summary-of-functional-behavior-assessment-fba

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Name
of child:
A.J. Age
of child:
4 Today’s date:June 21, 2014

SUMMARY
OF FUNCTIONAL BEHAVIOR ASSESSMENT (FBA)

(A)
Background/Demographics (for this section include components that you know and
then for those that you do not know just type what you would need to include in
this section.

(Paragraph
1: Describe the student. Include his or her strengths and interests, diagnosis,
current abilities and challenges, family structure (and dynamics), etc.

A.J.
is 4 years old. He is half Spanish and African American. He is bilingual and
understands both English and Spanish. He’s very tall for his age. Seems alert
and likes to be around his peers. A.J. currently lives with mom and dad at
mom’s parents’ house. His strengths would be that he’s creative and bossy.
Weaknesses would be that he’s quite messy and doesn’t like to listen. I’ve
noticed when he’s interacting with his peers at school and with his teachers he
has a mild speech problem. He doesn’t say certain words correctly and says with
a lisp.

[Paragraph 2: Describe
current student and therapies (SLP, OT, etc.) the student is receiving and how
often they occur, the school and educational program in which he or she is
served and/or work environment, and any community programs].

A.J. is not receiving
SLP currently but, I certainly do believe he needs to go see a speech language
pathologist. I brought it up to the teacher as I observed his language through
communicating with his peers. Ms. G did inform his parents a while ago about
his unclear speech. Ms. G gave them resources like child find.

[Paragraph 3: Describe
previous behavioral interventions and the impact of those interventions.
Include other relevant history that could impact process.)

(B)
Medical Issues

A.J. does not have any
medical issues. When I observed I told the teacher how congested he looks and
you can hear it when he talks. I personally think this might be one of the
reasons why he speaks unclear.

(C)
Target behavior observed during FBA:

(Define target behavior
in terms of specifically what the student says or does; include

baseline for each
behavior as well)

One target behavior is
the child doesn’t like to be told what to do because he will start to scream
and throws himself on the floor and cry’s out loud. He doesn’t like to share
with others and doesn’t like it when others don’t share also; he starts to cry
out loud and starts to yell when the other child is not sharing or when he has
to share. Lastly, he doesn’t like to clean up after himself. He tells the
teacher “no!” and continues to play and wonder around while everyone else is
cleaning up.

(D)
Summary of contextual influences

a.
Location:

b.
Time of day:

c.
Environmental or physical setting
:

d.
Children and adults near child:

e.
Environmental events/activities:

(E)
Potential origin of behavior:

Biological:

Social:

Affective:

Environmental:

(F)
Most frequent trigger (antecedent) – describe who, what, when, where, how

(G) Second
most frequent trigger, if any – describe who, what, when, where, how

(H)
When is the child most successful?
(with who, where, doing
what, when, etc.)

(I)
Which of the following is the most likely function of the behavior? Provide

documentation
to support the function
(results of direct observation;)

Obtain:

Escape
from or avoid:

Attention

Activity

Activity,
item, material, object

Demand/Request

Change
in stimulation

Person (child,
teacher, others)

Other

Other

(J)
Could the function of the child’s behavior be related to:

a.
Skill deficit
(something that the student does not
know how to do). What is it

that the student does
not know how to do? Why not?

b.
Performance deficit
(something that the student does
know, but does not

consistently engage
in). What is it that the student knows but does not

consistently engage in?
Why not?

(K)
Describe the consequences, in order of magnitude, related to the child’s
engagement in

the
target behavior, as well as its function:

(L)
Complete the following hypothesis statement (please feel free to make
appropriate

adjustments):

When (name of student)
engages in (the target behavior), it usually happens at (location)

and during (time of
day, routine, activity). The behavior is almost always preceded by

(antecedents). (Name of
student) usually responds by (specific details of the target

behavior), which
results in (consequences or pay-off for student). The function of the

behavior is/are
probably (list probable functions). The behavior appears to be related to

(skill or performance
deficit) because (provide explanation).

BEHAVIOR
INTERVENTION PLAN: A REDESIGN OF THE ENVIRONMENT

(A)
REPLACEMENT BEHAVIOR

Select one of the
following options and write a one-page rationale explaining the

connection between the
FBA findings and the desired outcome:

(i) Decrease the target behavior and replace it with a desired behavior.
Indicate the

replacement behavior in
the space provided below and submit a separate one-page

rationale:

(ii)
Increase the target behavior.
Submit a one-page rationale to explain
this selection.

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