Sabrina Savage

Written Report
11/29/2018

Functional Behavioral Assessment

Student: Ricky

PROBLEM IDENTIFICATION:
Identify and define the problematic Target Behavior:
The target behavior is keeping hands to self/staying within his own personal space during all
times of the day.
Identify and define the Replacement Behavior:
The replacement behavior is when Ricky is seeking attention he can wave or give a high five to
those he is looking to interact with. When Ricky is seeking sensory input he has a sensory
blanket he can hugged/grabbed.
Teacher Interview:
The Field Placement Student (FPS) interviewed Ms. Huntington, Ricky’s life functioning skills
special education teacher on September 26 th 2018. Ms. Huntington stated that Ricky’s target
behavior always occurs whenever she is not attending to the student and/or the aides or peers are
not attending to him either. When Ricky is displaying the target behavior he seems to be satisfied
when doing it, he either is smiling or making “happy squealing” sounds. When Ricky is
displaying the target behavior he always seems calm and unaware of his surroundings. Ricky
usually initiates the behavior to get Ms. Huntington, an aide, or peer to spend time with him/give
him attention.
Observations:
During Ricky’s baseline observation data was collected using a frequency count. The frequency
count chart records the number of incidents a day Ricky performs the target behavior. It was
observed that there is no specific time of day when the behavior occurs most. The behavior was
observed in many different environments including; the classroom, hallways, cafeteria, etc.
During the baseline observation which occurred from September 4 th to September 11th, there was
10 plus recorded incidents of the target behavior.
During phase two and when intervention began (September 25th 2018, it was observed that a
decrease in the frequency of the behavior occurred. Ricky was observed on multiple occasions
performing the replacement behavior. When Ricky was seeking attention he would wave or high-
five a peer, when appropriate. When Ricky was seeking sensory input he would grab his sensory
blanket from the back closest and cuddle it, while continuing with his task at hand. Throughout
the day a delivery system is implemented. Ricky will be using a star chart as a reinforcement
delivery system throughout the school day. Ricky will earn five stars to receive the positive
reinforcement of his choosing. He chooses between walking to the auto shop rook (this is
arranged with the auto shop instructor) and can spend five minutes watching the class learn/work
Sabrina Savage
Written Report
11/29/2018

on cars, he can go for one lap/walk around the school, or he gets two minutes to listen to a song
of his choice on his I-pod. A beep tape is used to make sure effective and consistent
reinforcement is given. During observations, 90% of the time Ricky would be eager to choose a
walk around the school as his reinforcement for receiving five stars. On October 9 th 2018 Ricky
had a higher frequency count, he was also reported sick and may have been seeking comfort
from others, resulting in an increase of the target behavior.

Behavioral Intervention Plan

Behavioral Definitions:
Identify and define the problematic Target Behavior:
The target behavior is keeping hands to self/staying within his own personal space during all
times of the day.
Identify and define the Replacement Behavior:
The replacement behavior is when Ricky is seeking attention he can wave or give a high five to
those he is looking to interact with. When Ricky is seeking sensory input he has a sensory
blanket he can hugged/grabbed.
Rationale:
Ricky will hug, touch, and invade personal space of peers, teachers, and aides in order to receive
comfort and/or attention. Ricky displays this behavior throughout the day, in multiple
settings/environments. Ricky’s behavior is inappropriate and disrupts learning and others. This
behavior interferes with Ricky’s social relationships among his peers and interferes with his
learning and that of his peers.
Baseline Data:
Baseline data was recorded on September 4 th, 11th, and 18 th. Ricky had 10 or more incidents of
displaying the target behavior throughout the day on all three of these observations.
Function of the Behavior:
Ricky appears to have an increased number of incidents when he wants attention, comfort, is
bored, or is frustrated/uninterested with the task at hand. The target behavior takes place in
multiple settings throughout the day (classroom, hallways, and cafeteria). Ricky will hug, touch,
and invade personal space of teachers, aides, and peers. In order to receive comfort, and/or
attention.
Behavioral Goal:
Rather than invading personal space and putting hands and/or body on peers, teachers, and aides.
Ricky will wave or give a high-five to those he is seeking attention from. For sensory input
Ricky will grab a sensory blanket out of the back closest for comfort. Throughout the day a
Sabrina Savage
Written Report
11/29/2018

delivery system is implemented. Ricky will be using a star chart as a reinforcement delivery
system throughout the school day. Ricky will earn five stars to receive the positive reinforcement
of his choosing. He chooses between walking to the auto shop rook (this is arranged with the
auto shop instructor) and can spend five minutes watching the class learn/work on cars, he can
go for one lap/walk around the school, or he gets two minutes to listen to a song of his choice on
his I-pod. A beep tape is used to make sure effective and consistent reinforcement is given. A
frequency chart will be used for data collection on the number of incidents the target behavior
occurs in a day.
Objective:
Ricky will maintain and build positive social relationships with his peers as the target behavior is
reduced and he uses high-fives or waves as a replacement behavior for appropriate ways of
receiving attention and/or communication with peers. Ricky, his teachers, and his peers will have
a more productive day as disruptive behavior is reduced and replaced with appropriate ways to
gain attention and/or sensory input through high-fiving, waving, and/or sensory blanket.
Data Collection

Target Behavior:
Keeping hand to himself/staying within his personal space.
Replacement Behavior:
When Ricky is seeking attention he can wave or give a high five to those he is looking to interact
with. When Ricky is seeking sensory input he has a sensory blanket he can hugged/grabbed.
Intervention Procedure:
Ricky will be using a star chart as a reinforcement delivery system throughout the school day.
Ricky will earn five stars to receive the positive reinforcement of his choosing. He chooses
between walking to the auto shop rook (this is arranged with the auto shop instructor) and can
spend five minutes watching the class learn/work on cars, he can go for one lap/walk around the
school, or he gets two minutes to listen to a song of his choice on his Ipod. A beep tape is used to
make sure effective and consistent reinforcement is given. Ricky receives a new star whenever
the beep tape goes off and Ricky has his hands to himself, he’s on task, and not being a “space
invade.” Ricky will also receive a star anytime he’s observed doing the replacement behavior.
Throughout the school day, data will be collected through a data frequency count. This frequency
count will record the number of times per day Ricky is not keeping his hands to himself and/or
invading personal space.
Sabrina Savage
Written Report
11/29/2018

Frequency Count for Ricardo Keeping Hands to

Phase 1/Baseline
Self Phase 2

10

7
Number of Occurences in a Day

0
4-Sep 11-Sep 18-Sep 25-Sep Date9-Oct
5-Oct 11-Oct 29-Oct 2-Nov 6-Nov
Sabrina Savage
Written Report
11/29/2018

Summary and Interpretation:

The intervention began on September 25, 2018. During the first three observation periods
(baseline), Ricky was observed not keeping his hands to himself and/or being a space invader ten
time or more throughout the day. As phase two began Ricky’s target behavior began to decrease.
On October 9th 2018 Ricky had a higher frequency count, he was also reported sick and may
have been seeking comfort from others, resulting in an increase of the target behavior. From
October 9th 2018 to November 6th 2018, Ricky’s target behavior steadily decreased. During my
last observation on November 6th 2018 Ricky was observed exhibiting the target behavior three
times throughout the day, significantly different from his baseline data of over ten times per day.
The intervention appeared to help reduce the frequency of Ricky’s target behavior.