Melissa Rosanio

Sparks
SERP 408B
19 April 2016
Functional Behavior Assessment and Behavioral Intervention Plan Form
Student: Victor
Teacher: Willow Schroeder
School: Sunnyside High School
Setting: 9th grade Science and English classroom

Step Action Outcome

1 Identify the function of the The function of the behavior is to gain peer attention while
behavior. avoiding his work.
Describe the behavior in The student exhibits constant tapping/drumming on the desk,
measurable terms. repeatedly uses foul language when addressing peers
How does the behavior and teacher, and refuses to remain in his assigned
meet the students needs? seat.
The student uses opportunities to distract his peers to gain
their attention and to avoid completing class work.
Within a two-hour block period Victor exhibits the behaviors
approximately 80% of the time.
2 Select a replacement behavior. Victor will work on assignments independently for a
What should the student do pre-determined length of time and then will be
instead? partnered and will complete a think pair share
What do successful activity.
students do? o Once in a group, the student will remain
Will the behavior help the focused on the assignment and will not divert
student meet his or her his peers attention.
needs? Successful students are able to work independently
and be on task without depending on the attention of
others.
The behavior allows for Victor to gain more skills to
work independently but also allows him limited
access to peer attention.
3 Design a teaching plan. Expected Behavior-
The student will begin working on each assignment
independently until they have shown that they can
positively contribute to the pair-share activity.
The instructor will then partner them with their peers.
Student will communicate appropriately with peers
when in groups.
The expected behavior includes: Teaching Examples-
Conditions On independent and partnered assignments.
Behaviors He will communicate appropriately with the
 instructor as well as any guest who enters the
classroom.
Student will engage in the behavior while in all
classes and in peer interactions.
Teaching examples should: Non-examples-
Describe when to use the Victor should not have to exhibit the behavior in
behavior between classes.
Be realistic
Non-examples should: Teaching strategies-
Describe when not to use Develop a system of nonverbal cues between the
the behavior teacher, teaching assistant, and student to
Be realistic communicate the need to separate Victor from others
Role-play with the entire class what type of response
is appropriate for various situations. As the teacher I
will play the role of a disruptive student, I will have
the teachers assistant take over my role, and then I
will have students identify the disruptive behaviors
that I exhibit.
Peer modelinghave students partner up and
demonstrate effective strategies

4 Arrange the environment to Problem situations-

facilitate success Students are not required to sit in assigned seats this
allowing Victor to roam the room and sit near his
easily distractible peers.
His physical environment needs to be modified to
better facilitate his behaviors.
o His seating needs to be changed from a group
setting to an individual desk.
Teacher-student interactions: The teacher should be
able to approach the student while he demonstrates
positive behaviors. There should be the same
expectations for talking to the teacher as he talks with
his peers.
Consider changes to: Facilitate success-
Physical environment Remove Victor from his group of friends. Change the
Classroom procedures seating so that he is at an independent desk rather
Task requirements than sitting with a group of 4 or 5 other easily
Teacher-student distracted boys.
interactions Place his seat close to the instructor
Classroom Procedures: Victor should be able to
engage with peers when working in-group settings
but must make sure to remain on task. He needs to
remain focused on the assignment but should be able
to ask peers and the instructor for assistance when
 needed.

5 Develop consequences for desired Natural positive consequences-

and undesired behavior. Victor will gain the skills to work independently and
his grades will increase as a reflection of the amount
of work he completes
Opportunities to become more involved in partnered
work will increase
Verbal praise which clearly defines the positive
behaviors

(Artificial consequences should be Withhold access to natural positive consequences-

used only when natural Do not allow Victor to work with his peers following
consequences are not sufficient!) any verbal or physical distractions
Prompts-
Visual cue; instructor will gesture towards the
assignment sheet to remind Victor of what his focus
should be on.
Verbal cue; instructor praises those who complete
their independent work and give them permission to
pair up with a student of their choosing.
If the replacement behavior Artificial positive consequences-
is not exhibited despite If Victor completes independent work with minimal
natural positive distractions he will gain the opportunity to complete
consequences and prompts an extra credit assignment to boost his grade
(something he desperately needs).
Praise! Victor will gain more praise from the
instructor for not engaging in the distracting behavior
and for choosing to work towards correcting his
behavior.
If the problem behavior Negative consequences-
continues despite natural Increased supervision by teaching assistant for the
positive consequences week
Loss of points and loss of opportunities to gain any
extra credit
6 Write behavior objectives Learner: In the classroom setting Victor will work
Learner: Who will independently to complete assignments (rather than distract
demonstrate the behavior his peers and avoid his work) during 80% of opportunities.
Conditions: When, where, Condition: Victor will be expected to behave appropriately in
and under what each class when working in-group settings and with the
circumstances instructor.
Behavior: A physical Behavior: The student will come to class and be prepared to
description of what the work on his assignments. He will not enter the room and
learner is to do begin yelling or grabbing his peers. He will sit at his assigned
 Criteria: How much of the seat and begin the class by completing his bell work
behavior is necessary for independently. During transitions he will remain seated and
the objective to be can quietly communicate with peers if appropriate.
complete Criteria: Victor must demonstrate the replacement behavior at
all times when he is in class in order to ensure that he is
doing everything possible to better himself. He must
complete assignments in order to raise his grade and pass the
class.