FUNCTIONAL BEHAVIORAL 2
Functional Behavioral Assessment
Step 1: Conduct a Functional Behavioral Assessment
1. Identify the behavioral concern.
During group work, Ethan has verbal outbursts, throws classroom supplies on the ground,
swears, and tells other children to "be quiet." Occasionally, when he becomes angry, Ethan
tries to flee the classroom.
2. Describe the context for the behavior of concern.
These behaviors are displayed in small groups and might be perceived as disruptive to the
learning of other children. Although the behavior occurs very sporadically, it has the potential
to have an impact on the entire class.
3. Indicate conditions related to the behavior (triggers).
Ethan exhibits these actions in small groups upon receiving3an academic assignment from his
teacher.
4. Identify functions of the behavior (the payoff).
For Ethan, the payoff of his behavior allows him to escape and receive attention.
5. Describe previous strategies and their effectiveness.
Even though Mr. Carter has given Ethan incentives for positive3behavior in addition to verbal
and visual cues, Ethan's conduct has not changed.
6. Identify alternative positive behaviors to strengthen.
Ethan appreciates reading on his own and reads above grade level. He is also fond of art. Such
interests can serve as a3motivator3and reward3for positive behavior.
7. Write a summary and hypothesis statement.
After being given an academic task, Ethan becomes irrationally angry, hurling supplies onto
the floor, swearing, and asking other students to "be quiet" during small group work.
Occasionally, when he becomes angry, Ethan tries to flee the classroom. Ethan is occasionally
sent to the principal's office by Mr. Carter, but his actions never alter. Mr. Carter3has
experimented with rewards and verbal and visual cues for good conduct.
Step 2: Establish Goals
1. Establish a target date for goal attainment.
August 5, 2024
FUNCTIONAL BEHAVIORAL 3
2. Describe what the child is expected to do.
Ethan will accomplish academic assignments in small groups without disrupting or eloping.
3. Describe the context for the performance of goal behavior.
During small group time, Ethan will collaborate with his classmates to complete academic
activities.
Step 3: Design the Behavior Intervention Plan (BIP)
1. Develop strategies linked to the FBA information.
As a reward, Ethan receives a sticker on his behavior sheet for doing small group work
without disrupting others in the same group. As each sticker indicates on Ethan's targeted
behavior check chart, he is assigned reading intervals which will result in Ethan being able to
draw a picture depicting what he read at the end of each class period following his behavior.
2. Determine appropriate alternative response strategies.
Ethan will be able to comprehend expectations better with the aid of verbal and visual cues.
For instance, Ethan, you will be able to read or draw after your small group activity is over.
Presenting to him the book, paper, and crayons visually.
Step 4: Describe how you would implement the intervention plan and monitor progress.
1. Detail how you would implement the behavior support plan as intended. (DTT,
shaping, video modeling, use visuals, and role play).
As part of the IEP process, I need to schedule a conference with the parents and school
personnel to make the BIP official. At the IEP meeting, I would propose the Behavior
Intervention Plan and encourage parental support. I would also present the data analysis3chart
and the proposed intervention plan to the team. Throughout the small group period, Ethan
earned stickers on his chart after completing each activity without any disruptive behavior.
This earned him free time to read a book and draw at the end of each class period.
Every day, Ethan’s parents will receive data on his progress. Once the data is finished the
parents will sign a paper stating they have received information regarding Ethan’s behavioral
progress. By awarding Ethan with a prize of their choice after the week, parents can encourage
Ethan to stay on track with his goals. As soon as the team approves the BIP, I will start
gathering data to track behavior. Every Week in homeroom, Ethan will receive a Behavior
Check Chart, which he will add to his school agenda. When every small group assignment is
completed without interference in each classroom without Ethan attempting to elope, the
teacher marks Ethan's work.
FUNCTIONAL BEHAVIORAL 4
2. Include a sample of a data collection sheet and describe how you would monitor
progress.
Week of January 29-March2, 2024 Ethan’s Behavioral Chart
N/A= No
Small
Group
Activities
A= Absence
Monday Tuesday Wednesd
ay
Thursday Friday
No
Disruption
during
Small
Group
Home
Room
Math
Language
Arts
Science
Social
Studies
Home
Room
Math
Language
Arts
Science
Social
Studies
Home
Room
Math
Language
Arts
Science
Social
Studies
Home
Room
Math
Language
Arts
Science
Social
Studies
Home
Room
Math
Language
Arts
Science
Social
Studies
No
Attempts
on Eloping
Home
Room
Math
Language
Arts
Science
Social
Studies
Home
Room
Math
Language
Arts
Science
Social
Studies
Home
Room
Math
Language
Arts
Science
Social
Studies
Home
Room
Math
Language
Arts
Science
Social
Studies
Home
Room
Math
Language
Arts
Science
Social
Studies
Constructiv
e
Engagement
During
Small
Group
Home
Room
Math
Language
Arts
Science
Social
Studies
Home
Room
Math
Language
Arts
Science
Social
Studies
Home
Room
Math
Language
Arts
Science
Social
Studies
Home
Room
Math
Language
Arts
Science
Social
Studies
Home
Room
Math
Language
Arts
Science
Social
Studies
Parental
Signature
3. Using your imagination, describe a possible scenario where you would have to revise
the plan. What procedures would you follow and how would you document the
revisions?
Ethan’s behavior has improved, and he no longer exhibits disruptive behaviors when engaged
in small group activities. The eloping has also stopped and as a result, Ethan has started sitting
next to the bookshelf when he is thinking about escaping. At this moment Ethan is not still in
his area but he is still in the room. However new behaviors have surfaced, Ethan has begun
breaking pencils and even ripping his paper and throwing it at other children when he is
frustrated.
FUNCTIONAL BEHAVIORAL 5
To revise Ethan’s BIP, I would first look over the data and see when the new behaviors begin
to surface. This will allow me to see if any triggers arise that cause a change in Ethan’s
behavior. When this data is collected, I will schedule an IEP meeting for the revision of his
plan. In the meeting, I would present the data, and inform Ethan’s parents that the current plan
is no longer working, and the initial reward is no longer desired in the scenario. In doing this I
would note that Ethan’s new interests need to be observed to provide him with a desired
reward. When will continue to use the current BIP, the goals will change as the desired
rewards are acknowledged.
Step 5: Summarize and Evaluate Outcomes
Describe a process that you would follow to summarize progress, determine what
components of PBS contributed to progress, and what was not effective. Provide a
personal reflection that includes how your biblical worldview shaped your responses to
the assignment.
The functional behavioral assessment is the first step in providing positive behavior support.
According to the functional behavior evaluation, Ethan's actions in this situation are an attempt
to get attention and escape. The teachers must create an intervention plan that teaches Ethan
acceptable substitute behaviors that will fulfill the same purpose as previous actions—that is,
to attract attention and get away—to3help Ethan's conduct. The new plan ought to educate
Ethan on3the proper techniques to accomplish his earlier goals.
It is imperative that Ethan is specifically instructed to have constructive engagement during
small group time in the classroom rather than yelling. Before the small group, Ethan's special
education teacher can meet with him to go over his chart and the reward (a break after the
period) he will receive if he follows the checklist's instructions. To help with visual reminders,
teachers can also post a checklist of assignments and required behaviors on their desks. Ethan's
disruptive behavior and need for attention from the teacher are the reasons the teacher is
teaching him to use constructive engagement during small groups. This strategy will educate
Ethan on acceptable ways to achieve his goals, reduce the likelihood that misbehavior will
occur in the future, and deal with any instances of misbehavior that recur. “Behavior serves a
purpose and can be replaced by a more appropriate behavior that serves the same function
(LaBarbera, 2017).
“Therefore,3do3not3throw3away3your3confidence,3which3has3a3great3reward.
For3you3have3need3endurance,3so3that3when3you3have3done3the3will3of3God3you3may3receive3w
hat3is3promised” (English Standard Version, 2016, Hebrews 10:35-36).
