XXX SCHOOL District
Functional Behavior Assessment
and Behavior Intervention Plan
Date: 3/26/13
Student:
Student ID:
DOB:
School:
Referral and Background information
STUDENT is a 12 year old student in XXX classroom at XXX School. He is an affectionate young man with
a variety of challenges due to physical and cognitive delays, with limited language skills and
perseverative interests. STUDENT actively seeks out interaction with caregivers, and enjoys physical
contact. His most recent MET Report dated May 2011 conducted by the XXX School district indicates
that STUDENT has cerebral palsy, hypertonia and ataxia. He qualifies for Special Education Services as a
Severely Mentally Retarded student as specified in Arizona Revised Statutes (ARS) 15-761.
At school STUDENT enjoys music, electronic and musical instruments and toys, the computer, and going
outdoors for walks or while being pushed in a wheelchair. STUDENT requires assistance in most areas,
including hand-over hand assistance to complete most classroom tasks requiring manipulation of
objects. STUDENT has limited functional communication, and frequently engages in self-injurious (handbiting) and disruptive behavior (crying/yelling).
STUDENT is able to feed himself with minimal assistance, is able to navigate the classroom and campus
with minimal assistance, and is able to climb and slide on large playground structures. He does not
independently attend to his toileting and hygiene needs.
STUDENT was referred to SUSD Behavior Intervention Team (BIT) for assistance with reducing handbiting, and his father requested that a Functional Behavior Assessment be conducted, in order to
develop a behavior intervention plan to address this behavior.
XXX SCHOOL District
Observations/Data Collection
Research has shown that problem behaviors similar to those exhibited by STUDENT generally serve one
of the following functions:




Attention from staff or peers
Escape from a task-demand or non-preferred activity
Access to a preferred item or activity
Automatic/sensory
Antecedent-Behavior-Consequence data is provided on the following sample of behaviors observed
during school observations in February and March, with hypothesized functions based on these
relationships:
Setting/Antecedent
Para prompts E. to sit,
peer walks away
Behavior
Sits
Rocks and bites
Stops biting, bites
Consequences
Para approaches and
rubs back
Peers assembling at door
near E., Para gives verbal
prompt and physical
prompt to sit down
Para rubs back and stops
Rubs, stops
Standing, listening to
music, rocking, bites
and whines,
Sits, whines
Rocking, biting more
severe
Bites, points to neck,
stops biting
Para rubs his back, rubs
head
OT asks what he wants,
“Music”?
Para approaches,
prompts sign for music
Physical prompt and
verbal prompt for music
sign, OT and para at
audio player and turn on
music
Vocalizations (sounds
like squeaky whines)
Whines, bites
self/hand, yells
Music is turned on
STUDENT bites to
prompt an adult to
provide preferred
activity (music)
Peer sitting to his left
at computer
Gnawing hand,
touches screen
No observable
consequence
Gnawing is
automatically
reinforced (“sensory”)
Para scratches neck
Hypothesis
STUDENT bites to
prompt an adult to
provide physical
contact (rub back)
STUDENT bites to
prompt an adult to
provide physical
contact (rub back)
STUDENT bites to
prompt an adult to
provide physical
contact (scratch neck)
Additional occurrences of problem behaviors are consistent with the samples above. Data show that
biting occurs mainly only when an adult is near, and rarely when no adult is near, supporting the
hypothesis that biting is reinforced by the response it generates from adult (i.e. attention, physical
contact, access to preferred items or activities).
XXX SCHOOL District
STUDENT was also observed at home on March 25, 2013 with his father and habilitation provider. While
watching Teletubbies on the television, when the program was paused he was able to use a simple sign
for “on” (placing his left hand on top of his right hand) with prompting and practice. After a short time
he began yelling and biting and was lead to the kitchen to eat.it was clear that he had been hungry, but
he did not spontaneously sign “eat”.
During school observations and testing, STUDENT was unable to match identical objects or pictures in a
field of two. He was able to approximately imitate clapping hands and tapping table with an open palm.
He was unable to imitate waving and touching head. STUDENT was able to lift a picture off the table
from a field of 2 and hand the picture to an adult, which was then reinforced with the item represented
in the picture (choice of a ball toy and a musical drum). He was able to select a picture on both the left
and the right. He was also able to spontaneously and independently sign “on” after approximately 20
trials over a 15-minute period.
Based on data and observations, the following problem behaviors were identified and defined
according to their perceived functions:
1. Gnawing hand (defined as mouth on hand with minimal teeth pressure and no distressful
sounds) is an automatically reinforced/self-stimulatory behavior.
2. Biting hand (defined as hard teeth pressure) and yelling (defined as loud distressful
vocalizations) serve together and in isolation to prompt an adult to deliver reinforcement (i.e.
food, physical contact, music, toys, television, termination of a non-preferred activity, etc.).
Based on the results of observations and testing, interventions that target the following skills are
recommended:





Functional communication training to teach appropriate requests (signs, pictures, objects, or
symbols for “on”, “eat”, “toy”, “music”, ”computer”, etc.)
Visual performance (stacking and nesting cups)
Imitation (simple motor actions, with and without objects, shake maraca, clap hands, etc.)
Receptive language (“give me”, “clap hands”, etc.)
Replacement behavior for biting
A Behavior Intervention Plan addressing these skills is attached.
Please direct any question regarding this report to Julie Neenan, M.Ed., BCBA.
XXX SCHOOL District
Behavior Intervention Plan
WHEN BITING OCCURS
1. Block biting and immediately prompt a replacement behavior for biting (have STUDENT
make the “my turn” or “me” sign by patting his chest with his hand).
2. Immediately present STUDENT with a picture choice menu. (If after 2 weeks of
intervention STUDENT is not reliably selecting the correct picture, try objects rather
than pictures.)
3. Have STUDENT indicate what he wants from the menu by pointing to or giving you the
corresponding picture.
4. If no choice is made, let him show you what he wants (assist as needed, i.e. let him take
your hand or walk to the desired area).
5. When he indicates what he wants, prompt him to touch or give you the corresponding
picture and reinforce immediately.
TEACH SIGNS AND/OR PICTURE EXCHANGES DURING THE SCHOOL DAY
1. Schedule frequent 10-20 minute teaching sessions throughout the day.
2. Present STUDENT with a reinforcing activity or allow him to indicate what he wants to
do (i.e. music, computer, walk, eat, play with toys, physical/social interaction).
3. Approximately every 30 seconds, pause the activity or prevent access, and prompt him
(verbally and physically as needed) to make the correct sign or select the correct
picture.
4. Systematically fade prompts.
USE VISUAL SUPPORTS (i.e. a green circle to indicate “go”/”continue with activity, a red circle
to indicate “stop”/”all done”, a 3-2-1-STOP visual timer, etc.)
XXX SCHOOL District
General teaching guidelines for all interactions with STUDENT during the school day:
1. Follow-through: Follow-through with each and every demand. Provide a prompt if you repeat
a verbal direction. Keep demands simple and straightforward. Reinforce ALL appropriate
responses.
2. Avoid inadvertent reinforcement: When STUDENT engages in biting, be careful not to
inadvertently deliver reinforcement. Attention, sensory input, food, etc. are all potential
reinforcers and should always only follow appropriate behavior (i.e. an appropriate request).
3. Limit unnecessary attention to inappropriate behavior (biting, yelling) to the greatest extent
possible: Don’t say “No hitting” or “Stop it”. Your reaction could inadvertently reinforce the
behavior.
4. Collect and review data daily/weekly: Adjust program targets as skills are mastered or if
progress is slow.
Suggested teaching targets:
Manding (Requesting) :


Signs for “on”, “eat”, “walk”, reinforcers that are usually engaged in for longer periods that
allow frequent delivery and removal
Pictures for toys and items that are typically engaged in for shorter periods and allow frequent
choice-making (i.e. picture selection)
Receptive language:



“Give me” (an obvious small object within reach at the table)
Simple motor instructions (“clap hands”, “wave”)
Touch body parts
Visual perceptive

Stacking/nesting cups, matching objects to objectts/pictures in a field of 2
Motor imitation (“Do this”)


Without objects – clap hands, touch head
With objects – shake maraca, tap bowling pin on table
XXX SCHOOL District
Fidelity Checklist
Date:
Plan Component
Biting is blocked
Choice menu is presented immediately
following biting
Student is given opportunity to indicate choice
Student is prompted as needed to make
choice
Skill teaching is given frequent 10-20 minute
communication training lessons throughout
the day
Student is presented with desired items during
teaching sessions
Student is given an opportunity to respond
approximately every 30 seconds during
teaching sessions
Prompts are systematically faded
Staff follows-through with every demand
Inadvertent reinforcement is not delivered
following biting
Attention to biting or yelling is minimal
Program targets are adjusted accordingly
Observer:
Feedback
XXX SCHOOL District
Or
Plan Component
Fidelity Scale
0 = not observed
1 = sometimes
observed
2 = often observed
3 = always observed
Recommendations
XXX SCHOOL District
Actual observation data:
EJ Observation 2/11/13
Time
10:16
10:17
10:18
Staff behavior/environment
Para assisting at computer screen
Starfall on computer
Peer sitting to his left at computer
Peer gnawing on rag and moaning
Para pp to touch screen to move objects
on screen
10:19
10:20
Starfall CAMP
Para approaches and rubs back
Room is fairly noisy, peer yelling, peers
watching movie, para approaches
“hey”, rubs back
10:21
10:22
Para approaches, touches screen, peer
touches screen ()
Para approaches, touches E.
10:23
Screen goes black
10:24
Para approaches “What do you want?
Assists turning back on, PPs to touch
screen, PP
10:25
10:26
10:27
Para approaches, touches E., moves him
back
10:28
10:29
10:30
Peer still in chair next to E.
Para approaches
PP to move letters on screen, VR+
10:31
10:32
10:33
Para near, assists peer
Para leaves, returns and touches E.
R+
Student behavior
Touching screen
Comments
Gnawing hand, touches screen
Touches screen, fidgets, waves arms
No biting while no para
near, Engaged in
Starfall
Moves C A M P
rocking
Touches “G” on screen
Rocks, bites
Still, rocking, touches screen, gnaws
right hand, touches screen, touches
screen
Touches on screen
Bites left hand, hits, rocks, whines
Gnaws left hand, touches screen,
gnaws left hand
Looks around, quiet, yells, touches
peer
Touching screen with para ,moving
letters E e e on screen, vocals,
touches , gnaws left
Hand, touches screen, vocals,
touching screen gnaws left hand
Gnaws left thumb, touches G on
screen, touches 
Touches G, touches , touches g,
touches , face close to screen
Rocks, gnaws left hand, touches ,
rocking, scratches back, waves arms
Rocking, vocals
Touches screen, rocking, still,
touches screen
Gnaws right hand, rocking, touches
screen, touches screen (repeatedly)
Touches screen, bites left hand,
moans
Touches screen, bites left hand and
Biting occurs when
para approaches
XXX SCHOOL District
10:34
10:35
Para approaches, rubs back, assists with
screen
whines
Touches screen
Para PP at screen, VR+, PPs to touch
letters
Para next to E. helping him, para lets go,
2nd para approaches and leaves
Touching screen repeatedly,
touching para’s hand for assistance
Holding para hand for assistance
Sitting (para behind to his right and
peer to his left)
Touches screen, touches screen,
head on counter, touches screen
Touches , touches V, tries to go
back on screen
Whines and bites
Rocking harder in chair, gnawing left
hand, touches , touches letter,
gnaws right hand
Rocks, touches , sitting, touches
screen, gnaws left hand, touches Y,
turns computer off
Head on counter, touching buttons,
turns computer on
Sitting, touches screen, arms and
head on counter
Touches screen
Touching screen
10:36
Para rubbing back, VP
10:37
Para near
10:38
Touches screen, leaves
10:39
No staff near, 2 peers near
10:40
No staff near, 2 peers near
10:41
No staff near, 2 peers near
Bell rings
10:42
No staff near, 2 peers near
Peer (typical) gives VA, PA, leaves
No staff near, peer in chair to left
10:43
10:44
10:45
No staff near, peer in chair to left
No staff near, peer in chair to left
Screen black
Para approaches and asks questions
about screen, rubs E.’s back, para PP to
touch screen
Observation ends
Head and arms on counter, touching
buttons, quiet, looks around
Hands in lap, quiet, gnaws right hand
Touches screen, touches peer
Quiet
Sitting, touches screen with
assistance, touching screen with
assistance
Gnawing occurs when
no para near
No biting while no para
near