Instructor Guide for Functional Behavior Assessment
Topic Area: Behavior Plans
Module: Functional Behavior Assessment
Case Study: I Can't Teach Because This Kid Is Driving Me Crazy!
Summary: Gordon, a sixth grade student with mild learning disabilities, was referred for
a functional behavior assessment because of his constant interruptions and inability to
complete assignments independently. His teacher had tried the three "R's": rant, rave,
and rescue. The Behavior Support Team (BST) was formed to determine the function of
Gordon's behaviors and to help write and implement a behavior intervention plan.
Characters and Roles:
• Gordon Jones, sixth grader with mild learning disabilities
• Mrs. Yeager, sixth grade teacher
• Mrs. Teasley, fifth grade teacher
• Mr. Conner, PE teacher
• Mrs. Eggleston, learning specialist
• Dr. Flynn, principal
• Ms. Cummings, school counselor
• Mrs. Greenbaum, paraeducator
• Mr. Phillips, behavior specialist from the state department
• Mr. and Mrs. Jones, Gordon's parents
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Artifacts:
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Record Review
Functional Assessment Checklist
Functional Assessment Team Meeting
Scatter Plot
Antecedent-Behavior-Consequence Chart
Functional Assessment Direct Observation
Team's Functional Assessment Checklist
Functional Assessment Team Meeting Minutes
Scatter Plots of the Data Mrs. Yeager Collected
Gordon's ABC Chart
Graph of Gordon's Baseline Data
Gordon's Baseline and Intervention Data
Glossary Terms:
• Learning Disability
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Behavior Support Team (BST)
Functional Behavior Assessment
Record Review
Behavior
Functional Assessment Team Meeting
Direct Observation
Antecedent, Behavior, and Consequence (ABC) Chart
Scatter Plot
Context
Antecedent
Consequence
Paraeducator
Target Behavior
Behavior Intervention Plan
Token Economy
Web Sites:
• www.brainchild.com
• www.matti.usu.edu/nlvm/nav/index.html
Discussion Points:
• What are some strategies to help teachers avoid power struggles with
students?
• Who could you contact about getting support from human resources outside of
your district to provide assistance when working with students who have
special needs?
• What are the pros and cons of using a token economy system with students?
• What are possible reactions by regular education students when individual
students have behavior intervention plans that use a token economy?
• What are the challenges of recording data while teaching? What are some
strategies to make the process of recording data more efficient?
• How can a teacher justify taking instructional time to support a student's
behavior intervention plan?
Activities:
• Roleplay scenes where teachers and students are engaged in power struggles,
and the adults effectively deal with the situations.
• Complete an ABC Chart on a student you observe, analyze the information,
and create a behavior intervention plan.
• Debate the issue of using a token economy model in a classroom.
Reflective Question: Scene 6, Question 3 - Why was it important for Mrs. Yeager to pass
on this strategy to next year's teacher, even if she had faded the intervention?
There are two reasons for Mrs. Yeager to pass on information about the strategy
that was effective with Gordon. First of all, some students have difficulty making
the transition to a different grade, adjusting to new teachers, and maintaining
behavior from the previous year. If Gordon reverts to his previous behavior, the
teacher will immediately have an intervention to use to help Gordon get back on
track. Secondly, it is important for teachers to collaborate with one another and
share information that benefits themselves and students. Gordon's new teacher
might find the strategy useful with students he/she has in the future.
Connections:
• Topic Area: Instruction; Module Mathematics
• Topic Area: Behavior Plans; Module: Positive Behavior Support Planning
• Topic Area: Assessment; Module: Data Driven Decision Making