Feldhus A Sped775 M7fba

Feldhus_A_Sped775_M8_FBA
FunctionalBehaviorAssessment
AmandaFeldhus
UniversityofKansas
2
StudentInformation
Description of Student:
J.S. is a male student in the 4th grade. At age 3 he was diagnosed with Stereotypy and
PDD-NOS. J.S. receives services in both special education and general education settings. He
spends approximately 255 minutes of his school day in the Communication and Social Skills
classroom. His most recent evaluation (2014) indicates that his cognitive ability falls in the lowaverage range. He also struggles with transitions and self-regulation skills. Based on the results
of his evaluation, J.S. qualified for special education services under the category of Autism
according to the Wiley Elementary Evaluation team.
Student Selection:
In this situation, I am the classroom teacher. I discussed using J.S. for my FBA project
with my cooperating teacher, and we both agreed that focusing on his self-regulation skills, in
this instance appropriately responding to adults, would be a good direction to go for this
project. It was timely as well, due to the fact that we were preparing to take baseline on this
matter for a new goal on his IEP.
Interview Student:
After interviewing J.S. he revealed that his favorite school subject is science, as he has a
great interest in nature. He likes math but has a hard time with multiplication. We discussed his
sensory needs, in that he doesnt like for others to touch him. He also shared that he wants to
grow up and get married and have a house and kids.
Student Strengths:
J.S. shows strengths in the area of functional and adaptive skills. He is able to take care of
his personal hygiene needs at school and is able to move throughout the building independently.
J.S. gets along well with his peers in and out of the special education setting. Other strengths
include: reads with expression, does work when asked, follows directions, sense of humor,
caring, works quietly, stays in his area when asked, has his own ideas/plans for his own future.
Student Needs:
J.S. needs improvement in the areas of academics (approximately 2 grade levels behind
his peers), self-regulation skills (using an inside voice, no gesturing, whining, crying, grunting,
stomping, begging when asked to transition to a non-preferred activity.), sensory in the area
of tactile avoidance, transitions, and attending to non-preferred activities (attention span is under
one minute when activity is non-preferred).
Identifying the Problem: Defining Target and Replacement Behaviors
Collect Observational Data:
See Appendix A for observational data recorded on data

collection sheets. These data sheets have broken J.S.s school
day into 20-minute segments. The adult who is monitoring
J.S. for each segment has been given instruction to mark a + if
the undesired behavior occurs in each of the segments. J.S.s
day is broken into 21 20-minute sections.
Target Behavior:
Inappropriate responses to adults include any behavior that

involves using a raised voice, use of inappropriate gestures,
and throwing tantrums (whining, crying, begging, and
Operational Definition:
stomping).
Inappropriate responses to adults
Examples of Behavior:
Examples include: raising voice at the teacher (no, or I

dont want to), growling or grumbling, shaking of fists
directed at teachers, stomping, whining or crying.
Non-examples of Behavior:
Non-Examples include: using an appropriate tone of voice

(inside voice), using nice words such as: no thank you, may
I finish this, or Im not finished, keeping hands down/to self.
Replacement Behavior:
Appropriate responses to adults include using an inside voice,

no gesturing, and lack of tantrum behaviors.
Operational Definition:
Appropriate responses to adults include using an inside voice,

no gesturing, and lack of tantrum behaviors.
Examples of Behavior:
Examples include: using an appropriate tone of voice (inside

voice), using nice words such as: no thank you, may I finish
this, or Im not finished, keeping hands down/to self.
Non-examples of Behavior:
Non-examples include: raising voice at the teacher (no, or

I dont want to), growling or grumbling, shaking of fists
directed at teachers, stomping, whining or crying.
Rationale:
Appropriate responses to adults was chosen as the target behavior for multiple reasons.
When the student exhibits the target behavior, he creates disruptions to the activities in the rest of
the classroom. Also, this being a social-skills classroom, it is an appropriate behavior to be
taught. As the student gets older the target behavior becomes more and more inappropriate for
his age. This would be relevant to him socially as he moves on. As J.S. becomes a young adult
and then a grown adult, this behavior becomes less and less appropriate.
Baseline Data
Data Recording System
J.S. target behavior occurs at various points throughout the school day when he is asked
to follow a direction or transition from preferred to non-preferred activities. With this in mind, I
chose to use partial-interval recording. I chose to break the school day up into 20-minute sections
to go along with our daily schedule, which is formatted in the same manner. Should the behavior
have occurred within that 20-minute time period, I noted it on the behavior sheet.
Total duration: Data was collected for the duration of 5 7 hour school days.
Baseline: During 4 sessions, each encompassing one school day, using a 20-minute, partial
interval system, the student engaged in appropriately responding to adults for an average of 66%
of the time.
Baseline Products: See appendix A for data collection sheets. (Include what is in appendix)
Baseline Graph:
Baseline Data
40
35
30
25
Baseline Data
Percent of Occurrences 20
15
10
5
0
Function Matrix
Positive Reinforcement
Negative Reinforcement
Escape
Sensory
(Access Something)
(Avoid Something)
Score:
Score:
MAS: .
75
Score:
Score:
1.1 growled at para
MAS:
because he was told to
2.2
begin work (non-
Tangibles Attention
Score:
Score:
MAS: 0
Rank:
Score:
MAS:
1.2 computer was taken away because
Score:
technology time was over
5.5
1.7 asked to put computer

away to begin work time
(non-preferred)
Outcome of Function Matrix:

Hypothesized Function:
Based on the collected data, J.S. uses inappropriate responses, directed at adults to access
tangibles (computer/self-directed choice activities), as well as avoid non-preferred activities
(work time). This behavior presents itself as tantrums (crying, whining), shouting at teachers, and
using inappropriate gestures (shaking of fists, stomping).
Behavioral Objective:
J.S. will increase his use of appropriate responses to adults when switching from
preferred to non-preferred activities, from a baseline average of 68% to an average of 75% over a
period of 4 data days. This will be assessed through the use of data sheets, identical to the ones
used to collect baseline.
FBAAnalysisandFindings
Throughobservationanddiscussionwithmycooperatingteacher,Ichosetocreatea
FunctionalBehaviorAssessmentforJ.S.,a4thgraderinmyCommunicationandSocialSkills
classroom(aselfcontainedspecialeducationclassroom).J.S.hasregularlybeenobserved
respondinginappropriatelytoadultsintheclassroom.ThesebehaviorsimpactJ.S.slearning
becauseheremainsupsetaftertheevent.Italsoaffectstheotherstudentsinthisclassroom
becauseofthevolumeanddramaticsinvolved.WorkceasesandJ.S.speersstoptowatch,or
chimeinintheevents.ThisbehavioroccurswhenJ.S.isaskedtotransitionfromapreferred
activitytoanonpreferredactivity.WhenJ.S.exhibitsthisbehavior,onecanexpecttowitness
crying,screaming,stomping,shoutingNoorIdontwantto,pleadingforextrachances,
makinginappropriategesturessuchasstickingouthistongueorraisingoffists.
Tobegincollectingbaselinedata,IcreatedabehaviorsheetforJ.S.thatwouldbe
completedbytheadultsmonitoringhimthroughouttheday.Ichosetousepartialinterval
recording.Eachschooldayisbrokenintotwentyminutesections.ForJ.S.,thatequalsoutto21
opportunitiesthroughouttheday.
Oncebaselinedatawascollected,Ibegantoanalyzeit.Itbecameevidentthatthe
majorityofoccurrenceswerewhenJ.S.wastransitioningoffoftechnologytime.Thisisahighly
preferredtask.Itissafetosay,forIhavetrieditonceoutofcuriosity,thatJ.S.wouldremainon
thecomputeroriPad,aslongasyouwouldlethim,withoutbreakinghisattentionbarringadead
battery.
AsIwatchedtheseinteractionsoverafewdaystime,Inoticedthattheadultsinteracting
withJ.S.whentheseincidentsoccurhaveinconsistentmethodsfortransitioninghim.Thisisdue
toalackofguidanceonmypart.ThatissomethingIcanfix.Isometimesaminconsistentas
wellandthatcausessomeissue.
Based on the collected data, J.S. uses inappropriate responses, directed at adults to
access tangibles (computer/self-directed choice activities), as well as avoid non-preferred
activities (work time). This behavior presents itself as tantrums (crying, whining), shouting at
teachers (No! I dont want to), and using inappropriate gestures (shaking of fists, stomping).
Positive Behavior Supports Intervention Plan (USD 308)
Student: JS
8
Grade: 4
Building: Wiley
Strengths of the Student:

Readswithexpression
Doesworkwhenasked
Followsdirections
Greatsenseofhumor
Getsalongwellwithpeers
Verycaring
Worksquietly
Staysinhisareawhenasked
Curiosityaboutnature
Hasideas/plansforhisfuture
Thinksoutsidethebox
ItisimportanttoknowJ.S.sstrengthsasweseektoimprovehisundesiredbehaviors.These
piecescanservetoofferdistractorswhenJ.S.isescalating.Itisalsorelevantsoyouknowwhat
topicstoavoidandhowyouuseyourwords(heisveryclever,sotryingtooutsmarthimwith
wordsisprobablynotthewaytoaccomplishthings).Itisalsoveryimportanttokeepthesein
mindwhenworkingwithastudentwhocanbecomedifficult.Itisbesttoremembertheir
positivecharacteristicssothatwecanshowgraceinthesesituations.
Targeted Behavior:
Inappropriate responses to adults include any behavior that involves using a raised voice, use of
inappropriate gestures, and throwing tantrums.
Examples include: raising voice at the teacher (no, or I dont want to), growling or
grumbling, shaking of fists directed at teachers, stomping, whining or crying.
Non-Examples include: using an appropriate tone of voice (inside voice), using nice words
such as: no thank you, may I finish this, or Im not finished, keeping hands down/to self.
Current rates of Behavior:

During 4 sessions, each encompassing one school day, using a 20-minute, partial interval system,
the student engaged in appropriately responding to adults for an average of 66% of the time.
Function of the Behavior:
After reviewing the data, it is evident that J.S. engages in inappropriate responses to adults at
times when he is asked to transition from a preferred activity to a non-preferred activity. J.S.
seeks positive reinforcement through access to tangibles. When it is time to put preferred
activities away, J.S. tends to escalate in his inappropriate behaviors.
Antecedents of the Behavior:
Transitions to non-preferred activities
Technology removed from area
Replacement Behavior:
Appropriate responses to adults include using an inside voice, no gesturing, and lack of tantrum
behaviors. Examples include: using an appropriate tone of voice (inside voice), using nice
words such as: no thank you, may I finish this, or Im not finished, keeping hands down/to self.
Non-examples include: raising voice at the teacher (no, or I dont want to), growling or
grumbling, shaking of fists directed at teachers, stomping, whining or crying.
Behavioral Interventions/ Supports/Strategies:
10
What actions would assist or teach the student replacement behaviors?

Teachers or paraprofessionals working with the student throughout the day will assist the student
with this behavior through the means of:
Priming: J.S. will be given a timer at the beginning of his technology time, or time preceding a
non-preferred activity. The adult with J.S. at this time will tell him how much time is on the
timer, and what he needs to do when the timer goes off. J.S. you have 5 minutes on your timer,
when time is up, close your computer and put it in the technology tub , then it will be time to
_____ The adult monitoring J.S. will periodically remind J.S. of the time left on his timer. J.S.
you have 3 minutes left, when the timer goes off you need to
Wait Time: When the timer goes off, J.S. will get up to turn it off. The adult who is monitoring
him will wait for a period of one minute before intervening. If after one minute, J.S. has not
complied with his instructions, the adult will begin a countdown from 5. If the countdown
reaches 0, J.S. will receive a strike on his board. This is a page with a baseball player and says
three strikes, technology is out if all strikes are given, then J.S.s next technology time is taken
away. This was a strategy used in the previous school year, and proves to be useful.
Personnel required:
Personnel required includes the adult (teacher or paraprofessional) who is monitoring J.S. at the
time (according to their personal schedules). They will be in charge of setting the timer, giving
the warnings, and making sure that J.S. transitions.
Method of data collection:
Data will be tracked through the use of daily data sheets. Partial interval recording will be the
method used. A plus sign will indicate that the targeted behavior occurred during each block of
11
time. Data recorded specifically for this project will be pulled from Tuesday and Thursday data
sheets.
Procedures for teaching appropriate behavior:
Priming: J.S. will be given a timer at the beginning of his technology time, or time preceding a
non-preferred activity. The adult with J.S. at this time will tell him how much time is on the
timer, and what he needs to do when the timer goes off. J.S. you have 5 minutes on your timer,
when time is up, close your computer and put it in the technology tub , then it will be time to
_____ The adult monitoring J.S. will periodically remind J.S. of the time left on his timer. J.S.
you have 3 minutes left, when the timer goes off you need to
Wait Time: When the timer goes off, J.S. will get up to turn it off. The adult who is monitoring
him will wait for a period of one minute before intervening. If after one minute, J.S. has not
complied with his instructions, the adult will begin a countdown from 5. If the countdown
reaches 0, J.S. will receive a strike on his board. This is a page with a baseball player and says
three strikes, technology is out if all strikes are given, then J.S.s next technology time is taken
away. This was a strategy used in the previous school year, and proves to be useful.
Measureable changes expected and method of evaluation:
Through the use of data sheets and teacher observation we expect to see a 24% increase by the
end of the school year. The overall goal is to see a 24% increase, benchmarks to be met
throughout the year begin at a 6% increase, 12%, and finally 24%.
Review protocol: Dates for review/who will monitor plan for effectiveness and revise as
necessary?
Review will occur at the annual IEP, as well as at the end of each 12-week trimester.
Communication/Coordination with home?
12
JS mom is aware of this goal on his IEP. We communicate through daily communication. Mom
works in the same building and we talk daily about how he is progressing. (She comes to my
room to pick him up daily).
Crisis Management Plan: (For behaviors that may lead to suspension/expulsion, behaviors
harming themselves or others.
Crisis plan is not necessary at this time.
13
Intervention and Fading Data

Data Recording System
J.S. target behavior occurs at various points throughout the school day when he is asked
to follow a direction or transition from preferred to non-preferred activities. With this in mind, I
chose to use partial-interval recording. I chose to break the school day up into 20-minute sections
to go along with our daily schedule, which is formatted in the same manner. Should the behavior
have occurred within that 20-minute time period, I noted it on the behavior sheet.
Total duration: Data was collected for the duration of 5 7 hour school days.
Intervention: During 4 sessions, each encompassing one school day, using a 20-minute, partial
interval system, the student engaged in appropriately responding to adults for an average of 80%
of the time.
Intervention Products: See appendix B for data collection sheets and intervention graph
During the intervention, data was tracked daily. For this assignment I pulled data on
Tuesdays and Thursdays. As we implemented the strategies with more consistency, we saw J.S.
having better days (percentage-wise). Some days we would see worse results when we were less
consistent, and didnt all use the same tactics. The four data days together averaged an 80% rate
of appropriate behaviors.
Some days of data were effected by other elements in the classroom. We have had quite a
turbulent year due to different factors. Overall, I can see an improvement in J.S.s responses. At
this time, we will continue with the intervention until his daily rates are more consistent.
14
Appendix A
Baseline Data Collection
Table 1: ABCR Data Observation
Table 2: Baseline Data Collection 1
Table 6: Motivation Assessment Scale
15
Student Name:
JS
Observer:
A.Feldhus
Activity:
Time
Begin/End
7:55-8:15
9:15-9:35
9:15-9:35
10:15-10:35
Date: 11/2/16
Time: 7:55-2:55
Environment
information
Antecedent
Behavior
Consequence
In CSS room. JS
finished large group,
students returning to
desks.
Given directive by
para.
Growled at para.
Verbally redirected by
teacher.
In CSS room. JS
finished direct
instruction and
earned self-directed
choice activity.
Computer was taken

away when student
didnt follow
directions as timer
went off.
Verbally redirected by
teacher.
In CSS room. JS
finished direct
instruction and
earned self-directed
choice activity.
In CSS room. JS
finished direct
instruction and
earned computer
time.
Asked to transition
to a non-preferred
activity.
JS jumped out of
seat. Shouted
NO! and then
began crying
begging and
pleading for
another chance.
Shouted I dont
want to! and
stomped his foot.
Asked to put away

free choice item at
end of self-directed
choice time.
JS whines then
exclaims: NO!
Sent to his office

without technology.
In CSS room, normal

morning routine.
Directed to line up
for Sci/Social
Studies class.
JS begins
whining and
grumbling.
JS was asked is that

an appropriate way for
you to respond?
In CSS room, normal

morning routine.
In CSS room.
Finished direct
instruction and
earned afternoon
computer time.
CSS room, JS asked
for computer.
Asked to line up for

lunch/recess.
Technology time
was over
Shouts NO!
Instructed to line up
once again
Reminded that if this
behavior continued,
would lose computer
privileges the next day.
JS was told no
Replied but I
want it!
JS was asked is that

an appropriate way for
you to respond?
10:35-10:55
10:55-11:15
1:15-1:35
1:35-1:55
Begins whining
and shaking fist
at teacher.
Was told no, it is not

technology time.
16
Name: J.S.
Date: 11/1/2016
17
Method: Partial-Interval Recording (20-minute intervals)
Behavior: Inappropriate responses to adults include any behavior that involves using a raised
voice, use of inappropriate gestures, and throwing tantrums. Examples include: raising voice at
the teacher (no or I dont want to), growling or grumbling, shaking of fists directed at
teachers, stomping, whining, or crying. Non-Examples include: using an appropriate tone of
voice inside voice, using nice words such as: no thank you, may I finish this, or Im not
finished, and keeping hands down/to self.
Table 2
7:55-8:15
+/-
8:15-8:35
8:35-8:55
8:55-9:15
9:15-9:35
9:35-9:55
9:55-10:15
10:15-10:35
10:35-10:55
10:55-11:15
11:15-11:35
11:35-11:55
11:55-12:15
12:15-12:35
Comments
Growled when
told no
computer
Sci- verbally
ref. directions.
no during
math
12:35-12:55
+/+
12:55-1:15
1:15-1:35
1:35-1:55
1:55-2:15
2:15-2:35
+
+
Comments
Was asked to
work
Break time was

over
2:35-2:55
End of Day
16/21 Appropriate
5/21 Inappropriate
Name: J.S.
Date: 11/2/2016
18
Table 3
7:55-8:15
8:15-8:35
8:35-8:55
+/+
-
8:55-9:15
9:15-9:35
9:35-9:55
9:55-10:15
10:15-10:35
10:35-10:55
10:55-11:15
11:15-11:35
11:35-11:55
11:55-12:15
12:15-12:35
+
+
+
-
Comments
Growled at para
Non-pref
activity
Non-pref
activity
12:35-12:55
12:55-1:15
1:15-1:35
+/+
1:35-1:55
1:55-2:15
2:15-2:35
Comments
NO!
technology time
over
Was told no,
threw tantrum
2:35-2:55
End of Day
13/21 appropriate
8/21 inappropriate
Name: J.S.
Date: 11/3/2016
19
Table 4
7:55-8:15
8:15-8:35
8:35-8:55
+/+
+
8:55-9:15
9:15-9:35
9:35-9:55
9:55-10:15
10:15-10:35
10:35-10:55
10:55-11:15
11:15-11:35
11:35-11:55
11:55-12:15
12:15-12:35
+
+
+
Comments
Switch to nonpref activity
Got on
computer w/o
permission/take
n away
12:35-12:55
12:55-1:15
1:15-1:35
+/+
1:35-1:55
1:55-2:15
2:15-2:35
Comments
Computer time
over
2:35-2:55
End of Day
14/21 appropriate
7/21 inappropriate
Name: J.S.
Date: 11/4/2016
20
Table 5
7:55-8:15
8:15-8:35
+/-
Comments
8:35-8:55
Did not want to

do
multiplication
practice
8:55-9:15
9:15-9:35
9:35-9:55
9:55-10:15
10:15-10:35
10:35-10:55
10:55-11:15
+
+
11:15-11:35
11:35-11:55
11:55-12:15
12:15-12:35
During math
lesson
12:35-12:55
12:55-1:15
+/+
+
1:15-1:35
1:35-1:55
1:55-2:15
2:15-2:35
+
_
+
Comments
Computer time
over
Didnt want to
go to pe/music
2:35-2:55
End of Day
14/21 appropriate
7/21 inappropriate
21
22
23
24
Appendix B
Intervention Data Collection

Table 1: Intervention Data Collection
Table 2: Intervention Data Collection 2
Table 5: Intervention Data Graph
25
InterventionDataSheet1
Name: J.S.
Date: 11/29
7:55-8:15
+/-
8:15-8:35
8:35-8:55
8:55-9:15
9:15-9:35
9:35-9:55
9:55-10:15
10:15-10:35
10:35-10:55
10:55-11:15
11:15-11:35
11:35-11:55
11:55-12:15
12:15-12:35
+
+
-
Comments
12:35-12:55
Off Tech
Sci/SS
+/+
Comments
Told work then
comp
12:55-1:15
1:15-1:35
1:35-1:55
+
Off Tech
1:55-2:15
2:15-2:35
2:35-2:55
End of Day
17/21 Appropriate
4/21 Inappropriate
26
Name: J.S.
Date: 12/1
7:55-8:15
8:15-8:35
8:35-8:55
8:55-9:15
9:15-9:35
9:35-9:55
+/+
9:55-10:15
10:15-10:35
10:35-10:55
10:55-11:15
11:15-11:35
11:35-11:55
11:55-12:15
12:15-12:35
Comments
Off preferred
task
Asked to
complete task
Off preferred
task
12:35-12:55
12:55-1:15
1:15-1:35
1:35-1:55
1:55-2:15
2:15-2:35
2:35-2:55
End of Day
+/+
+
+
Comments
Off tech time

Told no comp
Off Free Choice
14/21 Appropriate
6/21 Inappropriate
27
Name: J.S.
Date: 12/6
7:55-8:15
8:15-8:35
8:35-8:55
8:55-9:15
9:15-9:35
9:35-9:55
+/-
9:55-10:15
10:15-10:35
10:35-10:55
10:55-11:15
11:15-11:35
11:35-11:55
11:55-12:15
12:15-12:35
Comments
12:35-12:55
12:55-1:15
1:15-1:35
1:35-1:55
1:55-2:15
2:15-2:35
+/+
2:35-2:55
End of Day
20/21 Appropriate
1/21 Inappropriate
Comments
Off of free
choice
28
Name: J.S.
Date: 12/8
7:55-8:15
+/-
8:15-8:35
8:35-8:55
8:55-9:15
+
-
9:15-9:35
9:35-9:55
9:55-10:15
10:15-10:35
10:35-10:55
10:55-11:15
11:15-11:35
11:35-11:55
11:55-12:15
12:15-12:35
Comments
Off tech
12:35-12:55
+/+
12:55-1:15
1:15-1:35
1:35-1:55
+
+
1:55-2:15
2:15-2:35
Comments
Told not comp
time
Comp time over
Asked for more
comp
2:35-2:55
End of Day
16/21 Appropriate
5/21 Inappropriate
Off of free
choice
29
Intervention Data
Intervention Data
30
References
Durand,M.,&Crimmins,D.B.(1992).Themotivationassessmentscaleadministrationguide.
Topeka,KS:MonacoandAssociates.

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See Appendix A for observational data recorded on data

Inappropriate responses to adults include any behavior that

Examples include: raising voice at the teacher (no, or I

Non-Examples include: using an appropriate tone of voice

Appropriate responses to adults include using an inside voice,

Appropriate responses to adults include using an inside voice,

Examples include: using an appropriate tone of voice (inside

Non-examples include: raising voice at the teacher (no, or

1.1 growled at para

because he was told to

begin work (non-

1.2 computer was taken away because

technology time was over

1.7 asked to put computer

Outcome of Function Matrix:

Positive Behavior Supports Intervention Plan (USD 308)

Strengths of the Student:

Current rates of Behavior:

What actions would assist or teach the student replacement behaviors?

Intervention and Fading Data

Computer was taken

Asked to put away

Sent to his office

In CSS room, normal

JS was asked is that

In CSS room, normal

Asked to line up for

JS was asked is that

Was told no, it is not

Break time was

Method: Partial-Interval Recording (20-minute intervals)

Switch to nonpref activity

Did not want to

Intervention Data Collection

Method: Partial-Interval Recording (20-minute intervals)

Method: Partial-Interval Recording (20-minute intervals)

Off tech time

Method: Partial-Interval Recording (20-minute intervals)

Method: Partial-Interval Recording (20-minute intervals)

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