Functional Behavioral Analysis (FBA) – TK20 This assignment must be submitted to 2 links in canvas. Failure to do so will result in an incomplete grade for this course.Read Chapter 7 of the textbook.

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Functional Behavioral Analysis (FBA) – TK20

  • This assignment must be submitted to 2 links in canvas.  Failure to do so will result in an incomplete grade for this course.
  • Read Chapter 7 of the textbook.
  • Read the article “Dr. Mac’s FBA” before completing the assignment.  If you will be taking the comprehensive exams for special education, you may want to download or print the article.  You are also encouraged to download the MDE Special Education Policies and Procedures for Discipline to use as a resource for the comps.
  • Read the Instructions for Completing the FBA .
  • Read Andy’s Case Study for FBA and BIP.  There is an ABC Chart Analysis included to give you some specific examples of his behavior.  The FBA will be completed based on the information in the case study.
  • Complete the FBA.

Instructions for Completing the FBA.docxDownload Instructions for Completing the FBA.docx


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EDU 665 FBA BLANK FORM revised Oct 2016.docxDownload EDU 665 FBA BLANK FORM revised Oct 2016.docx

EDU 665 ABC Analysis for Andy-1.docx

Functional Behavioral Analysis (FBA) – TK20 This assignment must be submitted to 2 links in canvas. Failure to do so will result in an incomplete grade for this course.Read Chapter 7 of the textbook.
Considerations for Completing the FBA There are hundreds, maybe thousands, of FBA and BIP forms. They may range from two to twenty pages (or more). There are software programs such as BIP-3 and Behavior Plus. Behavior Plus is the FBA and BIP software program that is part of SEAS which many school districts use for writing IEP’s. The software programs have fill-in-the-blank items and lots of drop down menus. Behavior Plus has many, many choices for behavior interventions. The Intervention Central website is a great resource, as well. The forms you will be using are a conglomeration of ideas from the Utah Department of Education, New York Department of Education, University of Kentucky, Mississippi Department of Education, Behavior Plus, According to Behavior Plus, “The primary purpose of the FBA is to identify environmental events potentially associated with the occurrence of identified problem behavior and to determine the potential function(s) of the identified problem behavior. Information from the FBA will be used to identify research-based and/or evidence-based intervention strategies for inclusion in a Behavior Intervention Plan (BIP) developed collaboratively by school-based personnel and parent(s)/guardian(s).” Every behavior has a function or purpose. For those of us who are not certified applied behavior analysts, the purpose of the FBA is to answer the question, “Why is this student doing this?”. The FBA must address the problem or target Behavior, Antecedents, and Consequences. The hypothesis of the function of the problem behavior is written from these three pieces of information. An FBA may be done by interview, checklist, or direct observation. The checklists/interviews completed with parent, teacher, and student are typically 15 or more pages each. FBA’s may be conducted for any student exhibiting problem behaviors. The Individuals with Disabilities Education Act encourages, and sometimes demands, that IEP teams address problem behaviors by conducting FBA’s and by developing education programming based on the results of the assessment. The law intends that an FBA should be part of the process of addressing problem behaviors that are affecting educational performance. In certain situations, an IEP team must conduct a FBA. These situations are when a student in special education is suspended for more than 10 days or placed in an interim alternative educational setting. An FBA must be conducted when a manifestation determination team has determined that a special education student’s misconduct was related to his or her disability. Since this is an introduction and a simulation, this a guided learning experience. Attempts have been made to include a summary of pertinent information in the case study. Surveys with parents, teachers, and Andy were conducted, but the 45 pages of interviews and surveys are not included. Every single detail is not included in the case study, so you will have to bump up your DOK from Level 1. You will use the case study to develop the FBA and then use the FBA to develop the Behavior Intervention Plan.
Functional Behavioral Analysis (FBA) – TK20 This assignment must be submitted to 2 links in canvas. Failure to do so will result in an incomplete grade for this course.Read Chapter 7 of the textbook.
FUNCTIONAL BEHAVIOR ASSESSMENT (FBA) Name: ID#: DOB: Age: Gender: Ethnicity: District: School: Grade: School Year: Current Eligibility Date: Eligibility Category(ies): Parent(s) /Legal Guardian(s): Address: REASON FOR REFERRAL This student was referred for a Functional Behavior Assessment (FBA) by school personnel for the following: INFORMATION REVIEWED Check all sources used. Anecdotal information provided by parents Interview with parent(s) Diagnostic evaluation(s) done by the district Interview with student Diagnostic evaluations by outside agency Interview with teacher(s) Classroom/school observation(s) Discipline records Interview with other professionals Attendance records Behavior rating scales Individualized Education Program Other: Other: Other: Other: 1. TARGET BEHAVIOR Based on information obtained during the FBA, specify a referral concern(s) or problem behavior(s) that has been identified. State what the student is doing or not doing. 2. ANTECEDENTS WHEN is the problem behavior most likely to occur? morning—approximate time(s): afternoon—approximate times(s): before/after school lunch/recess time of day does not seem to affect this behavior other: WHERE is the problem most likely to occur? general education classroom hallways special education classroom cafeteria location does not seem to affect this behavior other: During what SUBJECT/ACTIVITY is the problem behavior most likely to occur? subject(s): lesson presentations task explanations transitions group activities unstructured activities seatwork other: subject/activity does not seem to affect this behavior The PEOPLE who are present when the problem behavior is most likely to occur include: teachers other staff classmates other peers others: the people present do not seem to affect this behavior Are there OTHER EVENTS or CONDITIONS that immediately precede the problem behavior? a demand or a request unexpected changes in schedule or routine consequences imposed for behavior comments/teasing from others other: Based on the available information, the problem behavior may be linked to a skill or performance deficit or other factors in the following areas: Academic Demands Setting Issues Biological and Physiological Events, Medications, Disorders, or Diagnoses If medication has been prescribed, is student taking medication consistently? Social Interaction Issues 3. CONSEQUENCES What “payoff” does the student obtain when she/he demonstrates the problem behavior? What happens as a result of the behavior? Based on the information obtained, the following consequent events appear to be “maintaining” the problem behavior at the current time: The student seeks to GAIN/OBTAIN: teacher/adult attention control over other person or situation peer attention self or sensory stimulation desired item or activity or event other: The student AVOIDS or ESCAPES: teacher/adult attention non-preferred activity, task, or setting peer attention a difficult task or frustrating situation internal pain or discomfort other: 4. FUNCTION OF PROBLEM BEHAVIOR After reviewing the data on antecedents and consequences, #’s 2 and 3, write the function of the problem behavior as a statement below. Consider the following questions…Why is the student acting this way? What function is being met by the student’s behavior? Refer to the examples below. Examples: 1. When in the halls before school, after school, and during transitions, this student pushes other students and verbally threatens to beat them up in order to gain status and attention from peers. 2. When working on independent seatwork during his/her regular education math class, this student puts his/her head on his/her desk in order to escape work that is too difficult/frustrating and to avoid internal pain or discomfort. The statement must contain 3 components: 1. summarize the antecedent; 2. identify the problem behavior; 3. summarize the “payoff”. 5. NEXT STEPS The student’s behavior patterns may require instructional modifications or accommodations only. The student’s behavior patterns suggest that a Behavior Intervention Plan is warranted. Existing data is insufficient for a complete functional assessment. Additional data is needed. Other: PARTICIPANTS IN FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA) PROCESS* The following individuals participated in the completion and/or review of the FBA: Signature Title Date *Participants may include but are not limited to: student, parent/guardian, school administrator, general education teacher, special education teacher, special education director, behavior specialist, school psychologist, school counselor, physical therapist, occupational therapist, interventionist, or speech/language pathologist.
Functional Behavioral Analysis (FBA) – TK20 This assignment must be submitted to 2 links in canvas. Failure to do so will result in an incomplete grade for this course.Read Chapter 7 of the textbook.
ABC Analysis Name of Person Observed: Andy Observer: Delbra Thrash Behavior(s): threats, negative comments, refusal to follow directions Date Time Antecedent Behavior Consequence Possible Function Feb 7 9:45 a.m. Teacher tells students it is time to switch activities and to make sure they have put calculators back in the storage box. Andy’s calculator is in his desk. He does not put it in the storage box. Neighbor announces that Andy’s calculator is in his desk. Andy tells him to “shut up.” Avoid/Escape Feb 7 9:46 a.m. Teacher tells Andy to apologize to neighbor. Andy refuses to obey teacher. Teacher tells him to write his name in “The Book.” He complies. Avoid/Escape Feb 9 10:30 a.m. Teacher calls row 3 to line up for PE. Andy (who is in row 4) rushes to get in line. Student says, “She didn’t call your row.” Andy threatens to punch him. Avoid/Escape Feb 15 1:43 p.m. Student tells Andy, “Wow! Look at all those points you have!” while Andy is playing a computer game. Andy responds, “Go away! You’re bothering me!” Student leaves. Andy continues playing game. Avoid/Escape Feb 17 8:35 a.m. Andy is working on reading worksheet. Student behind him pokes Andy’s back. Andy ignores him. Teacher approaches Andy from behind and leans down to look at his paper. Andy elbows teacher. He says, “I thought you were Jason.” Teacher reprimands Andy. Sends him to office. Gain Control
Functional Behavioral Analysis (FBA) – TK20 This assignment must be submitted to 2 links in canvas. Failure to do so will result in an incomplete grade for this course.Read Chapter 7 of the textbook.
EDU 665 CASE STUDY FOR FBA AND BIP Name: Andy ID#: 001234567 DOB: April 19 Age: 10 School: Central Elementary Grade: 5 Race/Gender: Black/Male School District: River City Reason for Referral Andy has been referred by the Individualized Education Program (IEP) Committee for a functional behavior assessment (FBA) due to his making threats or negative comments to teachers and students when he is confronted or reprimanded. He was ruled eligible for special education services about two months ago under the category of Autism. Autism is his primary handicapping condition. He also has attention deficit hyperactivity disorder and a language impairment. His Individualized Education Program (IEP) has been in effect for about six weeks. He was referred for an FBA after he was suspended for three days following an incident when he thought he was elbowing a student but elbowed a teacher instead. An ABC Chart Analysis was completed prior to the suspension, but no baseline data has been collected. Student Background Information Andy is a general education/inclusion fifth grade student at Central Elementary School. He has diagnoses of language impairment, Attention Deficit Hyperactivity Disorder, and Autism Spectrum Disorder. He takes Focalin for ADHD; this is the third prescription medication to be tried to improve attention and concentration. Andy has begun receiving special education services and is making passing grades in the general education/inclusion classroom. His parents report that he makes passing grades because they work with him extensively at home, and homework takes hours. Andy exhibits inattentive, off-task behaviors as well as deficient social skills in comparison to his peers. Andy’s social behaviors at home and school have begun to impact his educational performance. When Andy was18 months old, a developmental assessment using the Provence Birth-to-Three Developmental Profile indicated areas “of concern” in Cognitive, Language/Oral Motor, and Personal Relations. When Andy was three years old, he was referred by the First Steps program of the county health department to the Oak Haven School District for comprehensive assessment. The Battelle Developmental Screening Inventory – 2, Early Learning Accomplishment Profile – Revised, and the Battelle Developmental Inventory – 2 were administered. The overall results indicated significant delays in the Cognitive and Communication domains. Andy was ruled eligible for special education services under the category of Developmentally Delayed (Cognition and Communication). He received special education services while he was a student at Head Start, and an assessment in speech was conducted while he was enrolled there. He was ruled eligible under the categories of Developmentally Delayed and Language/Speech (Articulation). When Andy entered kindergarten at Central Primary School at age five, his father refused special education services. Andy’s father enrolled him in private speech, and he continued in speech therapy for articulation until he completed all goals and objectives was dismissed when he was in second grade. During the fall of Andy’s second grade year, he was seen at a clinic that specializes in behavioral health. He was diagnosed with Attention Deficit Hyperactivity Disorder (Inattentive Subtype) and medication was prescribed. The clinical psychologist suspected at the time that Andy might have Asperger’s, but as Andy’s father was somewhat hesitant to endorse many symptoms, no specific diagnosis was reached. Andy made good grades in third grade, but he had difficulties with processing language, social skills, regimented and inflexible behaviors, and inattention. These behaviors worsened in fourth grade, and Andy was seen again at the clinic and diagnosed with Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder. Andy makes passing grades; however, his inattentive and social behaviors at school and at home impact his educational performance and personal progress. The teacher support team waived the tier process based on knowledge of previous disabilities and current diagnoses of autism spectrum disorder and attention deficit hyperactivity disorder and recommended a comprehensive assessment be conducted. The results of the comprehensive assessment are summarized here: Physical – Andy takes prescription medication for ADHD and wears glasses. Gross Motor/Fine Motor – No significant problems requiring assessment were noted. Visual Perception/Auditory Perception – No further assessment was recommended. Speech/Language – Articulation, voice, and fluency were deemed adequate. Andy’s overall level of language functioning as measured by the Comprehensive Assessment of Spoken Language (CASL) is considered Below Average. Two of the subscales, Nonliteral Language and Pragmatic Judgment, had standard scores within the range of Poor language functioning and meet Mississippi Department of Education criteria for Language Impaired. His deficits in language skills may result in having difficulty understanding in the classroom, social situations, and conversation. Social Skills/Adaptive Behavior/Behavior/Emotional – Andy has diagnoses of Attention Deficit Hyperactivity Disorder (inattentive subtype) and Autism Spectrum Disorder. The teachers’ and parents’ ratings on the Attention Deficit Hyperactivity Disorder Test – 2 indicate that even though Andy is on ADHD medication he has significant inattention problems. This other health impairment causes him to have a heightened alertness to environment stimuli that results in limited alertness with respect to the educational environment and adversely affects his educational performance. Andy’s observed pattern of atypical behavior and the results of the home and school norm-referenced rating scales for Autism Spectrum Disorder indicate that he has significantly impaired social and communication skills and restricted, repetitive patterns of behavior, interests, or activities. Educational – Andy’s academic achievement ranges from Below Average in basic reading skills, reading comprehension, and mathematics reasoning to Average in mathematics calculation based on his Kaufman Test of Educational Achievement Test – II results. The grade equivalents for basic reading skills, reading comprehension, and mathematics reasoning were on a third grade level, while mathematic calculation skills were on a fifth grade level. Intellectual – His overall level of intellectual functioning is considered Average as measured by the Reynolds Intellectual Assessment Scales Composite Index of 90. Curriculum and Instruction Andy’s day is spent in fifth grade inclusion classes with two different teachers, Ms. Jones for reading and language arts and Mr. Conn for math, science, and social studies. Ms. Dean, special education teacher, provides Andy’s special education services in the inclusion room as well as through resource small groups. His IEP has been in effect for three weeks. The speech language pathologist, Ms. Adams, provides language therapy for 30 minutes two times a week. She is addressing his expressive language deficits as well as providing therapy for pragmatics, or social language. It appears that Andy has had little to no proactive instruction in social skills. Since social skills are a part of pragmatic language, Ms. Adams is specifically collaborating with Ms. Dean, Andy’s special education teacher, to incorporate social skills instruction into his daily instruction. Communication and Social Skills Andy has a tendency to say what pops into his head. His dad describes Andy as being from the “tribe of the filterless” and reported that Andy sometimes makes embarrasing verbal observations in public. He has difficulty expressing his needs or asking questions. His parents have determined some of Andy’s behavior that appears to be oppositional or defiant stems from his anxiety of not knowing what is expected or being placed in an unfamiliar situation or setting. For example, when the family went to a new restaurant, Andy balked, yelled that he did not want to eat at “that stupid place”, and would not get out of the car. His mother retrieved a menu from the restaurant and took it to Andy. They went over the menu together, and she helped him pre-select his order. His parents gave him a play-by-play of what would happen once he was inside. They provided cues and explanations throughout the meal. At the end, they discussed payment options and allowed Andy to present the payment to the waitress. Andy said this was the best meal he had ever had. Even though Andy can articulate rules and consequences he has trouble taking responsibility for his actions. He can identify when others have broken the rules but tends to not recognize when he has. Typically, he claims that it is someone else’s fault when confronted about his behavior. If a teacher or the principal questions, confronts, or reprimands him, Andy oftentimes engages in threats or “negative comments.” This also occurs if another student questions him, tells him what to do, or tells him to stop doing something. This behavior occurs in various settings. It has been dealt with through loss of privileges, recording his name in “The Book” for infractions as part of the schoolwide positive behavior support program, and suspension. He tends to isolate himself from the other students and has only a few friends. Andy participates along with all the other fifth graders in a school-wide postive behavior support program. His teachers use a variety of positive reinforcements that include compliment cards, verbal praise, feedback, earned privileges, and positive notes home. Andy enjoys talking with adults and helping teachers. There have been few, if any, incidences of misbehavior during PE. Andy exhibits or has exhibited the following behaviors or characteristics: Social skills – rarely interacts with classmates; does not ask for help; does not look at the person talking; does not join in with group; does not share with others; does not apologize; does not recognize another’s feelings; used few gestures; avoids or limits eye contact; has difficulty in relating to others that cannot be explained by shyness, attention, or lack of experience; displays limited interest in what other people say or what others find interesting; does not understand or use rules governing social behavior; has difficulty understanding social cues Adaptive behavior – dresses himself; bathes himself and takes care of personal needs Behavior – unable to interact with minimal friction; difficulty staying on task; easily frustrated; prefers to be alone/withdrawn/isolated; difficulty paying attention; fails to turn in homework; fails to complete assignments Language – interprets conversations literally; has peculiar voice characteristics; acts as though he understands more than he does; experiences difficulty in beginning and continuing a conversation Maladaptive – does not change behavior to match the environment (i.e., uses loud outside voice in the library); displays antisocial behavior; exhibits a strong reaction to a change in his routine; displays behaviors that are immature and similar to those of a much younger child; frequently feels overwhelmed or bewildered, especially in crowds or demanding situations Cognitive – learns best when pictures or written words are present; has average to above average intelligence; lacks organizational skills Sensorimotor – displays an unusual reaction to loud, unpredictable noises; exhibits difficulties with handwriting Recreation and Leisure Andy loves to watch baseball and keeps lists of stats in writing and in his mind. He likes learning about weather and tracking weather patterns, even though he has expressed that bad weather makes him scared. Andy enjoys building with Legos and keeps his Legos separated and organized in plastic containers. He can become absorbed in video games, especially Minecraft. Andy seems to enjoy PE at school but is not fond of engaging in strenuous activities. Relationships Andy has close relationships with his parents. He has a younger sister who “gets on his nerves.” Andy has developed good rapport with his math teacher, as well as his special education teacher and his PE coach. There are one or two students he may occasionally see outside of the school setting. Most of the students in his class are not “constant” friends.

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