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Brief Functional Assessment Interview

Student: First Grader

Teacher: Miss Craig

Date: 2/28/15

I. Define the behavior or class of behaviors that are of concern.


Behavior: The students behaviors range from mild to severe depending on the situation.
The student has a hard time staying on task, refuses to comply to directions or
instructions, and is physically aggressive by throwing and/or destroying classroom
materials, hitting adults and peers, yelling at peers, and kicking and/or pushing over desks
and/or chairs.
How often does it occur?
The behavior occurs multiple times a day, throughout each part of the students day.
Documentation of the students behavior is included at the bottom of this document.
II. Define Predictor Events
Setting Events
After going to a staffing downtown, the students day was cut to 3 hours. He attends
school from 10:00am to 1:30pm. The student is not currently on any medication. The
students LRE is set in the general education classroom for 80% or more of his day.
Immediate Events
The students behavior frequently occurs during transitions, but does not only occur
during transitions. The behavior also occurs in highly stimulated environments.
III. What is the function of the behavior(s) of concern?
Does the student get something? What?
The student wants to receive adult attention or something tangible.
Does the student avoid something? What?
The student wants to escape from peer interaction when the behaviors occur.
IV. List positive behaviors that may serve as alternatives to the behavior(s) of
concern.
What does the student already do?
The student can be helpful when given a specific job, but does not take on the
responsibility of student role. The student invites friends to spend time with him, but may
do so to show off what he gets to do during his breaks and the prizes he receives for
good behavior.
What can you teach the student to do?
The student needs to be encouraged and taught to accept the student role, follow
directions, keep his hands and feet to himself, and complete his work. The student needs
to be taught to control his aggression and how to receive positive attention.

V. What events, actions, or objects are perceived as positive by the student?


In terms of objects, the student loves Spiderman. He has a prize box to pick from, as well
as Spiderman stickers. The student enjoys playing any type of game. He especially loves
computer and video games. The student perceives adult attention and adult
encouragement as positive. He perceives leaving school and being with his family as
positive as well.
VI. What has been tried before?
Positive encouragement, ignoring, sensory breaks, visual models and cues, clear
directions, given 2 choices when behavior is escalating, tangible rewards such as breaks
and prizes, visual schedule, social stories, advanced notice about transitions and schedule
changes, gentle redirection, and a shortened day have all been tried.
What has worked?
He responds better when given two choices, but the behavior may continue. He responds
well to a clear reward system, but can lose sight of it when he continues behaving
negatively. Advanced notice about changes in schedule and transitions can be helpful, but
may not prevent negative behavior. He responds well to positive encouragement and
sensory breaks.
What has not worked?
Negative behavior escalates when the students small behaviors are ignored. He does not
respond to visual cues, directions, or redirection. A visual schedule would benefit him
more if forced to refer to it more often. Shortening the students day hasnt cause any
type of change in his behavior.
Although he may respond well to some of the strategies that have been tried, nothing has
permanently worked or worked often.

Documentation of Students Behavior by Week


Week of January 12
Physical and verbal aggression before dismissal by throwing chairs, kicking, and
screaming on Wednesday.
Displayed defiance to redirection on Wednesday.
Week of January 19
Defiant to make transitions each day.
Displayed physical aggression towards classroom materials and verbally
aggressive outbursts on Tuesday and Friday.
Week of January 26
Defiant to make transitions each day.
Physically aggressive towards a peer on Monday and Wednesday (hitting and
kicking).

Physically aggressive towards an adult on Monday (kicking).


Physically aggressive with materials on Tuesday, Wednesday, and Thursday.
Verbally screaming on Tuesday and Thursday.
Absent on Friday.

Week of February 2
Defiance, physical aggression towards students and materials, and verbal
aggression throughout each part of the day on Monday, Wednesday, Thursday,
and Friday.
Week of February 9- shortened day implemented (10am to 1:30pm)
Defiant each day.
Physical aggression towards materials each day.
Physical aggression towards peers Wednesday, Thursday, Friday (hitting and
kicking).
Verbal outburst on Friday.
Week of February 17
Defiant each day. Refusal to follow directions, be redirected, or transition.
Physical aggression towards adults three days.
Physical aggression towards materials each day.
Verbal outbursts each day.
Physical aggression towards himself on Friday.
Week of February 23
Unsafe actions (laying on a table, running in the hallway and classroom, hopping
over chairs, swinging on the door, moving desks around, jumping down the stairs,
eating books, refused to let students into the classroom, licked the office window)
each day.
Verbal disruptions/outbursts (talking out, screaming, purposely interrupting peers,
making noises, burping in peers faces, cursing at adults) each day.
Physical aggression towards materials each day.
Physical aggression towards peers (threatening, fighting) on three separate
occasions.
Physical aggression towards adults (hitting, kicking) two different times.

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