FUNCTIONAL BEHAVIOR ASSESSMENT
Student
The Student
School
DOB
WVEIS
Teacher
Report Date 2/26/2009
Reason for Referral
The Student is a kindergarten student at School. He has been receiving services in the developmentally
delayed program since 11/20/2007. His services were initially provided in the early start setting at the a
preschool. Upon transitioning to kindergarten, his services were consultative with direct services in speech. A
reevaluation planning meeting was held on November 19, 2008. The Student had recently been prescribed
new medication to address his attention issues. The team determined that a functional behavior assessment
was necessary in order to assess the effectiveness of the medication, as well as to assist in programming for
The Student’s behavioral needs in the school setting.
Tools/Assessments/Observations Utilized
Two formal observations were completed using the BASC-2 Student Observation System (SOS). The first
observation was completed on 2/19/2009 by Psychologist. The observation occurred as students were
transitioning through the hallway to gym class and in gym class. There were approximately 20 students in the
room and two adults. Initially the students did jumping jacks and sit-ups, then various relays. The second
observation was completed on 2/20/2009 by Developmentally Delayed teacher. This observation occurred in
the kindergarten classroom during reading. There were 17 students and two adults in the room (one teacher
and one teacher’s aide). The students were seated on the large carpet area with a big book displayed on an
easel. Teacher was seated next to the easel. Students completed a rhyming activity, and then teacher read
the big book with student participation.
The BASC – 2 SOS is a structured observation system. Part A requires the observer to rate the student on 13
specific behaviors (same as Part B) that have been itemized into specific actions using the key: NO = Not
Observed; SO = Sometimes Observed; FO = Frequently Observed; and DIS = Disruptive. Part B is a time
sampling of the 13 behaviors. Every 30 seconds, the observer records any observed behavior that she sees in
three seconds. Part C details the teacher’s interaction with the student and summarizes the observation.
In addition to the two formal observations, a brief narrative description of The Student’s “outburst” behavior
was provided by the classroom teacher.
Summary of Data/Observations
Part A
Response to Teacher/Lesson
 Listening to teacher
 Interacting w/teacher
% Appropriate Behaviors Observed
Observation 1 – 2/19/2009
Observation 2 – 2/20/2009
SO
SO
 Working w/teacher 1-on-1
 Standing at teacher’s desk
Peer Interaction
 Playing w/ student
 Talking with student
 Touching student appropr.
Work on School Subjects
 Doing seat work
 Working at board
 Other – Gym Activities
Transition Movement
 Moving appropr.
 Leaving room
Inappropriate Movement

SO
NO
Part B
Adaptive Behaviors
 Response to Teacher/Lesson
 Peer Interactions
 Work on School Subjects
 Transition Movement
Problem Behaviors
 Inappropriate Movement
 Inattention
 Inappropriate Vocalization
 Somatization
 Repetitive Motor Movement
 Aggression
 Self-Injurious
 Inappropriate Sexual Behavior
 Bowel/Bladder Problems
# of Times Observed (Out of 30 Opportunities)
SO
SO
FO
NO
NO
SO
SO
NO
10
4
6
2
0/3 Opportunities
0
0
0
14
18
0
0
4
1
0
0
0
0
7
0
0
0
0
0
0
0
Part C
Observation 1 – Teacher frequently stood next to the student during relays. The Student exhibited three
incidences of non-injurious physical contact (pulled on one student, shoved another student into position,
pulled another student’s hand behind their back). Teacher directly discussed the behavior with The Student.
The Student’s behavior was more on-task following teacher’s direct discussion about the behavior. The
Student was also observed holding his ears when the teacher blew a whistle. He continued holding his hands
over his ears for 2+ minutes. During gym class, The Student was distracted by a balloon on the ceiling and
watched if for over five minutes at the beginning of class. He twirled around for 1 ½ minutes instead of doing
jumping jacks. The Student kicked his feet in the air instead of doing sit-ups. Peer interaction at times seemed
appropriate; however, he appeared to tell peers what to do at times. When this occurred, The Student
seemed to use an “angry” voice and on one occasion used aggressive gestures and facial expressions. These
interactions were all with male peers. The Student also exhibited other repetitive motions such as rocking,
clapping hands, and humming to himself.
Observation 2 – The Student moved from table with other children to carpet upon request. The class was
participating in a rhyming activity that required verbal responses. Peers responded but The Student was
silent. During oral reading of big book, The Student’s peers participated and answered questions, but The
Student was silent. When called upon directly, The Student refused to look at the book initially, then
responded “I don’t know”, and “I don’t see no nothing”, then looked away. Teacher repeated the request and
rephrased the question. She redirected The Student look up at the book. The Student answered “No” with no
eye contact. When requested to go to table, he walked nicely. When told to put his name on the bottom of
his paper, The Student wrote his name independently. He also cut his paper following directions
appropriately.
Summary of Teacher Narrative
Inappropriate behaviors are reported as small and large outbursts. A small outburst consists of verbalization
to adult that he is not going to comply with a directive. The directives include: line up, do a worksheet, sit on
the carpet, etc. A large outburst consists of verbalizing loudly (yelling) directed toward an adult, stomping his
foot, and/or walking away. This behavior occurs when The Student loses a privilege as a result of noncompliance.
Teacher reports decrease in outbursts. She attributes this to medication and more “ignoring” of minor
behaviors (i.e. picking their battles).
Teacher reports that The Student continues to wander. He has gotten into drawers, cabinets, etc. in nonstructured settings such as the nurses office, cafeteria, and special classes.
Recently, The Student attempted to leave his area (once in the cafeteria and once on the bus). He reported he
was going home to get a cold bath because he was hot on the first occasion, and that his mother was picking
him up and he needed off the bus. His mother did not pick him up on that day.
Description of Problem Behavior
The Student becomes non-compliant and demonstrates “outbursts”. He may verbalize loudly, stomp his foot,
or refuse to move or comply. The Student does not interact in bids for responses including group response
and individual response requests in the academic setting. The Student may demonstrate physically
inappropriate behaviors that include pushing or pulling on other students to get them to comply and grabbing
other student by the arms. He also demonstrates inappropriate verbalizations with peers using an angry tone.
The Student is frequently inattentive. The Student also has attempted to leave the assigned area on two
occasions.
Antecedents (Predictors) to the Problem Behaviors
Requests to do worksheets, denial of privilege, movement in unstructured environments, over-stimulation,
teacher’s attention directed at other students
Consequences (Reinforcers)
Loss of privileges (outbursts and non-compliance), teacher responds/discusses (inappropriate peer
interactions in gym), peer attention (inappropriate physical and verbal interactions with peer), withdrawal of
request (refusal to participate or comply), sensory input (touching, moving)
Perceived Function of the Behavior
Escape of undesired tasks, gain power and control, gain sensory stimulation, gain attention from peers and
adults, get desired activity
Hypothesis Statement
Skill Deficits


Social skills including appropriate interaction with adults and peers
Self-control
Recommendations






Implement a behavioral support plan in all school environments
Teach social skills explicitly
Provide opportunities for positive interactions with peers and adults
Teach established rules and consequences for classroom and school behavior and ensure they are
implemented consistently
Chunk assignments into small segments and provide frequent checks for understanding
Ensure that academic requests are on The Student’s level