WGU D753_D761: FBA Interpretation & Behavior Intervention Plan for Student A

D753_D761: Task 1: FBA Interpretation and Behavior Intervention Plan Development
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Functional Behavior Assessment (FBA) g g g




WGU D753_D761: FBA Interpretation &
Behavior Intervention Plan for Student A
Functional Behavior Assessment g g




West Oak Cove Elementary School
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Student Information: g Team Members: g


Name: Student A g g Special Education Teacher g g

Age: 10 g School Psychologist
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Grade: 5 g


Teacher: Fifth-Grade Classroom Teacher
g g g School Counselor g

Assessment Date: October 19
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Completed By: School Psychologist
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Fifth-Grade Classroom Teacher g g


Parent of Student A
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Data Sources:
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X Interviews
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Scatterplo
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X Logs
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Other: Questions about Behavior Function Checklist
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DESCRIBE PROBLEM BEHAVIOR(S) g g




Describe in specific and observable terms. Prioritize 2–3, if there is more than
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one. What does the behavior look and sound like? Does it begin at a low
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intensity and escalate? Describe.
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Student A displays externalized behaviors heightened by challenging tasks and unexpected
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changes in the schedule. These behaviors begin with a raised voice to express concern or
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frustration. If there is no intervention by the teacher, the student will escalate their
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behavior by shouting, getting up from their desk, and rapidly pacing back and forth around
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the room. Student A's behavior disrupts the learning environment, making it difficult for
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anyone in the class to focus or to complete their tasks.
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Estimated frequency: g


3-4 times per week, with each incident typically lasting 5-10 minutes before intervention
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from the teacher.
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TRIGGERS/ANECENDENT

What typically occurs before or during behavior? Specific demands or situations?
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When these situations have arisen in the past, the student has admitted that having to
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complete a task that they perceive as difficult or that shifts in the schedule are difficult
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circumstances and often make the student feel anxious. The student's verbal disruptions
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and pacing around the classroom often escalate when they perceive tasks as overly
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complex.
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, D753_D761: Task 1: FBA Interpretation and Behavior Intervention Plan Development
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Functional Behavior Assessment (FBA) g g g




Where is the behavior most likely to occur? What locations?
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This behavior is most likely to occur in the classroom, particularly during math and English-
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language arts (ELA) lessons, or during independent group work time.
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With whom? When? g g


This behavior usually happens when Student A is with their classmates and the teacher,
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particularly during group work or when the class is focusing on a challenging task.
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Setting? Events? Home difficulties, peer influence, etc.?
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Peer interactions worsen the behavior, especially when Student A receives negative
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attention from peers. No specific stressors from home have been identified in the available
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documentation.
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CONSEQUENCE(S)

What happens immediately after problem behavior? Think about the last couple
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of times the behavior occurred.
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When Student A gets upset, they are often sent to the principal’s office or sent to a
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designated quiet area. These consequences cause Student A to avoid the difficult task or
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situation.
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What does the student obtain? Attention? Something else?
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The behavior appears to help Student A avoid doing work that they feel is too hard.
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What does the student avoid? Demands? Negative interactions?
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Student A might be trying to avoid work they perceive as too hard or situations where they
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feel unlikely to be successful.
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CURRENT PLAN/STRATEGIES g




Describe the current plan or strategies being used.
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A behavioral contract was implemented from January to March 2024, with specific goals
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focused on reducing disruptive behavior by keeping Student A engaged in class. The
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contract included goals such as completing assigned tasks without leaving the seat, using a
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"help card" to request assistance, and taking short, teacher-approved breaks when feeling
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overwhelmed.
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Counseling sessions began in February 2024, aiming to equip Student A with practical
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coping strategies, such as using visual timers to manage time expectations and requesting
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structured breaks to reset during challenging tasks. However, while these strategies have
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contributed to a 30% reduction in disruptive behavior, Student A still struggles to stay in
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class during challenging tasks, indicating that the current plan is not fully effective in
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keeping them engaged.
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Describe parent or home involvement regarding the student’s school behavior.
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Student A's parents consistently communicate with the teacher weekly. They are working
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with the school to learn and to support the strategies being used in the classroom. The
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teacher reported that in conversations with the parents, they expressed concern about how
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this behavior affects Student A’s learning and want to help reinforce positive behaviors and
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implement the same strategies at home for consistency. The parents have been consistent
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