Melissa Rosanio
Sparks
SERP 408B
19 April 2016
Functional Behavior Assessment and Behavioral Intervention Plan Form
Student: Victor
Teacher: Willow Schroeder
School: Sunnyside High School
Setting: 9th grade Science and English classroom
Step Action
1 Identify the function of the
behavior.
Describe the behavior in
measurable terms.
How does the behavior
meet the students needs?
2 Select a replacement behavior.
What should the student do
instead?
What do successful
students do?
Will the behavior help the
student meet his or her
needs?
3 Design a teaching plan.
The expected behavior includes:
Conditions
Behaviors
Outcome
The function of the behavior is to gain peer attention while
avoiding his work.
The student exhibits constant tapping/drumming on the desk,
repeatedly uses foul language when addressing peers
and teacher, and refuses to remain in his assigned
seat.
The student uses opportunities to distract his peers to gain
their attention and to avoid completing class work.
Within a two-hour block period Victor exhibits the behaviors
approximately 80% of the time.
Victor will work on assignments independently for a
pre-determined length of time and then will be
partnered and will complete a think pair share
activity.
o Once in a group, the student will remain
focused on the assignment and will not divert
his peers attention.
Successful students are able to work independently
and be on task without depending on the attention of
others.
The behavior allows for Victor to gain more skills to
work independently but also allows him limited
access to peer attention.
Expected Behavior-
The student will begin working on each assignment
independently until they have shown that they can
positively contribute to the pair-share activity.
The instructor will then partner them with their peers.
Student will communicate appropriately with peers
when in groups.
Teaching Examples-
On independent and partnered assignments.
He will communicate appropriately with the

Teaching examples should: Non-examples-
Describe when to use the
behavior
Be realistic
Non-examples should: Teaching strategies-
Describe when not to use
the behavior
Be realistic
4 Arrange the environment to Problem situations-
facilitate success
Consider changes to: Facilitate success-
Physical environment
Classroom procedures
Task requirements
Teacher-student
interactions
instructor as well as any guest who enters the
classroom.
Student will engage in the behavior while in all
classes and in peer interactions.
Victor should not have to exhibit the behavior in
between classes.
Develop a system of nonverbal cues between the
teacher, teaching assistant, and student to
communicate the need to separate Victor from others
Role-play with the entire class what type of response
is appropriate for various situations. As the teacher I
will play the role of a disruptive student, I will have
the teachers assistant take over my role, and then I
will have students identify the disruptive behaviors
that I exhibit.
Peer modelinghave students partner up and
demonstrate effective strategies
Students are not required to sit in assigned seats this
allowing Victor to roam the room and sit near his
easily distractible peers.
His physical environment needs to be modified to
better facilitate his behaviors.
o His seating needs to be changed from a group
setting to an individual desk.
Teacher-student interactions: The teacher should be
able to approach the student while he demonstrates
positive behaviors. There should be the same
expectations for talking to the teacher as he talks with
his peers.
Remove Victor from his group of friends. Change the
seating so that he is at an independent desk rather
than sitting with a group of 4 or 5 other easily
distracted boys.
Place his seat close to the instructor
Classroom Procedures: Victor should be able to
engage with peers when working in-group settings
but must make sure to remain on task. He needs to
remain focused on the assignment but should be able
to ask peers and the instructor for assistance when

5 Develop consequences for desired
and undesired behavior.
(Artificial consequences should be
used only when natural
consequences are not sufficient!)
If the replacement behavior
is not exhibited despite
natural positive
consequences and prompts
If the problem behavior
continues despite natural
positive consequences
6 Write behavior objectives
Learner: Who will
demonstrate the behavior
Conditions: When, where,
and under what
circumstances
Behavior: A physical
description of what the
learner is to do
needed.
Natural positive consequences-
Victor will gain the skills to work independently and
his grades will increase as a reflection of the amount
of work he completes
Opportunities to become more involved in partnered
work will increase
Verbal praise which clearly defines the positive
behaviors
Withhold access to natural positive consequences-
Do not allow Victor to work with his peers following
any verbal or physical distractions
Prompts-
Visual cue; instructor will gesture towards the
assignment sheet to remind Victor of what his focus
should be on.
Verbal cue; instructor praises those who complete
their independent work and give them permission to
pair up with a student of their choosing.
Artificial positive consequences-
If Victor completes independent work with minimal
distractions he will gain the opportunity to complete
an extra credit assignment to boost his grade
(something he desperately needs).
Praise! Victor will gain more praise from the
instructor for not engaging in the distracting behavior
and for choosing to work towards correcting his
behavior.
Negative consequences-
Increased supervision by teaching assistant for the
week
Loss of points and loss of opportunities to gain any
extra credit
Learner: In the classroom setting Victor will work
independently to complete assignments (rather than distract
his peers and avoid his work) during 80% of opportunities.
Condition: Victor will be expected to behave appropriately in
each class when working in-group settings and with the
instructor.
Behavior: The student will come to class and be prepared to
work on his assignments. He will not enter the room and
begin yelling or grabbing his peers. He will sit at his assigned
 Criteria: How much of the seat and begin the class by completing his bell work
behavior is necessary for independently. During transitions he will remain seated and
the objective to be can quietly communicate with peers if appropriate.
complete Criteria: Victor must demonstrate the replacement behavior at
all times when he is in class in order to ensure that he is
doing everything possible to better himself. He must
complete assignments in order to raise his grade and pass the
class.