Provide behavioral modification recommendation for a student
You are a BCaBA in a school district who has been asked to provide behavioral modification recommendations for a student at Parkville Elementary School. The student’s name is Misha who is a 3rd-grade student in a self-contained classroom. It has been reported that Misha engages in disruptive behavior. You want to conduct a functional behavior assessment to determine the target behaviors, and functions so you can later create a behavior intervention plan.
You gather information from the parents that will let you know when to observe. Here is the first form you receive from the teacher:
You decide to observe the behavior on three separate occasions and record ABC data.
Observation Day 1:
In the classroom, it is 11:00 a.m. right before lunch, and you notice Misha fiddling with the items in her desk. The teacher, Mr. Stanza says, “Time for math,” and hands out worksheets to each student. Misha swipes the pencil, eraser, and worksheet from her desk and screams, “No!” The teacher says, “Misha you have to do your work,” and picks up the worksheet. Misha says again, “No!” and tears up the worksheet. Mr. Stanza says, “Ok, well then you need to sit quietly.”
Observation Day 2:
At 10:30 a.m., Mr. Stanza hands out crayons and a coloring page to each student and says, “Now it is time to color the weather. How does it feel outside today, class?” Misha throws a crayon at a peer and giggles. Mr. Stanza says, “Misha please keep your crayons on the table and say sorry.” Misha throws another crayon and giggles.
Observation Day 3:
You decide to observe at 11:15 a.m. today, and Mr. Stanza says to the class, “Time for math, get out your pencils.” Misha takes the items from inside her desk and throws them on the floor. She gets up out of her seat and runs around the room. Mr. Stanza says, “Misha, you need to sit down.” She laughs and continues to run around the room. He guides her back to the seat and she sits down and picks up the items that she threw. Mr. Stanza says, “Now everyone, write your name at the top.” Misha throws her pencil and swipes her worksheet off of her desk. Mr. Stanza says, “Misha, if you don’t want to do math, sit quietly please.”
Using the provided information, complete the FBA Template:
1. Complete the background information, purpose, target behaviors of concern, and indirect assessment portion of the FBA template, using the completed interview form and the Completed QABF form by Mr. Stanza.
2. Using the teacher’s completed QABF form, graph the data.
3. Review the scenarios from observation days 1, 2, and 3 and complete the ABC chart.
4. Based on your ABC data and the indirect assessment data, hypothesize the function of the behavior.
5. Summarize your observations and provide further recommendations.
FBA TEMPLATE
Section 1: Background & Purpose
NAME:
DATE OF BIRTH:
COMPLETED BY:
REPORT DATE:
TEAM MEMBERS INVOLVED IN FBA PLANNING (Teacher, Caregiver, etc.):
Background Information
Give a brief description of the individual’s history. Describe current procedures and routines regarding behavior management. Describe the strengths of the student, their preferred activities, and other individualized information about the student.
