Amber Duncan- Functional Behavior Assessment

7/30/2019 Amber Duncan- Functional Behavior Assessment

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Functional Behavior Analysis (FBA) Report

Amber Duncan

University of Alabama

SPE 502

Spring 2012


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Referral information summary for Satira

Students Name: Satira M.

School: University Place Middle School Date of Birth: 06/15/1997 Age: 14

Teachers Name: Mrs. Shaw, Mrs. Hartley, Mr. Trayvick, Mr. Parrish, Mrs. Banks

Grade: 8

Phone: 123-4567

Parents/ Guardians: Adrianne J., and Eric M.

Current Educational placement:

General Education

Special Education Services:

Collaborative Teaching for Specific Learning Disability in Reading and Math

Person Responsible for initiating and implementing the plan:

General Education Teachers: Mr. Parrish, Mr. Trayvick, Mrs. Banks, and Mrs. Hartley

Special Education Teacher: Mrs. Shaw


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Intervention strategies used with Satira before referral:

All of the general education teachers have used different strategies to help Satira with her

behaviors. The different intervention strategies that they have used are talking one-on-one with

Satira, moving seats, alternate assignments, verbal praise, tangible rewards, classroom privileges,

good notes to her mother, redirects, office referrals, and math charts

In observing Satira, the interventions that I mostly saw with Satira were verbal reprimands, being

moved away from the situation, being put out of the classroom, silent lunch, or math charts.

Sometimes, Satira would be participating in the behavior and there would be no intervention to

the behavior that was occurring.

Describe Satiras response to the interventions:

All the teachers have said that Satira will sometimes respond positively to the interventions for a

period a time. They also said that the behaviors that Satira exhibits either stopped for a few

minutes of the behavior continued.

In my observations, I saw that sometimes Satira would respond to a reprimand by stopping her

behavior for a few moments. In the time that she would stop her behavior, she would continue

her work, put her head down on her desk, or find some other way of occupying her time. After

she stopped her behavior for the moments, it would start back up again. If there was no

intervention to the behavior, whether it be talking to her peers or being off task with her work,

she would continue in that behavior. As a result of this, Satira would not complete her work,

distract her peers from completing their work, or she would not preform the task that was asked

of her.


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Description of Problem Behaviors:

Satira, is an 8th

grade student at University Place Middle School. There has not been an official

meeting to my knowledge and in conversations with my teacher about her behavior. The official

meeting will be on April 5th

. Ms. Duncan, the behavior specialist, was asked to observe Satira

during her instruction time in the general education classroom to understand and see the

extremes of her behaviors. Before observing Satira in the classroom, Ms. Duncan started by

interviewing her general education teachers, Mr. Parrish, Mr. Trayvick, Mrs. Hartley, and Mrs.

Banks, and finding out background knowledge of Satira from her case manager and special

education teacher, Mrs. Shaw.

In conversations with Satiras teachers about the behaviors that Satira has been exhibiting, have

been more extreme than the past couple of weeks that Satira was observed. One of the reasons

Satira is being observed is because she is one step away from being put in an alternative school

for her behaviors. Another reason for having Satira referred for observation is because her

behaviors have interrupted her learning severely and either completes part of her work or does

not complete any of her work. The third reason for referral is because Satiras behavior

sometimes can be loud and disruptive and will affect the entire environment of the school.

Lastly, Satiras behavior when it involves her peers affects her peers learning and them starting

and completing their work.

In talking with Satira about her behavior, I asked what kind of behaviors does she think she

exhibited, she said wrestling, using profanity, talking to peers, and getting up out of her seat. In

asking her if she thought if any of the behaviors were inappropriate, she was that she only

thought the wrestling and using profanity were the only inappropriate behaviors. Satira said that


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the reason why she participates in these behaviors is because she is irritated or just playing. She

said that it is not because the work is too hard or because she is seeking attention. Satira said that

when she is reprimanded by a teacher, she gets an attitude because she knows the teacher is

telling her the truth. Satira also said that she likes having personal, genuine praise, Fun Friday

where they can use their phones or listen to their own music, and candy.

Following the interview with Satira, the three problem behaviors were determined. These

behaviors and there operational definitions are listed as follows:

Off-task behaviors: drawing or doodling on her papers, looking around the classroom, putting

her head down on her desk, playing on her cellphone, listening to music on her cellphone, getting

up out of her seat and walking around the classroom, not completing her work, not participating

in class time

Disruptive behaviors: arguing with other peers, blurting out answers in class, hitting other

students, talking to other peers during instructional time, shouting at the teachers for help

Non-compliance behaviors: Leaving class without permission, not following requests or

directions of teachers, and inappropriate behaviors toward teachers such as raising her voice,

arguing with the teachers, or the way she responds to a request or directions from a teacher,

being aggressive with requests or responses to her teachers.


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Functional Behavior Assessment

Students name: Satira M. Dates of evaluation: 3/21/11, 3/26/11, 3/28/11,

4/2/11

School: University Place Middle Childs date of birth: 6/15/1997

Source of referral: Mrs. Shaw Examiners name: Amber Duncan

Reason for Referral

Satira was referred to the support team due to her teachers concern that his inappropriate

behaviors were affecting her performance in the classroom and other school settings such as the

bus and causing Satira to get into trouble. In addition to her performance lacking, it has caused

her to be one step away from moving to the alternative school. The team decided to conduct a

functional behavior assessment (FBA) to assess Satiras problem behaviors. In this report,

detailed procedures will be explained on how the FBA was conducted as well as the results

determined the information obtained from the procedures. A summary and suggestion for a

behavior intervention plan will be included as well.

Procedures

Three methods were used to collect information about Satiras problem behavior. These methods

included a formal assessment interview (FAI), scatter plot assessment, and observations. The

first method used was the FAI questions (Yell, etc.al, 2009). The purpose of using the FAI was

to gather information from Satiras general education teachers, Mr. Trayvick, Mr. Parrish, Mrs.

Hartley, and Mrs. Banks. The second method used was scatter plot assessment (Touchette, et al.,

1985). This procedure was used to determine exactly when the problem behaviors were more


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likely to occur. Data was collected on four separate days in March and April of 2012. Lastly,

direct observation data was collected on Satira during her general education classes. Data

collected using an antecedent-behavior-consequences (A-B-C) recording chart. Through the date

collected using the A-B-C recording chart, environmental and contextual variables that occurred

prior to the behavior and after the behaviors occurred were identified. Direct observations were

collected for 30 minutes in Mrs. Bankss class, 40 minutes in Mr. Trayvicks class, 25 minutes in

Mrs. Hartleys class on March 28th. Then on April 2nd, the data was collected for 50 minutes in

Mr. Trayvicks room (see Appendix).

Results

Interview

Results from the FAI show that Satira has behaviors that Mr. Parrish, Mr. Trayvick, Mrs.

Hartley, and Mrs. Banks have observed that they consider being a problem. First, all of her

teachers have noticed that Satira is loud, talks in the class without permission, and uses profanity

when she talks in the classroom, the hallway, and when she talks with her peers. The second

behavior that has been observed by the teachers is Satira getting up out of her seat without

permission. Mr. Parrish and Mrs. Hartley have noticed Satira being physical with her peers, such

as play fighting and wrestling with them. The last behavior that Mr. Trayvick and Mrs. Banks

has noticed is Satira not following simple classroom rule such as getting up out of her seat

without permission.

When these behaviors occur, the teachers use the interventions of verbally reprimand, removing

Satira from the situation, sending her out of the classroom, math charts, or sending her to the

office. When the teachers were asked when these behaviors occur, Mrs. Hartley said during class


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instructional time in the hallway, and in the cafeteria. Mr. Trayvick said that these behaviors

occur when she sits near her friends. Mrs. Banks said that there is no specific situation because

she has seen these behaviors in the classroom, lunchroom, and hallway. Mr. Parrish said that

these behaviors occur at the beginning or at the end of the class.

When the teachers were asked why she exhibits the behaviors, Mrs. Hartley said to seek attention

and to be a leader for her friends, Mr. Trayvick said that he does not think she exhibits these

behaviors for any reason, Mrs. Banks said that she exhibits these behaviors to gain attention,

escape work, and to avoid other situations, and Mr. Parrish said these behaviors occur for

attention and to take a break from work.

Information provided from these four teachers revealed that Satira emitted three categories of

problem behaviors. These behaviors and their operational definitions are described as follows:

Problem Behaviors Operational Definition

Off-task behaviors Satira will draw or doodle on her paper, play with

her cellphone, or get up out of her seat during

instruction time without permission

Non-compliant behaviors Satira leaves the classroom without permission, not

follow classroom rules, being disrespectful in her

interaction with the teacher, or follow teachers

directions or requests during instruction or

transition periods in the classroom.


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Disruptive behaviors Satira argues with her peers, talk to her peers, blurt

out in class, talks loudly, uses profanity, or play

fights or wrestles with her peers during instruction

time, transitions, or in the hallway or lunchroom.

Scatter Plot Assessment

The data collected from the scatter plot assessment confirmed that the behaviors occur in all of

her classes, and throughout the class period. Further analysis of the scatterplot shows that

Satiras behaviors occur at the beginning, middle, and end of class. Also, when the class periods

are large group and whole class instruction and individual work, the behaviors are more evident,

than in a small group setting. (See appendix).

A-B-C Analysis

Based on the data gathered from the scatter plot assessment, I observed Satira during the times

when problem behavior was most likely to occur (i.e., all general education classes, especially

math and language arts where her disability is in). During the observations, I recorded many

instances when Satira would argue with her peer, play fight or wrestle, talk to her peer, and talk

loudly during the instruction time in all classes. Also, I noticed instances when she would be

disrespectful to her teachers, or she would not follow the classroom instructions in three of her

classes. The consequences of her actions were a teacher reprimand or a redirect. Satiras

behaviors usually occurred when the teacher would be teaching and she was disinterested in or

when her peers would distract her. (See appendix).


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Functional Behavioral Assessment Summary

The FBA Information leads to the hypothesis that Satiras behavior (i.e., noncompliance, off-

task, and disruptive) in her general education classes functions to escape assignments that she is

not interested in, attention and approval from her peers, and to take a break from work. When

Satira is faced with information that does not interest her or other peers are not paying attention,

Satira shows these behaviors that are listed. The antecedent to her problems is centered around

peers attention and around work that Satira is not interested in.

Summary Statement from the FBA

Setting Events Antecedents Behavior Consequences

When Satira is sitting

in her general

education class

waiting on class to

start and during

teacher led, whole

group instruction

and she is not

interested in the work,

tired of working or

other peers are

distracting around her

she participates in

disruptive, off-task, or

non-compliant

behaviors

to avoid work, receive

attention or approval

from peers, or to take

a break from work.

Suggestions for the Behavior Intervention Plan (BIP)

Based on the information collected through the FBA, the building based support team (BBST)

may want to consider several areas in which to intervene regarding her behaviors. First, the team

should generate strategies for addressing setting events that influence Satiras problem behaviors

in school. Because these behaviors occur when it is a whole classroom/large group instruction on

material that Satira is struggling in or when peers are distracting her, the team should consider

ways to intervene in these behaviors. Possible strategies may include, presenting material in a

different way besides whole group, verbally, and worksheets, having a defined seat that is away


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from her peers that she talks to a lot, allowing breaks in the work that is tiring or she is not

interested in, and allowing small group instruction. Second, the behaviors maybe to get attention

from peers, there should be intervening strategies to help Satira understand how to handle

different situations and how to communicate these ideas. Therefore, the BIP should first address

the antecedents to her behaviors (i.e., modifications of presentation of curriculum, and

modification of the classroom environment) which will change the environmental conditions that

lead to these behaviors. The plan should also incorporate teaching strategies that keeps Satiras

attentions (i.e., playing review games, allow small group work, or a way to allow Satira to take

breaks) to increase acceptable and appropriate behaviors during instructional time. Finally, the

BIP should address the consequences (e.g., tangible and intangible rewards for showing

appropriate behavior, positive reinforcements, personal praise for acceptable and appropriate

accomplishment on her work and her classroom behavior) to begin, increase, and maintain

Satiras appropriate behavior.


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APPENDIX

Appendix A: Teacher Interview Question Form

Appendix B: Student Interview Question

Appendix C: Scatter Plot Data chart

Appendix D: A-B-C- observation forms


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APPENDIX A: TEACHER INTERVIEW QUESTIONNS FORMS


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Mr. Parrishs interview continued:


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Mrs. Banks interview continued:


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Mrs. Hartleys interview continued:


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Mr. Trayvicks interview continued:


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APPENDIX B: STUDENT INTERVIEW

1. What behaviors do you think you exhibit in class?

Wrestle, cussing out, talking, gets up

2. Which behaviors do you think are inappropriate?

Wrestling and cussing

3. Why do you exhibit these behaviors?

Irritated, just playing, bored, work isnt too hard, and not for attention

4. How do you feel when these behaviors are pointed out?

Catch and attitude because the teacher is telling the truth

5. What are some rewards or reinforcement that helps you to control these behaviors?

Fun Friday, candy, personal praise


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APPENDIX C: SCATTER PLOT DATA

Satiras scatterplot data for Mrs. Banks class- Language Arts: March 21, 2012

The instructional method for this class period was large group/ whole class instruction (Teacher

lecturing class)

Time Behaviors Total Occurrences

Off-Task Non-compliant Disruptive

8:35-8:45 I III 4

8:45-8:55 II II 4

8:55-9:05 I III 4

Operational Definitions for behaviors:

Off-task behaviors Satira will draw or doodle on her paper, play withher cellphone, or get up out of her seat during



follow classroom rules, is disrespectful in her









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Satiras scatterplot data for Mr. Trayvicks class- Math: March 21, 2012

The instructional method for this class period was large group/ whole class instruction. (Problems

written on board required writing them down and going over verbally).



10:04-10:14 I II II 5

10:14-10:24 I II 3

10:24-10:34 II 2

10:34-10:44 I I 2

10:44-10:54 I I IIII 6

10:54-11:04 I III 4

11:04-11:14 I 1















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Satiras scatterplot data for Mr. Parrishs class- Social Studies: March 21, 2012

The instructional method was large group/ whole class instruction (PowerPoint and worksheet)



12:35-12:45 I II 3

12:45-12:55 III 3

12:55-1:05 I 1

1:05-1:15 II 4



her cellphone, or get up out of her seat duringinstruction time without permission







out in class, talks loudly, uses profanity, or playfights or wrestles with her peers during instruction



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Satiras scatterplot for Mr. Parrishs class- Social Studies: March 26, 2012

The instructional method was whole group/large group instruction and individual work (PowerPoint and

worksheet)



12:26-12:36 I I II 4

12:36-12:46 I II 3

12:46-12:56 I II III 6

12:56-1:06 II I 3

1:06-1:15 I I 2















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Satiras scatter plot data for Mrs. Hartleys class- Science: March 26, 2012

The Instructional method was large group/whole class instruction and watching a video

Time Behaviors Total OccurrencesOff-Task Non-compliant Disruptive

1:23-1:33 III I 4

1:33-1:43 II I 3

1:43-1:53 I 1

1:53-2:03 III 3

2:03-2:13 I I IIIII 7












fights or wrestles with her peers during instructiontime, transitions, or in the hallway or lunchroom.


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Satiras scatterplot data for Mrs. Banks class- Language Arts: March 28, 2012

The instructional method was large group/whole class, Silent Sustained Reading/ and small group

Time Behaviors Total OccurrencesOff-Task Non-compliant Disruptive

8:12-8:22 I II 3

8:22-8:32 I I 2

8:32-8:42 0

8:42-8:52 II 2

8:52-9:02 I 1












fights or wrestles with her peers during instructiontime, transitions, or in the hallway or lunchroom.


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Satiras scatterplot data for Mrs. Hartleys class- Science: March 28, 2012

The instructional method was individual work (Coloring skeletons and cutting and gluing them)



1:20-1:30 I III III 7

1:30-1:40 I I III 4

1:40-1:50 III 3

1:50-2:00 0

2:00-2:10 I 1


Off-task behaviors Satira will draw or doodle on her paper, play withher cellphone, or get up out of her seat during







Disruptive behaviors Satira argues with her peers, talk to her peers, blurtout in class, talks loudly, uses profanity, or play




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Satiras scatterplot data for Mrs. Bankss class- Language Arts: April 2, 2012

The instructional method was large group, Silent Sustained Reading, and small group



8:00-8:10 I 1

8:10-8:20 II 2

8:20-8:30 I I 2

8:30-8:40 II I 3

8:40-8:50 I II 3

8:50-9:00 II 2















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Satiras scatterplot data for Mr. Trayvicks class- Math: April 2, 2012

The instructional method was independent work and large group (Problems written on board required

to write them down and go over verbally).



10:05-10:15 I III 4

10:15-10:25 I III 4

10:25-10:35 I I III 5

10:35-10:45 III I 4

10:45-10:55 I 1

10:55-11:05 II 2















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APPENDIX D: A-B-C- DATA

A-B-C OBSERVATION FORM

STUDENT: Satira DATE: March 26, 2012 CLASS/TEACHER: S.S. / Mr. Parrish

OBSERVER: Amber Duncan

INSTRUCTIONAL ACTIVITY: counseling activity, defining terms, answering questions

TIME ANTECEDENT BEHAVIOR CONSEQUENCE

12:26 Teacher gave

instructions for next

activity

Turned and talked to

peers

Slowed down on

completing

assignment

12:35 Peers talking to Satira Satira talking to peers Does not get her work

done

12:39 Peer standing next to

Satiras desk

Saitra turns and talks to

peer

Off-task and not

completing work

12:42 Not working on

assignment

Walking around

classroom

Teacher told her to sit

down

12:43 Told to sit down by

teacher

Interrupting other peers

who are working

Distracting other

peers

12:50 Peer playing with her

hair

Yelled at peer for playing

with her hair

Touching peer and not

working on her work

12:50 Touching peer, acting

like play fighting

Hugging/hitting peer Teacher reprimanded

12:55 Peers taking pictures Snatched phone, up out of

seat, yelled at peer

Teacher reprimanded

12:55 Teacher reprimanded,

told to give phone back

and to sit down

Did not listen None evidenced


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STUDENT: Satira DATE: March 28, 2012 CLASS/TEACHER: Language Arts/ Ms. Banks


INSTRUCTIONAL ACTIVITY: large group, Silent Sustained Reading, Small group work

OTHER IMPORTANT INFORMATION: Satira checked in late this morning


8:28 Peer touched her

while leaving

classroom

Satira responded by

touching peer back

None evidenced

8:23 Peer got her attention

during Silent

Sustained Reading

Satira was motioning

back and responding

back

No witness to

behavior

8:33 Started reading for

group work

Satira was looking

around and not

following along

UA tutor redirected

her and asked her to

follow along

8:52 Tutor reading back of

book out loud

Satira not following

along with the book

None evidenced

8:55 Teacher announced

how many minutes

left for group work

Satira started looking

around, stopped

following along

None evidenced


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STUDENT: Satira DATE: March 28, 2012 CLASS/TEACHER: Math/ Mr. Trayvick


INSTRUCTIONAL ACTIVITY: large group instruction, problems written on the board


10:16 Peers whispering

behind her

Turned around and

looked at them

Not on task and

missing instruction

10:17 Peers whispering

behind her

Turned and talked to

them

Missing instruction

10:22 Teacher turned lights

out

Starts talking to peers Missing out on

instruction

10:23 Peer called Satiras

name

Turned around and

talked to peer

Teacher reprimanded

whole group

10:27 Peer talking to Satira

about voting

Satira responds to

peer

Distracts Satira and

peer from instruction

10:30 Peer talking to Satira Talking to peer in

response

Distracted from

instruction

10:34 Peer talking to Satira

and teacher not

talking

Satira turns to talk to

peer

Teacher is quite and

waits to continue

instruction

10:36 Teacher walking

around checking on

assignments

Talking to peers

around her

Teacher used a

redirect for the whole

class

10:44 Teacher giving out

problems for quiz

Satira not writing

them down

Does not get problems

to do quiz

10:46 Having to work on a

quiz

Not working and

turning to talk to peers

Misses out on quiz

grade


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10:52 Teacher was giving

them a free time to

talk

Sitting on peers desk

and talking to them

Not following

directions

10:55 Not following

directions, went and

sat on desk

Talking and

disturbing peer

Received Silent lunch


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STUDENT: Satira DATE: March 28, 2012 CLASS/TEACHER: Science/ Mrs. Hartley


INSTRUCTIONAL ACTIVITY: Free work time


1:24 Having a free time On peers back and not

following directions

Reprimanded by

teacher

1:25 Reprimanded by teacher

and told to find a desk

Satira sat on top of a

desk than in it

No visible

consequences

1:28 Teacher giving

instructions

Satira was talking out Could not hear

instructions

1:30 Teacher telling them to

work and giving

instructions

Talking to peer Satira talking and

couldnt hear

instructions

1:35 Having to work on

assignment

Started to stand

outside door and leave

classroom

Missing out on work

time

1:37 Peer walked up and

started talking

Satira talked to peer No visible

consequence

1:38 Peer took Satiras stuff Yelled in peers face

tried to get stuff back

No visible

consequence

1:40 Peer kept yelling and

talking to her

Chasing peer around

classroom and yelling

at her

Teacher reprimanded

verbally both students

1:46 Peer got in Satiras face Stood up and

confronted peer and

slapped peer in the

face

Teacher stepped in

and reprimanded them


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References

ONeill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997).

Functional assessments for problem behavior: A practical handbook(2nd

ed.). Pacific

Grove, CA: Brooks/Cole.

Touchette, P. E., MacDonald, R. F., & Langer, S. N. (1985). Scatterplot for identifying stimulus

control of problem behavior. Journal of Applied Behavior Analysis, 18, 343-352.

Amber Duncan- Functional Behavior Assessment

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