Functional Assessment-based Interventions (FABI)

HO 6

Module Seven: FABI Selected Student

SPED 775: Practicum with Exceptional Children & Youth

University of Kansas

Dr. Cynthia Mruczek

Brent Seager

April 23, 2017

Functional Assessment and Behavior Intervention Plan:

Planning Form.
1
Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging
behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

Student Name: B.M. Student ID: Click or tap here to enter text.
School: L.H.S. Date of Birth: Click or tap here to enter text.
Current Grade Level: 10th Special Education: Yes No
Gender: Female Disability Eligibility: AM
Parent(s): C.M. Parent(s) Contact Number: Click or tap here to enter
text.
Date of Assessment: Classroom teacher: B.A.S.

Persons conducting the assessment:

Role: Classroom teacher SPED Teacher Teacher (Other) Teacher (Other)
School Psychologist Counselor Behavior Specialist Intern
University Student BCBA/ ABA Other: Click or tap here to enter text.

I. Identifying the Problem: Defining Target and Replacement Behaviors

A. Target Behavior (observable, measurable, repeatable):

Drafting:
Label: Off-Task
Definition: The target behavior for the student is off-task, as a means of work avoidance or
accessing attention from teachers and peers.
Examples: Examples include, but are not limited to talking out, putting head down on the desk,
leaving the classroom during instructional time, refusing a reasonable request, not
utilizing instructional time to complete assigned activities, refusing to interact with
teachers and peers, and talking over teachers and peers in the classroom.
Nonexamples: Nonexamples include, but are not limited to utilizing instructional time to complete
assigned activities, head up and engaged in the lesson, staying in the classroom
during instructional time, following all reasonable requests, appropriate interactions
with teachers and peers, and raising hand to get permission to talk in the classroom,
and seeking out opportunities

Operational Definition (include label, definition, examples, and nonexamples):

B.M. will engage in off-task behaviors such as refusing to interact with teachers and peers, refusing
reasonable requests, and placing her head down on the desks in classrooms during instructional time. The
target behavior of off-task occurs in all of B.M.s core and elective courses, as observed by her teachers,
myself, and other staff members conducting observations of the student. Other examples of B.M.s off-
2
Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging
behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

task behavior includes but is not limited to talking out, talking over teachers and peers, leaving the
classroom during instructional time, arguing, shrugging her shoulders, not using instructional time to
complete assigned activities, and not accepting feedback. Non-examples of the target behavior include,
but are not limited to accepting feedback, head up, utilizing class time to complete assigned activities,
staying in the classroom during instructional time, raising hand to ask questions at the appropriate time,
appropriate interactions with teachers and peers, and asking questions for clarification.

Dimension of behavior (e.g. Frequency, rate, duration, latency):

B.M. displays the target behavior of off-task an average of three times per class period in all core and
elective courses, for an average of 21 occurrences every school day. B.M. misses an average of 30%-50%
of the class when she displays the target behavior of off-task.

B. Replacement Behavior (observable, measurable, repeatable):

Drafting:
Label: On-Task
Definition: The replacement behavior is on-task, in which the student will be engaged and
participating within all classrooms and school environments without displaying the
target behavior of off-task.
Examples: Examples of the replacement behavior include, but are not limited to accepting
feedback, head up, engaged in all classrooms and activities, utilizing instructional
time to complete assigned activities, accepting feedback from teachers, raising hand
to ask questions at appropriate times, interacting with teachers and peers, and
staying in the classroom during instructional time.
Nonexamples: Nonexamples of the replacement behavior include, but are not limited to head down
on desk, leaving the classroom during instructional time, refusing reasonable
requests, talking out, talking over teachers and peers, and refusing to interact with
teachers and peers.
Operational Definition (include label, definition, examples, and nonexamples):
B.M. will engage in selected replacement behavior of on-task in the classroom and across all school
environments. Examples of the replacement behavior includes, but is not limited to accepting and
providing feedback to teachers, utilizing instructional time to complete assigned activities, staying in the
classroom during instructional time, keeping her head off the desk, raising her hand to ask questions at
appropriate times, appropriate interactions and conversations with teachers and peers, and completing
reasonable requests as requested by teachers and staff members. Nonexamples of the replacement

3
Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging
behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

behavior include, but are not limited to talking out, placing her head on the desk, not utilizing
instructional time to complete assigned tasks, not accepting feedback from teachers, leaving the
classroom during instructional time, and refusing reasonable requests.

Dimension of behavior (e.g. Frequency, rate, duration, latency):

B.M. will use the replacement behavior of on-task in the classroom and all school environments, to ensure
that the student can participate in all classrooms and school environments. Using the replacement
behavior of on-task, B.M. will be able to reduce her target behavior of off-task to six or fewer occurrences
in all her classes and in all school environments as well. She will also decrease the duration of the time
that she is displaying the target behavior of off-task to 15% or less of the class period to ensure that she
can become a more active member within the classroom and all school environments.

Rationale for Replacement behavior (e.g. Why do you want to teach this behavior or increase the
likelihood of this behavior occurring?):
When B.M. displays the replacement behavior of on-task, the likelihood that the target behavior of off-
task will occur decreases significantly. With an increase of the replacement behavior, the student will
ensure that she does not miss opportunities to participate in the general and special education classrooms.
Using the replacement behavior of on-task will allow the student to focus and be more engaged in all
school environments. Better engagement in all school environments will provide B.M. with the best
opportunities and support to be successful within all school environments. It will also teach her
invaluable skills that can be transferred and applied to other areas and aspects of her life.

4
Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging
behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

II. Functional Behavioral Assessment: Interviews and Direct Observations

Interviews Completed: YES NO

Interviewees: Teacher Parent Student
Rating Scales: 1-5
Hours of Total Direct Observation (A-B-C): 5
Setting(s) of Observations:
1) General Education Classroom 2) Special Education Classroom 3) Elective Course Classroom
III. Determining the Function of the Behavior: Using the Function Matrix

Positive Reinforcement Negative Reinforcement

(Access Something)
Attention B.M. refuses to answer a question or
provide feedback, and the teacher
asks another student the question.(3)
Tangibles B.M. complains of migraine and is
Activities sent to nurses office during
instructional time.(4)
Sensory B.M. is out of her seat and walking
around the classroom, and does not
complete assigned activity or
participate in the lesson.(3)
Source: Umbreit, Ferro, Liaupsin, & Lane, 2007, p. 80-92).
(Avoid Something)
B.M. talks out during the delivery of
the lesson and is redirected by the
teacher.(2)
B.M. places head on her desk during
instructional time and does not
complete assigned activities.(5)
B.M. goes to the guidance office or
another area in the school and is tardy
to class, missing the lesson and activity.
(5)

Rating Scales Summary Statement:

The above rating scales are between the scores of 1-5, with one being least likely to occur and 5 being
most likely to occur. B.M. will at times talk out during instructional time to avoid participating in the
lesson and any activities associated with the lesson to gain attention from the teacher and avoid
completing assigned activities with a rating scale of 2. B.M. will also refuse to accept or provide
feedback when asked a question to gain teacher attention, while also avoiding participating in the lesson
or activity with a rating scale of 3. The student will also be out of her seat without permission during
instructional time to access attention from the teacher and avoid work with a rating scale of 3. B.M. will
complain of a migraine or other illness to access attention from the nurse, teachers, and peers; she also
uses this to avoid participating in the classroom with a rating scale of 4. The student will also be late or
5
Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging
behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

tardy to class to go to the guidance office or another area in the school to avoid work completion and
participation in class with a rating scale of 5. B.M. also places her head on the desk to avoid work in the
classroom, and this draws more attention to her with a rating scale of 5.
Outcome of Function Matrix: Hypothesized Function:
B.M. will engage in off-task behaviors such as accessing the nurses office for migraines and other
illnesses, placing head down on the desk, not providing feedback or answering questions, out of seat
walking around classroom, being late or tardy to class, and talking out. The student engages in these off-
task behaviors to gain access to attention and avoid work completion; which makes it difficult for her to
participate in the special and general education curriculum.

6
Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging
behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

IV. Determining the Behavior Objective

What behavior are you progress monitoring with direct observation? (select minimum of one)

Target Behavior Replacement Behavior

Rationale for behavior to progress monitor
(e.g., Replacement behavior focuses the desired behavior focusing on the positive):
Monitoring the replacement behavior will allow for easier tracking of progress, while
concentrating on the progress that the student is making towards meeting her behavioral goals
and expectations using the replacement behavior of on-task.
Check the measurement system used for your data collection: (select minimum of one)
Frequency
Rate
Duration
Latency
Interresponse Time
Whole Interval Recording
Partial Interval Recording
Momentary Time Sampling
Other (discuss with coach): Click or tap here to enter text.

Baseline: During 7 observations, the student displayed the target behavior of off-task an average
of three times during each observation. The student also missed an average of 30%-50% of the
class period in which she displayed the target behavior.
Baseline Descriptive Statistics describing level and trend for baseline:
Mean (SD): Observations (Instructional Time)
Slope (SE YX): Instructional Time Displaying Target Behavior(Instructional Time
Displaying Replacement Behavior)

Baseline Statement:
When B.M. is able to display the replacement behavior of on-task, her target behavior
occurrences of off-task will decrease to six or fewer occurrences in all classrooms and school
environments. The replacement behavior will also allow the student to reduce the amount of
instructional time lost by a minimum of 15%.
7
Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging
behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

Behavioral Objective:
B.M. will increase her usage of the replacement behavior of on-task to increase her motivation,
participation, and engagement in the classroom and all school environments with an accuracy of
85% or greater on 4 out of 5 observation days. Increasing the usage of the replacement behavior
will allow the student to be more successful in all school environments.

8
Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging
behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.
 Function-Based Intervention Decision Model

 Source: Umbreit, J., Ferro, J., Liaupsin, C., & Lane, K. (2007). Functional behavioral assessment and function-based
intervention: An effective, practical approach. Upper Saddle River, NJ: Prentice-Hall
 Running head: SEAGER_JOURNAL M#6 FEEDBACK

V. Determining the Intervention Method

Method Selected (select and complete one):
Method 1: Teach the Replacement Behavior
Method 2: Improve the Environment
Method 3: Adjust the Contingencies
Method 1 & 2: Teach the Replacement Behavior and Improve the
Environment
Note. After you have selected the appropriate method, draft an intervention for the selected
intervention on page 6, 7, 8, OR 9. Do not draft ALL interventions.
Method Description
Adjust antecedent conditions so new behaviors are learned
and aversive conditions avoided.
Method 1: Teach the
Provide appropriate reinforcement for the replacement
Replacement behavior.
Behavior Withhold the consequence that previously reinforced the
target behavior.
Adjust antecedent variables so the conditions that set the
occasion for the target behavior are eliminated and new
Method 2: Improve
conditions are established in which the replacement behavior
the Environment is more likely to occur.
Provide appropriate positive reinforcement for replacement
behavior.
Withhold the consequence that previously reinforced the
target behavior.
Provide the consequence that previously reinforced the target
behavior, but only for the replacement behavior.
Method 3 : Adjust the
Withhold the consequence when the target behavior occurs
Contingencies (extinction).
Adjust the antecedent conditions to make it more likely that
the replacement behavior will occur.
Adjust antecedent variables so (a) new behaviors are learned
and aversive conditions avoided and (b) the conditions that
Method 1 & 2: Teach
set the occasion for the target behavior are eliminated and
the Replacement new conditions are established in which the replacement
behavior is more likely to occur.
Behavior and Improve
Provide appropriate positive reinforcement for replacement
the Environment behavior.
Withhold the consequence that previously reinforced the
target behavior.
Running head: SEAGER_JOURNAL M#6 FEEDBACK

A. Method 1 Teach the Replacement Behavior

Adjust antecedent -Provide the student with more options and

conditions so new choices in their learning to promote engagement.

behaviors are learned -Provide the student with an option to work in a
Provide appropriate
and aversive -Verbal praise when student demonstrates
ment Anteceden

reinforcement for the appropriate usage of replacement behavior or

replacement behavior. appropriate skills and responses in the classroom.
Withhold the -Maintain classroom expectations and
consequence that replacement behavior expectations.

previously reinforced -Do not engage or provide the student with

the target behavior.
Target
Running head: SEAGER_JOURNAL M#6 FEEDBACK

B. Method 2 Improve the Environment

Adjust antecedent Click or tap here to enter text.

variables so the
conditions that set the
Provide
occasionappropriate
for the target Click or tap here to enter text.
ment Anteceden

positive reinforcement
for replacement
Withhold
behavior. the Click or tap here to enter text.
consequence that

previously reinforced
the target behavior.
Target
Running head: SEAGER_JOURNAL M#6 FEEDBACK

C. Method 3 Adjust the Contingencies

Provide the Click or tap here to enter text.

consequence that
previously reinforced
Withhold the
the target behavior, Click or tap here to enter text.
ment

consequence when

the target behavior

Adjust the antecedent
occurs (extinction). Click or tap here to enter text.

Target

conditions to make it
more likely that the
replacement behavior
Anteceden
Running head: SEAGER_JOURNAL M#6 FEEDBACK

D. Method 1 & 2: Teach the Replacement Behavior and Improve the

Environment

Adjust antecedent Click or tap here to enter text.

variables so (a) new

behaviors are learned
Provide appropriate
and aversive Click or tap here to enter text.
ment Anteceden

positive reinforcement
for replacement
Withhold
behavior. the Click or tap here to enter text.
consequence that

previously reinforced
the target behavior.
Target
Running head: SEAGER_JOURNAL M#6 FEEDBACK

VI. Data to be collected:

Student Outcome (What behavior(s) is (are) being measured? What measurement
system? When/ Where?)
Target Behavior: Off-task: Behaviors include, but are not limited to placing head on the
desk, talking out, talking over peers and teachers, refusing reasonable requests, arguing,
and not utilizing instructional time.
Replacement Behavior: On-task: Behaviors include, but are not limited to raising hand to
ask appropriate questions at appropriate times, accepting and giving feedback, utilizing
instructional time to complete assigned tasks, self-advocating, head up and following
classroom expectations, and interacting with peers and teachers.

Treatment Integrity
Treatment Integrity: Rating scales completed by an outside observer

Social Validity
Social Validity: IRP-15 Checklist to ensure that the intervention is socially valid and
appropriate for the student.

Supporting Success
Fading and Generalization: Reduce the amount of verbal praise given to student when
student displays replacement behavior, decrease frequency of contact with home about
the usage of replacement behavior, decrease the amount of time and occurrences of
providing the student with time and opportunities for preferred activities, and reduce the
amount of non-verbal ques given to the student for displaying replacement behavior.
Program Review Date: 5/15/2017
Personnel and Roles: B.M.-Student, B.S.-SPED Teacher(me), R.O.-General Education
Teacher, T.M.-General Education Teacher, D.J.-Special Education Para Educator, and
M.N.-Special Education Teacher/Outside Observer.
Running head: SEAGER_JOURNAL M#6 FEEDBACK

Emergency Procedures: SBS Room as necessary, school and district ESI procedures,
MANDT trained personnel, and other school district policies and procedures to ensure the
safety of all students and staff.






















Reference
Umbreit, J., Ferro, J., Liaupsin, C.J. & Lane, K.L. (2007). Functional behavioral

assessment and function-based intervention: An effective, practical approach (p. 80-92).

Upper Saddle River, NJ: Pearson Education Inc.