FUNCTIONAL ASSESSMENT INTERVIEW (FAI)

Person of concern: Jake Age: 8th Grade Gender: Male

Date of Interview: 4/6 Interviewer: Elizabeth McHugh
Respondents: Jenny Miller
A. DESCRIBE THE BEHAVIORS.
1. For each of the behaviors of concern. define the topography (how It Is performed). frequency
(how often It occurs per day, week, or month), duration (how long It lasts when It occurs), and
intensity (how damaging or destructive the behaviors are when they occur).
Behavior

Topography

Frequency

Duration

Intensity

a. Getting out of seat- the student consistently walks around the classroom and does not
stay in his assigned seat. He will get up at least 2 times during class to sharpen his pencil, talk to
his peers, or walk to the trashcan. It usually lasts about a minute, until a prompt is given to him
to sit back down. This disrupts the other students in the class because when he gets up he usually
talks to other students and distracts them.
b. Talking to peers- the student starts talking with their peers during instruction, which
disrupts the rest of the class. This occurs within all classes around two times a class. The
students duration of the conversation lasts around 30 seconds and then will transition to
something else. The students conversations will last longer if the student is not given a prompt
to sit back down from the teacher. The student typically shouts out which also disrupts the other
students.

2. Which of the behaviors described above are likely to occur together in some way? Do they
occur about the same time? In some kind of predictable sequence or "chain"? In response to the
same type of situation?
Both of my behaviors will occur at the same time. If the student gets out of his seat, he typically
will walk over to another peer and start talking with them. When he gets out of his seat he does
not always talk to his peers, but he usually does. It is only predictable that he will socialize when
he gets up if one of his friends is in the path of direction where the student is going (trashcan,
door, pencil sharpener).

B. DEFINE ECOLOGICAL EVENTS (SETTING EVENTS) THAT PREDICT OR SET

UP THE PROBLEM BEHAVIORS.
1. What medications is the person taking (if any), and how do you believe these may affect his or
her behavior?
The student is not on any medication and I do not think that my student would benefit from
taking medication.
2. What medical or physical conditions (if any) does the person experience that may affect his or
her behavior (e.g., asthma, allergies, rashes, sinus Infections, seizures, problems related to
menstruation)?
My student does not have any medical or physical conditions that affect his behavior.
3. Describe the sleep patterns of the Individual and the extent to which these patterns may affect
his or her behavior.
My student requires enough sleep to function and behave appropriately. This student has
verbalized to the CT and I that he is very tired, which affects his performance in class. If he is
tired and has not had enough sleep he will sleep in class and refuse to do his work.

4. Describe the eating routines and diet of the person and the extent to which these may affect
his or her behavior.
If the student is hungry, it will show in his behavior. He will be more defiant and refuse to
complete any assignments given to him. This does not greatly affect his performance, but it is a
factor that leads to him getting out of his seat and talking to his peers.

5a. Briefly list below the person's typical daily schedule of activities. (Check the boxes by those
activities the person enjoys and those activities most associated with problems.)
Activity
6:00 Student wakes up for
school and eats breakfast
7:00 Student takes the bus to
school

Enjoys
unsure

8:00 Student goes to his

roundtable (homeroom) for first
period
9:00 Student has Arts for Life,
P.E.
10:00 Student has Enrichment

usually

Problems

unsure

3:00- Math, problems with

completing work and staying
on-task
4:00- Student goes home

usually
no

Activity
2:00- Science

Enjoys

Problems

yes
X

yes

and Learning. Required to read

and do career cruising. RTI
period for intensive reading
support.
11:00 History, the student has
problems with staying focused
and doing his work
12:00 Lunch
1:00 Reading, struggles with
staying focused and not being
defiant. typically refuses to do
his work

Someti
-mes

Yes
X

5b. To what extent are the activities on the dally schedule predictable for the person, with regard
to what will be happening. when it will occur, with whom, and for how long?
When the student is given instruction he typically is very defiant and portrays behavior to avoid
the assignment. It is predictable that the student will shout out during class and get out of his seat
to delay the start of his work. The behaviors typically start in the beginning of the academic
classes. Once the student begins his work, he can work for awhile. He has problems during
transitioning and getting back on track with his work.
5c. To what extent does the person have the opportunity during the day to make choices about his
or her activities and reinforcing events? (e.g., food, clothing, social companions, leisure
activities)
The student has the choices to decide what he wants to eat, wear, and what friends he wants to
socialize with. He can also decide how he wants to act and behave in his classes.

6. How many other persons are typically around the individual at school (including staff,
classmates)? Does the person typically seem bothered In situations that are more crowded and
noisy?
There is a lead teacher, paraprofessional, and student teacher in most of the classes that the
student is in. The student likes attention, so he likes having more individuals there to support
him.

7. What is the pattern of staffing support that the person receives in home, school, work, and
other settings (e.g., 1:1. 2:1)? Do you believe that the number of staff, the training of staff, or
their social interactions with the person affect the problem behaviors?

There is a stronger teacher to student ratio when the student is at school. This is because the
student has many problem behaviors that need monitoring, so a paraprofessional or student
teacher will closely watch the student and supervise him. At home the student lives with his
Aunt, and does not get much supervision from her. He is on his own when he is at home and in
other settings outside of school. I think that this affects the students behavior outside of school
and is why he has trouble with the law. If he got more supervision outside of school then he may
get into less trouble.

C. DEFINE SPECIFIC IMMEDIATE ANTECEDENT EVENTS THAT PREDICT WHEN

THE BEHAVIORS ARE LIKELY AND NOT LIKELY TO OCCUR.
1. Times of Day: When are the behaviors most and least likely to happen?
Most likely: After lunch the behaviors are most likely to happen because the student is ready to
go home and is usually sick of school at this point. Also, the start of each class is hard for the
student to get started on his work and start his assignments.
Least likely: In the morning classes when school has just begun. The student is more focused and
does not get out of his seat as much or talks to his peers.
2 . Settings: Where are the behaviors most and least likely to happen?
Most likely: In academic classes such as reading, history, and English.
Least likely: During non-academic classes such as gym, art, or lunch.
3. People: With whom are the behaviors most and least likely to happen?
Most likely: Substitute teachers, paraprofessionals, and student teachers.
Least likely: The lead teacher for that specific class.
4. Activity: What activities are most and least likely to produce the behaviors?
Most likely: When the student is given an assignment or reading to do. He does not react well to
instruction or someone telling him what he needs to do.
Least likely: Non-academic activities, such as gym. Also, games played in class where the
student is not required to work hard or put in a lot of effort.
5. Are there particular or idiosyncratic situations or events not listed above that sometimes seem
to "set off" the behaviors, such as particular demands, noises, lights, or clothing?
None

6. What one thing could you do that would most likely make the undesirable behaviors occur?
Giving the student a command or direction instruction to do a task.
7. Briefly describe how the person's behavior would be affected if ...
a . You asked him or her to perform a difficult task.
He would refuse to do it and say that hes not doing it or does not have time to do it.
b. You Interrupted a desired activity. such as eating ice cream or watching TV.
He would get very mad and yell. He would be very rude and disrespectful towards that
individual.
c. You unexpectedly changed his or her typical routine or schedule of activities.
He would be very off-task and it would be hard for him to follow a changed routine.
d. She or he wanted something but wasn't able to get it (e.g., a food item up on a shelf).
He would become very loud with verbal outbursts stating what he wants. He would
become very defiant and show disrespectful behavior towards the individual/
e. You didn't pay attention to the person or left her or him alone for a while (e.g., 15
minutes).
He would be very off-task and be doing something that he is not supposed to be doing (on his
phone, or on other computer websites)
D. IDENTIFY THE CONSEQUENCES OR OUTCOMES OF THE PROBLEM
BEHAVIORS THAT MAY BE MAINTAINING THEM (I.E., THE FUNCTIONS THEY
SERVE FOR THE PERSON IN PARTICULAR SITUATIONS).
I. Think of each of the behaviors listed In Section A, and try to identify the specific consequences
or outcomes the person gets when the behaviors occur In different situations.
Behavior

Particular Situations

What exactly does he What exactly does she

or she get?
or he avoid?
a. Getting out of his seat: He usually gets a verbal prompt to sit back down and stay in his seat. If
the behavior happens a lot then he will get a detention. The student is getting up to avoid doing
his work. He usually will get up just as an excuse to walk around the room so he does not have to
complete his work. This happens in all of his academic situations and the consequences are the
same.

b. Talking to peers: the student will get a verbal prompt to be quiet and will also get a detention if
the behavior is very constant. This distracts the rest of the student and prevents them from getting
their work done. The student also does this to avoid doing his work, so he delays starting his
assignments by talking to other students. The students seat was changed because he was
constantly shouting out to his peers.
E. CONSIDER THE OVERALL EFFICIENCY OF THE PROBLEM BEHAVIORS.
EFFICIENCY IS THE COMBINED RESULT OF (1) HOW MUCH PHYSICAL EFFORT
IS REQUIRED, (2) HOW OFTEN THE BEHAVIOR IS PERFORMED BEFORE IT IS
REWARDED, AND (3) HOW LONG THE PERSON MUST WAIT TO GET THE
REWARD.
Problem Behavior
Getting out of seat
Talking to peers

Low Efficiency
1
1

2
2

3
3

4
4

High Efficiency
5
5

F. WHAT FUNCTIONAL ALTERNATIVE BEHAVIORS DOES THE PERSON ALREADY

KNOW HOW TO DO?
I. What socially appropriate behaviors or skills can the person already perform that may generate
the same outcomes or reinforcers produced by the problem behaviors?
The student knows how to raise his hand when needing to talk instead of shouting out.
Also, the student is allotted breaks when he can use to walk around in the hallway or get
out of his seat if needed. If he utilized his breaks he will not need to be constantly getting
out of his seat and having to walk around.

G. WHAT ARE THE PRIMARY WAYS THE PERSON COMMUNICATES WITH

OTHER PEOPLE?
He shouts out to the teacher or other students in the class. When he needs something instead of
raising his hand he will shout to the teacher, or get out of his seat to go up and talk to her.

1. What are the general expressive communication strategies used by or available to the person?
These might include vocal speech, signs and gestures, communication boards and books, or
electronic devices. How consistently are the strategies used?

The student is required to raise his hand if he needs something. If he needs to go to the bathroom
he is supposed to take his assignment notebook and write down the time and get a signature from
the teacher. These strategies are consistently reinforced but the student does not use them
regularly.

Request
attention
x

Request
preferred
food/objects/a
ctivities

Show you
something or
some place

x
x

Other

Self-injury

Aggression

Facial expression

Fixed gaze

Moving away or leaving

Moving close to you

Increased movement

Giving objects

Grabbing/reaching

Shaking head

Leading

Pointing

Single signs

Complex signing

Other vocalizing

Request help

Request break

Echolalia

One-word utterances

Multiple-word phrases

Communicativ
e Functions

Complex speech (sentences)

2. On the following chart, Indicate the behaviors the person uses to achieve the communicative
outcomes listed:

Indicate
confusion or
unhappiness

Protest or
reject a
situation or
activity

3. With regard to the person's receptive communication, or ability to understand other persons ...
a . Does the person follow spoken requests or Instructions? If so, approximately how
many? (List if only a few.)
The student will follow easy requests such as take out a pencil but he has a hard time of
following multi-step instructions.
b. Does the person respond to signed or gestural requests or instructions? If so,
approximately how many? (List if only a few.)
No he does not respond well to these requests.
c. Is the person able to imitate if you provide physical models for various tasks or
activities? (List if only a few.)
The student is able to imitate you if you provided very detailed models and if the student
was listening to the whole modeling direction.
d. How does the person typically indicate yes or no when asked if she or he wants
something, wants to go somewhere, and so on?
He will state exactly what he wants and if he does not want to do something. He is very verbal
and communicates his wants or needs. If the student is tired he will put his head down and start
to sleep, also the student will shake his head and complain if he does not want to do something.

H. WHAT ARE THINGS YOU SHOULD DO AND THINGS YOU SHOULD AVOID IN
WORKING WITH AND SUPPORTING THIS PERSON?
1. What things can you do to improve the likelihood that a teaching session or other activity will
go well with this person?

If the directions are chunked into different tasks, instead of all at once. If a task is given and the
student feels overwhelmed, or that the task is too difficult he will immediately become defiant.
He will avoid doing it by walking around/getting out of his seat and talking to his peers. Simple
instructions and directions work best with him.

2. What things should you avoid that might interfere with or disrupt a teaching session or activity
with this person?
Giving the student a lot of commands, this will make him feel like he is constantly being told
what to do and it will make him very defiant.

I. WHAT ARE THINGS THE PERSON LIKES AND ARE REINFORCING FOR HIM OR
HER?
1. Food items: Candy, gum, any food
2. Toys and objects: bouncy balls, manipulatives, pencils, Knights Kash
3. Activities at home: Money, toys, electronics
4. Activities/outings in the community: Basketball games, other outings
5. Other: n/a

J. WHAT DO YOU KNOW ABOUT THE HISTORY OF THE UNDESIRABLE

BEHAVIORS, THE PROGRAMS THAT HAVE BEEN ATTEMPTED TO DECREASE
OR ELIMINATE THEM, AND THE EFFECTS OF THOSE PROGRAMS?
Behavior

Particular situations

What exactly does he

or she get?

What exactly does she

or he avoid?

1. Getting out of his seat: He is avoiding doing his work by constantly getting out of his seat and
walking around. This is done in many of his academic classes. He gets the satisfaction of
delaying his work and not having as much time to work on it. He does not want to do his work so
he tries to waste as much time as possible not doing it.
2. Talking to his peers: He talks to his peers to distract him and others from starting their work.
He does not want to do his given task and assignment so he chooses to shout out and talk to his
peers. He gets the satisfaction of not doing his work right away and delaying his work.

K. DEVELOP SUMMARY STATEMENTS FOR EACH MAJOR PREDICTOR AND/OR

CONSEQUENCE.
Distant Setting Event

Immediate Antecedent
(Predictor)

Problem Behavior

Maintaining
Consequence

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

How confident are you that this Summary Statement is accurate?

Not very confident
1

Very Confident
5