Final Intervention Project

Final Intervention Project From Ron Taylor, Assessment of Exceptional Students, Fifth Edition.  Copyright © 2000 by Allyn & Bacon. Used with permission.  Further use of this material is prohibited without written permission from the publisher. The publisher’s website address is abacon.com/education/home.html. 1 Appendix D Functional Behavior Assessment Form FUNCTIONAL BEHAVIOR ASSESSMENT Part One:  Assessing the Behavior 1. Specific Target Behavior (include topography; include frequency, duration, or intensity) 2. Setting(s) in Which Behavior Occurs 3. Activities during Which the Behavior Occurs 4. Time of Day Behavior Occurs 5. Person(s) Around Whom the Behavior Occurs 6. Factors That Appear to Set Off or Precede the Behavior Teacher Factors Task Explanation Performance Feedback Lesson Presentation Teacher Reprimand Teacher Praise Individual Attention Lack of Attention Task Demands Teacher Request Consequence Imposed for Negative Behavior Other Peer Factors Peer Attention (Positive) Peer Attention (Negative) Other Biting peers, 2-3 times a week, low intensity In the classroom and outdoors Morning during outside time Peers, either one-on-one  or small groups X X Playing in large or small groups that are physically active ie; basket ball, running, catching, playground, dramatic play, etc. From Ron Taylor, Assessment of Exceptional Students, Fifth Edition.  Copyright © 2000 by Allyn & Bacon. 2 Setting Factors Transition (Task; Routine) Transition (Setting; Routine) Transition (Task; Unexpected) Transition (Setting; Unexpected) Elevated Noise Levels Presence of Unfamiliar Adults Presence of Unfamiliar Peers Other 7. Factors That Appear to Be Present When the Behavior Occurs Student Factors Drowsy/Sleepy Appearance Physical Complaints (e.g., hunger, pain) Disturbed Affect ( e.g., sad, angry) Excessive Motor Activity Other Setting Factors Independent Seat Work Group Instruction Crowded Setting One-to-One Instruction Unstructured Setting Unstructured Activity Other 8. Factors That Appear to Follow the Behavior Teacher Factors Teacher Reprimand Teacher Praise Task Removal Withdrawal of Attention Teacher Warning Time-Out Response Cost Sent to Office Communication with Parent Predetermined Contingency Imposed In-School Suspension Out-of-School Suspension Other Peer Factors Peer Attention (Positive) Peer Attention (Negative) Other 9. Behavioral Intent or Function(s) That the Behavior Appeared to Serve Power Control Over Teachers Over Peers Over Parents Other Part Two:  Formulation of Hypotheses Based on Information from Part One: 1. What Appears to Be the Predominant Setting/Activity in Which the Behavior Occurs? 2. What Time(s) of Day Does the Behavior Typically Occur? 3. Around What Person(s) Does the Behavior Typically Occur? 4. What Seems to Immediately Precede or Set Off the Behavior? 5. What Seems to Be the Immediate Consequence of the Behavior? 6. What Function or Purpose Does the Behavior Seem to Serve? Functional Hypothesis Indicate both (a) the conditions in which the behavior occurs and (b) the function that the behavior seems to serve. X X X X When the child is frustrated with peers either during an inside or outside activity. Typically in the late morning after drop off before lunch time. Peers, one-on-one, small groups and/or large groups. Peers who may not have been nice to him, instigated him or made him upset. Taken away from the space or the group of children to a more quiet space to Using his body instead of words to communicate his frustration. (a) The child is frustrated and is not able to find the words right away so resorts to biting. (b) Attention seeking because there are significant and multiple changes happening at home.