CINCINNATI PUBLIC SCHOOLS FUNCTIONAL BEHAVIORAL ASSESSMENT

STUDENT NAME: Darwin

GRADE:

STUDENT ID: XXXXXX

SCHOOL:

DATE OF BIRTH: XXXXXX

Sharonville Elementary

TEACHER:

MEETING DATE: 09/16/13

Mrs. Todd

Student Profile: What is the student good at or what are some strengths that the student brings to school?
Darwin loves to assist with breakfast duty each morning. He is a very well groomed boy. Darwin is
meeting benchmark standards in Oral Reading Fluency. He has fairly regular attendance. Darwin is very
artistic and has musical talent. He is excited about participating in the third grade musical this school
year.

Description of the Antecedent

When, where, and with whom are problem behaviors most likely? Use current data and related documentation.
Schedule
(Times)
10:15 am11:45 am

Activity
Success For All (Reading
Instruction)

9:2510:10

Music

3:05-3:35

Math Intervention

Specific Problem Behavior

Talking/gesturing to peers,
making noises, shouting out,
looking around the room,
dancing, drawing instead of
working on assignments, surfing
the web instead of doing given
assignment, arguing and/or
becoming verbally belligerent
with teachers when they redirect,
and non-compliance (not
following directions).
same

same

Likelihood of
Problem Behavior

With Whom does

Problem Occur
Teacher and classmates

Low
1 2

High
5

Low
1 2

High
5

same

Low
1 2

High
5

same

Summarize Antecedent:
Check the situations that set off the problem behavior (check all that apply)
Reprimand/correction
x
Unstructured time
Transition times
Physical demands
Tasks too boring
Teacher requests
Socially isolated
x
Tasks too difficult
Other: Teacher instructing the class or
giving an assignment
Particular individual
Activity too long
Other:
Structured activity
Small group setting
Other:
When is the problem behavior LEAST likely to occur? (specific times of day and days of the week)
The problem behavior is least likely to occur when the whole class is engaged in an activity or instruction.

Setting Events: Are there specific conditions, events, or activities that may further contribute to the problem
behavior? (check all that apply)
Illness
Illegal substance use
Problems with peers
Conflict at home

History of academic failure

Student Name:

Error:
Reference source
not found

STUDENT ID:

Lack of sleep
Missed meals
Missed prescribed medication
Other: Adverse relationship with Mrs.
Vanegas and teachers
Other:

Error: Reference source not

foundXXXXXXXX

Date:

09/16/13

Description of the Behavior using observable and measurable terms

What does the problem behavior(s) look like?
Often when engaging in these behaviors Darwin will look around the room or turn around in his seat as if to
see who may be looking at him. Darwin will often draw quietly instead of completing assignments during
independent seatwork time. When re-directed Darwin will often begin to work on his assignment, and then
go back to drawing. When Darwin is verbally re-directed for other behaviors he will often not comply with
the command (i.e. continue what he was doing) and may ignore it completely. When he doesnt comply
Darwin may attempt to argue with the teacher (e.g., saying that he has it done or that something else caused
him to become distracted), draw, or surf the web. Darwin may also yell at the teacher, or become verbally
belligerent when called on or when criticism is offered. Darwin will talk out or make noises during
inappropriate times. Often these remarks take the form of shouting at another student to stop bothering
him in some way or accusing another student of bothering him. Often these students are seated far away
from Darwin, have not been bothering him at all, and may not even be present in class at the time. These
remarks also tend to contain inappropriate language.
How often does the problem behavior(s) occur?
Four classroom observations were conducted to obtain direct information concerning Darwins behavior.
They were conducted in Reading, Music and Math Intervention classes. Darwin tends to be off-task more
than he is on-task during class. Darwin tended to draw or be off-task during independent seatwork periods.
Sometimes he would draw quietly, and other times he would look around the room, turn in his seat or
gesture to another student (these tended to be the same students each time). During unstructured times he
tended to be more talkative and out of his seat. He also tended to intermittently exhibit dance moves during
these time periods. Darwin shouted out or made noises twice during the observation periods. Once he
whistled loudly during a video presentation, and once he shouted out the computer was hot.
How long does the problem behavior(s) last when it does occur?
The problem behaviors can last through an entire class period. If Darwin is given verbal reprimand, he may
stop the off-task behaviors for a few minutes. Sometimes Darwin is removed from the class.
How disruptive or dangerous is the problem behavior(s) to the individual student?
The problem behaviors are very disruptive to students. It creates individual arguments with specific
students. It distracts students from focusing to complete their assignments.
How disruptive or dangerous is the problem behavior(s) to the instructional environment?
All of the behaviors have a disruptive influence on the instructional environment. The comments are the
most disruptive and are most frequent in SFA, reading instruction.

Summarize Consequences
What usually happens immediately after the behavior occurs? (what is the teachers reaction, how do other
students react, is the student sent to the office, does the student get out of doing work, does the student get in a
power struggle, etc.)
The data suggests that Darwin has at least four overarching motivating operations. One involves the
uncertainty with how to make friends or how to cope with being teased, and his experiences with rejection
from other peers his age. This acts as an establishing operation for obtaining peer attention; this means the
peer attention may be more important to him than any punitive consequences he may receive. Although
Darwin would prefer positive attention from peers (and thus he tends to gravitate those specific peers that
accept him at least some of the time), negative attention may serve a purpose well. Since Darwin feels
uncertain as how to make friends, and seems to think that he is usually in danger of being rejected or teased
by kids he would like to befriend, he shouts out and disrupts the class so that he gets rejected on his own
terms.

Develop an Observable and measurable problem statement.

Take the Setting event(s), Antecedent(s), Behavior(s), and Consequence(s) and make a
sentence to tell staff working with the student what the problem behavior looks like:
For example, When Bob forgets to take his medication (setting event) and he is given math word problems
above his instructional level (antecedent), he will rip the paper (behavior)and punch his neighbor
(behavior)then be sent to Ms. Taylors room for a time-out (consequence).
When Darwin is in Reading class either working alone or in a small group he will say something to a peer
and/or the teacher that is argumentative, yelling or verbally belligerent. This will lead to him threatening
peers or continuing the ridicule of the teacher which leads to him being removed from the class.

Student Name: D. Mapp

Date: 09/16/2013

STUDENT ID: ERROR: REFERENCE SOURCE NOT FOUND

XXXXXX

Develop a hypothesis about why the behavior is occurring based on your problem statement:
This hypothesis is actually the function of the behavior (check all that apply)

THINGS THAT ARE OBTAINED

THINGS AVOIDED OR ESCAPED

Adult attention
Preferred activity
Control
Material objects
Sensory stimulation
Other (type details here)

Hard tasks
Reprimands
Peers
Adult attention
Physical effort
Sensory stimulation
Other (type details here) Being subject to the
Math teachers rules

For example, Bob punches his neighbor to escape math (i.e. hard task) and then gets to leave the class and visit
a preferred teacher.

Hypothesis:
Darwin engages in talking/gesturing to peers, making noises, shouting out, looking around the room, and
dancing during almost all structured activities to obtain peer attention, and to gain negative peer attention on
his own terms. Darwin engages in drawing, surfing the web, and arguing with teachers when they re-direct,
and noncompliance (not following directions) to avoid and escape having to do work which he may find
difficult to do or understand. Darwin engages in arguing and noncompliance (not following directions) to
escape teacher demands and attention.
***Information from this document should be used in the development of the Behavior Support Plan***
Participants:
Name
DaShonda Isham

Relation to Student
Paraprofessional/Practicum Student