SKY Case Study
Directions: For your FBA assignment, use the brief description, functional assessment interviews from the teacher, and the ABC data collected in order to write a Functional Behavioral Assessment and Behavior Intervention Plan for this student.
Student Description:
Sky is a bright, inquisitive boy at MAP Elementary in Ms. Gee’s fourth grade classroom. He likes Legos, Skylanders, Beyblades, Pokemon, and animals. He has a few best friends in Ms. Gee’s class that have similar interests. While he is nice to his friends, Sky can be overly critical and a little harsh to peers who don’t have the same interests as him. Specifically, Sky tattles on his peers often for any infraction- however little or big.
Sky receives special education services for Autism Spectrum Disorder and also participates in speech/language, social skills, and occupational therapies. He receives some academic support for reading and math in the general education classroom from his case manager. He spends the entire day in the general education classroom with the exception of being pulled for the aforementioned therapies.
His IEP team decided to conduct a FBA after Sky displayed multiple incidences of work refusal, property destruction, and verbal aggression. His teacher reports that these behaviors don’t happen too often, but when they do, it is bad. She is concerned that Sky’s behavior interferes with his learning and the learning of others. She is also concerned about the threat to his own physical safety with his aggression. His mother says that Sky does not exhibit any of these behaviors at home. Often, he protests or complains about having to do something at home such as chores or homework happens. She says that his behavior is better when she stacks chores on one day instead of throughout the week. She commented further the he likes to “get things over with”.
Functional Assessment Interview (Teacher)
Teacher Name: Ms. Gee Date: 3/27/2020
Student: SKY School: MAP Elementary Time: 10:15
Why was the child referred for behavioral support/assessment?
Sky can be a fun kid, but he’s lazy. He doesn’t want to do anything but play at school. And when he’s mad, he’s mad. If he doesn’t want to do something, it’s all over. He’s going to throw stuff-whatever he can get his hands on. And if I keep on that he’s going to do that thing, it gets worse. He threatens me and the other kids.. We haven’t been hit yet but he’s threatened us at least a dozen times this year.
Describe his/her language abilities.
Sky’ language skills are pretty good. He can ask me for whatever he needs or wants and seems to understand what I’m asking of him. When he gets upset, he doesn’t listen at all. Trying to talk through things makes him irritated. He doesn’t want to talk through it. He just wants to get out of it.
What are his/her play or leisure skills? When he/she isn’t directly engaging with you or a peer, what is he/she doing?
Sky plays with peers at PE or recess, but only the same 1-2. He will play with others but often has to have an adult to help him join another game. He’s a poor loser though. So, between that and the behaviors, I would say his friendships are a little superficial. They are still nice to them but they don’t invite him over or hangout with him outside of school. I think the other parents are scared he’ll do this at their houses and I don’t really blame them.
What are things that you know he/she really likes or is motivated by? How have you been able to work those into your instruction?
He is always negotiating. IF he completes an assignment, he’ll use that as justification as to why he doesn’t have to do the next one. He’ll say he has already finished his work for today.
What are the problem behaviors you experience in the classroom? What do they look like?
He won’t do anything you ask. And if he gets annoyed with you pushing him, he’s gonna rip it or throw it. Every now and then he’ll threaten to do something to me if I don’t leave him alone. But it’s mainly just that he’s lazy.
Which is your biggest/first concern? Why?
I want him to do some kind of work. I feel like if that got better, the rest would.
Who does this concern affect? Other students? You? How?
Everyone. We can’t get anything done and it’s not fair to the other kids who want to learn.
Do these concerns/behaviors happen all together in clusters and/or does one trigger another?
Not always. He is always whining about working. Always. Sometimes he throws something or rips his paper.
Do any of these behaviors happen predictably in a certain context or activity?
No. It’s all so random. Happens everywhere and all day.
What do you think triggers these behaviors or the cluster of them?
There aren’t any triggers. It’s completely random.
How do you typically react to these behaviors? Other staff?
When he refuses, I either move on and work with another kid and then come back or remind him that he can’t have computer time later. Sometimes computer time helps but not always. When he starts to throw or rip something up, I try to get it from him before he can mess it up.
How do other students react?
I think they’re scared of him to an extent, but they are willing to play with them when he’s calm. I think they don’t know what to do with him when he acts like that.
How do you attempt to calm/distract the student? What has worked?
I try to tell him what he’ll lose if he keeps it up. I’ll say, “You wanna go to recess, right? You wanna go home on blue, right? Then you have to make a better choice”. Sometimes that works and sometimes it doesn’t. Sometimes that’s enough to make him work but at the end of the day, I think he knows I can’t make him do anything, so he doesn’t.
What do you think he/she is trying to communicate with this behavior?
I wish I knew. I honestly just think he’s lazy.
What else do you want me to know about this child and his/her behavior concern?
Mom is nice, but I’m not convinced this doesn’t happen at home. If he were made to do stuff at home, then I think he would do it here. Or if he doesn’t do something here, he’ll lose something at home. I think that would work but I don’t know if Mom would be on-board with that.
Antecedent, Behavior, and Consequence Form
Student: SKY Circle One: Mon Tue Wed Thurs Fri Page 1 of 3
Full day Absent Partial day: In _____ Out ______ Date: 3/25/2020
Start/End Time
Context/Activity
Antecedent/ Setting Events
Identified Target Behaviors
Consequence/
Outcome
Student Reaction
Staff Initials
7:56
B
C
A
B/G/E
A
7:58
8:47
D
C
A
B/E
A
8:50
8:52
D
C
A
B/E
B
8:59
9:12
D
C
A
B/G/E
A
9:14
9:22
D
C
A
B/E
A
9:25
1:22
D
C
A
B/G/E
A
1:27
KEY
A. Morning Arrival
A. Transition
A. Work refusal
A. Ignored
A. Stopped
B. Morning group/work
B. Denied Access
B. Property Destruction
B. Redirection
B. Continued (at least 5 seconds)
C. Whole Group
C. Instruction/Directive
C. Verbal aggression
C. Correction/ reprimanded
C. Intensified (at least 5 seconds)
D. Small Group/Centers
D. Teacher Attention to others
D. Removal from group/class/assignment
D.
E. PE
E. Peer attention to others
E. Teacher attention
E.
F. Lunch
F. Told “NO”
F. Peer Attention
F.
G. Bathroom
G. Waiting
G. Behavior conference
G.
L. Dismissal
H. Down time
H. Phone call to parent
M. Transition
I. Loss of points
Antecedent, Behavior, and Consequence Form
Student: SKY Circle One: Mon Tue Wed Thurs Fri Page 2 of 3
Full day Absent Partial day: In _____ Out ______ Date: 3/26/2020
Start/End Time
Context/Activity
Antecedent/ Setting Events
Identified Target Behaviors
Consequence/
Outcome
Student Reaction
Staff Initials
8:06
B
C
A
B/G/E
B
8:10
8:12
B
C
A
B/G/E
B
8:15
8:40
D
C
A
B/E
B
8:46
9:15
D
C
A
B/E
B
9:20
9:36
D
C
A
B/G/E
B
9:40
1:12
D
C
A
B/G/E
B
1:18
1:30
D
C
A
B/E
B
1:34
KEY
A. Morning Arrival
A. Transition
A. Work refusal
A. Ignored
A. Stopped
B. Morning group/work
B. Denied Access
B. Property Destruction
B. Redirection
B. Continued (at least 5 seconds)
C. Whole Group
C. Instruction/Directive
C. Verbal aggression
C. Correction/ reprimanded
C. Intensified (at least 5 seconds)
D. Small Group/Centers
D. Teacher Attention to others
D. Removal from group/class/assignment
D.
E. PE
E. Peer attention to others
E. Teacher attention
E.
F. Lunch
F. Told “NO”
F. Peer Attention
F.
G. Bathroom
G. Waiting
G. Behavior conference
G.
H. Dismissal
H. Down time
H. Phone call to parent
I. Transition
I. Loss of points
Antecedent, Behavior, and Consequence Form
Student: SKY Circle One: Mon Tue Wed Thurs Fri Page 3 of 3
Full day Absent Partial day: In 8:00 Out 10:00 Date: 3/27/2020
Start/End Time
Context/Activity
Antecedent/ Setting Events
Identified Target Behaviors
Consequence/
Outcome
Student Reaction
Staff Initials
8:00
B
C
A
B/E
A
8:03
8:07
B
C
A
B/G/E
A
8:11
8:13
B
C
A
B/G/E
A
8:15
8:17
B
C
A
B/E
A
8:20
8:47
D
C
A
B/E
B
8:52
9:17
D
C
B
C/G/E
C
9:23
9:36
D
C
A
B/G/E
A
9:40
9:54
D
C
A
B/G/E
A
9:58
KEY
A. Morning Arrival
A. Transition
A. Work refusal
A. Ignored
A. Stopped
B. Morning group/work
B. Denied Access
B. Property Destruction
B. Redirection
B. Continued (at least 5 seconds)
C. Whole Group
C. Instruction/Directive
C. Verbal aggression
C. Correction/ reprimanded
C. Intensified (at least 5 seconds)
D. Small Group/Centers
D. Teacher Attention to others
D. Removal from group/class/assignment
D.
E. PE
E. Peer attention to others
E. Teacher attention
E.
F. Lunch
F. Told “NO”
F. Peer Attention
F.
G. Bathroom
G. Waiting
G. Behavior conference
G.
L. Dismissal
H. Down time
H. Phone call to parent
M. Transition
I. Loss of points
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