Functional Behavior Assessment and Behavior Intervention Plan

Student Name : Jessie Havens DoB : 9/01/2012 Age : 6 Grade : 1 st 

School : Jackson Elementary School Student ID : 97531 FBA Date : 10/15/2018

Programs/Services : Learning-Centered Environment BIP Date : 10/25/2018

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Background information: Jessie was referred to undertake a functional behavioral Assessment by Ms. Dailey when she identified the behavior changes and development to determine the probable function of the tantrum behaviors of Jessie. Jessie is not currently under any medications and has not been receiving any form of special education considering that the behavioral changes had just developed.

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Team Members 

Ms. Dailey - Teacher/Case Manager

Ms. Skinner - School Psychologist

Mr. Floyd - Behavior specialist

Mrs. Havens - Mother

Step 1: Defining Target Behavior 

Following the introduction of a program by Ms. Dailey designed to increase knowledge and appreciation of different cultures in the classroom she encounters Jessie’s tantrum behaviors. The behavior consists of episodes of falling on the floor, followed by screams. During the first weeks, Ms. Dailey tried to identify the cause of Jessie’s change in behavior and determine the reason why she was upset. Consoling Jessie and prompting her to get water and back to her desk would be useful in ending the current behavior episodes. However, the behaviors reoccurred during the day and for several weeks. Finally, Ms. Dailey decided to implement the timeout procedure to identify whether Jessie would calm down when she was outside the classroom and observing people walking in the hallway. She would calm down for approximately 6 minutes, and upon returning to class, the tantrums would continue increasing the frequency.

Baseline Data 

Between 10/15/2018 and 10/18/2018, four direct observations were conducted during regular classroom learning targeting identifying the frequency of the tantrum behaviors of Jesse. The observation period and the frequency counts of the behavior were recorded. During the first day of the assessment, an indirect observation was conducted, which included filling of the intake form to obtain relevant information that may be attributed to the development of Jessie's behavior. Both the direct and indirect observations conducted help in identifying the factors underlying the development of the behavior, which increases the frequency count per each observation period.

Step 2: Problem Analysis 

The sources required for the functional behavior assessment and data analysis included:-

Direct and indirect observation - School Psychologist

A-B-C Assessment - Behavior Specialist

Teacher and Parent Interview - School Psychologist

Setting Events 

The team considered setting events based on the sources required for the behavioral assessment to identify any form of a trigger to the problem behavior.

Antecedent Events 

The occurrence of Jessie’s behavior has a high probability in the following conditions:

The introduction of a new program

Utilization of time out the procedure requiring Jessie to sit outside the class

Changes in daily routine

The behavior has a low probability of occurring in the following conditions:

When she receives consolation from the teacher

When she is in a busy environment with a lot of things happening

Consequence 

The following are the consequences and responses that follow Jessie’s tantrum behavior:

The teacher moves closer to Jessie to find out the reason for the tantrums

Chaos in the classroom

Other students laughing and putting their hands over their ears

Place the Name of Your Company Here 

Place Your Name Here 

Intake Information 

Parent/Guardian’s Name(s): Mrs. Havens

Address: ___Everyone’s Town_

Telephone: Home ______________ Work ______________ Cell ______________

E-mail: _______________________________________________________________

Relationship to prospective client: Mother

Name of client: Jessie Havens 

Date of birth of prospective client: 9/01/2012 Gender: Female

Name, Telephone, and Address of Primary Medical Physician: 

Dr, Matt Davis

Name of Insurance Provider(s):___________________________ Insurance ID #: _____________________ 

Has the client been diagnosed with any physical or mental disabilities? No

If so, please provide a brief description: _______________________________________________________

Does the client take medications? Please list type and dosage. ____________NO________________________

__________________________________________________________________________________________

Please provide a brief description of the behavior(s) of concern: 

The behavior of concern identified entails increase in tantrums that include falling on the floor and screaming

Have you previously sought help for this behavior(s)? No

If so, did you seek help from a behavior analyst or another professional? What types of therapies were used? ___________________________________________________________________________ 

Days and Times Available for Therapy: _______________________________________________________ 

All shared information is confidential and used only for diagnostic and treatment purposes. 

CLIENT RATE CHART 

Behavior Specialist: ____ Mr. Floyd ___ Client: _____ Jessie _____ 

Baseline Data 

Day/Date	Observation Period	Frequency of Target Behavior	Frequency Count	The rate of Behavior Per Minute
1	2hour	Frequent	5	2
2	2hour	Frequent	5	2
3	2hour	Frequent	4	1
4	2hour	Frequent	5	1

Intervention Data: Week 1 

Day/Date	Observation Period	Frequency of Target Behavior	Frequency Count	Rate of Behavior Per Minute
1	1 hour	Frequent	5	2
2	1 hour	Frequent	6	1
3	1hour	Frequent	5	1

Intervention Data: Week 2 

Day/Date	Observation Period	Frequency of Target Behavior	Frequency Count	Rate of Behavior Per Minute
1	1 hour	Less frequent	2	1
2	1 hour	Frequent	4	1
3	1 hour	Less frequent	3	1
4	1 hour	Less frequent	2	1

A-B-C Data Sheets 

Client : ____ Jessie Havens ____ Observer : ____ Ms. Skinner ____

Date : ____10/15/2018___ Time – Begin : _8am_ Time – End _2pm_

Setting : In the Classroom

Antecedent	Behavior	Consequence
The implementation of a program “Everybody’s Special Day” designed to increase appreciation of different cultures	Tantrums behaviors including falling on the floor and screaming	Chaos in the classroom
Ms. Dailey putting her arm around Jessie’s shoulder	Going to get some water and back to the desk	End of current behavior episodes
Utilization of time out a procedure requiring Jessie to sit outside the class	Jessie humming while in timeout	She would be calm for 6minutes

Hypothesis 

The teacher implemented the use of time off procedure to study the behavior of Jessie. The procedure focuses on determining the frequency of the behavior of Jesse within an observation period.

Functional Equivalent Replacement Behavior 

Ask the teacher to change the learning environments in to accommodate various activities such as learning outside the classroom. Based on an evaluation of Jesse’s behavior, it was evident that changes in the learning environment contributed to the achievement of the desired behavior.

Desired behavior 

Engage in exciting activities with other children to avoid a moment of loneliness. The desired behavior was maintained by social function whereby Jesse was in a position to achieve a behavior change upon engaging in social interactions.

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Behavior Intervention Plan 

Antecedent/Setting Event Strategies 

The strategies focus on preventing the occurrence of Jessie's behavior in the future with the aim of ensuring that she does not develop the behavioral problem.

Provide an environment that will console the child and allow her to express herself positively

Increase supervision

Teaching Interventions 

This will involve desired skills that will teach Jessie to replace the problem behavior?

Help in managing the child’s feelings and ability to address stressing stations

Reinforcement 

This will include how to reinforce the desired skills

Provide attention

Engage in interesting activities

Consequences 

This will consist of efforts to minimize the payoff for the problem behavior

Console the student in case of episodes of being upset

Redirect to replacement behavior

Summary 

In conclusion, the process of conducting a functional behavior assessment involves various steps that help to learn and to understand the critical aspects associated with the development of behavior within an individual. The process helps in obtaining crucial information that is responsible for the development of the behavior, which helps in ensuring proper development of intervention plans to assist the individual in the process of overcoming the behavioral change. An essential step in the given process entails collecting and evaluating personal information that is associated with the development of the behavior citing the consequences of the given behaviors. Considering the case of Jessie, Dailey realized that it was essential to conduct a behavioral assessment to identify a probable function in the problem to capitalize on the development of an effective behavioral intervention plan.