Learning Task 2: Functional Behavioral Assessment & Support Plan

Leora Fisher
EDPS 674

Functional Behaviour Assessment

Date: 2/16/15
Name: *Benjamin
Age: 5
Grade: Kindergarten
Parent: *Mr & Mrs Volo
*All names have been changed
General Information
Definition of Target Behaviour:
Inappropriate behaviour: Physically aggressive towards his two year old sister. The
aggressive acts include pushing, hitting and biting.
Assessment Methods Used:
Evaluator and/or parents collect data using Antecedent Behaviour Consequence data
sheet. Other methods include behaviour observation by evaluator and parents, and
information provided by parents.
Historical Analysis:
Benjamin is a 5-year-old child who lives with his mother, father, and younger sister
Maya. Both parents work full time, the mother as a teacher and the father as an
entrepreneur. Benjamin attends kindergarten full-time while Maya goes to daycare. Mom
usually picks both kids up from school. Dad works long hours and is often not home until
dinner.
For the last 5 months, Benjamins parents have noticed that he is physically aggressive
towards his 2-year-old sister. The aggressive acts include pushing, hitting, and biting. For
instance the two children will be playing in the playroom together while mom is in the
kitchen preparing dinner. As Maya does not know how to share or play collaboratively,
Benjamin will often get frustrated and push or bite in retaliation. When this occurs Maya
often screams or cries and runs to her mother for comfort. The aggressive outbursts are
usually quite short and last until Benjamin can get a reaction out of Maya.
Although Benjamin and Maya do get along and can play together, these outbursts do
happen on a daily basis, usually after he returns from kindergarten and after dinner. His
parents usually respond by reprimanding Benjamin, explaining why his behaviour is
unacceptable and then separates the children. They do not believe in time-outs or physical
punishment and think that Benjamin is just going through a phase. They feel that
explaining why his behaviour is unacceptable will eventually help Benjamin to interact
with his sister in a more acceptable manner.

Summary of information provided by interview:

Parent Interview:
This was filled out by both parents and responses were emailed to evaluator.
Health:
Benjamin has asthma, which requires the use of a ventolin inhaler on a daily basis in the
winter months. Overall, he has general good health. He sleeps on average 11- 12 hours a
night without getting up. Benjamin eats a balance diet with lots of fruit, vegetables and
protein.
Educational/school:
Benjamin loves being at school and playing with his peers. His best time of the day is in
the morning when he has had a good night sleep. He loves playing with children his own
age and is able to share and play cooperatively. There are no behaviour problems at
school. In fact, teachers often say that Benjamin is very good at listening to instructions,
follows routine well and gets along with his peers. Benjamin does well at school, he has
many friends and he is meeting all the objectives outlined on his report card. His favorite
subject at school is circle time, as he loves to participate during story time. Benjamin
speaks English at home and at school. He has a high vocabulary and is able to
communicate well.
Social Emotional:
Benjamin is a well balance child who is very social, loving and compassionate. He loves
being around people and children. He plays soccer on Saturday mornings and loves being
part of a team. He gets along with his coach and teammates and often has play dates after
soccer. During play dates Benjamin is able to share and get along with his friends. When
Benjamin does misbehave he is typically reprimanded and then a consequence is
followed. Consequences include one of the following, removed from the setting (taken
out of the playroom), his toy taken away for a week, or sent to bed.
Information Gathering:
Previous Behaviour Interventions:
Parents have tried using an incentive behavioral plan with Benjamin where he earns a
sticker every day if he does not hurt his sister. Once he earns 5 stickers he gets to go out
for ice cream with the family. This program was implemented for one month but was not
successful.

Childs Functional Assessment Interview (2/10/15)

Questions
Benjamin what do you like doing when
you get home from school?
Do you like playing in the playroom?

Answers
I like helping my mommy make dinner

Only if mommy plays with me but she is

always busy
What toys are you favorite?
I like my Lego, but Maya always takes
them from me
What do you do when Maya takes your
I yell at her. Maya always takes my toys
Lego?
it is annoying
What do you do when children at your
No one ever takes my toys at school.
school take a toy that you are playing
Everyone is nice at school, there are no
with?
babies at my school
Do you think you can give Maya a
I dont mind her playing with my toys
chance to play with your toys?
but not when I am playing with them
Do you think there is a better way of
I can grab the toy from her? Are we
getting Maya to give you back your toys done? My dad just got home, I need to
instead of yelling at her?
play with him
Ok last question; Do you think you could Maya does not talk she is a baby. Im
ask her nicely for your toy back (use
going to play with my dad.
your words)?
Antecedent Behaviour Consequence (A-B-C) Data:
In order to collect data, it was determined that I would come to their home in the
evenings to observe the children. I would then fill out an extended A-B-C Assessment
form in order to track the antecedents, behaviours, and consequences of Benjamins
inappropriate behaviours. I would be at the house from 5pm-8pm, 3 days a week for 2
weeks.
Functional Behaviour Assessment Data
Date/Time
Mon Feb. 2
5:25

Mon Feb. 2
7:30

Setting
Mom is
preparing
dinner,
Benjamin
wants to help
but mom tells
him to play in
the playroom
with his sister
Post-dinner,
parents are
cleaning up
and chatting,
kids are
dismissed to
play

Antecedent
Children
playing in the
playroom.
Benjamin
grabs a toy
from Maya (the
toy was a dollMayas toy)

Behavior
Maya starts to
scream so
Benjamin hits
her and runs to
the other side
of the room

The children
are playing
with Lego
Maya grabs all
the Lego from
Benjamin

This upsets
Benjamin. He
yells at Maya
and hits her in
the nose. Her
nose starts to
bleed

Consequence
Maya cries to
mom, mom
takes Benjamin
aside and
explains why
his behavior is
unacceptable,
he is
reprimanded
Maya screams.
Parents
separate them.
Dad takes
Benjamin
aside, sternly
explains that
he cant hurt

Effect
The children
are separated,
Benjamin has
to go and play
in the kitchen
with mom

Benjamin is led
upstairs by
dad to get
pajamas on.
He gets to pick
a story with
dad. Dad reads
the story and

Wed. Feb 4
6:03

Fri Feb 9
6:30

Mom is folding
the laundry
and putting
the laundry
away, kids are
in the
playroom
Dad and mom
are in the
kitchen
preparing
dinner

Mon Feb 9
5:10

Mom gets
home and tells
the children to
play nicely
together while
she makes
dinner.

Wed Feb. 11
7:45

After dinner
the family is
getting ready
to watch a
movie together

Fri Feb. 13
6:30

Mom and the

kids get home.
She prepares a
snack for them

Maya is
playing with
Benjamins
cars

Benjamin is
doing some
coloring, Maya
come and
takes all the
crayons away

Benjamin says
he does not
want to play
with Maya, as
she is just a
baby. Mom
tells Benjamin
that he needs
to go to the
playroom
Benjamin
wants to sit
next to dad.
However,
Maya is sitting
on dads lap
Benjamin goes
into to
playroom to
play with his
new bike that
he got for
Christmas

his sister,
instructs him
to get ready
for bed

Benjamin goes
to bed

Benjamin
walked to
where Maya is
playing and
pushes her
and takes his
cars.
Benjamin yells
at Maya to
give them
back. He grabs
Maya pushes
her onto the
floor and takes
back the
crayons
Benjamin goes
into the
playroom and
pushes Maya
out. He then
shuts the door

Maya cries
while Benjamin
starts to play
with his car.

Mom takes
Benjamin into
the kitchen
and makes him
help her with
dinner

Maya cries and

dad come to
investigate

Dad tells
Benjamin that
he has to be
nice to his little
sister and then
tell him to sit
on the couch.

Maya cries and

screams.
Benjamin
ignores her
and plays with
a hockey stick

Mom comes in
and yells at
Benjamin. She
takes Benjamin
out of the
playroom. He
then helps
mom with
dinner

Benjamin
pushes Maya
and she lands
on the floor
screaming

As Maya is
screaming,
dad yells at
Benjamin and
he is not
allowed to
watch the
movie
Benjamin yells
at her and
bites her in
retaliation

Dad takes him

and puts him
to bed with a
story

Maya goes in
and tries to
take the bike
away from
Benjamin

Mom yells and

takes the bike
away from
Benjamin for a
week and gets
him to help her
make dinner

Note: Inappropriate behaviours (hitting, pushing and biting) were most often preceded
when Maya took a toy away form him or when she was playing with his toys. The
inappropriate behaviour was also seen when Maya was given parents attention (i.e. sitting
on dads lap).
Triggering Antecedent Events
After gathering all the data, one can get a better idea of what triggers the inappropriate
behaviour. The first observation is that Benjamin reacts negatively when he gets
frustrated with his little sister; especially when she takes his toys or she has something he
wants. Nevertheless, there are times when Benjamin instigates the aggression. An
example of this is when Benjamin pushes Maya out of the playroom saying that she is a

baby. Another observation is that this negative behaviour typically occurs when there is
limited supervision and when Benjamin wants to spend time with his parents. The
playroom is in the basement so it is out of site from the kitchen and living room, however
mom does supervise them through a baby monitor (the children know that mom is
watching). Benjamins negative behaviour towards his sister seems to also be prompted
when the parents give Maya more attention or when he wants attention for them as he has
not seen them the whole day.

Maintaining Consequence Events

After doing the observation, one can see that Benjamins parents reaction to his negative
behaviour is fairly consistent. As soon as they hear Maya cry or scream they rush over to
her to comfort her. When she has stopped crying they then put their attention on
Benjamin. Both parents sternly reprimand him for his behaviour and then either take him
away from the playroom, put him to bed, or take a toy away for a week. Two things can
be concluded from the consequences: Benjamins negative behaviour results in him being
separated from his sister and he is getting his parents full attention. This knowledge will
help when developing the intervention plan. We know that Benjamin does not want his
sister around him and we know that he wants the attention from his parents. When he acts
out he gets what he wants. Therefore, we need to make sure that the intervention plan
does not give him what he is seeking for (i.e. attention or getting rid of his sister).
Settings Events
One setting event that can be identified is when Benjamin comes home he wants to spend
time with his mom and help her make dinner, however he is often rejected and told to
play in the playroom with his sister. This situation did happen during my observation;
Benjamin asked if he could help prepare dinner however mom told him to go and play
with his sister in the playroom. After that incident Benjamin went directly to Maya and
took his frustration out on her. Thus a setting event that is applicable to this scenario is
when Benjamin is denied the opportunity to interact with his parents. This was also seen
when Benjamin wanted to sit next to his dad, however his dad was holding Maya. I also
noticed that Benjamin act negatively towards Maya when there is no one-on-one
supervision. Majority of the negative behaviour occurred when no parents were
interacting with him.
Mom also feels that Benjamins negative behaviour mostly occur during the week right
when he gets home from school and before he does to bed.
Summary Statement
The summary statement then as deducted from the functional assessment is that Benjamin
typically spends his weekdays without spending a significant amount of time with his
parent. When he tries to initiate an interaction, he is often dismissed. Thus in order to get
the attention of his parents, he engages in negative behaviour towards his little sister
which includes pushing, hitting and biting. He also reacts with negative behaviour
towards his sister when she takes or plays with his toys. Benjamins action causes Maya
to get upset which then draws the attention of his parents. The parents then take Benjamin

aside and tell him that his behaviour is inappropriate, which is then followed with
removal from his sister and is punished in a manner that involves one-on-one interaction
with mom or dad. This behaviour usually occurs after he returns from school when he has
spent most of his day away from his parents. Thus, the primary function of Benjamins
negative behaviour is to gain attention from his parents.

Setting
After school during
the week when has
had little time with
parents, and/or
when there is no
parental supervision

Antecedent
Minimal quality
time or denial of
time to spend with
parents, Parents
attention only to
Maya, and when
Maya takes his toy

Behaviour
Pushing, biting, and
hitting

Consequences
Taken aside by
parent and
reprimanded, and/or
sent to bed

Function of Behaviour- getting attention from his parents, quality interaction and
maintaining access to parents.
Behaviour Intervention Plan
Childs Interview to find out things that motivate Benjamin for an incentive plan
(2/13/15)
Questions
Benjamin when you get a reward what
types of rewards do you like?
Stickers, candy, a toy, play date,
spending time with parents
What types of games do you like
playing?
Would you like to have a behaviour plan
to earn time with dad so you can play a
board game?
Yes, just you and dad or mom

Answers
I like playing games with my dad,
sometimes my mom, but mostly my dad.
My mom is not very good at games.

Yes, but you will have to follow the rules

in behaviour plan to get special time
with mom or dad. Do you think you can
do that?

You mean not hurting Maya. Yes I can

do that.

I like board game, sometimes I like art

activities as well
Will it be just dad and me?
Yes, then I get to have special time with
dad.

Replacement Behaviour
1. Focusing on quality interaction with parents during the week may be a
powerful intervention for Benjamin. This may help him feel valuable and
appreciated by his parents. Examples of this may include him to help mom
with cooking, setting the table, and/or folding the laundry. Rather than
Benjamin immediately going to the playroom when coming home, mom can
arranges a list of tasks that he is able to do. He can then choose from the list
and do the task with mom. This will also give him a sense of control, as he is
the one choosing the task.
2. Playing independently is another intervention that may be appropriate. This
may help him have some time to play independently but still be near mom.
Example of this may include that as Benjamin gets home, mom gets him to
choose an independent activity at the kitchen table (near her). Activities can
include, colouring, playing with Lego or play dough. Maya enjoys playing in
the playroom on her own. This will give Benjamin the opportunity to spend
some time with mom.
3. Skill Acquisition: Implementing a behaviour reward program with social skill
training. Parent can develop a reward program that if Benjamin does not hurt
his sister he may get special time with mom and dad before he goes to bed.
The reward needs to be consistent and be immediate (same day). Benjamin
will also benefit from learning some appropriate ways to deal with Maya
when she takes his toys. Parent can teach Benjamin by using role-play and
social stories. There can also be visuals of appropriate behaviours for
Benjamin to access in the playroom.
Example of skill training
Maya has Benjamins toy
Maya breaks Benjamins activity/game
Maya wants to play with Benjamin, but he
wants to play alone

Benjamin can say/do

Benjamin can ask Maya for the toy if she
does not give it Benjamin can play with
another toy until she is finished.
Benjamin can go to mom to explain to
mom that Maya broke his toy.
Benjamin can tell Maya that he wants to
play alone. If Maya does not listen,
Benjamin can take his toy and go into his
own room and shut the door.

The visuals can use real pictures of Benjamin and Maya. Pictures can include the
following:
1) Benjamin asking Maya for a toy.
2) Benjamin giving Maya time to play with his toys.
3) Benjamin and Maya playing nicely together
4) Benjamin going to mom or dad if Maya hurts him or he needs help with her

Reinforcing Consequence for Desired Replacement Behaviour

One reinforcing consequence that will be implemented is an incentive/ reward program.
Benjamin will be reminded the he is not allowed to hurt his sister when he returns from
school. On the way home, Mom can give Benjamin examples of appropriate behaviour
when playing with his sister (social skill training). If Benjamin is successful he gets a
star on his chart and can choose a game or activity to play with mom or dad after dinner.
The activity needs to occur for a minimum of 30 minutes with either mom or dad. This
activity should be without Maya interfering. This incentive program allows mom to have
the time to make dinner while also ensuring that Benjamins allocated some time
everyday for quality interaction. It also provides Benjamin the skills to learn to play with
his sister appropriately.
Pathway of Intervention Plan:

In the car ride

home mom
explains to
Benjamin
appropriately
ways act towards
his sister (social
skills). Mom can
also remind him
about the
incentive plan

Mom spends
about 15-20
min with
Benjamin
cooking dinner
or setting the
table together
(Maya plays in
the playroom)

Benjamin gets
a star on his
chart
Mom and dad
tell Benjamin
how proud
they are of him

Mom explains
to Benjamin that
it is time to go
and play with
his sister
(She reminds
him of
appropriate
behaviour)

After dinner
Benjamin gets
to choose an
activity to play
with either
mom or dad (at
least 30 min)

Benjamin
and Maya
play in the
playroom
appropriately
.

Benjamin
gets quality
time with
mom or dad
(Without
Maya)

Setting Event
In order to minimize the effects of the setting events, I recommend that Benjamin
receives quality time with mom as he gets home (see above pathway). We know by
looking at the FBA data that Benjamin needs that one-on-one attention as soon as he gets
home from school. He has not seen mom the whole day so he needs some quality
interaction with her. I recommend that as soon as Benjamin gets home, mom tells Maya
to go and play in the playroom (she loves playing in the playroom). She then gets
Benjamin to help her with either making dinner or setting the table (which he loves
doing). While they are cooking or setting the table mom can ask Benjamin what he did at
school. Once they have spent about 20 minutes together mom can then remind Benjamin
to act appropriately with Maya. Benjamin can then go on and play in the playroom while

mom is observing them from the baby monitor. Although this may be more time
consuming for mom, such interaction might be significant for Benjamin.
By examining the FBA data one can see that the antecedent of the negative behaviour is
also triggered when Maya frustrates Benjamin. For this reason it is imperative to teach
Benjamin the appropriate skills when playing with his sister (see skill training below).
Teaching strategies
It is imperative that Benjamins parents teach Benjamin the appropriate skills when
dealing with his sister. Benjamin will benefit from learning some appropriate ways to
deal with Maya when she takes his toys. The parents can teach Benjamin by using roleplay and social stories. As a family they can practice role-playing the social skills for two
weeks. There can also be a visual of appropriate behaviours for Benjamin, which should
be displayed in the playroom.
The visual can use real pictures of Benjamin and Maya. Pictures can include the
following:
5) Benjamin asking Maya for your toy and giving Maya a different toy.
6) Benjamin giving Maya time to play with his toys.
7) Benjamin and Maya playing nicely together
8) Benjamin doing to mom or dad if Maya hurts him or he needs help with her
Example of skill training
Maya has Benjamins toy

Maya breaks Benjamins activity/game

Maya wants to play with Benjamin, but he
wants to play alone

Benjamin can say/do

Benjamin can ask Maya for the toy if she
does not give it Benjamin can play with
another toy until she is finished. Or
Benjamin can give Maya another toy to
play with
Benjamin can go to mom to explain to
mom that Maya broke his toy.
Benjamin can tell Maya that he wants to
play alone. If Maya does not listen
Benjamin can take his toy and go into his
own room and shut the door.

Reinforcing Appropriate Behaviour

As mentioned above, when Benjamin is successful by playing appropriately with Maya
and/or using the social skills that he has learned, his parents need to reinforce the good
behaviour with a reward. They can create a chart where he is awarded a star for his good
behaviour. If he is able to get a star before dinner then he gets to choose an activity or
game to play with either mom or day for at least 30 minutes. It is important that the
parents are consistent with this incentive program. Also, since Benjamin is young it is
imperative that the incentive/reward is received the same night. Finally, we assume that

this incentive program will be motivating for Benjamin as he seeks one-on-one attention
from his parents.

Rewards Chart

C
Goes to
bed early

Choose a
game
with mom

Choose a
game
with dad

After
dinner

Wednesda Thursday
y
c

Before
dinner

Tuesday

Choose a
game
with dad

Friday
c

Monday

Choose a
game
with mom

Consequence Strategies
A consequence strategy that the parents should use is to first attend to Maya if she is
crying and then send Benjamin to his room. Once Maya is felling better and playing with
her toys, mom or dad need go to Benjamins room and debrief the situation (i.e. why did
happen, what is a better way to deal with that situation next time, etc.). Once the situation
has been addressed the family can go and eat dinner together. However, once dinner is
over and Benjamin has finished cleaning up he then needs to go to his bedroom and get
ready for bed. This way he will learn that being aggressive towards his sister is not
acceptable behaviour and will result in him been away from the family, rather then
getting the one-on-one attention that he is seeking for. It is important that they let
Benjamin know that they still love him and know that he just made a bad choice, but he
needs to know that there are consequences for his action.
Setting Event
Strategies
Plan tasks that
Benjamin can do
with mom before
dinner
Discuss the school
day and any issues
that might have
arisen

Antecedent
Strategies
Have Benjamin help
with dinner
preparation
Teach Benjamin the
skill needed when
playing or
interacting with his
sister

Behavior Teaching
Strategies
Demonstrate an
appropriate response
by modeling
behavior, role
playing and visuals
Track appropriate
behavior with
rewards chart

Consequence
Strategies
Reward positive
daily behavior with
quality time with a
parent after dinner
Punish negative
behavior with going
to his bedroom early

Evaluation Procedures:
Anecdotal report from parents and Reward chart
Parents should track Benjamins progress for at least two weeks once the behaviour plan
in implemented. If Benjamin is getting less than 3 (60%) stars a week then the
implementation plan needs to be re-evaluated and altered as needed.
Rewards Chart (parents can fill out the reward chart)
Monday
Tuesday
Wednesda Thursday
Friday
y
Before
Earned a
Earned a
Earned a
Earned a
Earned a
dinner
sticker
sticker
sticker
sticker
sticker
sticker
Yes or no
Yes or no
Yes or no
Yes or no
Yes or no
Anecdotal
comment
s
(What
happened
,
antecede
nt, time,
behaviour
occurred,)
Functional Behavioural Assessment
Item
Evaluation
General Information
provided about:
individual, context,
and behavior (500
words or less)
(5/70)

Information
gathering
(5/70)

Very Good (56-70)

Thorough description of
individual and context
(settings/activities, in
which functional
assessment was conducted
as well as the behavior:
Description of behaviour
includes all of the following
characteristics:
Clear Description of
specific actions;
Observable, can be
replicated by a stranger
Measurable Frequency
and/or duration can be
counted; beginning &
ending of behavior are
clearly delineated
Gathered thorough
information on antecedents
and consequences with
appropriate information
gathering techniques (i.e.,
direct observation,
interviews). Contains

Satisfactory (43-55)
Good description of
individual, but minimal
description of context.
Description of the
problem behavior
includes two of the
following
characteristics:
Clear, observable,
measureable

Gathered some
information on
antecedents and
consequences. Missing
data gathering
techniques and/or how
information was

Inadequate (42 &

below)
Minimal to no
information provided
on individual, and no
information provided
on context.
Description of the
problem behavior
includes none to one
of the following
characteristics:
Clear, observable,
Measurable

Gathered minimal/no
information on
antecedents and
consequences. Did
not use appropriate
data gathering
techniques and/or did

Scor

Identify triggering
antecedent events
(5/70)

Identify maintaining
consequence events

Identify possible
setting events
(5/70)

Develop summary
statement
(5/70)

information on how they

were collected (e.g., across
how many days)

collected.

not include completed

data collection forms.

One or more antecedent

events are identified that
trigger/predict problem
behavior and are described
in sufficient detail to inform
intervention planning
One or more consequences
identified that occur
immediately after the
problem behavior and are
described in sufficient
detail to inform
intervention planning
At least one setting event
is identified and described
in sufficient detail to inform
intervention planning or
data confirms no setting
event exists
Summary statement
includes all of the following
as identified by the FBA:
Antecedent
Problem behavior
Consequence
Setting event (if
applicable)
Function of the behavior

Antecedent events are

identified but not
described in sufficient
detail to inform
intervention planning.

No antecedent events
identified

Consequences are
identified but not
described in sufficient
detail to inform
intervention planning.

No consequences
identified

Setting events are

identified but not
described in sufficient
detail to inform
intervention planning

No indication setting
events were
considered

Summary statement
includes some of the
following as identified
by the FBA:
Antecedent
Problem behavior
Consequence
Setting event (if
applicable)
Function of the
behavior

Summary statement
does not exist or one
exists that was not
based upon the FBA

CRITERIA FOR ASSESSMENT

Identify desired
replacement behavior
(5/70)

Identify alternative
replacement behavior
based on function of
problem behavior
(5/70)

OF

LEARNING TASK

Behaviour Intervention Plan

Replacement behavior
Replacement behavior is
identified that is specific,
not specific, objective,
objective, and measurable
and measurable, or
and serves the same function
replacement behavior
as the problem behavior or is
does not serve the same
incompatible with the
function as the problem
problem behavior
behavior or is not
incompatible with the
problem behavior
Replacement behavior
Replacement behavior is
identified that is specific,
not specific, objective,
objective, and measurable
and measurable, or
and serves the same function
replacement behavior
as the problem behavior or is
does not serve the same
incompatible with the
function as the problem
problem behavior
behavior or is not
OR
incompatible with the
Not applicable if alternative
problem behavior
replacement is not
appropriate

No replacement
behavior is
identified

/5

No replacement
behavior is
identified

/5

Identify common
reinforcing
consequences for
desired replacement
behavior
(5/70)

Reinforcing consequence for

desired replacement behavior
is identified, results in same
function as the problem
behavior, and is described in
sufficient detail for
implementation

Reinforcing consequence
is identified and results in
same function as problem
behavior but is not
described in sufficient
detail for implementation

Select strategies &/or

environmental
manipulations that
neutralize impact of
setting events
(5/70)

Strategies and/or
environmental manipulations
are identified, linked to FBA
data, and described in
sufficient detail for
implementation or not
applicable due to no setting
event documented.
Strategies and/or
environmental manipulations
are identified, linked to FBA
data, and described in
sufficient detail for
implementation

Strategies and/or
environmental
manipulations are
identified, linked to FBA
data but lack sufficient
detail for implementation

Teaching strategies are

identified and described in
sufficient detail for
implementation

Teaching strategies are

identified but lack
sufficient detail for
implementation

Reinforcement strategies are

identified and described in
sufficient detail for
implementation
Consequence strategies are
identified and described in
sufficient detail that:
Minimize the impact of the
problem behavior on other
individuals
Reduce the reinforcement
of the problem behavior
Minimize damage to the
individuals reputation

Reinforcement strategies
are identified but lack
sufficient detail for
implementation
Consequence strategies
are identified are
identified that meet some
of the following:
Minimize the impact of
the problem behavior on
other individuals
Reduce the
reinforcement of the
problem behavior
Minimize damage to
the individuals reputation

Select strategies &/or

environmental
manipulations that
make triggering
antecedents
irrelevant
(5/70)
Select strategies that
teach individual skills
that will effectively
replace problem
behavior
(5/70)
Select strategies for
reinforcing
appropriate behavior
(5/70)
Select consequence
strategies that make
problem behavior
ineffective
(5/70)

Strategies and/or
environmental
manipulations are
identified, linked to FBA
data but lack sufficient
detail for implementation

Or all of the above are

met but not described in
sufficient detail

No reinforcing
consequence is
identified or
reinforcing
consequence
does not result in
same function as
problem
behavior
No strategies
and/or
environmental
manipulations
are identified or
they are not
linked to FBA
data
No strategies
and/or
environmental
manipulations
are identified or
they are not
linked to FBA
data
No teaching
strategies are
identified

No
reinforcement
strategies are
identified
No consequence
strategies are
identified are
identified or they
focus on
punishments
and/or reinforce
the problem
behavior