FUNCTIONAL BEHAVIOR ASSESSMENT REPORT

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

SECTION 1: Student Information

Student Name:

Young

Malachi

Male
Female

Last (legal)

First (no nicknames)

Birthdate: 10/3/1998

M.I.

Grade: 1st

Resident District: Holland Public Schools

School of Sheldon Pines School

attendance:

SECTION 2: Parent/Guardian Contact Information

Parent

Name: Susan Young

Home (616)783-9925
Phone:

Foster
Parent

Address: 21 W. 15th St.

Work (616)985-4077
Phone:

Guardian
Surrogate

City/State: Holland, MI
Zip: 49423

Cell Phone: (616)212-3957

E-mail: syoung@gmail.com

Student

SECTION 3: Behavior Analysis

1. Behavior(s) of concern (State a clear, measurable, and observable description of the behavior or behaviors of concern)
he student demonstrates frequent verbal outbursts whereby he calls out the names of his teacher and teacher assistant to
come to his desk and assist him with his independent work. His outbursts seem to disrupt the other students, though he
receives no direct attention from anyone but Ms. Raffenaud and Miss Flory.
2. Frequency, Intensity, and/or Duration of current behavior:
Malachi demonstrates this behavior most frequently during literacy instruction and independent reading time. This occurs
between the hours of 8:00 and 10:00 A.M., which also represents the start of the school day where it is likely that all
students are competing for attention while the teachers are taking attendance and attending to practical classroom tasks.
Calling out also occurs during math time, which is from approximately 1:00-2:00 P.M. At this point in time, the students
are working independently to complete their assignments, so direct attention from the teacher is occurring at a less
predictable rate.
3. Analysis of this behavior was based on:
Interviews with Ms. Raffenaud and Ms. Navarro
Student observation(s) on 9/22-10/13 at between 12:30 P.M. and 2:00 P.M.
Review of records, consisting of:
health
discipline
other: SWIS Data Charts
Environmental analysis for supportive and unsupportive variables on 10/13
Summary of Interview, Observation, Record Review, and Environmental Analysis:
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

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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:

6. Result of selected Tier II or other Positive Behavior Interventions and Strategies:

7. Is a behavior intervention plan recommended?

Yes
No Rationale: Malachi is currently being examined
by the school's behavior specialist, Ms. Navarro, to determine the antecedent(s) of his off-task behavior and disruptive
actions. These observations will hopefully lead to the development of a formalized behavior intervention plan whereby
Malachi's inappropriate methods of seeking assistance and attention will be replaced by pro-social behavior, such as
raising his hand and waiting quietly until a teacher can help him.
8. Environmental Factors:
What are the reported and observed predictors for the current behavior(s)? (Antecedent events that trigger
problem behavior)
Independent work time, specifically in math and silent reading because the students in Malachi's classroom range
from first through fifth grade, so a lot of their work is completed individually at this time due to grade level content
differences. The behavior is also extremely likely to occur when the teachers are giving attention to other students or
working at the back of the room, which has been designated as the "teacher area." Malachi also struggles a lot in the
morning between the hours of 8:00 and 10:00 A.M. when he is first getting to school and leaving his Aunt at home.
This is a period of the day where the teacher is also taking attendance and completing other classroom procedures,
so Malachi is probably not receiving individual attention at this time.
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

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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.

Suggested functionally equivalent replacement behavior:

Malachi should raise his hand, remain quiet, and continue completing his work until one of the teachers comes to his
desk to assist him. If he simply wants to be in closer proximity to Ms. Raffenaud or Miss Flory and will remain ontask, he may also come and sit by one or the other while he works.

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:

5. This student has:

a current IEP

a current 504 Plan

neither

6. Goals to monitor future behavior will be added to:

a new or amended IEP
a new or amended 504 Plan
a school teams plan (no IEP or 504 Plan)

SECTION 5: Evaluation Personnel

Individuals contributing to this evaluation:
Name
Position
Miss Raffenaud
Elementary Special
Education EI TEacher
Miss Flory
Teacher Assistant

Contact person for this report:

Phone:
E-mail:

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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