Functional Behavior Assessment and
Behavior Plan for
STUDENT was observed several times during the month of September to assist staff in developing
behavioral intervention strategies. It was reported that STUDENT engaged in aggression, impulsiveness,
and a high frequency of inappropriate tactile/sensory-seeking behaviors.
Observations were conducted in the classroom, sensory room, playground, and campus areas walking to
and from these locations. All reported behaviors of concern were observed, including aggression
towards staff, spitting, and impulsively touching and scratching almost ever surface within reach. Noncompliance with teacher directions and off-task behaviors were also observed. Specific behavior
observed include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Touching, scraping, and rubbing building surfaces
Spitting on the ground, then wiping spit with fingers and putting fingers in his mouth
Spitting on varied surfaces, into buckets, etc.
Playing in the sand and water at drinking fountains
Running off to touch a desired surface (scraping freshly painted pavement)
Running off to observe work men in the cafeteria
Hitting teacher in the classroom, and in the sensory room
Hitting mother in the cafeteria
Refusing to work without a specific pencil
Some observations and interviews were conducted to begin the ABLSS Assessment, which has not yet
been completed. However, based on data collected so far, it should be noted that STUDENT is a very
bright boy with an extensive receptive language repertoire. He has a functional expressive language
repertoire as well, and can give verbal responses and make verbal requests when required for
reinforcement.
The following language and behavior sample was collected in the classroom on September 29, 2011
during a 40 minute observation:
Teacher/staff behaviors
Student behaviors
VP = Verbal direction or prompt
GP = Gestural prompt
PP = Physical prompt
VSA = verbal social attention
VR+ = verbal praise
V? = verbal question
R+ = reinforcement
VS = off-task vocalizations, “vocal stereotypical
behavior”
PS = off-task physical behaviors, “physical
stereotypical behaviors”
Teacher/Staff Language and Behaviors
11:05
11:06
11:07
11:08
11:09
11:10
11:11
11:12
11:13
11:14
11:15
11:16
11:17
11:18
11:19
11:20
11:21
“Finish your work and get tape”
Puts tape on desk at group desk area
PP to sit
Says “2”
Standing near STUDENT’s desk
GP to work, says “2”
Talking with ST
Away from STUDENT, students entering
class, commotion outside door concerning
a lizard
Teacher outside addressing students
Students checking schedules, teacher
approaches STUDENT
PP to work, VP to work, sits next to
STUDENT, gives verbal social attention, silly
faces and sounds
Sitting next to STUDENT, GP to work, VP to
return to desk, PP to return
Back at desk, VP, VP, GP, VP, VP, GP
“No hit”, backs away, PP to sit in chair
Attempts to PP in chair
“What do you need?”
“What do you need?”
“What do you need?”
“Do you want box?” (referring to box of
materials he is allowed to cut and tear)
“Want box?”
“Want box?”
VSA
Teacher walks away, brings white board to
STUDENT showing “first-then”, VP, GP, PP
to sit in chair
“Good words C.”, VP
“Let’s do it”, VP, follows STUDENT, PP back
to desk
Has white board with the numbers 1-10,
with some crossed off
VP, VP, VP, GP
VP, VSA< sits with STUDENT at desk,
repeated VPs and PPs
Shows him the white board
Blocks exit with leg
STUDENT Language and Behaviors
At his individual desk in corner area
Standing, chewing on “P”, PS with pencil
VS, pencil in hand, rubbing face, scribbling on
desk, giggling, looking at ceiling
Giggling, looking at ceiling
Scribbling on desk
VS, staring at ceiling, scribbling on desk
Scribbling on his desk, stands
Hits teacher
Writing with prompt from teacher
Writing, standing and writing, VS, leaves desk,
throws paper off desk
Looking up at teacher, hits teacher
Hits teacher
On floor by desk, in chair, on floor, holding
ears, ignoring teacher
I want my chewy
In chair
Throws chewy at Teacher
Leaves desk, wandering, goes to desk in group
desk area, peels tape
Goes to desk in corner
Leaves desk, goes to Teacher’s desk across
room, grabs a paper, tries to switch papers
with the one on his desk
Working with prompts
Sitting at desk, not working
Working
Drops under desk
On floor, ripping Velcro pictures from drawers
11:22
11:23
11:24
11:25
11:26
11:27
11:28
11:29
11:30
11:31
11:32
11:33
11:34
11:35
11:36
11:37
11:38
11:39
11:40
11:41
11:42
11:43
11:44
“Want to get up”, VP “Say move Miss Haas”
VP, VP, shows white board, PP back to desk
Teacher leaves area, offers tape reminder,
VR+
VR+, brings tape to desk, VR+, VR+
VP back to desk for more tape, VP, VP, VR+,
VP, VR+, VR+, gives tape
VP, VP, VP, VP, VP, VP, VP, VP
Teacher walking room, comes back, “Do
you need help?”, VP “I need help”, “1st
work”, VP
VP, VP, VP, VP, PP to sit in chair, VP, VP,VP
VP, R+ reminder, VP, VP
Teacher standing near STUDENT’s desk,
walks away, approaches, VP, VP
VR+, VP, VP, VP, VP, VP, VP, VP, VP, blocks
escape
VP, VP, VP, VP, shows first-then schedule,
VP, VP, VP, standing near STUDENT, VP
VP, R+ reminder, VP “Out of mouth”, VP, R+
reminder, VP
V?, V?, V? (all R+ reminders), VP, R+
reminders
VP, R+ reminder, peels tape, VP
Teacher peeling tape, VP, VP, VR+, VR+, V?,
V?, VR+, VP, VP
Teacher near, shows schedule, VP, R+
VP, VP, R+ reminder, V?, V?, (“You want
box?”, VP, VP
“STUDENT box or tape?” VP, V?, VP, V?, VP
Shows white board, VP, V?, V?, VP, VP, VP,
VP, VP
VP, VP, PP, sits behind STUDENT, sings
“where does the 2 go STUDENT?, “Box or
tape?”, VP to “say move”
Teacher sitting near, blocking exit from
desk area, VP, VP, R+ reminder, VP, VP,
excited “Give me 2 pumpkins”, VR+, VR+
“Give me 2 pumpkins”, VP, laughs, VP, VP,
VP, (singing instructions), VP, VP, VP
VP, VP, VP, VR+, V?, V?, V?, V?, V?, VP, VP,
VP, “Go to desk”
On floor, ignores teacher, swipes at white
board, up, drops to floor
On floor, near desk, VS, playing with shoe lace,
at desk working
Writing
VS, puts tape on desk at group desk area
Tries to get a second piece of tape, works, gets
tape, puts on tape pile
Putting tape on, gets work task
Has Velcro folder activity, standing at desk
working, slams drawers in plastic work
cabinet, drops to floor
VS, in chair, drops to floor, on floor
Stands, sits, working, chewing on Velcro piece,
working
Moving Velcro folder pieces, playing with
Velcro piece, VS
Working, runs from desk, back at desk
Working
Looking around
Working, chewing on Velcro pieces
Looking around, some work
Off-task at desk, looking at tape
At desk, some work, looking at tape, drops to
floor
On floor, swipes arm at teacher
On floor, chewing on something
Stands, sits, working
Looking around, off task, stands, picks up task
piece from floor, working, looking around
Ignoring, sitting at desk, chewing on Velcro
piece, pushes Teacher, drops to floor
At desk, responding to Teacher, sitting
Working with prompts
Working with prompts, puts in finished box,
gets R+ box
The following data can be derived from this language/behavior sample:
Of the 40 one-minute intervals for which data were collected:
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25 intervals (62.5 %) contained no appropriate on-task behavior
15 intervals (32.5 %) contained some examples of on-task behavior
3 intervals (7.5 %)contained only on-task behavior, but all on-task behavior was teacher
prompted
9 intervals (22.5 %) included on-task behaviors and inappropriate off-task behaviors
3 intervals (7.5 %) contained on-task and appropriate off-task behaviors (earned reinforcement).
Approximately 160 prompts and reminders were given for an average of 4 per minute
0 intervals included appropriate, un-prompted, on-task behavior
Based on interviews, observations, and data, the following Behavior Intervention Plan is
recommended:
Goals:
1. Reduction in aggression, including hitting and scratching (function determined to be access to a
tangible item).
2. Reduction in aggression, including hitting and scratching (function determined to be the
reaction of the person being aggressed towards, including physical injury and escape from a
demand)
3. Reduction in inappropriate touching and mouthing of objects (function determined to be
automatic reinforcement).
4. Reduction in impulsive grabbing of items in the classroom (function determined to be access to
a tangible item).
5. Increase in compliance with task demands.
6. Increase in functional communication, using words to request items from an adult, and using
gestures to gain the attention of an adult.
Setting:
Intervention will be implemented in the classroom and varied locations, as determined by the teacher,
throughout the course of the school day.
Antecedent Modifications:
1. Create a work area for STUDENT that reduces access to items in the environment to the greatest
extent possible.
2. Wear protective clothing such as long sleeves and gloves to minimize the effects of hitting and
scratching.
3. Coordinate with parent to ensure STUDENT’s finger nails are trimmed as much as possible.
4. Post a list of easily understood “Class Rules” over STUDENT’s desk that can be referred to
frequently as a reminder of classroom expectations. “Class Rules” should include “Ask – don’t
grab”, and “Safe hands and mouth”.
5. Develop social stories that address the following concepts in terms that STUDENT will likely
understand:
 Following Class Rules
 Being Polite
 Safe Hands and mouth - should address germs and the need to keep hands clean and
fingers and objects out of mouth.
6. Use a token reinforcement system where STUDENT earns a token for every 15 seconds that he
remains on task, or is following Class Rules. When he earns 3 tokens allow access to a preferred
activity for 1 minute. Return to work and continue same reinforcement schedule. Gradually
increase the length of time on task required for each token earned.
Behavior Building Interventions:
1. Practice giving up reinforcement
Several times throughout the day, for approximately 10 minutes each session, give STUDENT
something he wants, then tell him “my turn” or “give me”. If he does not respond,
physically remove the item. Prompt him to ask “Can I have it?”, give him the item for less
than one minute, and practice again.
2. Practice being told no and selecting from a choice of 2 alternate activities or items.
At least 10 times each day, when you know STUDENT wants something, tell him “You can’t
have that, but you can have ___ or ___”. Give him several seconds to choose. If he fails to
choose, tell him “You can pick or I will pick”. Count to 3. If he makes a choice give it to him.
If he fails to make a choice, tell him “OK I’ll pick” and give him the item of your choosing.
3. Practice complying with adult directives.
At least 10 times each day, when you have the time and ability to follow through, give
STUDENT a specific direction that can be easily followed and reinforced. If he follows the
instruction independently, reinforce highly. If he fails to follow the instruction, implement
the prompting procedure described below.
4. Provide positive reinforcement (praise, access to a preferred sensory item, token) frequently
following the absence of target problem behaviors (i.e. appropriately attending to the task
demand).
5. Practice getting attention of an adult and requesting items out of reach
Place a desired item within STUDENT’s view but out of his reach, with you between him and
the item. Prompt him to tap you on the shoulder to get your attention and ask “Can I have
that?”. See # 1 above. Repeat several times.
Behavior Reduction Interventions:
1. Aggression for access to a tangible:
Intervention 1 = Extinction (Do not allow access to the desired item).
Intervention 2 = Response Blocking –Gently block contact. Hold his arms firmly at his sides and
calmly tell him he is not being safe. Keep his movement restricted until he is calm for 10 full
seconds. Count out loud slowly to 10 beginning as soon as his body is calm. Start counting over
if he becomes aggressive again before you reach 10.
Intervention 3 = Functional Communication Training (Prompt and reinforce an appropriate
request. Practice at least 2 times before delivering the item).
2. Aggression for reaction from person aggressed toward:
Intervention 1= Extinction (Protective clothing should minimize a reaction from the person on
the receiving end of aggression).
Intervention 2 = Response Blocking –Gently block contact. Hold his arms firmly at his sides and
calmly tell him he is not being safe. Keep his movement restricted until he is calm for 10 full
seconds. Count out loud slowly to 10 beginning as soon as his body is calm. Start counting over
if he becomes aggressive again before you reach 10.
Intervention 3 = Escape Extinction (Continue to place any demand that preceded the
aggression).
3. Inappropriate touching and mouthing of objects:
Intervention 1 = Provide frequent, varied, sensory experiences, including oral, olfactory, tactile,
etc.
Intervention 2 = Extinction/Response Blocking – Do not allow access. Position yourself between
STUDENT and the desired object.
4. Impulsive grabbing of objects in the classroom:
Intervention 1= Extinction/Response Blocking – Do not allow access. Position yourself between
STUDENT and the desired object.
Intervention 2 = Functional Communication Training (Prompt and reinforce an appropriate
request. Practice at least 2 times before delivering the item).
Prompting for non-compliance for all staff providing instructions:
DO NOT give STUDENT a direction if you are not able to follow through with prompting. Do not repeat
yourself without delivering a prompt.
Three step prompting procedure to prevent escape-maintained behavior:
1. STUDENT you need to (direction).
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Walk away, avert eye contact and give 5 seconds process time
Reinforce all appropriate behaviors
Ignore all inappropriate behaviors , or respond as indicated above
2. Present C.B. with the appropriate visual cue.
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Reinforce all appropriate behaviors
Ignore all inappropriate behaviors
Do not remove the visual cue, block escape
3. Present C.B. with the appropriate visual cue.
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Reinforce all appropriate behaviors
Ignore all inappropriate behaviors
If compliance is not gained, physically prompt the response. Use as little
spoken instruction as possible. Deliver mild reinforcement/praise for
completion of the demand.
Please direct any questions to Julie Neenan, Behavior Intervention Specialist.