Functional Behavioral Assessment (FBA) Procedures by VSv9vT

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									               EAST BATON ROUGE PARISH SCHOOL SYSTEM


Functional Behavioral Assessment (FBA)
              Procedures
When are the FBA/BIP necessary?

   When a recurring behavior of ANY student is a concern and significantly interferes with the
   student's learning. Review and/or update when considering the suspension of a student from
   educational services.




                                       FBA/BIP DIRECTIONS
Teacher/other school designee:

   1. COMPLETES PAGE 2.

   2. Tracks the student's behavior for 4 days and records behavioral occurrences in the PRE-
      INTERVENTION DATA. (page 3)

   3. Collects behavior data from the PARENT. (page 4)
      Be sure to indicate in the directions box to whom the parent is to return the form.

   4. Collects behavior data from the STUDENT. (page 5)

   5. Using the collected data, completes the FBA SUMMARY. (page 6)

   6. Completes FOLLOW-UP INTERVENTION DATA (page 3) once Behavior Intervention Plan
      (BIP) has been implemented for a minimum of 10 school days.

   7. RECONVENES participants to review the effectiveness of the BIP.




                                                                                       EBRPSS, 01/09
                           East Baton Rouge Parish School System
                        FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA)

Student:               ID#:                   School:
Grade:                  Age:
Respondent:                    Position:
Today’s Date:                   This FBA will be utilized for:        Evaluation        IEP         SBLC/504
Describe the behavior/incident that prompted this FBA:
Identify ONE BEHAVIOR to be targeted for intervention: (ex. fighting)                  [Sec. 1-A]

ANTECEDENTS [Sec. 1-B]                                           CONSEQUENCES [ Sec. 1-C]
What is likely to “set off” or precede the problem               What “payoff” does the student obtain when she/he
behavior?                                                        demonstrates the problem behavior?
WHEN is the problem behavior most likely to occur?               The student GAINS:
    Morning                        Afternoon                            Teacher/adult attention
    Before/after School            Lunch/recess                         Peer attention
                                                                        Desired item or activity
   Time of day does not seem to affect this behavior                    Control over others or situation
 .                                                                      Self Stimulation
WHERE is the problem behavior most likely to occur?
   Reg. ed. Classroom         Hallways         Bus               The student AVOIDS or ESCAPES:
   Spec. ed. Classroom        Cafeteria       Gym                       Teacher/adult attention
                                                                        Peer attention
     Location does not seem to affect this behavior.                    Non-preferred activity, task, or setting
During what SUBJECT/ACTIVITY is the problem behavior                    A difficult task or frustrating situation
most likely to occur?
     Subject(s)                                                  What has been tried thus far to change the problem
     Seatwork                    Unstructured activities         behavior?
     Group activities            Lesson presentation                   This is a first occurrence
     Transitions                 Task explanations                     Behavior or academic contract
     Subject/Activity does not seem to affect                          Rules and consequences for behavior posted
     behavior.                                                         Home/school communication system
The PEOPLE who are present when the problem behavior                   Modified instruction/curriculum. How?
is most likely to occur include:                                       Adjusted schedule. How?
     Teacher                     Classmates                            Conferences with parents. Dates?
     Other peers                 Other staff
                                                                       Sent to office. Dates?
     Specific person(s):
                                                                       Loss of incentive/privileges. What?
     Those present do not seem to affect behavior.
                                                                 List Suspension(s) and the Infraction(s):
Are there OTHER EVENTS or CONDITIONS that
immediately precede this problem behavior?                       1.
     A demand or request.                                        2.
     Unexpected changes in schedule or routine.
     Consequences imposed for behavior.                          3.
     Comments/teasing from other students.                       4.
                                                                 5.
When is the student most successful? When DOESN’T the
problem behavior occur?

                                                                                                                    2

                                                                                                       EBRPSS, 01/09
                                            East Baton Rouge Parish School System
                                         FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA)
                                                                       DATA COLLECTION
Student:
Targeted Behavior:
WHY?
Collect data to see how often the behavior occurs before your intervention. Then collect data after you implement the
intervention for a reasonable amount of time to see if the behavior decreased and your intervention is working.

HOW?
Behaviors can be observed and counted in two ways: the NUMBER of times the behavior occurs or the LENGTH of time
(in minutes) the behavior occurs.
                                                                                Eample:         4         4         4          4
Directions:                                                                                     3         3         3          3
 Keep track of the number of times or the length of time                                       2         2         2          2
     the behavior occurs for 4 consecutive days.                                                1         1         1          1
                                                                                              Day 1     Day 2     Day 3      Day 4
 (Complete the Pre-Intervention data then go to Page 4.)
                                                                                Average=Total # Occurrences 8 = 2
                                                                                          Total # of Days 4




                                     PRE-Intervention Data                                FOLLOW-UP Intervention Data
                                                                                     (Complete AFTER intervention is implemented)
                              21+          21+          21+          21+              21+           21+            21+            21+
                               20           20           20           20               20            20             20             20
                               19           19           19           19               19            19             19             19
                               18           18           18           18               18            18             18             18
                               17           17           17           17               17            17             17             17
                               16           16           16           16               16            16             16             16
                               15           15           15           15               15            15             15             15
                               14           14           14           14               14            14             14             14
                               13           13           13           13               13            13             13             13
Of Behavioral Occurrences




                               12           12           12           12               12            12             12             12
     Number/Length




                               11           11           11           11               11            11             11             11
                               10           10           10           10               10            10             10             10
                               9            9            9            9                9             9              9               9
                               8            8            8            8                8             8              8               8
                               7            7            7            7                7             7              7               7
                               6            6            6            6                6             6              6               6
                               5            5            5            5                5             5              5               5
                               4            4            4            4                4             4              4               4
                               3            3            3            3                3             3              3               3
                               2            2            2            2                2             2              2               2
                               1            1            1            1                1             1              1               1
                               0            0            0            0                0             0              0               0
                             DAY 1        DAY 2        DAY 3        DAY 4            DAY 1         DAY 2          DAY 3          DAY 4
                            Date: ____   Date: ____   Date: ____   Date: ____       Date: ____    Date: ____    Date: ____     Date: ____
                                 What is the Average? _________                           What is the Average? _________
                                             [Sec. 2-A]                                               [Sec. 2-B]
                                                                                    (If the average did not decrease, REVISE intervention)



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                                                                                                                               EBRPSS, 01/09
   East Baton Rouge Parish School System
FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA)

            PARENT INTERVIEW




                                                      4

                                           EBRPSS, 01/09
   East Baton Rouge Parish School System
FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA)
             STUDENT INTERVIEW




                                                      5

                                           EBRPSS, 01/09
                         East Baton Rouge Parish School System
                      FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA)
                                        FBA INTERVENTION SUMMARY
Student:         School:           Grade:              Date:
                                     Problem Behavior [Copy sec.1-A]
                   FBA SUMMARY                                                      INTERVENTIONS
Behavior is most problematic: [List items from sec.1-B]        Preventative Strategies [Action taken to resolve the problems on left.]
When:
Where:
Subject/Activity:
People:
Other Events:
Parent’s perception of the problem: [Summary of p.4]           Special Considerations: [ Action to address parent &
                                                               student concerns/suggestions on p.4 & p.5]
Student’s perception of the problem:[ Summary of p.5]
                                                               Rewards for Appropriate Behavior: [Ideas listed on p.3
                                                               & p.4]

Reason student exhibits the behavior: [List sec.1-C]           Intervention:

Teacher and Committee Signatures/Date:
             PRINT                                     SIGNATURE                                              DATE
________________________ /________________________________ /_________________________

________________________ /________________________________ /_________________________

________________________ /________________________________ /_________________________

________________________ /________________________________ /_________________________

________________________ /________________________________ /_________________________

________________________ /________________________________ /_________________________

Principal’s Signature/Date:

________________________ /________________________________ /_________________________

As the student, I agree to the terms of this Functional Behavioral Assessment.
Student’s Signature/Date:

________________________ /________________________________ /_________________________
My signature also indicates that I agree to reconvene & review the results of the FBA data on the
following Date: ______________ Time: _____________ Location: ______________________________


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                                                                                                                    EBRPSS, 01/09

								
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