TUSTIN UNIFIED SCHOOL DISTRICT

Functional Behavioral Assessment Report

Student Name: Date: 11/1/2021

Birthdate: 6/25/2014 Current IEP Date: 4/13/2021 Program: Mild/Moderate SDC
Teacher: Hurley Grade: 2 School: Nelson

A Functional Behavioral Assessment (FBA) is conducted to address target behaviors impacting educational progress.
Through the course of an FBA, data will be collected through review of records, interviews, as well as observations.
Results of this assessment will assist the Individualized Education Program (IEP) team in determining the need for a
Behavioral Intervention Plan (BIP) to decrease the occurrence of target behaviors.

What are the behaviors impacting educational progress?

A. SPECIFIC UNDESIRED TARGET BEHAVIOR TO BE DECREASED
The student has been exhibiting problem behaviors while at school that are impacting educational progress.
Describe the specific “target” behavior that has been impeding educational progress (baseline/current
level of occurrence, frequency/how often, duration/how long, and intensity of the behavior across settings in which the
behavior occurs):

Target Behavior Frequency/How Often Duration/How Long Intensity Settings

Aggression 3-5 times a week 5-30 minutes varies across all settings

How do the student’s behaviors escalate from least to most severe?

How does staff respond to each behavior?

B. BEHAVIORAL ANTECEDENTS WHICH PRECEDE THE TARGET BEHAVIOR

Most behaviors occur in a sequence or chain beginning with the least to most severe behavior. The chart below outlines
Student’s behaviors from least to most severe and the corresponding staff responses:
(Sequentially list chained behaviors which tend to occur before the target behavior):

Student Behaviors Current Staff Responses

Behavior No.1: Defiance/noncompliance
Behavior No. 2: throwing items
Behavior No. 3: shouting, inappropriate language
Target Behavior: aggression
use of visuals, give choices, reminders of expected behavior,
modify assignments, offer breaks, planned ignore
restate expectations, planned ignore with safety precautions in
place
offer/reminder of calming strategies, planned ignore
offer/reminder of calming strategies, restate expectations,
planned ignore with safety precautions in place

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 When do the behaviors tend to occur/not occur and what factors
contribute to the target behaviors?
C. ANALYSIS OF ADDITIONAL ANTECEDENTS RELATING TO THE TARGET BEHAVIOR:
The following section outlines the results of a review of student records as well as interviews with current staff. School
routines, student strengths, cognitive ability, and health are factors that are potentially related to the occurrence and
maintenance of the target behaviors.

Student Strengths
Student strengths should be considered as part of intervention development. Below is a summary of student strengths
and additional situations/conditions in which the student tends to experience success:
● Student is a very affectionate child. She responds well to positive reinforcement. Student participates in class
discussions and whole group learning. She also likes to be creative and loves drawing and coloring. Student is
friendly and enjoys playing with her peers.
Health/Physical Factors Possibly Influencing the Target Behavior
This includes medication and possible side effects, seizures, diet, sleep cycles, allergies, fragile bone, etc.:
● N/A

Cognitive/Developmental Factors Possibly Influencing the Target Behavior

This includes intellectual, attentional, language, and motivational factors:
● Speech and Language impairment, developmental delays

Ecological Analysis of Factors Contributing to the Target Behavior.

An Ecological Analysis entails reviewing information related to the school environment. This includes physical and
social settings, social interactions, nature of instructions, activities, scheduling, degree of independence, degree of
participation, and degree of choice.
The chart below is based on staff input regarding the likelihood of the behaviors occurring considering the schedule,
activity, and staff involved. This chart also assists in intervention planning by identifying the exceptions throughout the
school day, when the behaviors are less likely to occur.
( 1 = <1x/mth; 2 = ~1x/every other week; 3 = 1x/wk; 4 = 1x/day; 5 = multiple x/day; 6 = >1x/hr)
Schedule Activity With Whom Does Likelihood of Specific Problem Additional Factors *
(Times) Problem Occur Problem Behavior Behavior
7:45-8:00 Arrival Peers and/or Adults Low High yelling, kicking, unidentified factors at
Family-home 1 2 3 4 5 6 ripping paper, home
8:00-8:30 Morning Peers and/or Adults eloping, refuses, degree of choice
Meeting/Opening 1 2 3 4 5 6 pushes items away,
turns back away,
8:30-9:30 Math Peers and/or Adults ignores, throwing task avoidance
1 2 3 4 5 6 items, drops to the degree of choice
9:30-9:45 Word Work Peers and/or Adults ground, hides, tips task avoidance
1 2 3 4 5 6 desk over, throws degree of choice
10:00-10:20 Recess Peers and/or Adults chairs, hits head attention seeking
1 2 3 4 5 6 against objects, degree of choice
10:20-11:00 Reading Peers and/or Adults negative/disrespectf task avoidance
1 2 3 4 5 6 ul phrases degree of choice
11:00-11:30 Writing Peers and/or Adults task avoidance
1 2 3 4 5 6 degree of choice
11:30-12:35 Lunch Peers and/or Adults attention seeking
1 2 3 4 5 6 degree of choice
12:35-12:45 D.E.A.R. Peers and/or Adults task avoidance
1 2 3 4 5 6 degree of choice

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12:45-1:00 Well-Core Peers and/or Adults task avoidance
1 2 3 4 5 6 degree of choice
1:00-1:30 ELD Peers and/or Adults task avoidance
1 2 3 4 5 6 degree of choice
1:30-2:00 Science/Social Peers and/or Adults task avoidance
Studies 1 2 3 4 5 6 degree of choice
2:00-2:20 Free Play Peers and/or Adults degree of choice
1 2 3 4 5 6
2:20-2:28 Clean-up Peers and/or Adults task avoidance
1 2 3 4 5 6 degree of choice
2:28 Dismissal Peers and/or Adults degree of choice
1 2 3 4 5 6
* Additional Factors considered to be contributing to the behaviors occurring/not occurring may be: physical and social settings, social
interactions, nature of instructions, activities, scheduling, degree of independence, degree of participation, and degree of choice

Likelihood of the Behavior Occurring Additional Factors contributing to the behaviors occurring/not
occurring
Behaviors are most likely to occur: Likelihood and intensity of behaviors for the duration of the day rise
Setting: classroom substantially after each occurrence.
Activity: any academics
Behaviors are less likely to occur: Play is less academically demanding which is Student’s preferred
Setting: playground/recess activity.
Activity: structured play

What are functions of the target behaviors?

D. POSSIBLE FUNCTION(S) OF THE TARGET AND PRECEDING BEHAVIOR(S):
Students generally exhibit behaviors in order to serve a function/meet a need such as obtaining or avoiding an outcome.
Below is a summary of data collected to determine need/function the series of behaviors previously identified are
meeting. This data was collected through records reviews, interviews and/or rating scales with the teacher as well as
observations conducted on 10/01/21 - 10/29/21
Behavior Hypothesis of Function Data Utilized to Determine Function
Behavior No.1: task avoidance anecdotal records, work samples
defiance/non-compliance
Behavior No. 2: throwing items attention seeking anecdotal records
Behavior No. 3: shouting, attention seeking anecdotal records
inappropriate language
Target Behavior: aggression attention anecdotal records

What positive reinforcements does the student respond to and to what degree?
E. REINFORCER INFORMATION
Student behavior can be positively reinforced through an array of strategies. Below is a summary of the positive
reinforcement strategies that have been proven to be effective for this student. These strategies are listed in order of the
most effective reinforcement. Information such as activity, social reinforcement such as peer attention and praise, and
tangible reinforcers are included.
1.activity: coloring/drawing break
2.praise/dojo points
3.taking a walk
4.calming corner
5.reading a book

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 What interventions has the student responded to and to what degree?
F. OUTCOMES OF PREVIOUSLY ATTEMPTED BEHAVIORAL INTERVENTIONS
Below is a summary of instructional/behavioral approaches which have been implemented.
Intervention Outcome Comments
frequent breaks Student responds to receiving frequent This is only effective when Student is still
breaks during academic assignments willing to work on tasks before behaviors
occur.
First-then chart First-then worked for two days, after which If any behaviors have occurred, she no
Student no longer showed interest in this and longer shows interest in the first-then chart
it was no longer a motivator. and will ignore it.
prize chart Prize-chart works on occasion Student must be motivated and receive
immediate gratification for this to work. If
any behaviors have occurred, she no longer
shows interest in the prize-chart

Does the student require a Behavioral Intervention Plan to address the target behaviors?
G. RECOMMENDATIONS BASED ON DATA COLLECTED THROUGH THE FBA
The objective of an FBA is to gather data to determine if a student requires a Behavioral Intervention Plan (BIP) to
systematically address target behaviors impeding educational progress.

In summary, the data collected through the course of the present FBA indicates that a BIP will be proposed and reviewed
by the IEP team. If it is deemed necessary, the BIP will become part of the current IEP.

Strategies/Interventions
The following strategies/interventions are recommended to facilitate continued progress: (list the strategies that have
been effective as outlined in the FBA and any recommendations to adjust those strategies, if needed).
● Frequent breaks will be continued with fidelity.
● The First-then chart will be utilized with fidelity. Frequent reminders will be given throughout tasks.
● Prize-chart will be utilized with fidelity. An interest inventory will be conducted to find most motivating items
for prizes.
● Assignments will be modified in order to relieve some academic demands.
● Choices of assignment outcomes will be given [i.e. non-verbal responses]
● Staff will frontload assignment expectations and modifications

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