Functional Behavior Assessment (FBA)
Early childhood teachers will encounter children with behaviors that are not within the typical realm of development for their age. To assist in meeting the needs of these children, teachers can collect data and conduct a Functional Behavior Assessment as a foundation to develop a plan to address the behaviors.
Part 1: Functional Behavior Assessment
Read â€œStudent Scenario: Stephanieâ€ to inform the assignment.
Based on the information and data received in the student scenario, complete a functional behavior assessment for the student using the â€œFunctional Behavior Assessmentâ€ template.
Part 2: Functional Behavior Assessment Summary
In addition, in 250-500 words rationalize the intervention and functional behavior assessment choices made, referencing the scenario where applicable. Propose new interventions to be implemented.
Attach the â€œFunctional Behavior Assessmentâ€ and Functional B
Case Study: Stephanie Background Student: Stephanie Age: 7Grade: 2Scenario Ms. Morton, Stephanieâ€™s resource teacher, has just returned to her room after a conference with Stephanieâ€™s general education teachers. Sheâ€™s looking over her notes from the meeting and wonders how she will ever be able to address all the issues that the other teachers raised. Defiant, disrespectful, off-taskâ€”she heard these things over and over from the teachers. Yet Stephanie has never acted this way with Ms. Morton. Ms. Morton decides to ask the teachers for some more examples of Stephanieâ€™s behaviors. Ms. Morton sends the teachers a note stating, â€œPlease describe and count Stephanieâ€™s inappropriate behaviors this week so I can better understand the problem.â€ On Friday afternoon, she receives the following lists from the teachers.
Mrs. Taylor – Math
Talked back to me (4 times)
Didnâ€™t listen (13 times)
Tried to make me mad (8 times)
Blatant disregard for my authority (20 times)
Mr. Alford – Social Studies
Getting out of the seat to sharpen pencil w/out permission (3 times)
Teased other students, even after told to stop (1 time)
Yelling in the library (2 times)
Called me by my first name (3 times)
Rolled her eyes when corrected (2 times)
Started her work three or more minutes after being told to begin (9 times)
Mrs. Gonzalez – Science
Staring out the window (18 times)ï‚·Writing notes to friends (4 times)
Didnâ€™t do her work when asked (10 times)
Note teacher added to the discussion board about this assignment.
The only area that you really have no input is home factors, but this is for Ruby as well since she asked too, you can place in there not reported or you can assume what her home environment may entail: such as she may not be receiving the attention at home that may be needed so she could clearly be seeking attention within the school setting.