An FBA is an analytical process based on observations, review of records, interviews, and data analysis to determine the
function the behavior serves for the student, how that function can be met more appropriately and how the environment can
be altered to better support general positive behaviors.
Date of Report: 1/31/16
Date(s) of FBA Data Collection: 1/11/16, 1/12/16, 1/13/16, 1/14/16, 1/15/16, 1/18/16, 1/19/16, 1/20/16,
1/21/16, and 1/22/16
SECTION 1: Student Information
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools Page 1 of 5
Mark demonstrates off task behaviors such as: murmuring under breath, talking louder than peers,
inappropriate jokes and comments, and disruption.
When looking at the scatterplot, event recording data, it was observed that the student did not go a
day without showing the behavior of interest. Like observed above, the behavior was most apparent
during the times 9:30-10:30 (Math class) and 11:30-12:30 (lunch and P.E.).
It has become apparent from reviewing the student's teacher interview that the student's behavior is
not only disrupting the teacher, but also his classmates; therefore, instruction has been hard. Both the
student and his peers' academics are being affected from this behavior of interest.
Parents Interview: When looking at the responses received from the parents it has become apparent
that they don't think their child is having any academic or behavioral lags in school. They realize his
jokes can inappropriate at times, but think it's just a stage he will grow out of; therefore, he gets little
discipline at home regarding inappropriate joking behavior. Chores are apparent in his household;
however, there is no follow through when it comes to completing these chores. Attention does not
occur at home; therefore, this could be the reason for wanting the attention at school.
Mark's Personal Questionnaire: From the student's questionnaire, it was determined that he enjoys
soccer and using technology such as playing video games and watching television. We also found
out that he likes to listen rather then read; this could help determine accommodations for the future.
Even though he is struggling more in reading than writing, he seems to prefer reading over writing.
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools Page 2 of 5
The student stated that he wants to do better in school, but tends to get distracted. This could be due
to the fact that he receives his medications inconsistently.
Event Recording Observation: Event Recording data indicates that the problem behaviors occurred
most frequently between 9:30-10:30 a.m. Mark demonstrated the problem behaviors between four
to 9 times per class period on three observation dates.
Interval Recording Scatterplot Data Sheet: During the 10 school days between January 11-January
22, the student displayed the behavior of interest (off-task jokes, talking out of turn, murmuring
under breath, inappropriate comments/jokes, laughs/talks louder than usual tone) between 90 percent
of the time between 9:30-10:30 (Math) and 75 perceent of the time between 11:30a.m.-12:30 p.m.
(Lunch and P.E.) The observation data indicates that Mark demonstrated the problem behavior
regularly.
5. Have Tier II Strategies or other Interventions been tried? (e.g., school/home notes, behavior contracts, self-
monitoring)
Yes No
Describe previously selected intervention:
The student does not have this same behavior in his English class. This teacher uses a class-wide token
economy system and has an individual positive reinforcement system for the student .
8. Environmental Factors:
What are the reported and observed predictors for the current behavior(s)? (Antecedent events that trigger
problem behavior)
Some predictors that were observed include a desire for attention and possibly boredom. In
addition the student doesn't take his medication on a regular basis causing inattention during
class.
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools Page 3 of 5
What supports the student using the current problem behavior(s): summary based on the environmental
assessment portion of this assessment: (e.g., what is in the environment that should be eliminated or reduced?
What is not in the environment that should be added?)
One factor that needs to be eliminated is the classroom support from the student's peers. When
the classroom environment allows for the student to be supported in his bad behavior, the
problems behavior will be continued because of the attention; therefore, this classroom support
from peers needs to be eliminated unless there is an academic gain. Since there has been such
success in the student's behavior during English, this reinforcement system, class-wide token
economy system and the individual positive reinforcement system, could be considered for other
classes.
9. Functional Factors:
Hypothesis of function (purpose) of this behavior for this student based on data collected in Section 3. above
Looking at the data that was collected, it is believed that the student demonstrates these
behaviors in order to gain attention. It also may be a case where the student wants to escape the
work load from his reading class due to the fact that he has a learning disability.
SECTION 4: Conclusion/Recommendation
1. Conclusions: (Recommendations for IEP, 504, or school team consideration)
The student already has an IEP for his Learning Disability; therefore, we have no recommendations.
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools Page 4 of 5
4. This team has determined that if a behavior plan is NOT to be developed as a result of this assessment, a
functional behavioaral assessment will be considered again if:
data demonstrates the problem behavior intensity, duration or frequency escalates or continues at current rate or
data demonstrates non-responsiveness to selected other approaches
Describe:
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools Page 5 of 5