Functional Assessment

: Austin is an eleven-year-old Caucasian male who is a student in the fifth grade. He is currently enrolled in a private school. It is reported that Austin is strong in all academic areas, except reading and writing and currently has all A’s and B’s on his report card. His teacher reports that Austin seems to be on task and to be paying attention most of the time. He noted that Austin participates in class and that he completes all of his class work.

It is reported that Austin has difficulty reading text fluently on a fifth-grade level and that he needs more work encoding and decoding skills to pronounce words that are unfamiliar to him. His teachers stated the Austin is capable of comprehending what he reads even if it takes him some

Austin is currently working on adding and subtracting fractions.

Student Academic Behaviors of Concern: Austin struggles with reading grade appropriate texts fluently. He also struggles with decoding and encoding multisyllabic words. His teacher reports that Austin never volunteers to read during class and struggles to write larger paragraphs. It was also reported that Austin does not make correction to his writing after reviewing what he wrote with peers and teachers.

Assessment Technique: Functional Assessment of Academic Behavior (FAAB)

Student Characteristics: Austin dressed and acted like a typical fifth grade. He was polite and articulate during his interview. Reports show that this is typical behavior for Austin. Austin works well with others during group work and during individualized instructional time with his learning support teacher. Austin enjoys playing with his siblings, building with Legos, playing Minecraft, and INSERT HERE. Austin does not know what he wants to do after he finishes school.

Instructional

Communication between home and school is clear and frequent with daily planners on progress and homework goals. Austin’s parents have a good relationship ship with the school having had a child already go through the school. The school and parents are in agreement with the academic goals set for Austin and no behavioral concerns need to be addressed. There are plenty of opportunities given to Austin to practice skills learned at school in the home environment. Austin’s parents report that they intend to keep Austin in the Lancaster Mennonite schools with no intention on having him attend public school. Austin reports feeling his parents and teachers want the best for him at