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Functional Behavioral Assessment

Chelsea Barney

University of Utah
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The student in interest is Mandy Love. She is a 9 year old 3rd grader. She has been labeled

has having a moderate/severe intellectual disability. She has an IEP for reading, writing, math,

and behavioral. She spends most of her day in a regular education classes and 45 min. of her day

in a resource class. Mandy Love’s teacher is concerned for her being in class with other peers

when it comes to her behavior. She often requests help from one of the SpEd teachers when

Mandy has an episode. She will either yell at the other students, calls them names. Refuse to

work which results in ripping up or throwing her material. If you keep prompting her to work or

try to get her to pick up her destroyed material, she results to hitting or kicking.
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Mandy Love 9 x
10/11/2019 Chelsea Barney
Miss O.

Verbal Aggression Calls teachers/kids names 5 sec.-1 min.

2-5x/day Low

Physical Aggression hits, slaps, pushes 2-3x/week 5 sec.- 1 min. High

Destruction of Property throws materials, or rips them up 1-3x/week High

30 sec.- 2 min.

Destruction of property and physical aggression usually occur about the same time. If she is ruining property

and a teacher steps in to make her stop, she turns to physical aggression.
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None

None

From what we know of her sleep pattern is pretty regular. 9:00 pm. to about 7:30 pm.

She eats independently at school and home. Has no problems with eating.

x x intervention room

x Wakes up, gets ready, eats breakfast

x goes home

x Gets ready, heads to school

x Arrives at school and has recess

x in general classroom

x in general classroom

x lunch time and recess

x x in general classroom and intervention room

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The activities listed above are predictable. Her schedule at school is typically the same every day. I am not sure what her weekend

schedule is. As far as I know it is predictable with her family.

She is able to choose her clothing, her food, and what she would like to do for free time.

At home Mandy is with her mom, dad, and two siblings. She has a lot of cousins and grandparents that come over a lot. At school she

is in a general classroom setting for most of the day with 25 students. When she is at lunch and recess she is around about 100 students.

When she is in intervention she is around 8 students. When she is around a lot of classmates that is when she tends to use verbal aggression.

At school she has an aide in the classroom with her, she has a 1:1. In intervention she is usually 1:1. I don't believe number of staffing

or staff training affects the students behavior.

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The general classroom between 8:45-12

Intervention room, recess, lunch, free time

Classroom, hallways, bathrooms.

playground, intervention room, lunch room, home.

Classmates, teachers

family

school work, testing, teasing from other classmates

lunch, having free time, recess.

None
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Mandy is very unpredictable on her behavior. Somedays are fine while others are not. I think giving her more breaks in between work

could help.

She would say she cannot do it and throw her materials if you continue to have her do it. She would call herself stupid.

She would overt to physical aggression.

She would be okay with this.

She would turn to destruction of property or physical aggression. Especially if you take her IPad.

She would be fine.

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Verbal Aggression Classmates teasing Exiting the room, or classmates leave Teasing

Verbal Aggression Make her do work or take something away Gets what she wants Avoids the task that was asked

Destruction of Property Ask her to do work or take something away Gets what she wants back Avoids task that was asked
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Verbal Aggression

Physical Aggression

Destruction of Property

She is able to ask the teacher for a break from her work when she needs one. She is able to nicely ask classmates to stop bothering her if they are. She is able to

ask for help when she is given a difficult task.

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She is able to use vocal speech. They are used consistently.

x
x
x
x
x
x
x
x x
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do your work, please stop hitting, don't yell.

No

No

Verbally answers

Allow her more breaks. Do not allow her to go to the bathroom alone. Allow her to work more one

on one with someone or by herself.

Avoid giving her a difficult task she has not done before. Avoid her working in a group setting as
mush as possible.
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Any type of candy or snack. Chips, crackers, fruit snack, suckers, skittles, etc.

Any free time on her iPad. Toys in the classroom.

T.V., iPad, toys.

Going to the store, movies, and park.

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Verbal Aggression Since she could talk In school behavioral plans, time outs N/A

Physical Aggression always In school behavioral plans, sits in office, calls mom N/A

Destruction of Property always In school behavioral plans, cleans up mess, calls mom
N/A
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See attached Functional Assessment Observation Form

10/14

1. 9:20 Called peer stupid/Peer teasing/Stop or escape teasing/Verbal redirect

2. 2:10 Threw headphones/Difficult task/Escape activity/Verbal redirect

3. 3:00 Called teacher stupid/Difficult task/Escape activity/Verbal redirect

10/15

4. 10:00 Called teacher stupid/Asked to put iPad away/Escape Demand/Verbal Redirect

5. 10:02 Threw headphones/Asked to put iPad away/Escape Demand/Verbal Redirect

6. 11:45 Yelled stupid at a peer/Wanted Attention/Get Attention/Verbal Redirect

7. 12:05 Yelled at a peer/Peer teasing/Stop or Escape Teasing/Verbal Redirect

10/16

8. 10:15 Yelled at teacher/Asked to come out of bathroom/Escape Demand/Verbal

Redirect

9. 10:20 Hit, slapped, and kicked at teacher/Asked to clean up mess she mad in

bathroom/Escape demand/Called mom

10. 10:15-10:20 Threw toilet paper around bathroom, clogged toilets/Escape

demand/Called mom

When Mandy is presented with a difficult task, she will engage in verbal aggression and/or

destroys material to avoid/escape from completing the task. When Mandy is presented with a

request or demand, mainly when she is asked to put her iPad away, she will engage in verbal
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aggression, destroy material, and/or physical aggression to escape/avoid request. When Mandy

has experienced negative peer social interactions during the day, she will engage in verbal

aggression to try and escape peer teasing.

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Asks to please stop Verbal Praise

Peer teasing Calls name Escape teasing

Walks away

Prompt her for desired Have a lesson on Make her apologize.

behavior. appropriate social skills.
Come in for recess.
Prompt her to walk away. Have a lesson on
bullying and what to do Continue Verbal Redirect
when it happens.

Teach her strategies to

ignore and walk away
from teasing.
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Complete work Break time

Ask to complete an
Assignment Rip or throw materials Escape assignment

Complete partial of the work

Make assignments Have a lesson on Don't allow breaks till

engaging. appropriate behavior in her work is done.
class.
Modify her assignments. Continue verbal redirect

If destruction gets bad

Teach her how to ask for call mom.
Allow her to do her help.
work in sections with
breaks in between.

Modify her assignments.

Explain assignment
independently to her.
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complete request Praise for completing request

Ask to complete a
request or demand Physical Aggression Escape demand

Ask for help

Give her more time to Have a lesson on hitting Call mom.

complete a request. others.
Loss of recess.
Prompt her for correct Do not request a task if
Behavior. you are aware it will Loss of free time on iPad.
cause a problem
behavior. Goes home.
Praise her if she does
complete the request.
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