WGU D001 Task 1 | Passed on First Attempt
|Update | Complete Solution
Functional Behavior Assessment
Learner name: Alexis Date: 03/24/2025
Target Behavior
Alexis is a ninth-grade student diagnosed with a Specific Learning Disability (SLD) in Reading.
Alexis presents a target behavior of work refusal. Alexis was observed in 2 different settings at different
times. Alexis was observed in the resource room by her resource teacher, Mrs. Maynoor, utilizing partial
interval recording with 20 60-second intervals 2 separate times. During the first observation period,
Alexis engaged in work refusal across 11 of the 20 intervals resulting in 55% of the observation period
spent engaging in work refusal. During the second observation period, Alexis engaged in work refusal
across 5 of the 20 intervals resulting in 25% of the observation period spent engaging in work refusal.
When averaging the results of the two observation periods, Alexis engaged in task refusal 40% of the
time.
Alexis was also observed by the school counselor, Mrs. D, during English 9 taught by Mrs. Miller.
During Mrs. D’s observation Alexis engaged in several instances of target behavior. Upon completion of
a conditional probability analysis of the antecedent and consequences observed when Alexis displayed
the target behavior, it can be hypothesized that the functions maintaining her target behavior are
attention and escape/avoidance.
Additionally, Mr. Hewitt, Alexis’s history teacher completed a Motivation Assessment Scale (MAS) on
the target behavior of work refusal. After analyzing the results of the MAS, it can be hypothesized that
Alexis’s target behavior is maintained by the functions of escape/avoidance and attention.
Reinforcement Behaviors
Alexis’s target behavior of work refusal appears to be dually maintained by negatively
reinforcing Alexis’s avoidance or escape from task or demands by removing Alexis from the learning
environment. Alexis’s target behavior is also maintained by positively reinforcing Alexis with socially
mediated attention from others. This is evidenced by Alexis engaging in information-seeking questions
that escalate into challenging and/or threatening statements (such as “I’m not stupid” or “Do you think
I’m dumb?”) when asked to perform a task she perceives as hard or when her reading is corrected in
front of peers. When Alexis engages in stated challenging questions, as a result, the teacher verbally
engages with Alexis.
Hypothesis
Alexis engages in work refusal across multiple settings. The hypothesized functions of Alexis’s
target behavior of work refusal appear to be 1.) Demand, 2.) Escape/Avoidance, and 3.) Attention
, Seeking. Alexis engages in work refusal in class when a demand is placed on her that she perceives to be
“difficult” or when reading in front of peers; additionally, when Alexis is reading in front of peers, and
she is corrected or prompted to pronounce a word, it causes Alexis to begin to engage in work refusal as
well. During English class, when Alexis was given the demand to read aloud, Alexis began to engage in
Attention Seeking behaviors of verbal opposition (verbally refusing) as well as posing challenging
questions to the teacher. Alexis then slammed her book closed while continuing to pose challenging
questions to the teacher until the teacher removed Alexis from the learning environment.
Behavior Intervention Plan (BIP)
Form
Target behavior
Alexis engages in work refusal across multiple settings. Her target behavior of work refusal is
dually motivated by escape/avoidance and attention from others. Alexis engages in task refusal across
multiple settings. Alexis engages in work refusal in class when a demand is placed on her that she
perceives to be “difficult” or when reading in front of peers; additionally, when Alexis is reading in front
of peers, and she is corrected or prompted to pronounce a word, it causes Alexis to begin to engage in
work refusal as well.
Replacement behavior
Alexis will engage in on task behavior across multiple settings 90% of the time. Alexis will reach
this goal by asking for an approved break 1 time per class when she feels that she needs to leave the
room for no more than 5 minutes. Additionally, Alexis will be provided with an index card that is red on
one side and green on the other side that she can utilize to indicate to the teacher when she feels
comfortable being called on and when she would not like to be called on.
Alexis will be taught to utilize the replacement strategy to access an approved break from the
classroom setting by raising her hand to get the teacher’s attention. She will then mention that she
needs to go to the hallway, the teacher will then honor her request as long as Alexis was not engaging in
the target behavior immediately before the request for a break. Alexis will be allowed 1 opportunity
during the class to take a planned break. By Alexis utilizing this strategy, she can escape/avoid the
|Update | Complete Solution
Functional Behavior Assessment
Learner name: Alexis Date: 03/24/2025
Target Behavior
Alexis is a ninth-grade student diagnosed with a Specific Learning Disability (SLD) in Reading.
Alexis presents a target behavior of work refusal. Alexis was observed in 2 different settings at different
times. Alexis was observed in the resource room by her resource teacher, Mrs. Maynoor, utilizing partial
interval recording with 20 60-second intervals 2 separate times. During the first observation period,
Alexis engaged in work refusal across 11 of the 20 intervals resulting in 55% of the observation period
spent engaging in work refusal. During the second observation period, Alexis engaged in work refusal
across 5 of the 20 intervals resulting in 25% of the observation period spent engaging in work refusal.
When averaging the results of the two observation periods, Alexis engaged in task refusal 40% of the
time.
Alexis was also observed by the school counselor, Mrs. D, during English 9 taught by Mrs. Miller.
During Mrs. D’s observation Alexis engaged in several instances of target behavior. Upon completion of
a conditional probability analysis of the antecedent and consequences observed when Alexis displayed
the target behavior, it can be hypothesized that the functions maintaining her target behavior are
attention and escape/avoidance.
Additionally, Mr. Hewitt, Alexis’s history teacher completed a Motivation Assessment Scale (MAS) on
the target behavior of work refusal. After analyzing the results of the MAS, it can be hypothesized that
Alexis’s target behavior is maintained by the functions of escape/avoidance and attention.
Reinforcement Behaviors
Alexis’s target behavior of work refusal appears to be dually maintained by negatively
reinforcing Alexis’s avoidance or escape from task or demands by removing Alexis from the learning
environment. Alexis’s target behavior is also maintained by positively reinforcing Alexis with socially
mediated attention from others. This is evidenced by Alexis engaging in information-seeking questions
that escalate into challenging and/or threatening statements (such as “I’m not stupid” or “Do you think
I’m dumb?”) when asked to perform a task she perceives as hard or when her reading is corrected in
front of peers. When Alexis engages in stated challenging questions, as a result, the teacher verbally
engages with Alexis.
Hypothesis
Alexis engages in work refusal across multiple settings. The hypothesized functions of Alexis’s
target behavior of work refusal appear to be 1.) Demand, 2.) Escape/Avoidance, and 3.) Attention
, Seeking. Alexis engages in work refusal in class when a demand is placed on her that she perceives to be
“difficult” or when reading in front of peers; additionally, when Alexis is reading in front of peers, and
she is corrected or prompted to pronounce a word, it causes Alexis to begin to engage in work refusal as
well. During English class, when Alexis was given the demand to read aloud, Alexis began to engage in
Attention Seeking behaviors of verbal opposition (verbally refusing) as well as posing challenging
questions to the teacher. Alexis then slammed her book closed while continuing to pose challenging
questions to the teacher until the teacher removed Alexis from the learning environment.
Behavior Intervention Plan (BIP)
Form
Target behavior
Alexis engages in work refusal across multiple settings. Her target behavior of work refusal is
dually motivated by escape/avoidance and attention from others. Alexis engages in task refusal across
multiple settings. Alexis engages in work refusal in class when a demand is placed on her that she
perceives to be “difficult” or when reading in front of peers; additionally, when Alexis is reading in front
of peers, and she is corrected or prompted to pronounce a word, it causes Alexis to begin to engage in
work refusal as well.
Replacement behavior
Alexis will engage in on task behavior across multiple settings 90% of the time. Alexis will reach
this goal by asking for an approved break 1 time per class when she feels that she needs to leave the
room for no more than 5 minutes. Additionally, Alexis will be provided with an index card that is red on
one side and green on the other side that she can utilize to indicate to the teacher when she feels
comfortable being called on and when she would not like to be called on.
Alexis will be taught to utilize the replacement strategy to access an approved break from the
classroom setting by raising her hand to get the teacher’s attention. She will then mention that she
needs to go to the hallway, the teacher will then honor her request as long as Alexis was not engaging in
the target behavior immediately before the request for a break. Alexis will be allowed 1 opportunity
during the class to take a planned break. By Alexis utilizing this strategy, she can escape/avoid the
