FUNCTIONAL BEHAVIOR ASSESSMENT REPORT

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: 1/31/2016
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, 1/22/16

SECTION 1: Student Information

Student Name:

Villalobos

Mark

Last (legal)

First (no nicknames)

M.I.

Birthdate: 1/12/2004

Male

Female

Grade: 6th

Resident District: Hope School District

School of Hope Elementary School

attendance:

SECTION 2: Parent/Guardian Contact Information

Parent
Foster
Parent
Guardian
Surrogate

Name: Jose Villalobos

Home (616)123-4567
Phone:

Address: 1234 Awesome Lane SE

Work (616)101-8890
Phone:

City/State: Grand Rapids, MI

Zip: 56789

Cell Phone: (616)455-3216

E-mail: jose.villalobos@gmail.com

Student

SECTION 3: Behavior Analysis

1. Behavior(s) of concern (State a clear, measurable, and observable description of the behavior or behaviors of concern)
The student exhibits the following behaviors: murmuring under his breathe, talking louder than his peers, speaking out of
turn, sharing inappropriate jokes/comments, and disrupting the class.
2. Frequency, Intensity, and/or Duration of current behavior:
The student displays antisocial behavior several times throughout each day of the week. The range of incidents occur
most frequently from 9:30-10:30 (90%) and 11:30-12:30 (75%) during the week. It has become apparent that the behavior
of interest disrupts and distracts the teacher, the student and the peers from academic learning.
3. Analysis of this behavior was based on:
Interviews with Parent, Jose and Tatiana Villalobos; Teacher, Mr. McGreevy; and Student, Mark Villalobos
Student observation(s) on event recording at 9:30-10:30 on 1/13/16, 1/14/16, and 1/21/16 and interval recording on
1/11/16-1/21/16
Review of records, consisting of:
health
discipline
other:
Environmental analysis for supportive and unsupportive variables on
Summary of Interview, Observation, Record Review, and Environmental Analysis:
According to Mr. McGreevy's interview, the student does not pay attention to directions and fails to turn in assignments,
so he is currently failing reading class. He is 2-3 grade levels behind in reading and math and is often bored in school.
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

Page 1 of 4

He makes jokes and says inappropriate comments that distract the teacher, the class, and himself from learning. His
target behavior is mostly revealed during Mr. McGreevy's class, lunch, and homeroom. Mr. McGreevy has tried to talk to
Mark before and during class to reduce the target behavior, but this intervention has been relatively unsuccessful. School
suspensions and detentions have been somewhat effective. In the parent interview, Mark is very personable and has a
good sense of humor. He doesn't like school, but he is passionate about soccer. His target behavior often occurs when he
seeks attention from his cousins and is asked to complete his chores. His parents have tried to talk to him, but it doesn't
work. Plus, he never loses privileges when he acts inappropriately. Finally, Mark personally said in his questionnaire that
he likes soccer and technology (video games). He also enjoys reading more than writing even though he is performing
better in his writing class. He prefers listening to directions than reading directions. He wants to improve in school, but he
gets distracted easily.
4. Is the behavior impeding learning of the student or peers?
Yes
No
If yes, please describe:
The student is considered to be the class clown, so his classmates often laugh after his comments. Speaking out of turn
and sharing inappropriate jokes stops learning. In addition, the student does not listen to directions or turn in assignments
on time.
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:
A couple strategies have been implemented into the classroom by other general education teachers. Ms. Johnson, the
English Language Arts teacher, uses a class-wide token economy system and individual positive reinforcement with the
student.
6. Result of selected Tier II or other Positive Behavior Interventions and Strategies:
This student has not acted inappropriately in Ms. Johnson's English Language Arts class while she has implemented a
token economy system and positive reinforcement; therefore, these strategies could be used in Mr. McGreevy's
reading class to encourage prosocial behavior.
7. Is a behavior intervention plan recommended?
Yes
No Rationale: It is believed that a BIP is necessary
for the student since he is behaving inappropriately as well as falling behind in reading and math.
8. Environmental Factors:
What are the reported and observed predictors for the current behavior(s)? (Antecedent events that trigger
problem behavior)

From the collected data, it is evident that the student's current behavior stems from a desire for
attention. Mark's behavior is expressed when Mr. McGreevy turns his back to the students and
allows Mark the time to talk to his peers. Boredom at school, escape from completing difficult
academic work, and inattention from no ADHD medication could be factors. Outside of school,
however, Mark shows obvious signs of needing attention.

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?)
Mr. McGreevy's classroom must eliminate the class response after the student cracks a joke or makes an
inappropriate comment because the student receives attention from his peers and the laughter encourages the
current problem behavior. The classroom could also be set up in a way for Mr. McGreevy to never have his back to
the students. Implementation of a token economy system or individual positive reinforcement could promote
appropriate behavior.

Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

Page 2 of 4

9. Functional Factors:
Hypothesis of function (purpose) of this behavior for this student based on data collected in Section 3. above
It is hypothesized that the driving force behind this behavior is due to a need for attention that the student is not
getting elsewhere.

Suggested functionally equivalent replacement behavior:

Mark should stay in his seat and work diligently on his assignments until Mr. McGreevy comes
to his desk to assist him. He should raise his hand if he has a question, answer, or concern instead
of blurting inappropriate comments. If Mark needs to to be in closer proximity to Mr. McGreevy
and will remain on task, he can sit by Mr. McGreevy's desk while he works.

SECTION 4: Conclusion/Recommendation
1. Conclusions: (Recommendations for IEP, 504, or school team consideration)

The team agreed to proceed with a Behavioral Intervention Plan in order to reduce Mark's
inappropriate verbal outbursts and increase his pro-social behaviors in the classroom setting.
2. Estimate of need for behavior intervention:
Extreme
Serious
Moderate
Needs attention, early stage intervention
Monitor behavior only; no formal behavior intervention plan is recommended at this time
3. If a Behavior Intervention Plan is NOT now recommended:
Behavior goals to be developed by:
and contained in:
Consider Tier II interventions, or other interventions, such as
Consider assistance to students teacher to enhance environmental/student
Consider other Tier III interventions, such as district provided Cognitive Behavioral Therapy such as a Related Service
to address emotionally driven behavior
Consider WrapAround or Multiagency teaming
Rationale for selection of an alternate approach:
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:

5. This student has:

a current IEP

a current 504 Plan

neither

6. Goals to monitor future behavior will be added to:

a new or amended IEP
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

Page 3 of 4

a new or amended 504 Plan

a school teams plan (no IEP or 504 Plan)

SECTION 5: Evaluation Personnel

Individuals contributing to this evaluation:
Name
Position
Mark Villalobos
Student
Jose Villalobos
Father
Tatiana Villalobos
Mother
Mr. McGreevy
Teacher (Reading)

Name
Ms. Johnson
Mr. Jackson

Position
Teacher (ELA)
Case Manager

Ms. Freyling

Special Ed Teacher

Contact person for this report: Mr. Andrew Jackson

Phone: (616)887-5424
E-mail: andrew.jackson@gmail.com

Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

Page 4 of 4