WGU D753_D761
FBA INTERPRETATION &
BEHAVIOR INTERVENTION PLAN
FOR STUDENT A
✓ THIS WGU PERFORMANCE ASSESSMENT FOCUSES ON COMPLETING A FUNCTIONAL BEHAVIOR
ASSESSMENT (FBA) AND DEVELOPING A BEHAVIOR INTERVENTION PLAN (BIP) FOR “STUDENT A,” A
CASE-STUDY LEARNER DISPLAYING CHALLENGING CLASSROOM BEHAVIORS. THE TASK TYPICALLY
REQUIRES ANALYZING BEHAVIORAL DATA, IDENTIFYING THE FUNCTION OF BEHAVIOR (SUCH AS
ESCAPE/AVOIDANCE), AND DESIGNING EVIDENCE-BASED INTERVENTIONS TO IMPROVE STUDENT
OUTCOMES.
MBOFFIN
, D753_D761: Task 1: FBA Interpretation and Behavior Intervention Plan Development
Functional Behavior Assessment (FBA)
Functional Behavior Assessment
West Oak Cove Elementary School
Student Information: Team Members:
Name: Student A Special Education Teacher
Age: 10 School Psychologist
Grade: 5
Teacher: Fifth-Grade Classroom Teacher School Counselor
Assessment Date: October 19
Completed By: School Psychologist School Administrator
Fifth-Grade Classroom Teacher
Parent of Student A
Data Sources:
X Interviews
X Scatterplot
X ABC Logs
Other: Questions about Behavior Function Checklist
DESCRIBE PROBLEM BEHAVIOR(S)
Describe in specific and observable terms. Prioritize 2–3, if there is more than
one. What does the behavior look and sound like? Does it begin at a low intensity
and escalate? Describe.
Student A displays externalized behaviors heightened by challenging tasks and unexpected
changes in the schedule. These behaviors begin with a raised voice to express concern or
frustration. If there is no intervention by the teacher, the student will escalate their
behavior by shouting, getting up from their desk, and rapidly pacing back and forth around
the room. Student A's behavior disrupts the learning environment, making it difficult for
anyone in the class to focus or to complete their tasks.
Estimated frequency:
3-4 times per week, with each incident typically lasting 5-10 minutes before intervention
from the teacher.
TRIGGERS/ANECENDENT
What typically occurs before or during behavior? Specific demands or situations?
When these situations have arisen in the past, the student has admitted that having to
complete a task that they perceive as difficult or that shifts in the schedule are difficult
circumstances and often make the student feel anxious. The student's verbal disruptions
and pacing around the classroom often escalate when they perceive tasks as overly
complex.
PAGE 1
FBA INTERPRETATION &
BEHAVIOR INTERVENTION PLAN
FOR STUDENT A
✓ THIS WGU PERFORMANCE ASSESSMENT FOCUSES ON COMPLETING A FUNCTIONAL BEHAVIOR
ASSESSMENT (FBA) AND DEVELOPING A BEHAVIOR INTERVENTION PLAN (BIP) FOR “STUDENT A,” A
CASE-STUDY LEARNER DISPLAYING CHALLENGING CLASSROOM BEHAVIORS. THE TASK TYPICALLY
REQUIRES ANALYZING BEHAVIORAL DATA, IDENTIFYING THE FUNCTION OF BEHAVIOR (SUCH AS
ESCAPE/AVOIDANCE), AND DESIGNING EVIDENCE-BASED INTERVENTIONS TO IMPROVE STUDENT
OUTCOMES.
MBOFFIN
, D753_D761: Task 1: FBA Interpretation and Behavior Intervention Plan Development
Functional Behavior Assessment (FBA)
Functional Behavior Assessment
West Oak Cove Elementary School
Student Information: Team Members:
Name: Student A Special Education Teacher
Age: 10 School Psychologist
Grade: 5
Teacher: Fifth-Grade Classroom Teacher School Counselor
Assessment Date: October 19
Completed By: School Psychologist School Administrator
Fifth-Grade Classroom Teacher
Parent of Student A
Data Sources:
X Interviews
X Scatterplot
X ABC Logs
Other: Questions about Behavior Function Checklist
DESCRIBE PROBLEM BEHAVIOR(S)
Describe in specific and observable terms. Prioritize 2–3, if there is more than
one. What does the behavior look and sound like? Does it begin at a low intensity
and escalate? Describe.
Student A displays externalized behaviors heightened by challenging tasks and unexpected
changes in the schedule. These behaviors begin with a raised voice to express concern or
frustration. If there is no intervention by the teacher, the student will escalate their
behavior by shouting, getting up from their desk, and rapidly pacing back and forth around
the room. Student A's behavior disrupts the learning environment, making it difficult for
anyone in the class to focus or to complete their tasks.
Estimated frequency:
3-4 times per week, with each incident typically lasting 5-10 minutes before intervention
from the teacher.
TRIGGERS/ANECENDENT
What typically occurs before or during behavior? Specific demands or situations?
When these situations have arisen in the past, the student has admitted that having to
complete a task that they perceive as difficult or that shifts in the schedule are difficult
circumstances and often make the student feel anxious. The student's verbal disruptions
and pacing around the classroom often escalate when they perceive tasks as overly
complex.
PAGE 1
