FUNCTIONAL BEHAVIOR ASSESSMENT: INITIAL LINE OF INQUIRY-(Form D) Student: Robbie FBA Meeting Date: 1.8.2014 Participants: Eileen, Melissa, Lynn, Revision/Revisit 1.28.2014 Date: Good attendance, enjoys some peers (friends, Johnny), enjoys movies/Netflicks w/ Mom & basketball, Strengths: Able to share his needs/expresses himself, and completes tasks 1 on 1. PREVENT DATA TEACH DATA REINFORCE DATA (refer to 1a, 2a, 3a, 4, 5, 6 on PTR Prevent (function- refer to PTR assessment Teach 1-6); (consequences refer to PTR assessment – assessment) Reinforce 1-5) Targeted Behaviors SLOW TRIGGERS FAST TRIGGERS PERCEIVED FUNCTION ACTUAL CONSEQUENCES Parents are Taking tests Escape social Send Robbie to BEHAVIORS TO DECREASE – outbursts any behavior defined – divorced Writing fine motor environments office/not – as yells out, talking back, angry words No contact with tasks Avoiding completing the directed at teacher, grunts measured – task Dad Socializing at tasks/work; in times of occurrence per day Blaming Mom for Unstructured times Avoiding Teacher/peer ignoring Dad leaving Tasks requiring to the nurse times that Robbie situations that – requests to go to the nurse per day Social skill extended responses contribute to Loses recess deficits Going to school anxiety Time at nurses Trouble at lunch Takes a mood Noise in cafeteria office 1-1 – Throwing up Gain 1-1 contact stabilizer attention BEHAVIORS TO INCREASE ( from nurse IEP for Not facing social Stating feelings/Self-control strategies – Emotional situations anytime that Robbie expresses how he Disturbance Loss of friends feels (i.e. nervous, scared, worried, Loss of instruction anxious, angry, mad) either using picture cues or words. This is also measured in time times per day. Suffering grades Gets out of doing independent work
FUNCTIONAL BEHAVIOR ASSESSMENT: INITIAL LINE OF INQUIRY-(Form D) Student: Robbie FBA Meeting Date: 1.8.2014 Participants: Eileen, Melissa, Lynn, Revision/Revisit Date: 1.28.2014 Strengths: Good attendance, enjoys some peers (friends, Johnny), enjoys movies/Netflicks w/ Mom & basketball, Able to share his needs/expresses himself, and completes tasks 1 on 1. PREVENT DATA (refer to 1a, 2a, 3a, 4, 5, 6 on PTR Prevent assessment) SLOW TRIGGERS FAST TRIGGERS TEACH DATA Targeted Behaviors REINFORCE DATA (function- refer to PTR assessment Teach 1-6); (consequences – refer to PTR assessment Reinforce 1-5) PERCEIVED FUNCTION ACTUAL CONSEQUENCES Parents are divorced No contact with Dad Blaming Mom for Dad leaving Social skill deficits Takes a mood stabilizer IEP for Emotional Disturbance Taking tests Writing – fine motor tasks Socializing at Unstructured times Tasks requiring extended responses Going to school Noise in cafeteria BEHAVIORS TO DECREASE outbursts – any behavior defined as yells out, talking back, angry words directed at teacher, grunts – measured in times of occurrence per day to the nurse – times that Robbie requests to go to the nurse per day Trouble at lunch Throwing up BEHAVIORS TO INCREASE ( Stating feelings/Self-control strategies – anytime that Robbie expresses how he feels (i.e. nervous, scared, worried, anxious, angry, mad) either using picture cues or words. This is also measured in times per day. Escape – social environments Avoiding tasks/work; Avoiding situations that contribute to anxiety Gain 1-1 contact from nurse Send Robbie to office/not completing the task Teacher/peer ignoring Loses recess Time at nurses office – 1-1 attention Not facing social situations Loss of friends Loss of instruction time Suffering grades Gets out of doing independent work