavior are significantly affecting his grades in Mr. McGreevy's class. Mark is
diagnosed with a learning disability and ADHD, and has been prescribed Adderall. The behavior
occurs more often when he does not take the medication. He also demonstrates the behavior more
often when he is asked to complete independent work or when he sits at a table rather than a desk.
The target behavior does not occur during Ms. Johnson's English Language Arts class, where she has
implemented an individualized positive reinforcement system for Mark. Mark's behavior is
distracting for him, his peers, and his teachers. It often elicits laughter and requires the teacher to
stop instruction in order to address the behavior. However, simply talking to Mark about the
behavior is not very effective. Disciplinary referrals are somewhat effective if Mark knows he will
receive a more significant consequence.
Mark's parents share that he does not like school very much and does not do very well there. He
enjoys playing soccer and spending time with his cousins and friends. Both parents work second
shift jobs. Mark also demonstrates the behavior at home. His mother says that he is constantly
making jokes. She also says that the problem behavior occurs more often when Mark is asked to do
chores. Even though they acknowledge that his jokes are inappropriate, Mark's parents don't give
him consequences for his behavior, nor does he lose privileges. His mom says she talks to him when
the behavior occurs.
According to the scatterplot data sheet, Mark's behavior occurs most often between 9:30-10:30am
and 11:30am-12:30pm. Mr. Jackson recorded Mark's behaviors over the course of one hour on three
separate days, and the behavior occurred 7, 4, and 9 times during each observation.
Based on an interview with Mark, he prefers reading over writing, but math is his favorite. He
enjoys being active, as recess is his favorite school activity and he enjoys soccer, among other sports.
He enjoys playing video games as well. He also shared that he wants to do better in school, but he
gets distracted.
4. Is the behavior impeding learning of the student or peers?
If yes, please describe:

Yes

No

Yes, Mark's behaviors are distracting for his peers. In addition, when Mr. McGreevy addresses the
target behavior, it takes away from student learning time.
5. Have Tier II Strategies or other Interventions been tried? (e.g., school/home notes, behavior contracts, self-monitoring)
Yes
No
Describe previously selected intervention:

An individual positive reinforcement system is being used for Mark in Ms. Johnson's English Language
Arts class.
6. Result of selected Tier II or other Positive Behavior Interventions and Strategies:

Mark does not usually demonstrate the target behavior during this class.
7. Is a behavior intervention plan recommended?

Yes

No

Rationale: The data shows that Mark has

significant behavioral challenges which are manifested in inappropriate behaviors throughout the
school day. Mark exhibits these behaviors in order to gain attention.
8. Environmental Factors:
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

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What are the reported and observed predictors for the current behavior(s)? (Antecedent events that trigger
problem behavior)

Mark has been prescribed Adderall, but sometimes he says that he forgets to take it, and he seems
to demonstrate the target behavior more on those days. He also demonstrates the target behavior
more often when he sits at a table instead of an individual desk. Mark is likely to exhibit the
behavior when the teacher asks him to complete an independent assignment, when he turns
around in his chair to look at and talk to his peers, and when his teachers are working with other
students or completing other tasks such as taking attendance. Other situations that often precede
the target behavior include: whole group instruction, academic demands, the teacher facing away
from Mark. At home, Mark demonstrates the target behavior when asked to complete chores.

What supports the student using the current problem behavior(s): summary based on the environmental
assessment portion of this assessment: (e.g., what is in the environment that should be eliminated or reduced?
What is not in the environment that should be added?)

Mark's behavior is reinforced when his peers laugh at his remarks, even though they are
inappropriate. Peer encouragement of negative behaviors should be addressed in order to reduce
the target behavior. The current seating arrangement also allows for the teacher's back to be
turned to the students, which could be addressed (if possible).
Since the individualized reinforcement system in Ms. Johnson's class seems to be extremely
effective in minimizing the target behavior, all of Mark's teachers could implement the system so
that the strategy can be effective across classes. In addition, Mark's parents should be invited to
play a more active role in discussing his behaviors and consequences both in school and at home.
9. Functional Factors:
Hypothesis of function (purpose) of this behavior for this student based on data collected in Section 3. above

The reason for the student's inappropriate behavior is to gain attention.

Suggested functionally equivalent replacement behavior:

The student can tell appropriate jokes at appropriate times, participate in class, and submit
required assignments to receive attention.

SECTION 4: Conclusion/Recommendation
1. Conclusions: (Recommendations for IEP, 504, or school team consideration)

Mark's case will be reassesed at the next IEP meeting.

2. Estimate of need for behavior intervention:
Extreme
Serious
Moderate
Needs attention, early stage intervention
Monitor behavior only; no formal behavior intervention plan is recommended at this time
3. If a Behavior Intervention Plan is NOT now recommended:
Behavior goals to be developed by: and contained in:
Consider Tier II interventions, or other interventions, such as
Consider assistance to students teacher to enhance environmental/student
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Consider other Tier III interventions, such as district provided Cognitive Behavioral Therapy such as a Related Service
to address emotionally driven behavior
Consider WrapAround or Multiagency teaming
Rationale for selection of an alternate approach:

4. This team has determined that if a behavior plan is NOT to be developed as a result of this assessment, a
functional behavioaral assessment will be considered again if:
data demonstrates the problem behavior intensity, duration or frequency escalates or continues at current rate or
data demonstrates non-responsiveness to selected other approaches
Describe:

5. This student has:

a current IEP

a current 504 Plan

neither

6. Goals to monitor future behavior will be added to:

a new or amended IEP
a new or amended 504 Plan
a school teams plan (no IEP or 504 Plan)

SECTION 5: Evaluation Personnel

Individuals contributing to this evaluation:
Name
Position

Mr. McGreevy
Jose Villalobos
Tatiana Villalobos
Mr. Jackson
Contact person for this report:
Phone:
E-mail:

General Education
Teacher
Father
Mother
Case Manager

Name

Position

Ruth Reeve
Mr. Smith
Mrs. Brown

Special Education
Teacher
School Psychologist
Principal

Mr. Jackson
(616)555-1234
jackson@hopeelementary.com

Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

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