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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: 10/27/2015
Date(s) of FBA Data Collection: 9/22-10/13
Young
Malachi
Male
Female
Last (legal)
Birthdate: 10/3/1998
M.I.
Grade: 1st
Home (616)783-9925
Phone:
Foster
Parent
Work (616)985-4077
Phone:
Guardian
Surrogate
City/State: Holland, MI
Zip: 49423
Student
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Based on interviews with Ms. Raffenaud and an observation of Malachi's behaviors and environments on 10/13, it is
hypothesized that much of his behavior comes from wanting attention and desiring to avoid tasks, especially because he
has had attachment issues in the past, often having to fend for himself in the home environment. As mentioned in the
paragraphs prior, Malachi's largest outbursts tend to occur in the early morning and his teacher has supported the fact
that this seems to correlate with times when her attention is elsewhere. In efforts to alleviate some of his poor behavior in
the morning, Malachi visits the gym and releases some of his energy, which has had a huge impact on him. He is also
permitted to take five minute breaks in the class teepee to regroup and refocus. One other reinforcer that Malachi utitlizes
is his stuffed animal, Sharkey. If Malachi is making safe choices, he is allowed to have Sharkey on his desk and with him
throughout the entire school day, but if he isn't behaving well, Sharkey must stay in Ms. Raffenaud's room. Sharkey has
been extremely influential with Malachi, who even talks to his peers and teachers through Sharkeky. In terms of
academics, Malachi works extremely hard in math and writing, but he has a more difficult time in reading and will tend to
shutdown unless Ms. Raffenaud is helping him one-on-one. Developmentally, Malachi is behind his peers and he also
exhibits a wide range of other behaviors that seem to relate to his need for attention, including creating messes, crawling
around the room and gurgling like a baby, shutting down and becoming nonverbal, and banging his head against the wall
or floor. Despite these behaviors, Malachi is currently making great progress towards asking for breaks, assistance,
things he needs, and to sit near the teachers, but he still needs help expressing his emotions and feelings. He also
struggles with generalizing these skills witih other teachers, other subjects, and beyond the classroom. Because Malachi
comes from a very chaotic home environment that features little structure, he works best during structured classroom
activities, where he can be checked-on frequently and praised along the way. This fact has been supported through
observation. Noise in the classroom tends not to affect Malachi, but his focus is often thrown off when he has to work
independently or isn't near the teachers.
4. Is the behavior impeding learning of the student or peers?
Yes
No
If yes, please describe:
Malachi's frequent verbal outbursts distract the other students in his classroom and tend to lead them to off-task behavior,
though none of his peers direct their attention or actions towards Malachi himself.
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:
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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?)
Distance from the teachers, for example, if Malachi is sitting in his seat completing work and Ms. Raffenaud or Miss
Flory are sitting at their computers in the back of the room, he is much more likely to have a verbal outburst and call
out their names. He also seems prone to outbursts when his teachers are assisting other students and giving them
attention. Even if Malachi understands his assignment, he'll likely call out for help with every single question, just to
have Ms. Raffenaud or Miss Flory near him. If he's expected to work alone and Ms. Raffenaud or Ms. Flory are
leaving the students to do so, Malachi will also have trouble staying put and focusing on his work. He's prone to
wanting proximity to his teachers and attention from them, so each of the situations described above causes various
issues for him.
9. Functional Factors:
Hypothesis of function (purpose) of this behavior for this student based on data collected in Section 3. above
The data suggests that Malachi maintains his verbal outbursts because of his need to receive attention from or be in
contact with Ms. Raffenaud and Miss Flory.
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 Malachi's 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:
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools
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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:
a current IEP
neither
Name
Ms. Navarro
Miss Lewis
Position
School Social Worker and
Behavior Specialist
College Student and
Observer
Miss Lewis
(330)618-9615
catharine.lewis@hope.edu
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools
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