Functional Behavior Assessment

A functional behavior assessment was requested by the principal at A.’s school. A.’s teacher, Ms. H, consulted with the Intern School Psychology student to assist with the collection of data as well as the implementation of the plan. A. has been displaying maladaptive behaviors, such as hitting, pushing, and kicking towards people in his classroom and during transitional times such as waiting for pick-up and in the hallways. In addition, A. has a pattern of repeated office referrals for this aggressive behavior. A. has been sent home early at least one to two times a week since school has been in session. A.’s child study team met on 09/01/2017 and determined a need for a Functional Behavior Assessment (FBA) as well as a Behavior Intervention

stop the aggressive physical behaviors and develop the ability to control his aggressive impulses. She would like for him to let her or the aide know when he is feeling overwhelmed so she or another staff member can assist him with handling his impulsive aggression in a positive manner. When A. engages in the negative behavior he is usually in an unstructured environment. When aggressive physical outburst occurs, the aide tells the teacher and they verbally reprimand the student. This usually escalates into the teacher taking him to the principal’s office. By the time, he is escorted to the office, his mood has changed, and he is docile. Moreover, the consequences of his actions are usually in the form of calling his mother and he is sent home for the remainder of the day. This school year, A. had been sent home part of the school day or sent to the office to have alone time at least 10 documented times (08/07/2017-9/07/2017). This is not a verifiable and accurate total because of his special education status; the vice-principal shared she does not record every incident. The vice principal stated A. has been in the office multiple times each week because he has hit the aide or another student. Most of his aggressive behaviors do occur during unstructured or transition activities and aggression is mainly directed toward the

He also brought the magazines he cut them from to school. (Student did not return to school for two days) 9/21/2021 ½ (Sent office/home) The student pushed the aide in the hallway. 9/26/2017 .25 (sat in office & sent home at 2:00) Hit aide in the arm twice. Once during transition in the hallway to another class and once when doing a social skill activity in the hallway. He also kept undoing his belt and pulling his pants