Running head: FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS

Signature Assignment: Functional Behavior Assessment

Kristen Twitty
ECS 315
April 14, 2015

Running head: FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS

SA1 ENVIRONMENTAL SURVEYS

Section 2: Assessment of Overall Quality: ECERS
I assessed TJs* Preschool Classroom using the ECERS, which is the Early Childhood
Environment Rating Scale. Sections 2, 4, 5, 19, 22, 25, and 26 all received a score of 7. Section
22; blocks, was an area that I feel was one of the strongest. It had the most materials, with many
different types of blocks and building materials. The other section I felt was also the strongest
was Section 25: Nature/Science. The current theme is Insects and Spring, so there are many
materials in the classroom currently that fit in this category.
The section that I gave the lowest score to was section 8: Gross Motor Equipment, and
Section 27: Use of TV, Video, and/or Computers. They both received a score of 2. For section 8;
this is because there is a very small amount of time dedicated to gross motor activity. Students
have P.E. in the gym one day a week, which is where gross motor play takes place. Students
dont have recess so the only time they get to use the playground is from the time they arrive at
school until school starts and they line up to go to class. This is roughly 15 minutes. So although,
there is gross motor equipment, they dont have regular access to it. Section 27 received a score
of 2 because the use of TV, Video and Computers is not utilized much in their curriculum and
environment. However, there is a smart board in the classroom. I also discovered during this
assessment that there actually is a computer center, but it is tucked away behind stuff and
covered up, so it is not being used. Therefore, there is not that much use of video, TV, or
computers in this classroom. Some other weak sections I found in this classroom environment
include; 23: Sand/Water and 28: Promoting acceptance of Diversity. I only found one thing in
the classroom that I really feel represented diversity and that was some clip art-type pictures of
children of various races, one child in a wheelchair, and one on crutches, that were on the

Running head: FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS

refrigerator. Aside from that, I dont believe any other of the materials were put in the classroom
intentionally for the purpose of showing diversity.
Suggestions and Recommendations to modify environment:
There were two main centers/areas that would benefit from improvement. The first one
should have more of an importance placed on it is the reading center/area. It is extremely small.
It is tucked in between a counter and a cabinet, with just barely enough room for the small childsized couch and bookshelf. There is not even enough room for an adult to physically get into it so
whenever the children ask me to read to them, I have to physically sit outside of it. I believe the
reading center is an important area and the way this area is set up definitely impacts the
childrens interest in using it.
The other modification I would make would definitely be with the dramatic play area.
There are no clothes in there, only very few props. The kids love the area, but what they are able
to do in there is very limited. There are no play work areas, fake kitchens, costumes, no toy
animals or dolls to play with, no puppets, etc. This is the one area of the room that really has a
good amount of space, and I feel like there could be more things done and added to it. I would
add as many of those things mentioned above into the dramatic play area. And lastly, another
thing I would really recommend that would definitely benefit all of the kids is the use of action
movement songs. Not only are they incredibly fun and interactive, they have many more
benefits, and I personally feel like they are a great learning experience and activity for children.
They help to practice and strengthen their listening skills, helps them to follow directions, pay
attention to details, increases language skills, vocabulary, and word understanding, strengthens
memory and recall, improves fine and gross motor skills, as well as many other things. Not to
mention they get kids moving and singing, and are so fun for everyone involved. The majority of

Running head: FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS

those things are all areas of skills that a student with a cognitive delay and a speech and
communication delay would benefit from immensely.

SA2 STUDENT DESCRIPTION

TJ* is a four-year-old boy who attends preschool at Getz School. At his most recent IEP
meeting, his category for special education eligibility was changed from a Speech and Language
Impairment to Developmental Delay, more specifically in the areas of communication, social and
cognitive development. He has been receiving speech-language therapy services at Getz School
since September 2015. Some of TJs* academic strengths include helping out peers, rote
counting 1-10, He knows circle, star, and heart shapes. His fine and gross motor skills and
development are at age appropriate levels. He takes care of his belongings and he knows his full
name and that he is four years old. He is also good at using sentences. His weaknesses include
focusing, sitting and standing still, and continuous positive interactions with peers and staff. TJ*
demonstrates defiant and problematic behaviors in the classroom with both staff and classmates.
This behavior occurs most frequently during large group settings and activities, such as circle
time and free play. He appears to choose to do the opposite of what he is asked and does not
follow directions. He misses instruction when he is sent to Time Out at least once daily and often
argues with others. During free play, he seeks out conflict with classmates, leading to negative
peer interactions which include him being verbally and physically aggressive. These behaviors
are less evident in one on one and small group settings.

Running head: FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS

SA3 INTERVIEWS (Teacher, Parent, Student)

S4 TARGET BEHAVIOR (Will be in Teacher Interview)
Teacher Interview: Form 2.1. Preliminary Functional Assessment Interview.
Positive Behavioral Support for Children and their Families
TIME STARTED: 1:00
PRELIMINARY FUNCTIONAL ASSESSMENT SURVEY
Student: TJ*

Age: 4

Interviewer: Kristen Twitty

Sex: Male
Date: March 30, 2016

Respondent(s): Miss L*
1. List and describe behavior(s) of concern.
a. Not following directions
b. getting into other peoples business
c. fighting with classmates (Physical and Verbal)
2. Prioritize these behaviors (which is the most important?)
a. Not following directions
b. Fighting with classmates (Physical and Verbal)
Operational Definition of Target Behavior: Defiance. Defiance refers to behaviors refusing to
comply and behaviors that contradict what is asked/directed to do by teachers and staff.
3. What procedures have you followed when the behaviors first occurred?
Time Out
4. What do you think causes (or motivates) the behavior?
Unknown, she has no idea/ cant figure it out
5. When do these behaviors occur?
Throughout the whole day
6. How often do these behaviors occur?
Every day, Constant
7. How long has this/these behavior(s) been occurring?
Since he started school

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8. Is there any circumstance under which the behavior does not occur?
One on One, he is more focused and there are fewer distractions.
9. Is there any circumstances under which the behavior always occurs?
In large group activities and Circle Time
10. Does the behavior occur more often during certain times of the day?
Circle Time.
11. Does the behavior occur in response to the number of people in the immediate
environment?
Yes, In large groups
12. Does the behavior occur only with certain people?
No, it doesnt matter who it is. He does not listen to anyone, fights with anyone who is near him.
13. Does the behavior occur only during certain subjects?
No, All subjects, constant.
14. Could the behavior be related to any skills deficit?
Yes, He is developmentally delayed. He is delayed in social skills now.
15. What are the identified reinforcers for this student?
Stickers may work. Praise doesnt always work.
16. Is the student taking any medication that might affect his/her behavior?
No.
17. Could the students behavior be signaling some deprivation condition (e.g. thirst,
hunger, lack of rest, etc.)?
No, she doesnt think that has anything to do with it.
18. Could the behavior be the result of any form of discomfort (e.g., headaches,
stomachaches, blurred vision, ear infection, etc.)?
She doesnt think so.
19. Could the behavior be caused by allergies (e.g., food, materials in the certain
environments, etc.)?
no.
20. Do any other behaviors occur along with this behavior?
Yes, all of the behaviors listed in #1.
21. Are there any observable events that signal the behavior of concern is about to occur?
Looks away, ignores.

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22. What are the consequences when the behavior(s) occur?

Time Out.
Reprinted with permission from Glen Dunlap. Interview was referred to in Dunlap,

TIME COMPLETED: 1: 15
TOTAL TIME: 15 minutes

G., Kern, L., dePerczel, M., Clarke, S., Wilson, D., Childs, K. E., White, R., & Falk,
G. D. (1993). Functional analysis of classroom variables for students with emotional
and behavioral challenges. Behavioral Disorders, 18, 275-291.

Parent Interview:
Form 2.1. Preliminary Functional Assessment Interview.
Positive Behavioral Support
for Children
and their Families
TIME STARTED:

4:00

PRELIMINARY FUNCTIONAL ASSESSMENT SURVEY

Student

TJ*

Interviewer: Kristen Twitty

Age:

Sex: Male

Date: April 6th, 2016

Respondent(s): His mother

1. List and describe behavior(s) of concern.
She has to ask him at least 2 to 3 times to stop or to do something.
2. Prioritize these behaviors (which is the most important?)
Not asked because already have a target behavior identified.
Operational Definition of Target Behavior: Defiance. Defiance refers to behaviors refusing to
comply and behaviors that contradict what is asked/directed to do by teachers and staff
3. What procedures have you followed when the behaviors first occurred?
Make him go to his room, take away whatever is distracting him (toy, turn off TV, etc.)
4. What do you think causes (or motivates) the behavior?
She does not know. Many people tell her that its just him being a boy and a kid.
She explains that she is a single mother, and TJ* is her only child so she is just learning
5. When do these behaviors occur?
Everyday
6. How often do these behaviors occur?
Everyday

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7. How long has this/these behavior(s) been occurring?

Did not ask.
8. Is there any circumstance under which the behavior does not occur?
When he is around male authority figures, such as her brother (his uncle)
9.Is there any circumstances under which the behavior always occurs?
Almost always.
10. Does the behavior occur more often during certain times of the day?
When he is tired.
11. Does the behavior occur in response to the number of people in the immediate
environment?
Doesnt Matter
12. Does the behavior occur only with certain people?
Like mentioned before, He will listen to males.
13. Does the behavior occur only during certain subjects?
Did not ask
14. Could the behavior be related to any skills deficit?
Yes.
15. What are the identified reinforcers for this student?
Make him go to his room, take away whatever is distracting him (toy, turn off TV, etc.)
16. Is the student taking any medication that might affect his/her behavior?
No.
17. Could the students behavior be signaling some deprivation condition (e.g. thirst,
hunger, lack of rest, etc.)?
Did not ask.
18. Could the behavior be the result of any form of discomfort (e.g., headaches,
stomachaches, blurred vision, ear infection, etc.)?
Tired Maybe.
19. Could the behavior be caused by allergies (e.g., food, materials in the certain
environments, etc.)?
No.
20. What are the consequences when the behavior(s) occur?
Same answers as #15.

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TIME COMPLETED: 4:15

TOTAL TIME: 15 minutes
Student Interview

Date: 4/11/16

1. Who is your favorite classmate/friend to play with? A*

2. What is your favorite part of school? You, I like you
3. What dont you like about school? I like school
4. What is your favorite classroom job? Backpack Helper
5. Do you like circle time? Yeah
6. Do you like free play? Yeah
7. Which one do you like more, Circle time or free play? Playing time
8. What is your favorite center or activity? Books and Toys.
9. What do you like about the books? Looking at pictures
10. Do you like to play with friends or by yourself? Boys. I like playing with boys. And
girls
11. Do you like your teachers? Yeah
12. How does it make you feel when you get sent to time out? Bad. Really bad If you
be bad you go to time out
13. When you are upset, what can we do to make you feel better? Sit by you (have the
teachers sit by him)
14. Why do you hit your classmates? I like hitting
15. Favorite Animal? T-REX!
16. Favorite Color? Blue
17. Favorite Toy? Ninja Turtles, I have a turtle room
18. Favorite Food? Cheese

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10

4/11: Free Play Center Observation: After snack, he went straight to the sensory table that has
sand in it currently. He played for about a minute before he dumped sand on another childs head
and was told to play somewhere else. Next, he went to the Dramatic Play Area and played with
the Dinosaurs. He played there for about four minutes until he got aggressive. After that, He
went and played with some smaller dinosaur figurines before about two minutes before heading
back to the dramatic play area. Same thing happened again. After that, he went to the Puzzles.
Next, He went to the Reading Area with me for a while. He asked me to read him multiple
books. After that, he tried to go back to the sensory table but the teacher closed it because it was
too messy. He went back to Dramatic Play Area. He would play aggressively then run away
when a teacher came to talk to him, then run back, throw something, run away, come back, and
do that over and over again.
4/13 Free Play Center Choices/Order: Sensory Table, Art/Writing, Dramatic Play, Back to
Sensory Table.
Other General Observations: He tends to go wherever A* or M* are during free play. He
seems to play and get along best with B*and A*. He has the most conflict with M* and C*. TJ*
and M* are constantly fighting in all settings.

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11

SA5 ABC DATA COLLECTION

Observer: Kristen Twitty Dates: 3/30/2016, 4/4/2016, 4/6/2016, 4/11/2016, 4/13/2016

Time Start and End: Varies depending on date
Observation Times: March 30th: 1 hr., April 4th: 52 min , April 6th: 40 min, April 11th: 1 hr. 25
min, April 13th: 10 min Total Combined Time: 3hrs 27min
Observation
Number
Session #
1.1
(March
30th)

1.2
(March
30th)

Context

Antecedent

Behavior

Consequence

Function

Outside class
is lining up
on
playground to
go to
classroom

He is not
lining up, the
teacher is
telling him to
get in line.

He gets out of
line, comes to
intern & wants
intern to hold
his hand and
walk with him

Ms. Sara tells

him to get
back in line.

Access attention
(from intern)

Entering
Classroom &
Class
washing
hands

Class enters
classroom,
go straight to
bathroom to
wash hands
like usual

goes straight
to activity
table

Teacher tells
him to get in
line

Access to
activity
Access sensory
Avoiding
activity
(washing hands)
Access Attention
(teacher
redirects)

1.3
(March
30th)

Circle Time

1.4
(March
30th)

Circle Time

1.5
(March
30th)

Circle Time

1.6
(March
30th)

Circle Time

The class is
reading a
book

Class is
counting
something to
eight
He will not
sit crisscross.
He is told to
sit correctly.

He stands up
and does a
kick and yells
Spider Kick

He yells out
Nine!
He sits like a
frog, then lays
down. Then
sits up and
puts fingers in
his eyeballs.
He is touching
classmate next
to him, getting

Teacher says
Why did you
do that? You
need to sit
down,
crisscross,
hands in your
lap.
Teacher
Ignores

Access Attention
(From peers and
teacher)

Teacher
Ignores.

Access Sensory

Miss Linda
tells him to
leave him

Access
Attention

Access Sensory
(Movement)
Access Attention

Avoid Activity
(Criss Cross)

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in his face.

1.7
(March
30th)

Circle Time

1.8
(March
30th)

Circle Time

2.1
(March
30th)

Snack Time

2.2
(March
30th)

Snack Time

2.3
(March
30th)
2.4
(March
30th)

2.5
(March
30th)

3.1
(March
30th)

Snack Time

Snack Time

Free Play

Miss Linda
tells him to
leave him
alone and
asks him
why he is
doing that.
Simon says
type activity,
Miss Linda
tells class
Everybody
put your
hands in the
air!
Teacher tells
him to sit
crisscross
applesauce
The class is
finding their
placemats
and sitting
down for
snack time.

He plays
blame game
He he he he

12

alone and asks

him why he is
doing that.

He puts his
hands and
head on his
knees.

Teacher
Ignores.

Access Attention

He lays down.

Teacher says
TJ* sit up
now.

Access Sensory

He grabs
classmates
placemat and
throws it.

He is told to
go that up. He
yells NO!

Access Tangible
(Placemat)

He is seated
next to a
classmate
who he does
not want to
sit next to.

He keeps
grabbing other
classmates
placemat.

Classmate
says Please
dont touch
my placemat
TJ*

Access Tangible
(Placemat)

His
classmate
asks him to
not touch his
placemat
please.
The teacher
tells him to
stop messing
with his
classmates
placemat.

He yells NO!
and grabs it
again.

He is told to
stop.

Access Tangible
(Placemat)

He stands up
and starts
walking away
from snack
table while
drinking his
milk.

He is told to
sit back down
so he does not
make a mess.

Avoid Activity
(Sitting at Snack
Table)

TJ* is told to
sit back
down so he
doesnt make
a mess

He
intentionally
pours his milk
on the floor.

He is sent to
time out.

Access Attention
(From teachers
by pouring milk)

A classmate
is playing

He takes toy
from

Classmate
says Hey

Avoid Activity

Access Attention

Access Attention
(From teachers
by pouring milk)

Avoid Activity
(Sitting at snack
table)
Access Tangible
(Toy)

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with a toy
that he
wanted.

4.1
(April 4th)

Circle Time

4.2
(April 4th)

Circle Time

5.1
(April 4th)

Snack Time

6.1
(April 4th)

Free Play

7.1
(April 6th)

8.1
(April 6th)

8.2
(April 6th)

Class
entering
classroom,
going to line
up to wash
hands
Circle Time

In time out.

dont take
mine The
teacher tells
him to give it
back. He
throws it at
other child
and pushes
him to the
ground.
I am sitting
He is turned
Miss Linda
near him
around looking tells him eyes
during circle at me instead
forward.
time.
of focusing on He says I
the teacher.
wanna look at
you to me.
.
The class is
He leaves the
Miss Linda
roaring like
circle and
tells him to go
dinosaurs.
comes and
back to his
gets me, says
seat.
I wanna be by
you
He is looking He says He
I tell him that
for his
Mean I dont
it is okay and
placemat at
wanna sit by
to just sit
snack table,
him
down.
he finds his
seat next to a
classmate he
does not
want to sit
next to.
Another
TJ* takes the Classmate
child is
toy out of
tells him to
playing with classmates
give it back.
a dinosaur
hand.
He says You
toy that he
a peepee M
wants to play
(Childs
with.
Name)
Classmate
begins to cry,
Teacher
comes over
and talks to
him
Miss Alexis
He tells her to She asks him
(intern) tells f**k off
what he just
him to get in
said, and he
line to wash
told her to
his hands
f**k off a
second time
The teacher
He begins
Teacher sends
is reading a
talking out.
him to Time
book
Teacher tells
Out.
him to listen.
He is talking He hits
out while the himself in the
teacher is
face and yells.
reading a
book.
Miss Sara
He stands up
He is told
tells him to
and starts
Stop moving

13

classmate.

Access Attention
(from me)

Access Attention
(from me)

Avoid Activity
(Sitting next to
this child)

Access Tangible

Avoid Activity

Access Attention
Avoid Activity
(Listening to
book)

Access Attention

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Sit the right

way please

spinning and
moving all
around.
He is looking
around and
moving his
body. He is
told to turn
around. He
responds I
am Teacher
tells him to
please stay
that way. He
says I dont
want to.
He gets up,
leaves table
and begins to
play before he
is done with
snack or has
cleaned up.

8.3
(April 6th)

In time out

He is in time
out,
separated
from what
the class is
doing.

9.1
(April 6th)

Snack Time

He is eating
snack.

9.2
(April 6th)

Snack Time

He was told
to finish his
snack before
he went to
play.

9.3
(April 6th)

Snack Time

He has been
told multiple
times to
finish his
snack before
he can play.

10.1
(April 11th)

P.E. in the
Multipurpose
Room

11.1
(April 11th)

In the
classroom at
Circle Time

After being
told the
instructions
and waiting
in line for his
turn to go,
He begins
the Baseball
Activity
Him and
Classmate
sitting next
to him are
bothering
each other.
Miss Linda
asks them
both to keep

He repeatedly
stands up,
bounces up
and down, side
to side, etc. He
is told to sit
still. He does it
even more and
more
dramatically.
He gets up
from snack
table and goes
and grabs toy
dinosaur and
brings it back
to table with
him.
He walks
extremely
slow from
base to base
when the
activity is that
you are
supposed to be
running.
He then hits
other child in
the face and
again on the
leg.

14

around. You
need to sit
down and face
the wall. This
is not a game
He laughs.
Miss Sara tells
him he needs
to. He says I
dont want to
miss Sara

Avoid
Activity(time
out)

He is told to
go back and
finish his
snack or if
hes done to
clean up and
put his
placemat
away.

Access Activity

Teacher
Ignores.

Avoid
Activity(Escape)

Access Attention
Access Sensory
(Movement)

He is told to
Access Tangible
put it back. He
yells No!.

Miss Linda
tells him to
run. He yells
out NO!

Avoid Activity

Miss Linda
says I am
going to send
both of you to
Time out if
you do not cut
it out

Access Attention

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their hands to
their selves.
The class
begins
working on
their
vocabulary.

11.2
(April 11th)

Circle Time,
Vocab

11.3
(April 11th)

Circle Time

He is
bothering a
child sitting
near him, the
child tells
him to stop
it.

11.4
(April 11th)

In Time Out

He is sent to
Time Out

11.5
(April 11th)

In Time Out

11.6
(April 11th)

In Time Out

11.7
(April 11th)

In Time Out

After being
sent to time
out, He kicks
and bangs on
cabinets in
time out,
moves
around, etc.
He was
placed in
cube chair by
Miss Sara
and told to
stay there.
The class is
doing circle
time, but he
is in time
out.

11.8
(April 11th)

In Time Out

He is in time
out and
keeps getting
in trouble by
Miss Sara.

15

Miss Linda
says Put it
down please
He ignores her
and continues
to bend it.

Avoid Activity
(Instruction and
Vocabulary
practice)

He mimics
him in a mean
voice,
repeatedly for
a little while.
He then yells
out (Childs
Name) is a
PooPoo
PeePee

Miss Linda
sends him to
time out after
giving him
warnings.
You can go
sit by yourself
in time out

Access Attention

He begins
kicking the
cabinets and
flailing his
arms.
Miss Sara gets
cube chair,
tells him to sit
in it.
He yells out
NO!

He is told to
stop.

Access Attention

He gets up out
of cube chair
and moves
around.

Miss Sara tells

him he will be
in time out for
a long time.
He yells
NO!
Miss Sara tells
him You are
in time out,
we are not
talking right
now turn
around and
look at the
wall
Miss Sara tells
him to sit
down, and
that he will be
missing out on
some play
time. He yells
no!

He starts
rolling up the
vocabulary
sheet and
bending it

He yells out to
class.

He continues
to kick the
cabinet. He
has to be
moved from
the designated
time out area
to another spot
because he
wont behave.
He then kicks
what is in front
of him there
and wont sit
down.

She physically Access Attention

puts him in it.
Avoid/Escape
Activity

Avoid/Escape
Activity

Access Attention

Access Attention
Avoid/Escape
Activity
(Time out and
Missing
Playtime)

Running head: FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS

11.9
(April 11th)

In Time Out

12.1
(April 11th)

End of day
circle time.

13.1
Entering
(April 13th) Classroom

13.2
Entering
(April 13th) Classroom/
Washing
Hands

13.3
Circle Time
(April 13th)

Miss Sara
tells him that
he will be
missing out
on some play
time, and
He still is
continuing to
kick and
move around
in chair,
lifting it off
the ground,
etc.
Miss Linda is
reading a
book.

He is told to
keep the chair
on the ground.
He then does it
more and
harder. So hard
that he falls
out of his chair
and onto the
ground.

16

He is then told Access Attention

that he will
not get a sugar Avoid
cookie. (it is
Instruction
someones
birthday)

He screams
out of
nowhere. Miss
Linda tells him
to listen. He
yells NO!
Classmate
TJ* sees and
gives the
goes up to the
teacher an
teacher and
apology note. says I dont
TJ* sees this. wanna be bad

Miss Linda
says Do I
need to time
out again?
He yells
NO! again.
She then
explains to
him what
good behavior
looks like/he
should do.

Access Attention

TJ wanted
the attention
that Miss
Linda had
given to the
other boy,
tells teacher
he wants to
be good, then
she explains
what he
needs to do
then.
The teacher
tells class to
put their
hands in
front of them
and wiggle
their fingers.

He then enters
classroom and
goes up to a
student who is
in line to wash
hands, cuts
him in line,
calls him mean
names, then
pushes him out
of line.

Classmate
begins to cry,
teacher aid
takes him
away and
talks to him

Access Activity
(being next to
wash hands)

He does not,
and instead he
lifts legs and
starts kicking.

Teacher tells
him that he is
not following
directions.

Avoid Activity

SA6 (8, 9) FABI PLANNING FORM

Functional Assessment and Behavior Intervention Plan: Planning Form
Student Name: TJ*__

Student ID: N/A

School: G* School

Date of Birth: 4 years 4 months

Parent(s): E. J. *

Parent(s) Contact Number: N/A

Avoid Activity
(Listening to
book)
Access Attention
(From Teacher)

Access
Attention

Running head: FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS

Date of Assessment: April 14th, 2016

17

Teacher: Miss L*

Person conducting the assessment: Kristen Twitty

Role: Behavior Specialist

Teacher

Intern

University Student Other

Identifying the Problem: Defining Target and Replacement Behaviors

Target Behavior: Defiance
Operational Definition (observable, measurable, repeatable): Defiance. Defiance refers to
behaviors refusing to comply and behaviors that contradict what is asked/directed to do by
teachers and staff.
Examples:
Verbal Refusals (No!, I dont wanna, Go Away), Making inappropriate Comments
and mocking/calling classmates names, arguing with staff and/or peers, and Talking back.
Ignoring, looking away, Avoiding Eye Contact, and Running away when given directions.
Leaving designated area or activity, throwing materials, and being physically aggressive (hitting,
kicking, pushing, grabbing, Stomping or slamming body parts onto ground, table, cabinets).
Non-examples:
Doing what is asked by teacher/staff within 10 sec, playing with and using classroom
materials carefully and gently without breaking or throwing them, acknowledging and
responding to teacher/staffs requests and instruction, keeping his hands and body calm and to
himself, doing what it is he was asked to, keeping to himself during circle time, not leaving
designated area/activity without permission.
Data Recording System (e.g. Event Recording, Permanent Product): Event Recording
Replacement Behavior: Following Directions

Running head: FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS

18

Operational Definition (observable, measurable, repeatable): Following Directions refers

to attending to and complying with teachers directions and request with no opposition or
resistance and without having to be told more than once.
Examples:
Acknowledging and verbally responding when given directions or is spoken to, making
eye contact and/or looking at teacher/stuff when being spoken to, staying in designated/assigned
area or activity unless given permission, starting or stopping tasks when told.
Non-examples:
Ignoring and refusing to respond or acknowledge directions, Arguing or verbally
refusing, leaving assigned area/activity without permission, engaging in activities that are
different than what was assigned.

Data Recording System (e.g. Event Recording, Permanent Product): Event Recording

Rationale: TJs* Defiant behavior has resulted in him missing out on valuable academic and
social experiences, which he needs in order to develop the ability to be successful in the
classroom and have positive peer interactions and relationships. Replacing this behavior will
help him function appropriately, both academically and socially, in the future at school and at
home.
Baseline: Using an event recording data collection method, TJ* was observed in his classroom
for three ten minute observations on separate days, primarily during Circle time. TJ*
demonstrated defiant behavior at a combined frequency rate of 1.63 per minute. There was a total

Running head: FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS

19

of 49 instances in which TJ* exhibited the target behavior throughout the combined 30 minutes
that were observed. He was sent to time out in two out of the three observation windows.
Functional Behavioral Assessment: Interviews and Direct Observations
Interviews Completed: YES

NO

Interviewees: Teacher Parent Student

Rating Scales: N/A
Hours of Total Direct Observation (A-B-C): 3 hours 27 Minutes
Setting(s) of Observations: Circle Time, Snack Time, Free Play, Time Out, P.E.

Determining the Function of the Behavior: Using the Function Matrix

Attention

Positive Reinforcement
(Access Something)
ABC: 1.1,1.3,1.4,1.5,1.6,1.7,2.1,2.3,
4.1, 4.2,8.1, 8.2, 9.2, 11.1,11.3,11.4,1
1.5, 11.7,11.9, 12.1, 13.2
Teacher Interview:
His behavior does not occur as much
one on one
Praise doesnt always work
Student Interview:
-When asked his favorite classroom
job, he said Backpack Helper
- When you are upset, what can we do
to make you feel better? Sit by you
(have the teachers sit by him)
Quotes from TJ*:
Sit here. Sit right here, Sit by me
I wanna look at you I wanna be by
you Will you play dinosaurs with me
over there?
Direct observation:
-When his teacher acknowledges a
student, or multiple students for doing
things such as sitting correctly or
quietly and doesnt acknowledge him,
he goes Not me? or Me too!
-Repeatedly says teachers name during

Negative Reinforcement
(Avoid Something)

Running head: FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS

Tangibles
Activities

Sensory

circle time to say something

-When I sit anywhere other than behind
him at circle time, he does anything he
can to get my attention and either tells
me or motions for me to sit behind him.
ABC: 1.2, 2.1, 2.2, 3.1, 6.1, 9.1, 9.3
Teacher Interview: Stickers may
work
Student Interview: What is your
favorite center or activity? Books. And
toys

20

ABC: 1.2, 1.6, 1.8, 2.3, 5.1, 7.1, 8.2,

8.3, 10.1, 11.2, 11.5, 11.6, 11.8, 11.9,
13.1, 13.2
Quotes from Teacher:
I think his behavior is worse when hes
tired
Go back to your seat
Quotes from Mother:
I have to ask him at least two to three
times to stop or do something.
Quotes from TJ*:
I dont wanna sit by him
No go away poopoo
I dont want to

ABC: 1.2, 1.3, 1.5, 1.8, 9.2

Student Interview: I like hitting

Outcome of Function Matrix: Hypothesized Function:

The function of TJS* defiance is to gain attention (Positive Reinforcement-Attention)
mainly from teachers, but also peers, to escape or avoid activities, tasks, and situations (Negative
Reinforcement- Tangibles/Activities). When given directions or task demands, TJ will become
defiant (yelling No! I dont wanna!, running away, arguing, ignoring, etc.) in order to avoid
the activity.

Behavioral Objective:
When given directions by the teacher or staff in any classroom situation or setting,
TJ will demonstrate the ability to follow directions by attending to the task immediately or
within 10 seconds, or by verbally restating directions to show comprehension, 90% of the

Running head: FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS

observed times for 10 consecutive days. During these same situations, TJ* will demonstrate
defiant or oppositional behavior 0% of the observed times for 10 consecutive days.

21

Running head: FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS

22

Conduct FBA

Select Replacement Behavior

Can the

No

Yes

Student Perform the

Replacement
Behavior?

Yes

Do Antecedent

Do Antecedent

Conditions Represent

Conditions Represent

Effective
No

Effective
No

Yes

Method 1 & 2:
Teach the Replacement
Behavior and
Improve the Environment
Umbreit, J., Ferro, J., Liaupsin, C., & Lane, K. (2007). Functional behavioral assessment and function-based intervention: An effective, practical
approach. Upper Saddle River, N. J.: Prentice-Hall. OBTAIN PERMISSION

Running head: FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS

Functional Behavioral Assessment: Determining the Intervention Method

Method Selected:

Method 1: Teach the Replacement Behavior

Method 2: Improvement Environment
Method 3: Adjust the Contingencies
Method 1 & 2: Teach the Replacement
Behavior and Improve the Environment

Method 1 & 2: Teach the Replacement Behavior and Improve the Environment

23

Running head: FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS

Adjust
antecedent
variables so (a)
new behaviors
are learned and
aversive
conditions
avoided and
(b) the
conditions that
set the
occasion for
the target
behavior are
eliminated and
new conditions
are established
in which the
replacement
behavior is
more likely to
occur.

A1 Teacher will model and teach the class social emotional skills. It will
include topics such as problem solving, identifying emotions, getting
along with others, friendship, sharing, cooperation, etc.
It will involve students in role playing/acting out and coming
up with different solutions.
Teacher will also add a visual solutions board with examples of how
to respond when feeling certain emotions, or in certain situations. Also
showing what not to do (ex: no hitting.) Teacher will bring over
children who are demonstrating problem behavior and talk to them
about it.
A2 Teacher will use Proximity Control. At circle time and snack time, the
teacher will make sure TJ* is not seated in immediate proximity of
(do not sit him or allow him to sit next to) M*or C*. He should sit
next to any of the teachers/assistants/interns OR next to A* or B*.
o Not next to students who provoke him.
o Seat near students who are positive role models and
students who will ignore the problem behavior.
A3 Teacher will review of Classroom Expectations and Rules by
re-teaching and/or discussing them.
o Have the whole class act out examples of how to act,
what to do, etc.
o Remind class prior to each activity/lesson using precorrection.
o Reteach it using examples and non-examples
A4 Teacher and other classroom staff will actively monitor centers and
enforce the amount of children are allowed to be at each center.
Adding center check ins if need be.
A5 Teacher will provide One on One social skills instruction for him. She
will be teaching him new ways to respond and act when he is feeling
certain emotions. Incorporating the use of social stories, books on
certain situations, showing him pictures of what good behavior looks
like, teaching him strategies to manage anger, how to get attention the
appropriate way, etc.
A6 Teacher will implement more small group activities, and shorter whole
class ones. She will put him in small group with people who he does
well with, and put the kids he does not in other group.
A7 Teacher will have TJ* verbally repeat or restate the directions you give
him to check understanding and that he was listening.
A8 Teacher will incorporate more activities that involve using listening
skills, such as action movement songs where you need to listen then
do.

24

Running head: FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS

Provide
appropriate
positive
reinforcement
for
replacement
behavior.

25

R1 Teacher will provide positive reinforcement in the form of attention

and verbal praise when TJ* demonstrates the replacement behavior:
following directions, and other good behavior. She will use behavior
specific praise and positive feedback. She will also use gestures such
as a thumbs up or a high fives, pats on the back, etc. She will provide
this acknowledgement/ praise in front of the class so he feels
recognized.
R2 Teacher will utilize a sticker chart where he will receive a sticker for
good behavior, and when it is full, he will get a good note home, and
get a reward he can exchange it for. Pair the sticker chart with behavior
specific praise.
o Make sticker chart or the prize Ninja turtle themed so he is
interested in it.
o Good behavior can also be rewarded with favored activities,
such as being backpack helper or teachers helper, or getting first
choice at centers so he can be the first person to go to the sensory
table.
R3 Teachers or other staff will allow him to seat near them at end of day
circle time if he has shown good behavior all day, refer to sticker chart.

Withhold the
consequence
that previously
reinforced the
target
behavior.

E1 The teacher will withhold from giving attention to TJ* when he is

demonstrating defiant behavior. Unless the child is harming another
classmate the teacher will
Ignore inappropriate behavior
Give minimal response and interaction
E2 Teacher should try to avoid sending TJ* to time out unless necessary.
E3 When TJ* is demonstrating defiant behavior, The teacher gives praise
to other students for demonstrating good behavior.
Data to be Collected

Target Behavior: Defiance

Replacement Behavior: Following Directions
Treatment Integrity: Teacher will use a daily intervention implementation checklist to monitor
and confirm all intervention elements are in place and actively being done.
Social Validity: After providing the teacher with the appropriate training, I will assess if she
feels prepared and that it is a manageable and reasonable plan to implement in her classroom.
Fading and Generalization: As TJs* defiance begins to improve and the target behavior
becomes inferior to the replacement behavior, we will begin to diminish the use of intervention
over time. Once he meets the behavioral objective, the team will work together and share data
collected to develop a plan to reduce the amount and types of positive reinforcement to lesser

Running head: FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS

26

levels. This may look something along the lines of slowly increasing the amount of stickers
needed to receive a note home and a reward. For example, Going from 5 stickers to 7 stickers,
then to 10 stickers, and so forth.
Program Review Date: After 30 Days, on March 14th.
Personnel and Roles: The teacher and classroom staff will implement the intervention
components listen in the intervention plan. TJs* mother will work together with us, informing us
on progress monitoring at home. She will also apply some of the intervention strategies at home
with TJ*. It is a team effort.
Emergency Procedures: General School emergency procedures will be used.
________________________________________________________________________
SA7 BASELINE DATA COLLECTION
Baseline Data Collection: Event Recording
Date: 4/6/2016

Start time: 2:09

End time: 2:19

4/11/2016

Start time: 2:20

End time: 2:30

4/13/2016

Start time: 1:58

End time: 2:08

Setting: Preschool Classroom

No. Adults: 4

Activity: Circle Time and Time Out

No. Students: 16

Behavior: Defiance. Defiance refers to behaviors refusing to comply and behaviors that contradict what is
asked/directed to do by teachers and staff.
Observation 1
Behavior occurrences:
||||

||||

||||

||||

19
/_10 minutes_ = 1.9 per minute
# of Occurrences
Time
Rate
Observation 2
Behavior occurrences:

||||

||||
13

|||
/

10 minutes = 1.3 per minute

Running head: FUNCTIONAL ASSESSMENT-BASED INTERVENTIONS

# of Occurrences

Time

Rate

Observation 3
Behavior occurrences:

||||

||||

||||

17
/
# of Occurrences

||
10 minutes = 1.7 per minute
Time
Rate

27