Sample Functional Behavior Assessment

A Functional Behavioral Assessment (FBA) must be conducted when an IEP team determines that a students
behavior(s) is interfering with his or her learning, or that of other students, or when an Evaluation or Manifestation
Determination reveal behavioral needs which need to be addressed. It is the LEAs responsibility to develop an FBA.
Student Name: D.G.
Grade: 5
Date: 3/10/2015
Target Behavior(s):
Provide a description of the behavior in observable and measurable terms. Include a description of the intensity,
frequency and duration of the problem behavior.

Shutting down: When D shuts down, he puts his head down, sighs, will not participate or do his work, plays
with objects on his desk, (sometimes) picks up an unrelated book to read. This occurs 80% of the day in the
classroom, and even in some Specials classes (ie. PE)
Environmental Variables: Include a description of environmental factors which may contribute to the behavior
! (e.g., medical conditions, sleep, diet, scheduling, and social factors.)

No medical conditions that we know of (was diagnosed with ADHD initially in 2nd grade, but Mom no longer
thinks that is the case. Not on meds.) Only factor is when work is expected to be completed.
Setting: Describe the setting in which the behavior occurs (time of day, physical setting, persons involved). Include a
description of any relevant events that preceded the target behavior (antecedents).
!
Any time of day that work is expected to be completed, especially when there is writing involved; when he
has difficulty/frustration/anxiety with a task; when he decides he does not want to do the work. (Grp or Ind.)
Consequences: Include a description of the consequences that resulted from the target behavior.
!
Adult Attention: Teacher repeats directive/request, helps him with his work (one-to-one), gives him a choice/
option; Behavior is Ignored: Teacher gives him space and/or will not help unless he asks for help; Peer
Attention: Peers will try to console him or ask what is wrong (sometimes)!
Student Strengths: Include a description of the students strengths.
!
Likes animals and likes to be helpful when it comes to taking care of animals. When he does do his
homework, he will sometimes share it with a group and feel more confident and happier. D likes to interact
with his peers and be social with them (if he knows them well).
Alternate Positive Behaviors: List appropriate behaviors that could help the student meet his/her needs in a more
appropriate manner.

!
D engages in the curriculum and completes work asked of him to complete: Can do so by giving D choices
when he begins to shut down - Can do X or Y. Can advocate for himself and ask for help if he needs it
when something is too hard. Can let him to do one problem at a time (modified assignments), rather than all
(ie. math). Have D dictate (DragonSpeak) what he wants to write about, rather than write it at first.
Reinforcement: Identify items, activities, and events which the student would find rewarding and could be
! incorporated in the Behavior Intervention Plan to encourage appropriate behavior.

Anything having to do with animals (books, games). Read a favorite book. Play UNO or other board game
with peer or counselor.!
What is the function of the students behavior? Why does the student engage in the behavior? Does the student
require instruction of the specific skills to perform the expected behavior, or does the student lack motivation to
! perform?

The hypothesis of the function of D's behavior is to get attention from teacher (adult) and peers, to avoid an
assignment or request, and/or an emotional reaction of fear or anxiety (does not want to be wrong). He can
perform well when it comes to reading but lacks motivation to perform, but he lacks specific skills when it
comes to writing and math, in addition to lacking motivation.