Functional Assessment-based Intervention (FABI)

HO 6.1

Behavior Intervention Plan

Student Name: Alexis Peacher________Student ID: _____________________________

School: _NJH______________________ Date of Birth: ____________________________

Parent(s): _Lisa Peacher______Parent(s) Contact Number: __________________________

Date of Assessment: ______________________Teacher: __Jessica Chappell

Person conducting the assessment: Jessica Chappell

Role: Behavior Specialist Teacher Intern University Student Other

Behavioral Definitions
Target Behavior: Alexis is off-task_______________________________________

Replacement Behavior: _Increase Alexis on task time in the resource classroom._

Rationale: AET will

allow me to document the amount of time Alexis spends actively
engaged in academic tasks.

Baseline: Alexis spends an average of 75% of a work session on task.

Positive Reinforcement Negative Reinforcement

(Access Something) (Avoid Something)
Attention ABC: 1.1, 2.1, 2.2, 2.3, 2.4, 2.5, Teacher Interview: Q11
2.6, 2.7, 2.9
Teacher Interview: Q3
Parent Interview: Q3, Q4

Tangibles ABC: 2.10 ABC: 2.8

Activities
Teacher interview: Q4, Q5

Sensory ABC: 1.2, 1.3, 2.4 Teacher Interview: Q11

Function of the Behavior: _ Alexis is engaging in off task behavior to gain teacher attention

Behavioral Objective: Increase Alexis on task time in the resource classroom

Functional Behavioral Assessment: Determining the Intervention Procedure

Method 1: Teach the Replacement Behavior

Method 2: Improvement Environment

Method 3: Adjust the Contingencies

CONFIDENTIAL 1
Source: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing
challenging behaviors in schools: Research-based strategies that work. New York, NY:
Guilford Press. Reprinted with permission.
 Functional Assessment-based Intervention (FABI)
HO 6.1

Method 1 & 2: Teach the Replacement Behavior and Improve the Environment

Monitor and give teacher attention after 5 minutes on

Provide the
consequence that
previously reinforced
the target behavior, but
only for the
replacement behavior.
Withhold the
consequence when the
target behavior occurs
(extinction).
Adjust the antecedent
conditions to make it
more likely that the
replacement behavior
will occur
task.
Monitor and praise for appropriate questioning
Monitor and praise when raising hand to gain teacher
attention.
Monitor and praise when Alexis waits for the teacher to
call on her before talking out.
Use as limited as possible verbal redirection
Actively ignore all attention seeking behavior unless it
becomes unsafe
Remind Alexis of rules and expectations
Remind Alexis to use the visual reminder by using
pointing cues.
Give a visual reminder self-checklist to place at her
work place.
Remind Alexis of rules prior to work times.
Give preferential seating (near teacher or
paraprofessional).

Data to be Collected
Target Behavior: _Off-Task

Replacement Behavior: _Increase on-task time_

Treatment Integrity: _Treatment integrity checklist (Monday-Friday). Check each condition that
was met for each day of the intervention.

Social Validity: Social Validity checklist/rating scales completed with Ashley Priebe (classroom
paraprofessional).

Fading and Generalization: Continue to reduce the amount of prompts. Once Alexis can be
successfully on task for 95% of academic time begin by allowing her to sit away from teacher,
remove visual supports, and begin reducing the amount of verbal praise at 5 minute increments.

Program Review Date: _3-11-16

Personnel and Roles: Jessica Chappell-teacher and University Student, Ashley Priebe-IOA
observer.

Emergency Procedures: _Contact Jessica Chappell, Administration, and Lisa Peacher if an

emergency occurs during this intervention.

CONFIDENTIAL 2
Source: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing
challenging behaviors in schools: Research-based strategies that work. New York, NY:
Guilford Press. Reprinted with permission.
 Functional Assessment-based Intervention (FABI)
HO 6.1

_____________________________________________________________________________

CONFIDENTIAL 3
Source: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing
challenging behaviors in schools: Research-based strategies that work. New York, NY:
Guilford Press. Reprinted with permission.