EDPS 674

Learning Task #2
Functional Behavior Assessment/Support Plan
(Names are fictitious)
Elizabeth is an out-going grade 3 student with a flair for the dramatic. Teachers describe her as
highly emotional and easily upset by things that many would take in stride, for example, not
being chosen to go first in line. She responds to upset by crying openly and refusing to
participate. This behavior was apparent in kindergarten and while it may have been somewhat of
a developmentally appropriate response in kindergarten, teachers in grade 3 do not typically see
this type of behavior in students and wonder what might be behind this response. Though
Elizabeth's heightened emotional responses are troublesome to her teachers, her frequent hand
flapping is also as cause of concern as it is beginning to have a negative impact on relationships
with her peers. Elizabeth's parents noticed the flapping prior to the start of school and did
question Autism however the family doctor did not feel that it needed to be pursued.

REQUEST FOR ASSESSMENT FORM

Date: February 13, 2014

Teacher: K. George

Student Name: Elizabeth

Grade: 3

Situation

Problem Behavior

Most Common Result

Hand Flapping

What have you tried/used? How has it worked?

I have asked Elizabeth to stop but she says she can't. I have talked to parents
about it but they say it can't be helped, that it is just how she responds.

What is your behavior goal/expectation for this student?

To stop flapping her arms.
What have you tried to date to change the situations in which problem behavior(s) occur?
___Modified assignments to
match the student's skill

___Changed seating
assignments

___Changed schedule of
activities

___Arranged tutoring to improve

___Changed curriculum

___Provided extra assistance

Other?
I haven't
changed
anything.

student's academic skills

What have you tried to date to teach expected behavior(s)?

Other?
___clarified rules and
expected behavior for
whole class

___Practiced the expected

behaviors in class

___Reward program for

expected behavior

___Oral agreement with

the student

___Self-management
program

___Systematic feedback
about behavior

___Individual written
contract with the student

___Contract with student

& parents

_
__Reminders about
behavior when problem
behavior is likely

What consequences have you tried to date for the problem behavior?
___Loss of privileges
___Time out

___Referral to school
counsellor

___Note or phone call to

student's parents
___Detention

___Office referral

___Meeting with
student's parents

___Individual meeting with the student

___Reprimand

FUNCTIONAL BEHAVIOR ASSESSMENT INTERVIEW

Other?
I haven't
given her a
consequence
because I'm
not sure if
she can help
it or not. It
wouldn't be
fair to
consequence
her for
something
she can't
control.

Teacher/Staff/Parent
Student name: Elizabeth

Age: 8

Grade:3

Date: February 14, 2014

Person(s) Interviewed: Mrs. George (Teacher)

Interviewer: Amy Donovan
Student Profile: What is the student good at or what are some strengths that the student brings to school?
Elizabeth is a friendly and caring student. She is artistic and has many creative
ideas.
Step 1A: Interview Teacher/Staff/Parent
What does the problem behavior(s) look like?
Elizabeth flaps her hands many times throughout the school day. She lifts them up
beside her shoulders and flaps her hands a few times.
How often does the problem behavior(s) occur?
This happens every day, usually when she is expressing emotion.
How long does the problem behavior(s) last when it does occur?
She usually flaps a few times and then stops but starts again while she is in an
emotional state: excitement, disappointment...etc.
How disruptive or dangerous is the problem behavior(s)?
This behavior really isn't disruptive or dangerous but I notice that other kids are
asking her why she does that so much. I worry about the social impact.

Description of the Antecedent

Identifying routines: When, where, and with whom are problem behaviors most likely?
Schedule
(Times)

Activity

8:45-9:20
9:20-9:55
9:55-10:30
10:30-10:50
10:50-11:00
11:00-11:35
11:35- 12:05
12:05-12:35
12:35-12:55

Writing
Music
Outdoor Recess
Snack
Math
Math
Social Studies
Lunch

Specific Problem
Behavior

Likelihood of
Problem
Behavior
Low
High
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6

With Whom does

Problem Occur?

12:55-1:20
1:20-1:55
1:55-2:30
2:30-3:05

Outdoor Recess
Science
Science
P.E.

1
1
1
1

2
2
2
2

3
3
3
3

4
4
4
4

5
5
5
5

6
6
6
6

Summarize Antecedent (and Setting Events)

What situations seem to set off problem behavior? (difficult tasks, transitions, structured activities,
small-group settings, teacher's request, particular individuals...etc)
Anything that heightens emotion: an exciting activity or event; a disappointment;
worry/anxiety about an activity
When is the problem behavior most likely to occur? (times of day & days of week)
There are no predictable times of day or week. It depends on the occurrences during the day
There are no predictable times, it depends on what happens throughout the day to
cause an emotional response.
When is the problem behavior least likely to occur?(times of day & days of week)
It is least likely to occur when her emotions are even, during regular work activities

Setting Events: Are there specific conditions, events or activities that make the problem behavior
worse?(missed medication, history of academic failure, conflict at home, missed meals, lack of sleep,
history of problems with peers, ...etc)

Description of the consequence

What usually happens after the behavior occurs? (what is the teacher's 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)
Elizabeth's teachers in kindergarten to grade 2 didn't really comment on it. They
thought she would grow out of it. This year, it stands out more and more and peers
are beginning to ask "why are you doing that?" and some have made fun of her.
Usually I say nothing but sometimes I say "Elizabeth, Stop". She does stop but it
happens again, almost without her knowledge.

Setting
Event:
Emotional
Arousal

Antecedent:
Elizabeth becomes
overwhelmed/emoti
onal
overload

Alternative
Replacement Behavior:
Squeezing the fingers
of one hand with the
other hand

Consequence:
Provides selfstimulatory sensory
input in the fingers
similar to that provided
by flapping

Problem Behavior:
Flaps Hands

Consequence:
Receives selfstimulatory sensory
input

Desired Behavior:
Elizabeth is able to
engage in socially
acceptable self
stimulation

Consequence:
Recieves selfstimulatory sensory
input

Setting
Event:
Emotional
Arousal

Desired Behavior:
Elizabeth is able to
engage in socially
acceptable self
stimulation
Triggering
Antecedent
overwhelmed/
emotional
overload

Problem
Behavior:
Flapping
hands
Alternate
Behavior:
Choose One

Antecedent
Modifications:
Antecedent Modifications:

Maintaining
Maintaining
Consequence:
Consequence:
Receives
Receives selfselfstimulatory
stimulatory sensory
sensory
input
input

Maintaining
Consequence:
Receives selfstimulatory
sensory input

Function:
Function:

Hypothesis/Summary Statement: When Elizabeth experiences overwhelming emotional arousal, she

flaps her hands as a means of regulating that emotion, receiving self-stimulatory sensory input.

Setting Event Strategies

Antecedent Strategies

Increase communication between

teachers/ teacher aides/parents

Asks the teacher for

clarification/help

Behaviour Teaching
Strategies
Teach Tom to request breaks
when needed

Aide is there to support Tom with

tasks

Teach Tom to request help

Teach Tom coping strategies

Utilizes strategies taught to

manage frustration level

Consequence S

Reward Tom fo
advocating for
help when need
token economy

Give Tom posi

is on task and e
work/homewor
to teachers/pare

Asks for a break or for help when

needed

TASKS

1. Monitor Tom's level of

frustration & check in
with him when class
work is assigned.
2. Teach Tom to
advocate for himself (i.e.
asking for help when
needed; asking for a
break when needed) and
implement a token
economy system when he
does so appropriately (to
be redeemed for prize

INTERVENTION STRATEGIES
PERSON
BY WHEN
RESPONSIBLE

REVIEW
DATE

Grade 3 Teacher/Educational
Assistant

02/17/2014

02/24/2014

School
Psychologist/Teacher/
Educational Assistant

02/28/2014

03/03/2014

EVALUATION
Monit
Discon

later on).
3. Teach Tom coping
strategies for those times
when he feels frustrated
4. Ensure that Tom has
the required support for
the completion of
assigned tasks (i.e. aide)
5. Modify the homework
for Tom. Have Tom
complete only work that
is essential and ensure
that Tom has been
taught what is assigned.
Homework should be
practice only.
6. During Homework,
set a timer for 20
minutes. Tom will work
within that time limit to
complete what he can;
implement a token
economy system, when
homework is completed
in that period of time (to
be redeemed for prize)
7. Explain behaviour
support plan to Tom

School Psychologist

02/28/2014

03/03/2014

Grade 3 Teacher/Educational
Assistant

02/17/2014

02/28/2014

Grade 3 Teacher

02/17/2014

02/24/2014

Mom

02/17/2014

02/24/2014

School
Psychologist

Day before it
Starts
02/14/2014

EVALUATION PLAN
BEHAVIOR GOAL
What is the short term behaviour goal?
Elizabeth will replace hand flapping with hand squeezing.

Expected Date:
What is the long-term behaviour goal?
Elizabeth will be able to regulate her response to emotional stimuli.

Expected Date:

Date to be Collected
Record frequency of
hand flapping
Record instances of
Elizabeth utilizing
appropriate selfstimulating techniques
(Hand squeezing)

EVALUATION PROCEDURES
Procedures for Data Collection
Person
Responsible
Use of frequency recording
Teacher/Educational
procedures to measure occurrences
Assistant
Use frequency recording chart to
measure occurrences of utilization of
appropriate coping strategies

Timeline

Teacher/
Educational
Assistant/ Parents

Plan review date:

We agree to the conditions of this plan:
______________________________
Student

_____________________________
Parent/Guardian

______________________________
Teacher

______________________________
Teacher

______________________________
Action Team Member

_______________________________
Action Team Member

How do we measure if goals have been met? By analyzing the frequency charts at 6 and 12 weeks, we
would determine if the target positive (raising hand, using coping strategies) and negative behaviours
(yelling, crying, work refusal) have increased or decreased during the evaluation period.
Behaviour Tracking Sheet for Tom

Time

Class

Yelling

Tally #
8:45-9:00

Attendance and
Sharing

9:00-9:45

Math

9:4510:15

Music/Art/Social
Studies

10:1510:45

Unstructured Study
Period

10:4511:00
11:0012:00
12:0012:45
12:451:00
1:00-2:00
2:00-2:15
2:15-3:00
3:30-4:00

Recess

Crying

Tally #

Work
Refusal
Verbal
Tally #

Work
Refusal
Physical
Tally #

Hand
Raising

Deep
breathing/
short break

Tally #

Tally #

Reading
Lunch
Spelling
Language arts
Recess
Science
Homework

* Consequence may include: earning of token (T); positive attention from teacher/
aide (A)