Joint School District #2
Meridian, Idaho
Functional Behavior Assessment
Date:
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Date: April 23, 2009
Student’s Name: Student
Birth Date:
A. Description of Problem Behavior: (who was involved; what happened before, during, and after the
event)
The problem behaviors include the following:
 Verbal refusals – I can’t do it, you’re annoying, nobody listens to me, this is
stupid, growling noises
 Passive refusals – sitting at the table or desk not completing the task, engaging in
a task not related to the directed task
 Crying
 Verbal arguing with peers that may include shouting
 Getting angry with peers – turning red, moving desk away, looking at peers
(appears upset)
 Push items (desk, chair, papers and pencils)
 Breaks items – pencils, erasers, tears and crumples paper
 Shut down – sitting at desk not working, no verbal response when asked a
question or offered help, cover the ears, turn away from the speaker, move desk
away from teacher or paraprofessional
 Threw a shoe
When the behaviors begin to occur there can be one of many school staff involved. This
includes the general education teacher, the paraprofessional, the Special Education
Teacher, SLP, the Safe School Assistant, or it may also include the principal. When
Student is upset in the classroom, at specials, in line, or at recess he may verbally argue
with peers. At this time it does not appear that there is a specific person who may be a
trigger for Colby. While school staff know Student well they have identified that the
relationship between Student and the staff and peers needs to be a positive one that is
supportive and flexible.
Before the behavior occurs the triggers that seem to occur consistently are assignments
that require writing or that are perceived to be difficult by the student. The student also
expresses verbal refusals or passive refusals during activities such as visual art projects,
drama, dance, vocal music, and keyboarding (piano). Other triggers may include when a
compromise within a routine needs to be made. When he is interacting with peers a
trigger can be when he is corrected by a peer or offered help, there is a
misunderstanding during an interaction, or if the interaction does not go as Student
anticipates.
After the events Student is given time to de-escalate or given an escape card to either
escape the task completely or exchange a card to get an alternate assignment or help on
a given assignment. The escape cards are often used with writing assignments such as
journal; recently the use of the cards has increased to include nearly all academic
assignments. When Student is escalated he is offered the opportunity to go to a low or
no demand location to de-escalate, this may include the corner of the gen ed classroom,
the special ed classroom, or he at times has gone to the principal’s office.
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Student’s Name: Student
4
Birth Date:
B. Document the Pattern of Behavior (frequency, intensity, duration, environmental factors, and
context in which the behavior occurred)
Student uses the cards to escape or exchange for alternate assignment everyday. At
times when Student chooses an orange card to escape completely a paraprofessional or
the teacher is able to offer a green card instead to save orange cards for later
assignments or tasks, with options of an alternate assignment or accommodations to
help, this occurs rarely. He does not have access to these cards as part of the behavior
plan in the Special Education Classroom and will engage in verbal or passive refusals.
Student engages in verbal and passive refusals daily. The duration of these refusals will
vary from very mild lasting for a few seconds to a more lengthy time that can last for up
to 90 mins. The intensity can vary from very mild where he may sit or speak quietly to a
more intense response where he may crawl under a table or leave the task area or use a
loud yelling voice to refuse or protest. Environmental factors that impact Colby’s
response include how he is feeling, the number of people responding, the proximity of
people responding, the amount of verbal language being used, and the frequency of
redirection. This behavior typically occurs in the context of the general education
classroom and the special education classroom during academic activities when
independent student performance is expected, it has occurred during transition times for
recess and specials.
As Student escalates he may use other behaviors that include crying, arguing, throwing
or pushing items, or shutting down. These behaviors that tend to happen when Student
s more escalated have occurred less frequently, although recently they have started
increasing in frequency and intensity. They may occur 2-3 times per week. These
behaviors often occur as part of the escalation cycle and tend to be more intense than
the refusal behaviors. The duration of these behaviors is relatively short lasting for a
short period of time that is typically a few minutes or one occurrence of the behavior.
However recently these have been increasing in duration and intensity. The
environmental factors that impact these behaviors include being in a more open area
with more people witnessing the behavior. This will increase the duration and the
intensity of the behaviors. When Student has the opportunity to be in a more private
location he is able to de-escalate and reset himself in a low demand low sensory
environment. Currently he is struggling to reset himself even when given the low demand
environment.
C. History (e.g., medical or physical concerns, substance abuse issues, stressful events in the student’s
life)
At this time Student currently has a diagnosis of Asperger’s, Dysgraphia, ADHD, NVLD
and Math disorder. There are no physical concerns that impact his ability to participate
or perform in the school environment. The team did recently complete a sensory profile
to determine Colby’s sensory needs. The team has found that he has some sensory
needs and have implemented a sensory diet to help him reach a ready state in the
classroom and regulate his sensory needs.
At this time there is no documentation of any type of substance abuse issues impacting
Colby. There have not been any stressful events in his life documented at this time that
would impact his performance or participation in school. Student currently takes folcalin
to help with the ADHD.
Student has been receiving special education services since preschool. He transitioned
from preschool to the * in kindergarten. He has been receiving resource support in
academics and behavior in kindergarten, first, second, and third grade.
XIII - 1
Copy to the confidential folder, each service provider, and the parent/adult student.
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Student’s Name: Student
4
Birth Date:
D. Effectiveness of Behavior Intervention Plans (interventions and disciplinary actions)
Presently Student is using a behavior plan that allows him to have a limited number of
cards that he can use for a total escape from an assignment. He also has an unlimited
amount of cards that he can use to exchange for an alternate assignment or an
assignment with accommodations. At this time Student uses the orange cards for many
writing assignments or assignments that occur first thing in the morning. When he uses
the green cards he will often request help to complete and assignment rather than an
alternate assignment. Student is using the orange cards successfully to escape tasks and
activities independently. He often needs to have prompting that may include direct
verbal prompting, indirect verbal prompting, and menu of choices, or visual choices to
choose from to use the green cards to access alternate assignments or help. He may
need to have extended wait or processing time to allow him to make a choice between
the presented options.
A sensory diet has also been implemented to support Colby’s sensory needs. Different
sensory items have been provided for use in the general education classroom and the
special education classroom to help support Colby’s sensory needs and help him achieve
a ready state for learning. When presented many of the items Student has expressed
little interest in the items, refused to use them, or has used them inappropriately. He
has received instruction and modeling on how to use the items and activities as well as
provided with opportunities to access the items and activities. When directed he often
refuses the sensory supports. When allowed free access to the sensory support Student
does not choose to access them. He has recently tried using a band wrapped around the
front legs of a chair to allow for some foot fidgeting. He has expressed that he likes
using this only in the special education classroom. At this time school staff are making
strategies available and will verbally offer, however if Student refuses they do not require
him to engage in any of the sensory activities.
The AT coordinator has been out to do several observations at the school and meet with
the special education teacher and the general education teacher to provide suggestions
and accommodations for supporting the production or written materials. Student has
been provided with several AT accommodations to help support writing needs and the
dysgraphia needs. He has assigned time to work to increase his typing skills, at this time
he refuses to complete the typing programs and the typing has been reduced to a small
assignment of typing the alphabet for 3 mins. He often needs to have redirection and
prompting to stay engaged in this task. Student has access to a keyboard to use to
produce written work. When he is given the choice to access the keyboard he often
refuses and will at times use a scribe to write for him while he dictates he thoughts or
answers. Student has been set up with several computer programs to help with
instruction and to make producing written work easier with word prediction and verbal
feedback. At this time he is refusing to use these programs or requires prompting which
includes direct verbal prompts, modeling, gesture cues with a high frequency (> 3
prompts/min). At this time Colby’s refusals occur at a high rate that impacts his ability
to practice the strategies or apply them for classroom assignments.
Student has a visual schedule and visual cue cards to support accessing help and
accommodations. These card are available for him to use as there appear to be times
when Student has a thought in his mind and is not able to find the words to express that
he needs help or to express his thoughts. He can become frustrated very quickly when a
listener is unable to perceive what he is trying to express. While the visual supports are
available and they are gestured to provide modeling of how to use them, Student does
not use or access them. When he becomes frustrated he will turn away from the speaker
or listener and away from the visual supports. When he is calm, he does not use or
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Copy to the confidential folder, each service provider, and the parent/adult student.
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Student’s Name: Student
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Birth Date:
access these supports when offered.
E. Theory of why the Problem Behavior Occurred.
At this time when presented with a written task, a task or activity that is perceived to be
difficult, or a non-preferred task or activity Student uses the described behaviors to
escape the given task or activity.
When Student appears to not feel well, does not want to do an assignment, does not
have the prerequisite skills needed, or needs assistance he uses the described behavior
to communicate these needs as he appears unable to find and use the words to describe
how he is feeling and what would be helpful for him.
F. TEAM MEMBERS
Title/Position
Names of Team Members
XIII - 1
Copy to the confidential folder, each service provider, and the parent/adult student.