Functional Behavioral Assessment Report

Elements to Include:

• Summary of the interview/review of records information.
• Summary of the Scatterplot information (if you have completed this).
• Summary of your ABC Analysis
• Hypothesis Statement
• Suggestions for intervention (antecedent and consequent)

Below is an example of a Functional Behavioral Assessment Report. This example provides much detail because there were many interviews, observations, etc. You are conducting a much more limited FBA and therefore may not be including as much information.

Functional Behavioral Assessment Report

(example only, not a real student)

November 25, 2004
Student: Sally Smith
Birthdate: 1/8/88
Gender: Female
Grade: 10
Parents: William Smith and Mary Smith
Assessment Date: 11/20/04

A functional behavioral assessment was conducted on 10/12/00 at Johnson Public Schools. Components of the functional analysis included:

1) interviews with Betty Winter, case manager and MSMI teacher; Jerry Swanson, Speech/Language Pathologist;
2) a review of the archival records
3) observations (ABC analysis) in Special Education Room, Science Class, and Speech/Language Therapy session
4) review of incident reports
5) review of daily notes recorded by classroom staff
5) scatter plot

Target Behavior
Through the functional behavioral analysis several target behaviors were identified. The majority of persons interviewed validated these behaviors. These behaviors appear to be characteristic of Sally 's performance in the school environment. The parents communicate that they do not occur in other environments.
Target Behaviors
1) Refusing to complete assigned tasks, 2) swearing at staff, and 3) leaving the classroom without permission are the three primary behaviors that faculty and staff communicated as most consistent. They appear to be chained behaviors. The chain begins with Sally refusing to do her work with the behavior escalating to swearing and finally leaving the room.
Another behavior not associated with this chain of behaviors is showing physical aggression to peers (hitting).

Scatter Plot Analysis
The scatter plot is used to estimate frequency of behaviors across the day and to identify patterns of behavior. Scatter plot analysis was done on two behaviors over four days. These behaviors were 1) refusing to do work, and 2) swearing. The recorder identifies, on half hour intervals, whether the behavior occurs two or more times, one time, or zero times during the interval. The behavior of "refusing to do work" happened more frequently in the morning while Sally is in the Special Education classroom. The behavior of "swearing at staff" is a lower frequency behavior occurring in the morning and afternoon (based on collected data).

Antecedent-Behavior-Consequence Analysis
Based on observation (ABC analysis), post-hoc incident reports, and daily notes the following observations were made.

Variables not controlled by the school setting that appear to stimulate Sally 's refusal to complete work are being tired and having her hearing aid not working properly. Two school variables identified through the functional analysis that appear to stimulate inappropriate behaviors include, Sally viewing the material/task as too babyish and or Sally perceiving the material/task as too difficult (even if it is at an appropriate level).

While sometimes she views the materials as too babyish, this is not always true. I observed her read a primary book in which she appeared to be very interested. During Speech/Language time she worked on a computer with material appropriate to very young children. Although she is not always receptive to this activity, I observed her interact positively.

Sally also appears to get easily frustrated with academic tasks with errors causing her to give up and refuse to do the work. I saw examples and nonexamples of this in my observation. During math, when asked to write prices, (e.g., 3 cents, 7 cents) she became frustrated and stopped working. On the other hand, when she was reading the primary book and did not know four words in a row, she waited for the paraprofessional’s help and then continued with the work.

While the curriculum appears to be at the appropriate level, Sally does not always perceive it as so; these perceptions seem to stimulate noncompliance in completing her work. This may relate to a self-esteem issue.

In changing behavior (increasing or decreasing) we look to changing antecedent stimuli (what environmental events immediately precede the behavior) or consequent stimuli (what environmental events immediately follow the behavior). Following is a discussion of modifications that should be considered in trying to reduce Sally 's inappropriate behavior.

RECOMMENDATIONS
Antecedent Stimuli
Antecedent stimuli that stimulate inappropriate behavior must be carefully analyzed and changed to not only avoid inappropriate behavior but make the learning environment positive. In some cases, Sally seems to be quickly frustrated with tasks. In other cases, Sally communicates that she views the materials as too babyish. Instructional modifications should be made to address these two issues. If Sally experiences frequent success, her self-confidence will be boosted to a point where emotionally, she will be able to handle more difficult tasks. Sally will have more successful experiences if assignments are shorter in length. Hands on learning, rather than completing workbook pages or worksheets will create more age-appropriate and interesting learning experiences, thus increasing motivation toward learning. If worksheet/workbook assignments are used, the task should not appear overwhelming. This can be accomplished by having Sally complete parts of pages. Also, extraneous stimuli should be reduced by having only the sections Sally needs to complete given to her rather than the entire page (photocopy these sections).

Sometimes it is difficult to find appropriate materials when there is a large discrepancy between chronological age and ability level. Materials such as the menu math (used during Sally’s math period) accommodate for this by requiring basic math skills with age appropriate materials. Real menus from restaurants she likes and favors would be even more motivating.

There appears to be several elements of Sally 's program that are functional. Increasing the functional learning tasks and decreasing developmental tasks will create more age-appropriate learning experiences for Sally.

Consequent Stimuli
Currently, there are no consequences in place for the inappropriate behavior that Sally demonstrates. In a behavioral model, behavior serves two functions: 1) to get something, or 2) to avoid something. With this in mind, two behavioral reduction programs that would be appropriate are: “Differential Reinforcement for Zero Occurrence of Behavior’ (DRO) or, ‘Differential Reinforcement for Incompatible Behavior’ (DRI).
Following are two examples of how these positive behavioral reduction programs could be utilized with Sally. The reinforcements and length of intervals are presented as examples only.

Examples of Programs for Sally
DRO. In using this behavioral reduction technique the school day would be divided into equal intervals (e.g., 30 minutes). For every 30 minutes Sally does not exhibit the ‘refusal to do work’ she receives reinforcement. A token system could be utilized with a back up reinforcer delivered at the end of each half-day (e.g., before lunch, at the end of the day).

DRI. In using this behavioral reduction technique, the school day is divided into equal intervals (e.g., 30 minutes). For every interval Sally works at assigned tasks she receives reinforcement. A token system could be utilized with the back up reinforcer delivered at the end of each half-day (e.g., before lunch, at the end of the day).

Reinforcement
For either of these systems to work, the reinforcer will have to valuable to Sally. If the consequent stimuli provided does not increase behavior it is not reinforcement. Sally appears to love pop. On the day I observed, she seemed to be able to attain pop at will. In either of the previously described procedures, money could be used as the token reinforcement. If Sally received a dime for every half-hour using the DRO or DRI procedure, she would have enough money by noon to purchase pop (the back-up reinforcer).

If this particular reinforcement does not work, staff need to find something that is reinforcing for Sally, keeping in mind that consequent stimuli can only be evaluated as reinforcing by the impact it has on behavior.

Extinction
During my observation I viewed the staff being very positive with Sally. Not only were they positive when Sally was exhibiting appropriate behavior, they continued to be positive when inappropriate behavior was exhibited. For example, when Sally refused to do her assigned task during social studies and removed herself to another table in the room, there were no reprimands. Instead, staff allowed Sally to remain at the other table and at intervals, asked her if she was ready to come back to work, stating they would help her with the task.

Sally receives teacher/staff attention throughout the day; when she is exhibiting both appropriate and inappropriate behavior. Generally, students find teacher attention as reinforcing. Sally however, has this all of the time. When she refuses to complete her work, she does not lose this attention. In fact, her ‘refusal to do work’ receives negative reinforcement (the aversive stimulus is removed e.g., the work) and she continues to be reinforced with attention.
Therefore, along with the DRI or DRO technique to reduce behavior, Extinction (another behavioral reduction technique) could be utilized. When Sally refuses to complete work, reinforcement is removed (teacher/staff attention). Staff should provide no attention to Sally during this time period. When Sally returns to work as well as when she is working appropriately, much social reinforcement, identifying the appropriate behavior, should be delivered (e.g., “ I like the way you are working so hard Sally ”, “Sally, you are doing such good work”). I am not suggesting this type of social reinforcer is not being currently utilized. It must however, become immediate and consistent. In this scenario, reinforcement is removed when Sally refuses to work, but, when she works she is supported and receives immediate and consistent reinforcement. By using Extinction with the DRI or DRO procedure, Sally will no longer be negatively reinforced for refusing to complete work and will receive positive reinforcement for completing work. Thus the program for reducing behavior is positive.
To utilize any behavioral procedures, precise measurement of behavior must be attained. Duration recording will provide an accurate measurement of 'refusing to do work'. Event recording will provide an accurate measurement of swearing. Prior to implementation of a positive behavioral reduction procedure, stable baseline data must be established. Then, as intervention is implemented, ongoing measurement (graphed data) of behavior must occur so that appropriate decisions can be made regarding the reinforcing value of the consequent stimuli (the reinforcer). Ongoing evaluation of the intervention will support the success of the program or suggest a need to modify the program.

Other Behavioral Concerns
As previously stated, behaviors of refusing to do work, swearing, and leaving the classroom appear to be part of a chain. Another behavioral concern that is not part of this chain is physical aggression (hitting) towards peers. Sally appears to perform this behavior in reaction to peer comments or to get attention from peers. A positive means of intervening on this behavior would be for Sally to receive peer attention for appropriate, rather than inappropriate, behavior. Peer involvement in Sally 's educational experiences will not only provide Sally with the attention she desires from her peers but can provide both a rewarding and educational experience for the peer(s) without disabilities.