Functional Behavior Assessment (FBA)
Student
04/2008
Updated 02/05/09
Types of Data Used: Observations; Informal problem behavior questionnaires; Data
collection; Teacher and Paraprofessional input; Parent and Provider input
Problem Behavior: Student will become physically aggressive with peers and adults
within the school environment.
Predictor(s) & Setting Events of Target Behavior:
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Peers are near and when Student engages in the physically aggressive
behavior, they will leave him alone
Teacher/Para will redirect Student back to the task or follow rules when
problem behavior occurs
Teacher/Para will provide one-on-one instruction to get Student back on task
when he engages in physically aggressive behavior
The aggressive behavior is more likely to occur through the day following an
earlier episode.
Student becomes overwhelmed by external stimuli at times, especially when
his “battery” is drained.
When Student is tired and hungry, he has great difficulty modulating his
behavior.
Student has diagnoses of PDD-NOS, Mood Disorder, and ADHD, Combined
Type. In addition, he is cognitively impaired. He currently is on medications
(see health file for specifics). He is not on any medications at this time.
Consequences for Behavior: The behavior may be one of the following if it occurs
when:
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The adult stops paying attention to Student
The adult is not giving Student attention
Summary of Behavior: When attention is not being given to Student and he is
overwhelmed by internal and external stimuli (and his “battery” is drained), he will
become physically aggressive in order to gain attention from adults within his
environment.
Behavior Intervention Plan (BIP)
Student
06/02/08
Updated 01/26/09
Updated 02/05/09
Summary of Behavior: When attention is not being given to Student and he is
overwhelmed by internal and external stimuli (and his “battery” is drained), he will
become physically aggressive in order to gain attention from adults within his
environment.
Replacement Behavior: Student will self regulate his behavior and appropriately seek
attention from the adults in his environment.
Preventative: What are ways to change the environment to make the problem
behavior unnecessary? What are ways to prevent the problem behavior?
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Provide Student a small group, quiet environment to have his lunch;
Have Student have a delayed exit and entrance into classrooms – do not
have him pass in the hallways with the rest of the student body.
Give Student jobs to do around the school (e.g., cleaning tables, folding
towels, etc.) that will broaden his exposure to other individuals in the school.
Student wants quality attention and time with individual people.
Allow Student some “down time” that is structured and planned (e.g., listen to
music, thera-putty, walks, etc.) in a “first, then” format.
Provide Student a visual schedule with concrete pictures.
Within his work time, have Student alternate movement to his supplies that
he needs for the next activity – have it be structured and purposeful; allow
him to move in between work tasks.
Provide Student an exercise routine (twice daily). Have the exercise
incorporate heavy work and resistance (e.g., push recycling cart around the
school, etc.).
Have Student use a glider rocker.
Provide Student a “nest” within the room that has predictable things in it.
From this “nest,” he should be able to visually see the room – do not block
the door so he cannot see who may enter and exit the room. Student likes to
monitor the room and needs to see what’s going on.
Give Student adult attention and time for appropriate behavior.
Provide Student a modified schedule for the school day.
Limit the amount of academic work on a page at one time
Make his environment less visually stimulating, possibly using a change of
location.
Use of a visual timer.
Teaching: What can be taught to increase the occurrence of the replacement behavior?
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Stress management and self-regulation
Teach turn taking skills and strategies
Student needs to learn to wait
Provide Student strategies he can use to access adult attention in appropriate
ways (e.g., a visual card, etc.).
Reactive: What should happen when a replacement behavior occurs?
Positive Reinforcement Activities (NOTE: these should be different each time. Keep it
varied):
Low Leveled Choices:
 Verbal praise
 High fives/knuckles.
 Get a “happy stamp” on a laminated card.
 Write note to be sent home.
 Dictate note to be sent home.
 Type/email Bridget at Group Home
 Star on walking job chart
 Call Bridget at Group Home
 Ask Student questions about himself
 “Talk time” with staff
 Email mom
 Call dad
High Leveled Choices:
 Allow Student the opportunity to perform a clarinet concert in front of
peers/adults. Give him attention.
 Coffee shop
 Administrative attention for good choices
 Shooting baskets
 Football stuff
 Allow Student the opportunity to perform a singing show.
 Play a game with a peer tutor
 Listen to iPod/music
What should happen when a problem behavior occurs and Student refuses to comply?
Perseverating Comment/Questions (repeats more than 2 times)
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Do not respond to the comment
Redirect Student to the visual schedule or current task – you’re doing a good
job on (assignment) or it looks like you’re finished and ready to (point to the
next task).
Increase verbal reinforcement for on task behaviors
Offer choices (who to work with, where to work, what to write with, change
assignments, etc.)
Decrease visual demand
Redirect with a low calm voice or nonverbal gestures.
Negative Statements/Verbal Refusals:
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Should Student make negative verbal comments (e.g.,” You can’t make me;”
“I don’t want to;” etc.), redirect him to task by saying “good job
comleting__#1____, let’s work on ____#2_____.” If he complies or has an
approximation of compliance, provide positive reinforcement immediately
(see list above)*.
Negative comments continue - make a task and/or staff change. If he
complies or approximates compliance, provide positive reinforcement
immediately (see list above)*.
Refusal continues, cue to take a break. If he complies, provide
reinforcement*.
Does not comply, then offer a forced choice – computers or music. If he
complies, provide positive reinforcement *.
Does not comply, wait up to 1 minute. If he complies, provide positive
reinforcement *.
Refusal continues; make a staff and/or task change. If he complies, provide
positive reinforcement *.
Refusal continues; provide a second redirection to the task. If he complies,
provide positive reinforcement *.
Does not comply, wait up to 1 minute. If he complies, provide positive
reinforcement *.
*If complies or has an approximation of compliance, then provide immediate
positive reinforcement from list above. Keep the reinforcements different each
time.
Elopement Crisis Plan
A) Walking away from the classroom:
1) Stay within line of sight
2) Use body positioning to redirect student
3) Use cross talk and topics of interest to distract or divert attention
4) Contact the classroom via radio to relay position in school
5) Follow the student within line of sight to ensure safety
6) If possible, have someone approach Student from the front and purposefully
redirect him back to the classroom and give him a different stimulus and
those who were following should fade back out of sight.
B) Walking away from the school building or off school grounds:
1) DO NOT CHASE. Keep him within line of sight. If Student looks over his
shoulder, stop walking.
2) Provide him with less attention; ignore Student talking and give little eye
contact.
3) If possible, have someone approach Student from the front to redirect him
and give him a different stimulus. Have front person walk Student back to
class and those who were following should fade back out of sight.
4) If it’s not possible to walk him back to class, then stay at a safe distance from
him. maintain line of sight.
5) Teacher will contact the security officer and administration.
6) If he leaves school grounds, teacher/admin. will contact group home.
7) Line of sight will be maintained.
8) Only two adults should be close by. Decrease visual demand and
socialization (e.g., people moving around, items in front of him, etc.).
9) Track Student and try to bring him back to the school site. If outside,
maintain the same distance.
10) Security officer will follow Austin, at a safe distance.
Exit plan:
1) Student will be picked up by the group home at 3:05 p.m. after all the
buses have exited the grounds.
2) Student will be escorted from room 103 to the group home van by
RMHS staff.
3) If Student runs or walks away from RMHS and group home staff, the
elopement plan will be implemented. Once outside, he will be the
responsibility of the group home staff to be escorted home. RMHS
staff will assist in the exit process if necessary and if asked by the
group home (i.e., radio admin.).
4) If the SRO escorts Student out of the building, then the SRO will drive
him home. If Student is an immediate threat to himself or others, the
law enforcement will be contact.
Physical Aggression (hit, kick, etc.) – toward peers or adults.
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Increase physical distance from Student(move away from him). DO NOT
give verbal instructions or directives.
Clear the room.
Deflect or redirect physical aggression (Turn and Step-Mandt)
If Student moves to the floor – increase physical distance. He may engage in
physical aggression.
Contact SRO and/or administration
Group home is contacted when physical aggression occurs towards peers
and/or adults or destruction of property occurs.