D753_D761: Task 1: FBA Interpretation and Behavior Intervention Plan Development g
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Functional Behavior Assessment (FBA) g
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WGU D753_D761: FBA Interpretation & c4 c4 c4 c4 c4
Behavior Intervention Plan for StudentA
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Functional Behavior Assessment g
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West Oak Cove Elementary School c4 g g
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Student Information: g
c4 Team Members: c4g
Name: Student A g
c4 c4 g Special Education Teacher c4g c4 g
Age: 10 g
c4 School Psychologist
c4 g c4 g
Grade: 5 c4 g
Teacher: Fifth-Grade Classroom Teacher c4 g g
c4 g
c4
School Counselor c4 g
Assessment Date: October 19
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Completed By: School Psychologist
c4 g c4 g c4 g c4 g School Administrator
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Fifth-Grade Classroom Teacher g
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Parent of Student A
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Data Sources: g
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X Interviews
g
Scatterplo
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X
c4 g
c4 g t ABC g
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X c4Logs
g
Other: Questions about Behavior Function Checklist g
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c4 g
c4 c4 g c4 g
DESCRIBE PROBLEM BEHAVIOR(S) g
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Describe in specific and observable terms. Prioritize 2–3, if there is more
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than one. What does the behavior look and sound like? Does it begin at a
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low intensity and escalate? Describe.
c4 g c4 g c4 g c4 g c4 g
Student A displays externalized behaviors heightened by challenging tasks and
g
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c4 c4 g g
c4 c4 g g
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unexpected changes in the schedule. These behaviors begin with a raised voice to
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c4 c4 g c4 g c4 g c4 g c4 g c4 g c4g c4 g c4 g
express concern or frustration. If there is no intervention by the teacher, the student
c4 g c4 g c4 g c4 g c4 g g
c4 c4 g g
c4 c4 g c4 g c4 g c4 g c4 g c4 g
will escalate their behavior by shouting, getting up from their desk, and rapidly pacing
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c4 c4 g c4 g c4 g c4 g c4 g c4 g c4 g g
c4 c4 g
back and forth around the room. Student A's behavior disrupts the learning
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c4 c4 g c4 g c4 g c4 g c4 g c4 g
environment, making it difficult for anyone in the class to focus or to complete their
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c4 c4 g g
c4 c4 g c4 g c4 g c4 g c4 g g
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tasks.
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Estimated frequency: c4g
3-4 times per week, with each incident typically lasting 5-10 minutes before intervention
g
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c4 c4 g c4 g c4g g
c4 g
c4 g
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from the teacher.
g
c4 g
c4 g
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TRIGGERS/ANECENDENT
What typically occurs before or during behavior? Specific demands or
g
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situations? When these situations have arisen in the past, the student has admitted
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c4 c4 g c4 g c4 g g
c4 g
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that having to complete a task that they perceive as difficult or that shifts in the
c4 g c4 g c4 g c4g c4 g g
c4 c4g c4 g c4 g c4 g g
c4 c4 g c4 g g
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schedule are difficult circumstances and often make the student feel anxious. The
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student's verbal disruptions and pacing around the classroom often escalate when
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they perceive tasks as overly complex.
c4 g c4 g c4 g g
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c4
, D753_D761: Task 1: FBA Interpretation and Behavior Intervention Plan Development g
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c4 g
c4 c4g g
c4 g
c4 g
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Functional Behavior Assessment (FBA) g
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c4 g
c4
Where is the behavior most likely to occur? What locations?
g
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c4 c4 g c4g c4 g c4 g c4 g c4 g g
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This behavior is most likely to occur in the classroom, particularly during math and
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English-language arts (ELA) lessons, or during independent group work time.
g
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With whom? When? c4 g c4 g
This behavior usually happens when Student A is with their classmates and the teacher,
g
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particularly during group work or when the class is focusing on a challenging task.
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c4 c4 g c4 g c4 g c4 g c4 g
Setting? Events? Home difficulties, peer influence, etc.? g
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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
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c4 g
c4 c4 g g
c4 g
c4 g
c4 g
c4 g
c4 g
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available documentation.
g
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CONSEQUENCE(S)
What happens immediately after problem behavior? Think about the last
c4 g c4 g c4 g c4 g c4 g c4 g c4 g g
c4 c4 g
couple of times the behavior occurred.
g
c4 c4 g c4 g c4 g c4 g c4 g
When Student A gets upset, they are often sent to the principal’s office or sent to a
c4 g c4 g c4 g c4 g g
c4 c4 g c4 g c4 g c4 g c4 g c4 g c4 g c4 g g
c4 g
c4 g
c4
designated quiet area. These consequences cause Student A to avoid the difficult task or
c4 g c4 g c4 g c4g c4 g c4 g g
c4 c4 g c4 g c4 g g
c4 c4 g g
c4 g
c4
situation.
c4 g
What does the student obtain? Attention? Something else?
c4 g c4 g c4g c4 g c4 g c4 g g
c4
The behavior appears to help Student A avoid doing work that they feel is too hard.
c4 g c4 g g
c4 c4 g c4 g c4 g c4 g g
c4 g
c4 c4 g c4 g c4 g c4 g g
c4 c4 g
What does the student avoid? Demands? Negative interactions?
c4 g c4 g c4g g
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Student A might be trying to avoid work they perceive as too hard or situations where
g
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c4 c4 g g
c4 c4 g g
c4 g
c4 c4 g g
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they feel unlikely to be successful.
g
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CURRENT PLAN/STRATEGIES c4 g
Describe the current plan or strategies being used. g
c4 g
c4 c4 g c4g c4 g c4 g c4 g
A behavioral contract was implemented from January to March 2024, with specific
g
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c4
goals focused on reducing disruptive behavior by keeping Student A engaged in class.
c4 g c4 g c4 g c4 g c4 g c4 g g
c4 c4 g c4 g c4 g g
c4 c4 g c4 g
The contract included goals such as completing assigned tasks without leaving the seat,
c4 g c4 g g
c4 c4 g c4 g c4 g g
c4 c4 g c4 g c4g c4 g g
c4 g
c4
using a "help card" to request assistance, and taking short, teacher-approved breaks
g
c4 g
c4 c4g c4 g c4 g c4 g c4g c4g c4 g c4 g c4 g g
c4
when feeling overwhelmed.
c4 g c4 g c4 g
Counseling sessions began in February 2024, aiming to equip Student A with practical
c4 g c4 g c4 g c4 g c4 g c4 g c4g c4 g c4 g c4 g c4 g c4 g
coping strategies, such as using visual timers to manage time expectations and
c4 g c4g c4 g c4 g g
c4 g
c4 c4g c4 g g
c4 c4 g c4 g g
c4
requesting structured breaks to reset during challenging tasks. However, while these
g
c4 c4 g c4 g c4 g g
c4 c4 g c4 g c4 g c4 g c4 g g
c4
strategies have contributed to a 30% reduction in disruptive behavior, Student A still
c4 g c4 g c4 g c4 g c4 g g
c4 c4 g c4 g c4 g c4 g g
c4 g
c4 g
c4
struggles to stay in class during challenging tasks, indicating that the current plan is
c4 g c4 g c4 g c4 g c4 g c4g c4 g c4 g c4 g c4 g c4 g c4 g c4 g g
c4
not fully effective in keeping them engaged.
c4 g g
c4 c4 g c4 g c4 g c4 g c4g
Describe parent or home involvement regarding the student’s school behavior.
c4 g c4 g c4 g c4 g c4 g c4 g g
c4 c4 g c4 g
Student A's parents consistently communicate with the teacher weekly. They are
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c4 c4 g g
c4 c4 g c4 g c4 g c4 g c4 g g
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working with the school to learn and to support the strategies being used in the
c4 g c4 g g
c4 c4 g c4 g c4 g c4 g c4 g c4 g c4 g c4 g g
c4 c4 g c4g c4 g
classroom. The teacher reported that in conversations with the parents, they expressed
c4 g g
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c4 c4g c4 g g
c4 c4g c4 g c4g
concern about how this behavior affects Student A’s learning and want to help reinforce
g
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c4 c4g g
c4 c4 g g
c4 c4 g c4 g c4 g c4 g
positive behaviors and implement the same strategies at home for consistency. The
g
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c4 c4 g c4 g c4 g g
c4 c4 g
parents have been consistent
c4 g c4 g g
c4 c4 g
uvia.com/user/Wisdoms
c4 g
c4 c4 g c4g g
c4 g
c4 g
c4 g
c4 g
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Functional Behavior Assessment (FBA) g
c4 c4 g g
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WGU D753_D761: FBA Interpretation & c4 c4 c4 c4 c4
Behavior Intervention Plan for StudentA
c4 c4 c4 c4 c4 c
4
Functional Behavior Assessment g
c
4 g
c
4
West Oak Cove Elementary School c4 g g
c4 c4g g
c4
Student Information: g
c4 Team Members: c4g
Name: Student A g
c4 c4 g Special Education Teacher c4g c4 g
Age: 10 g
c4 School Psychologist
c4 g c4 g
Grade: 5 c4 g
Teacher: Fifth-Grade Classroom Teacher c4 g g
c4 g
c4
School Counselor c4 g
Assessment Date: October 19
c4 g c4 g c4 g c4 g
Completed By: School Psychologist
c4 g c4 g c4 g c4 g School Administrator
c4 g c4 g
Fifth-Grade Classroom Teacher g
c4 c4 g
Parent of Student A
c4 g c4 g c4 g c4 g
Data Sources: g
c4
X Interviews
g
Scatterplo
c4
X
c4 g
c4 g t ABC g
c4
X c4Logs
g
Other: Questions about Behavior Function Checklist g
c4 g
c4 g
c4 c4 g c4 g
DESCRIBE PROBLEM BEHAVIOR(S) g
c4 g
c4
Describe in specific and observable terms. Prioritize 2–3, if there is more
c4 g c4 g c4 g c4 g g
c4 c4 g g
c4 g
c4 c4 g c4 g c4 g
than one. What does the behavior look and sound like? Does it begin at a
c4 g c4 g g
c4 c4 g c4 g c4 g g
c4 c4 g c4 g c4 g c4 g c4g g
c4 g
c4 g
c4
low intensity and escalate? Describe.
c4 g c4 g c4 g c4 g c4 g
Student A displays externalized behaviors heightened by challenging tasks and
g
c4 g
c4 g
c4 c4 g g
c4 c4 g g
c4 c4 g c4 g
unexpected changes in the schedule. These behaviors begin with a raised voice to
c4 g c4 g c4 g g
c4 c4 g c4 g c4 g c4 g c4 g c4 g c4g c4 g c4 g
express concern or frustration. If there is no intervention by the teacher, the student
c4 g c4 g c4 g c4 g c4 g g
c4 c4 g g
c4 c4 g c4 g c4 g c4 g c4 g c4 g
will escalate their behavior by shouting, getting up from their desk, and rapidly pacing
c4 g c4 g c4g g
c4 g
c4 c4 g c4 g c4 g c4 g c4 g c4 g c4 g g
c4 c4 g
back and forth around the room. Student A's behavior disrupts the learning
c4 g c4 g g
c4 c4 g c4 g g
c4 c4 g c4 g c4 g c4 g c4 g c4 g
environment, making it difficult for anyone in the class to focus or to complete their
c4 g c4 g c4 g c4 g c4g c4 g g
c4 c4 g g
c4 c4 g c4 g c4 g c4 g c4 g g
c4
tasks.
c4 g
Estimated frequency: c4g
3-4 times per week, with each incident typically lasting 5-10 minutes before intervention
g
c4 g
c4 c4 g c4 g c4g g
c4 g
c4 g
c4 g
c4 g
c4 c4 g g
c4
from the teacher.
g
c4 g
c4 g
c4
TRIGGERS/ANECENDENT
What typically occurs before or during behavior? Specific demands or
g
c4 c4g c4g c4 g c4 g g
c4 g
c4 c4 g c4 g
situations? When these situations have arisen in the past, the student has admitted
c4 g c4 g c4 g g
c4 g
c4 c4 g c4 g c4 g g
c4 g
c4 c4 g c4 g c4 g
that having to complete a task that they perceive as difficult or that shifts in the
c4 g c4 g c4 g c4g c4 g g
c4 c4g c4 g c4 g c4 g g
c4 c4 g c4 g g
c4 g
c4 c4 g
schedule are difficult circumstances and often make the student feel anxious. The
c4 g c4g g
c4 c4 g g
c4 c4 g c4 g g
c4 c4 g c4g g
c4 g
c4
student's verbal disruptions and pacing around the classroom often escalate when
c4 g c4 g g
c4 g
c4 g
c4 c4 g c4 g c4 g c4 g c4 g g
c4
they perceive tasks as overly complex.
c4 g c4 g c4 g g
c4 c4 g g
c4
, D753_D761: Task 1: FBA Interpretation and Behavior Intervention Plan Development g
c4 c4 g g
c4 g
c4 g
c4 c4g g
c4 g
c4 g
c4
Functional Behavior Assessment (FBA) g
c4 g
c4 g
c4
Where is the behavior most likely to occur? What locations?
g
c4 g
c4 c4 g c4g c4 g c4 g c4 g c4 g g
c4
This behavior is most likely to occur in the classroom, particularly during math and
c4 g c4 g c4g g
c4 c4 g c4 g g
c4 c4g c4 g g
c4 g
c4 c4 g g
c4
English-language arts (ELA) lessons, or during independent group work time.
g
c4 c4 g c4 g c4 g c4 g g
c4 g
c4 c4 g c4 g c4 g
With whom? When? c4 g c4 g
This behavior usually happens when Student A is with their classmates and the teacher,
g
c4 c4 g c4 g g
c4 c4 g g
c4 g
c4 c4 g g
c4 c4 g g
c4 c4 g c4 g
particularly during group work or when the class is focusing on a challenging task.
c4 g c4 g c4 g c4 g c4 g c4 g c4 g c4 g g
c4 c4 g c4 g c4 g c4 g c4 g
Setting? Events? Home difficulties, peer influence, etc.? g
c4 c4g c4 g c4g c4g c4 g
Peer interactions worsen the behavior, especially when Student A receives negative
c4g c4 g c4 g c4 g c4 g c4g g
c4 g
c4 g
c4 c4 g
attention from peers. No specific stressors from home have been identified in the
c4 g c4 g c4g c4 g g
c4 g
c4 c4 g g
c4 g
c4 g
c4 g
c4 g
c4 g
c4
available documentation.
g
c4 c4g
CONSEQUENCE(S)
What happens immediately after problem behavior? Think about the last
c4 g c4 g c4 g c4 g c4 g c4 g c4 g g
c4 c4 g
couple of times the behavior occurred.
g
c4 c4 g c4 g c4 g c4 g c4 g
When Student A gets upset, they are often sent to the principal’s office or sent to a
c4 g c4 g c4 g c4 g g
c4 c4 g c4 g c4 g c4 g c4 g c4 g c4 g c4 g g
c4 g
c4 g
c4
designated quiet area. These consequences cause Student A to avoid the difficult task or
c4 g c4 g c4 g c4g c4 g c4 g g
c4 c4 g c4 g c4 g g
c4 c4 g g
c4 g
c4
situation.
c4 g
What does the student obtain? Attention? Something else?
c4 g c4 g c4g c4 g c4 g c4 g g
c4
The behavior appears to help Student A avoid doing work that they feel is too hard.
c4 g c4 g g
c4 c4 g c4 g c4 g c4 g g
c4 g
c4 c4 g c4 g c4 g c4 g g
c4 c4 g
What does the student avoid? Demands? Negative interactions?
c4 g c4 g c4g g
c4 c4 g c4 g c4 g
Student A might be trying to avoid work they perceive as too hard or situations where
g
c4 g
c4 c4 g c4 g c4 g g
c4 c4 g g
c4 c4 g g
c4 g
c4 c4 g g
c4 g
c4 g
c4
they feel unlikely to be successful.
g
c4 c4 g c4 g c4 g c4 g c4 g
CURRENT PLAN/STRATEGIES c4 g
Describe the current plan or strategies being used. g
c4 g
c4 c4 g c4g c4 g c4 g c4 g
A behavioral contract was implemented from January to March 2024, with specific
g
c4 c4 g c4 g c4 g c4 g c4 g c4 g c4 g c4 g c4 g g
c4
goals focused on reducing disruptive behavior by keeping Student A engaged in class.
c4 g c4 g c4 g c4 g c4 g c4 g g
c4 c4 g c4 g c4 g g
c4 c4 g c4 g
The contract included goals such as completing assigned tasks without leaving the seat,
c4 g c4 g g
c4 c4 g c4 g c4 g g
c4 c4 g c4 g c4g c4 g g
c4 g
c4
using a "help card" to request assistance, and taking short, teacher-approved breaks
g
c4 g
c4 c4g c4 g c4 g c4 g c4g c4g c4 g c4 g c4 g g
c4
when feeling overwhelmed.
c4 g c4 g c4 g
Counseling sessions began in February 2024, aiming to equip Student A with practical
c4 g c4 g c4 g c4 g c4 g c4 g c4g c4 g c4 g c4 g c4 g c4 g
coping strategies, such as using visual timers to manage time expectations and
c4 g c4g c4 g c4 g g
c4 g
c4 c4g c4 g g
c4 c4 g c4 g g
c4
requesting structured breaks to reset during challenging tasks. However, while these
g
c4 c4 g c4 g c4 g g
c4 c4 g c4 g c4 g c4 g c4 g g
c4
strategies have contributed to a 30% reduction in disruptive behavior, Student A still
c4 g c4 g c4 g c4 g c4 g g
c4 c4 g c4 g c4 g c4 g g
c4 g
c4 g
c4
struggles to stay in class during challenging tasks, indicating that the current plan is
c4 g c4 g c4 g c4 g c4 g c4g c4 g c4 g c4 g c4 g c4 g c4 g c4 g g
c4
not fully effective in keeping them engaged.
c4 g g
c4 c4 g c4 g c4 g c4 g c4g
Describe parent or home involvement regarding the student’s school behavior.
c4 g c4 g c4 g c4 g c4 g c4 g g
c4 c4 g c4 g
Student A's parents consistently communicate with the teacher weekly. They are
c4 g c4 g g
c4 c4 g g
c4 c4 g c4 g c4 g c4 g c4 g g
c4
working with the school to learn and to support the strategies being used in the
c4 g c4 g g
c4 c4 g c4 g c4 g c4 g c4 g c4 g c4 g c4 g g
c4 c4 g c4g c4 g
classroom. The teacher reported that in conversations with the parents, they expressed
c4 g g
c4 c4 g c4 g c4 g g
c4 c4g c4 g g
c4 c4g c4 g c4g
concern about how this behavior affects Student A’s learning and want to help reinforce
g
c4 c4 g c4 g c4 g c4 g g
c4 c4g g
c4 c4 g g
c4 c4 g c4 g c4 g c4 g
positive behaviors and implement the same strategies at home for consistency. The
g
c4 c4 g c4 g c4g c4 g c4 g g
c4 c4 g c4 g c4 g g
c4 c4 g
parents have been consistent
c4 g c4 g g
c4 c4 g
uvia.com/user/Wisdoms
