FBA, Part 1


Complete the following for the child you have selected:
1• Provide general (anonymous) information about the child including age, grade level, and the context in which the FBA was conducted.

2• Identify and define the target behavior and replacement behavior(s).

3• Describe the problem behavior in concrete terms. Be specific about when and where the behavior occurs as well as the nature of the problem behavior.
4. Describe any consequences of the problem behavior that might be encouraging its continuation.

5• Collect data. (Select at least one indirect and two direct assessment methods listed below.)

• Indirect observation
o Interviews
o Record reviews
o Checklist and questionnaires

• Direct observation
o Scatter plot
o A-B-C chart
o Direct measures of behavior

6• Identify the function of the behavior.

7•Explain your hypothesis for why the student is choosing to exhibit the behavior you are analyzing. Include direct observation data that supports your hypothesis.

Because there is no one set of tools that a teacher or team must use to conduct a Functional Behavioral Assessment, you should consult articles, and the online resources to find tools to help you develop the steps and gather data.


Student X is 16 years old, who currently is placed in a self-contained classroom. This student is currently a 10th grader, but he is performed at the mid of grade level in the areas of math, reading and writing. This student has ADHD which is making relation with his inattention, hyperactivity and learning problem. The FBA was conducted in the classroom setting during math, English, History and art classes on Monday and Tuesday.
During in the math period of 8:50 to 9:50 this student remains on task, and follow direction. He had a minimal distraction, but teacher gave him a prompt and right away he was back on task. During math class he enjoyed working in activities that involve hands on, such as working with blocks. During English period of 9:50 am to 10:50 am student X was off task, he started calling out and tapping on his desk. The teacher gave him the first prompt, this is your warning for no follow direction, no staying on task. Please continue working and if you need anything or have any question please raise your hand. At 10:00am, student X moved out of his assigned area and started distracting another student. The teacher redirects the student, you need to go back to your seat and continue working, this is your mines for been out of you assigned area, please finished your assignment. Three minutes later student X again, "This is boring, why I need to learn this. I'm not going to do it", then, he started laughing and made inappropriate comments to one of his classmate. The teacher right away addresses his misbehavior by sent him to time out room for been disrespectful, no following direction and off task. Student X reacted verbally and physical aggressive by yelling to the teacher "I'm not walking to time out, I didn't do anything, you are BH, I hate you, he flips his desk and walk to time out. After 5 mins cool down in timeout room, the teacher went and processed with him and asked him some questions. Why I directed you to timeout? Student X said "for been disrespectful and for distracting my classmate". What do you need to do next time to avoid consequences? Student X, said "I should it raise my hand and ask for a self". Teachers asked him a last question what made you so upset or feel like you need to do that? Student answered, that he didn't understand and he felt embarrassed if he asks in from everybody. Teacher said "is ok to ask questions and ask for help, I'm here to help you".

The behavior I analyzed evolved Student X who seems to get off task, no follow direction, get very disrespectful and physical and verbal aggressive. According to the ABC chart I noticed that student X can become disrespectful when he has reached academic situation or becomes behaviorally or socially frustrated, but often this misbehavior occur right before lunch time in English History class. In addition, this student has a language processing deficit which explains his significantly lower performance on verbal task.

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