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Functional Behavior Analysis (FBA) Report
Amber Duncan
University of Alabama
SPE 502
Spring 2012
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Referral information summary for Satira
Students Name: Satira M.
School: University Place Middle School Date of Birth: 06/15/1997 Age: 14
Teachers Name: Mrs. Shaw, Mrs. Hartley, Mr. Trayvick, Mr. Parrish, Mrs. Banks
Grade: 8
Phone: 123-4567
Parents/ Guardians: Adrianne J., and Eric M.
Current Educational placement:
General Education
Special Education Services:
Collaborative Teaching for Specific Learning Disability in Reading and Math
Person Responsible for initiating and implementing the plan:
General Education Teachers: Mr. Parrish, Mr. Trayvick, Mrs. Banks, and Mrs. Hartley
Special Education Teacher: Mrs. Shaw
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Intervention strategies used with Satira before referral:
All of the general education teachers have used different strategies to help Satira with her
behaviors. The different intervention strategies that they have used are talking one-on-one with
Satira, moving seats, alternate assignments, verbal praise, tangible rewards, classroom privileges,
good notes to her mother, redirects, office referrals, and math charts
In observing Satira, the interventions that I mostly saw with Satira were verbal reprimands, being
moved away from the situation, being put out of the classroom, silent lunch, or math charts.
Sometimes, Satira would be participating in the behavior and there would be no intervention to
the behavior that was occurring.
Describe Satiras response to the interventions:
All the teachers have said that Satira will sometimes respond positively to the interventions for a
period a time. They also said that the behaviors that Satira exhibits either stopped for a few
minutes of the behavior continued.
In my observations, I saw that sometimes Satira would respond to a reprimand by stopping her
behavior for a few moments. In the time that she would stop her behavior, she would continue
her work, put her head down on her desk, or find some other way of occupying her time. After
she stopped her behavior for the moments, it would start back up again. If there was no
intervention to the behavior, whether it be talking to her peers or being off task with her work,
she would continue in that behavior. As a result of this, Satira would not complete her work,
distract her peers from completing their work, or she would not preform the task that was asked
of her.
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Description of Problem Behaviors:
Satira, is an 8th
grade student at University Place Middle School. There has not been an official
meeting to my knowledge and in conversations with my teacher about her behavior. The official
meeting will be on April 5th
. Ms. Duncan, the behavior specialist, was asked to observe Satira
during her instruction time in the general education classroom to understand and see the
extremes of her behaviors. Before observing Satira in the classroom, Ms. Duncan started by
interviewing her general education teachers, Mr. Parrish, Mr. Trayvick, Mrs. Hartley, and Mrs.
Banks, and finding out background knowledge of Satira from her case manager and special
education teacher, Mrs. Shaw.
In conversations with Satiras teachers about the behaviors that Satira has been exhibiting, have
been more extreme than the past couple of weeks that Satira was observed. One of the reasons
Satira is being observed is because she is one step away from being put in an alternative school
for her behaviors. Another reason for having Satira referred for observation is because her
behaviors have interrupted her learning severely and either completes part of her work or does
not complete any of her work. The third reason for referral is because Satiras behavior
sometimes can be loud and disruptive and will affect the entire environment of the school.
Lastly, Satiras behavior when it involves her peers affects her peers learning and them starting
and completing their work.
In talking with Satira about her behavior, I asked what kind of behaviors does she think she
exhibited, she said wrestling, using profanity, talking to peers, and getting up out of her seat. In
asking her if she thought if any of the behaviors were inappropriate, she was that she only
thought the wrestling and using profanity were the only inappropriate behaviors. Satira said that
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the reason why she participates in these behaviors is because she is irritated or just playing. She
said that it is not because the work is too hard or because she is seeking attention. Satira said that
when she is reprimanded by a teacher, she gets an attitude because she knows the teacher is
telling her the truth. Satira also said that she likes having personal, genuine praise, Fun Friday
where they can use their phones or listen to their own music, and candy.
Following the interview with Satira, the three problem behaviors were determined. These
behaviors and there operational definitions are listed as follows:
Off-task behaviors: drawing or doodling on her papers, looking around the classroom, putting
her head down on her desk, playing on her cellphone, listening to music on her cellphone, getting
up out of her seat and walking around the classroom, not completing her work, not participating
in class time
Disruptive behaviors: arguing with other peers, blurting out answers in class, hitting other
students, talking to other peers during instructional time, shouting at the teachers for help
Non-compliance behaviors: Leaving class without permission, not following requests or
directions of teachers, and inappropriate behaviors toward teachers such as raising her voice,
arguing with the teachers, or the way she responds to a request or directions from a teacher,
being aggressive with requests or responses to her teachers.
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Functional Behavior Assessment
Students name: Satira M. Dates of evaluation: 3/21/11, 3/26/11, 3/28/11,
4/2/11
School: University Place Middle Childs date of birth: 6/15/1997
Source of referral: Mrs. Shaw Examiners name: Amber Duncan
Reason for Referral
Satira was referred to the support team due to her teachers concern that his inappropriate
behaviors were affecting her performance in the classroom and other school settings such as the
bus and causing Satira to get into trouble. In addition to her performance lacking, it has caused
her to be one step away from moving to the alternative school. The team decided to conduct a
functional behavior assessment (FBA) to assess Satiras problem behaviors. In this report,
detailed procedures will be explained on how the FBA was conducted as well as the results
determined the information obtained from the procedures. A summary and suggestion for a
behavior intervention plan will be included as well.
Procedures
Three methods were used to collect information about Satiras problem behavior. These methods
included a formal assessment interview (FAI), scatter plot assessment, and observations. The
first method used was the FAI questions (Yell, etc.al, 2009). The purpose of using the FAI was
to gather information from Satiras general education teachers, Mr. Trayvick, Mr. Parrish, Mrs.
Hartley, and Mrs. Banks. The second method used was scatter plot assessment (Touchette, et al.,
1985). This procedure was used to determine exactly when the problem behaviors were more
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likely to occur. Data was collected on four separate days in March and April of 2012. Lastly,
direct observation data was collected on Satira during her general education classes. Data
collected using an antecedent-behavior-consequences (A-B-C) recording chart. Through the date
collected using the A-B-C recording chart, environmental and contextual variables that occurred
prior to the behavior and after the behaviors occurred were identified. Direct observations were
collected for 30 minutes in Mrs. Bankss class, 40 minutes in Mr. Trayvicks class, 25 minutes in
Mrs. Hartleys class on March 28th. Then on April 2nd, the data was collected for 50 minutes in
Mr. Trayvicks room (see Appendix).
Results
Interview
Results from the FAI show that Satira has behaviors that Mr. Parrish, Mr. Trayvick, Mrs.
Hartley, and Mrs. Banks have observed that they consider being a problem. First, all of her
teachers have noticed that Satira is loud, talks in the class without permission, and uses profanity
when she talks in the classroom, the hallway, and when she talks with her peers. The second
behavior that has been observed by the teachers is Satira getting up out of her seat without
permission. Mr. Parrish and Mrs. Hartley have noticed Satira being physical with her peers, such
as play fighting and wrestling with them. The last behavior that Mr. Trayvick and Mrs. Banks
has noticed is Satira not following simple classroom rule such as getting up out of her seat
without permission.
When these behaviors occur, the teachers use the interventions of verbally reprimand, removing
Satira from the situation, sending her out of the classroom, math charts, or sending her to the
office. When the teachers were asked when these behaviors occur, Mrs. Hartley said during class
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instructional time in the hallway, and in the cafeteria. Mr. Trayvick said that these behaviors
occur when she sits near her friends. Mrs. Banks said that there is no specific situation because
she has seen these behaviors in the classroom, lunchroom, and hallway. Mr. Parrish said that
these behaviors occur at the beginning or at the end of the class.
When the teachers were asked why she exhibits the behaviors, Mrs. Hartley said to seek attention
and to be a leader for her friends, Mr. Trayvick said that he does not think she exhibits these
behaviors for any reason, Mrs. Banks said that she exhibits these behaviors to gain attention,
escape work, and to avoid other situations, and Mr. Parrish said these behaviors occur for
attention and to take a break from work.
Information provided from these four teachers revealed that Satira emitted three categories of
problem behaviors. These behaviors and their operational definitions are described as follows:
Problem Behaviors Operational Definition
Off-task behaviors Satira will draw or doodle on her paper, play with
her cellphone, or get up out of her seat during
instruction time without permission
Non-compliant behaviors Satira leaves the classroom without permission, not
follow classroom rules, being disrespectful in her
interaction with the teacher, or follow teachers
directions or requests during instruction or
transition periods in the classroom.
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Disruptive behaviors Satira argues with her peers, talk to her peers, blurt
out in class, talks loudly, uses profanity, or play
fights or wrestles with her peers during instruction
time, transitions, or in the hallway or lunchroom.
Scatter Plot Assessment
The data collected from the scatter plot assessment confirmed that the behaviors occur in all of
her classes, and throughout the class period. Further analysis of the scatterplot shows that
Satiras behaviors occur at the beginning, middle, and end of class. Also, when the class periods
are large group and whole class instruction and individual work, the behaviors are more evident,
than in a small group setting. (See appendix).
A-B-C Analysis
Based on the data gathered from the scatter plot assessment, I observed Satira during the times
when problem behavior was most likely to occur (i.e., all general education classes, especially
math and language arts where her disability is in). During the observations, I recorded many
instances when Satira would argue with her peer, play fight or wrestle, talk to her peer, and talk
loudly during the instruction time in all classes. Also, I noticed instances when she would be
disrespectful to her teachers, or she would not follow the classroom instructions in three of her
classes. The consequences of her actions were a teacher reprimand or a redirect. Satiras
behaviors usually occurred when the teacher would be teaching and she was disinterested in or
when her peers would distract her. (See appendix).
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Functional Behavioral Assessment Summary
The FBA Information leads to the hypothesis that Satiras behavior (i.e., noncompliance, off-
task, and disruptive) in her general education classes functions to escape assignments that she is
not interested in, attention and approval from her peers, and to take a break from work. When
Satira is faced with information that does not interest her or other peers are not paying attention,
Satira shows these behaviors that are listed. The antecedent to her problems is centered around
peers attention and around work that Satira is not interested in.
Summary Statement from the FBA
Setting Events Antecedents Behavior Consequences
When Satira is sitting
in her general
education class
waiting on class to
start and during
teacher led, whole
group instruction
and she is not
interested in the work,
tired of working or
other peers are
distracting around her
she participates in
disruptive, off-task, or
non-compliant
behaviors
to avoid work, receive
attention or approval
from peers, or to take
a break from work.
Suggestions for the Behavior Intervention Plan (BIP)
Based on the information collected through the FBA, the building based support team (BBST)
may want to consider several areas in which to intervene regarding her behaviors. First, the team
should generate strategies for addressing setting events that influence Satiras problem behaviors
in school. Because these behaviors occur when it is a whole classroom/large group instruction on
material that Satira is struggling in or when peers are distracting her, the team should consider
ways to intervene in these behaviors. Possible strategies may include, presenting material in a
different way besides whole group, verbally, and worksheets, having a defined seat that is away
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from her peers that she talks to a lot, allowing breaks in the work that is tiring or she is not
interested in, and allowing small group instruction. Second, the behaviors maybe to get attention
from peers, there should be intervening strategies to help Satira understand how to handle
different situations and how to communicate these ideas. Therefore, the BIP should first address
the antecedents to her behaviors (i.e., modifications of presentation of curriculum, and
modification of the classroom environment) which will change the environmental conditions that
lead to these behaviors. The plan should also incorporate teaching strategies that keeps Satiras
attentions (i.e., playing review games, allow small group work, or a way to allow Satira to take
breaks) to increase acceptable and appropriate behaviors during instructional time. Finally, the
BIP should address the consequences (e.g., tangible and intangible rewards for showing
appropriate behavior, positive reinforcements, personal praise for acceptable and appropriate
accomplishment on her work and her classroom behavior) to begin, increase, and maintain
Satiras appropriate behavior.
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APPENDIX
Appendix A: Teacher Interview Question Form
Appendix B: Student Interview Question
Appendix C: Scatter Plot Data chart
Appendix D: A-B-C- observation forms
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APPENDIX A: TEACHER INTERVIEW QUESTIONNS FORMS
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Mr. Parrishs interview continued:
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Mrs. Banks interview continued:
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Mrs. Hartleys interview continued:
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Mr. Trayvicks interview continued:
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APPENDIX B: STUDENT INTERVIEW
1. What behaviors do you think you exhibit in class?
Wrestle, cussing out, talking, gets up
2. Which behaviors do you think are inappropriate?
Wrestling and cussing
3. Why do you exhibit these behaviors?
Irritated, just playing, bored, work isnt too hard, and not for attention
4. How do you feel when these behaviors are pointed out?
Catch and attitude because the teacher is telling the truth
5. What are some rewards or reinforcement that helps you to control these behaviors?
Fun Friday, candy, personal praise
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APPENDIX C: SCATTER PLOT DATA
Satiras scatterplot data for Mrs. Banks class- Language Arts: March 21, 2012
The instructional method for this class period was large group/ whole class instruction (Teacher
lecturing class)
Time Behaviors Total Occurrences
Off-Task Non-compliant Disruptive
8:35-8:45 I III 4
8:45-8:55 II II 4
8:55-9:05 I III 4
Operational Definitions for behaviors:
Off-task behaviors Satira will draw or doodle on her paper, play withher cellphone, or get up out of her seat during
instruction time without permission
Non-compliant behaviors Satira leaves the classroom without permission, not
follow classroom rules, is disrespectful in her
interaction with the teacher, or follow teachers
directions or requests during instruction or
transition periods in the classroom.
Disruptive behaviors Satira argues with her peers, talk to her peers, blurt
out in class, talks loudly, uses profanity, or play
fights or wrestles with her peers during instruction
time, transitions, or in the hallway or lunchroom.
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Satiras scatterplot data for Mr. Trayvicks class- Math: March 21, 2012
The instructional method for this class period was large group/ whole class instruction. (Problems
written on board required writing them down and going over verbally).
Time Behaviors Total Occurrences
Off-Task Non-compliant Disruptive
10:04-10:14 I II II 5
10:14-10:24 I II 3
10:24-10:34 II 2
10:34-10:44 I I 2
10:44-10:54 I I IIII 6
10:54-11:04 I III 4
11:04-11:14 I 1
Operational Definitions for behaviors:
Off-task behaviors Satira will draw or doodle on her paper, play with
her cellphone, or get up out of her seat during
instruction time without permission
Non-compliant behaviors Satira leaves the classroom without permission, not
follow classroom rules, is disrespectful in her
interaction with the teacher, or follow teachers
directions or requests during instruction or
transition periods in the classroom.
Disruptive behaviors Satira argues with her peers, talk to her peers, blurt
out in class, talks loudly, uses profanity, or play
fights or wrestles with her peers during instruction
time, transitions, or in the hallway or lunchroom.
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Satiras scatterplot data for Mr. Parrishs class- Social Studies: March 21, 2012
The instructional method was large group/ whole class instruction (PowerPoint and worksheet)
Time Behaviors Total Occurrences
Off-Task Non-compliant Disruptive
12:35-12:45 I II 3
12:45-12:55 III 3
12:55-1:05 I 1
1:05-1:15 II 4
Operational Definitions for behaviors:
Off-task behaviors Satira will draw or doodle on her paper, play with
her cellphone, or get up out of her seat duringinstruction time without permission
Non-compliant behaviors Satira leaves the classroom without permission, not
follow classroom rules, is disrespectful in her
interaction with the teacher, or follow teachers
directions or requests during instruction or
transition periods in the classroom.
Disruptive behaviors Satira argues with her peers, talk to her peers, blurt
out in class, talks loudly, uses profanity, or playfights or wrestles with her peers during instruction
time, transitions, or in the hallway or lunchroom.
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Satiras scatterplot for Mr. Parrishs class- Social Studies: March 26, 2012
The instructional method was whole group/large group instruction and individual work (PowerPoint and
worksheet)
Time Behaviors Total Occurrences
Off-Task Non-compliant Disruptive
12:26-12:36 I I II 4
12:36-12:46 I II 3
12:46-12:56 I II III 6
12:56-1:06 II I 3
1:06-1:15 I I 2
Operational Definitions for behaviors:
Off-task behaviors Satira will draw or doodle on her paper, play with
her cellphone, or get up out of her seat during
instruction time without permission
Non-compliant behaviors Satira leaves the classroom without permission, not
follow classroom rules, is disrespectful in her
interaction with the teacher, or follow teachers
directions or requests during instruction or
transition periods in the classroom.
Disruptive behaviors Satira argues with her peers, talk to her peers, blurt
out in class, talks loudly, uses profanity, or play
fights or wrestles with her peers during instruction
time, transitions, or in the hallway or lunchroom.
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Satiras scatter plot data for Mrs. Hartleys class- Science: March 26, 2012
The Instructional method was large group/whole class instruction and watching a video
Time Behaviors Total OccurrencesOff-Task Non-compliant Disruptive
1:23-1:33 III I 4
1:33-1:43 II I 3
1:43-1:53 I 1
1:53-2:03 III 3
2:03-2:13 I I IIIII 7
Operational Definitions for behaviors:
Off-task behaviors Satira will draw or doodle on her paper, play with
her cellphone, or get up out of her seat during
instruction time without permission
Non-compliant behaviors Satira leaves the classroom without permission, not
follow classroom rules, is disrespectful in her
interaction with the teacher, or follow teachers
directions or requests during instruction or
transition periods in the classroom.
Disruptive behaviors Satira argues with her peers, talk to her peers, blurt
out in class, talks loudly, uses profanity, or play
fights or wrestles with her peers during instructiontime, transitions, or in the hallway or lunchroom.
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Satiras scatterplot data for Mrs. Banks class- Language Arts: March 28, 2012
The instructional method was large group/whole class, Silent Sustained Reading/ and small group
Time Behaviors Total OccurrencesOff-Task Non-compliant Disruptive
8:12-8:22 I II 3
8:22-8:32 I I 2
8:32-8:42 0
8:42-8:52 II 2
8:52-9:02 I 1
Operational Definitions for behaviors:
Off-task behaviors Satira will draw or doodle on her paper, play with
her cellphone, or get up out of her seat during
instruction time without permission
Non-compliant behaviors Satira leaves the classroom without permission, not
follow classroom rules, is disrespectful in her
interaction with the teacher, or follow teachers
directions or requests during instruction or
transition periods in the classroom.
Disruptive behaviors Satira argues with her peers, talk to her peers, blurt
out in class, talks loudly, uses profanity, or play
fights or wrestles with her peers during instructiontime, transitions, or in the hallway or lunchroom.
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Satiras scatterplot data for Mrs. Hartleys class- Science: March 28, 2012
The instructional method was individual work (Coloring skeletons and cutting and gluing them)
Time Behaviors Total Occurrences
Off-Task Non-compliant Disruptive
1:20-1:30 I III III 7
1:30-1:40 I I III 4
1:40-1:50 III 3
1:50-2:00 0
2:00-2:10 I 1
Operational Definitions for behaviors:
Off-task behaviors Satira will draw or doodle on her paper, play withher cellphone, or get up out of her seat during
instruction time without permission
Non-compliant behaviors Satira leaves the classroom without permission, not
follow classroom rules, is disrespectful in her
interaction with the teacher, or follow teachers
directions or requests during instruction or
transition periods in the classroom.
Disruptive behaviors Satira argues with her peers, talk to her peers, blurtout in class, talks loudly, uses profanity, or play
fights or wrestles with her peers during instruction
time, transitions, or in the hallway or lunchroom.
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Satiras scatterplot data for Mrs. Bankss class- Language Arts: April 2, 2012
The instructional method was large group, Silent Sustained Reading, and small group
Time Behaviors Total Occurrences
Off-Task Non-compliant Disruptive
8:00-8:10 I 1
8:10-8:20 II 2
8:20-8:30 I I 2
8:30-8:40 II I 3
8:40-8:50 I II 3
8:50-9:00 II 2
Operational Definitions for behaviors:
Off-task behaviors Satira will draw or doodle on her paper, play with
her cellphone, or get up out of her seat during
instruction time without permission
Non-compliant behaviors Satira leaves the classroom without permission, not
follow classroom rules, is disrespectful in her
interaction with the teacher, or follow teachers
directions or requests during instruction or
transition periods in the classroom.
Disruptive behaviors Satira argues with her peers, talk to her peers, blurt
out in class, talks loudly, uses profanity, or play
fights or wrestles with her peers during instruction
time, transitions, or in the hallway or lunchroom.
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Satiras scatterplot data for Mr. Trayvicks class- Math: April 2, 2012
The instructional method was independent work and large group (Problems written on board required
to write them down and go over verbally).
Time Behaviors Total Occurrences
Off-Task Non-compliant Disruptive
10:05-10:15 I III 4
10:15-10:25 I III 4
10:25-10:35 I I III 5
10:35-10:45 III I 4
10:45-10:55 I 1
10:55-11:05 II 2
Operational Definitions for behaviors:
Off-task behaviors Satira will draw or doodle on her paper, play with
her cellphone, or get up out of her seat during
instruction time without permission
Non-compliant behaviors Satira leaves the classroom without permission, not
follow classroom rules, is disrespectful in her
interaction with the teacher, or follow teachers
directions or requests during instruction or
transition periods in the classroom.
Disruptive behaviors Satira argues with her peers, talk to her peers, blurt
out in class, talks loudly, uses profanity, or play
fights or wrestles with her peers during instruction
time, transitions, or in the hallway or lunchroom.
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APPENDIX D: A-B-C- DATA
A-B-C OBSERVATION FORM
STUDENT: Satira DATE: March 26, 2012 CLASS/TEACHER: S.S. / Mr. Parrish
OBSERVER: Amber Duncan
INSTRUCTIONAL ACTIVITY: counseling activity, defining terms, answering questions
TIME ANTECEDENT BEHAVIOR CONSEQUENCE
12:26 Teacher gave
instructions for next
activity
Turned and talked to
peers
Slowed down on
completing
assignment
12:35 Peers talking to Satira Satira talking to peers Does not get her work
done
12:39 Peer standing next to
Satiras desk
Saitra turns and talks to
peer
Off-task and not
completing work
12:42 Not working on
assignment
Walking around
classroom
Teacher told her to sit
down
12:43 Told to sit down by
teacher
Interrupting other peers
who are working
Distracting other
peers
12:50 Peer playing with her
hair
Yelled at peer for playing
with her hair
Touching peer and not
working on her work
12:50 Touching peer, acting
like play fighting
Hugging/hitting peer Teacher reprimanded
12:55 Peers taking pictures Snatched phone, up out of
seat, yelled at peer
Teacher reprimanded
12:55 Teacher reprimanded,
told to give phone back
and to sit down
Did not listen None evidenced
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A-B-C OBSERVATION FORM
STUDENT: Satira DATE: March 28, 2012 CLASS/TEACHER: Language Arts/ Ms. Banks
OBSERVER: Amber Duncan
INSTRUCTIONAL ACTIVITY: large group, Silent Sustained Reading, Small group work
OTHER IMPORTANT INFORMATION: Satira checked in late this morning
TIME ANTECEDENT BEHAVIOR CONSEQUENCE
8:28 Peer touched her
while leaving
classroom
Satira responded by
touching peer back
None evidenced
8:23 Peer got her attention
during Silent
Sustained Reading
Satira was motioning
back and responding
back
No witness to
behavior
8:33 Started reading for
group work
Satira was looking
around and not
following along
UA tutor redirected
her and asked her to
follow along
8:52 Tutor reading back of
book out loud
Satira not following
along with the book
None evidenced
8:55 Teacher announced
how many minutes
left for group work
Satira started looking
around, stopped
following along
None evidenced
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A-B-C OBSERVATION FORM
STUDENT: Satira DATE: March 28, 2012 CLASS/TEACHER: Math/ Mr. Trayvick
OBSERVER: Amber Duncan
INSTRUCTIONAL ACTIVITY: large group instruction, problems written on the board
TIME ANTECEDENT BEHAVIOR CONSEQUENCE
10:16 Peers whispering
behind her
Turned around and
looked at them
Not on task and
missing instruction
10:17 Peers whispering
behind her
Turned and talked to
them
Missing instruction
10:22 Teacher turned lights
out
Starts talking to peers Missing out on
instruction
10:23 Peer called Satiras
name
Turned around and
talked to peer
Teacher reprimanded
whole group
10:27 Peer talking to Satira
about voting
Satira responds to
peer
Distracts Satira and
peer from instruction
10:30 Peer talking to Satira Talking to peer in
response
Distracted from
instruction
10:34 Peer talking to Satira
and teacher not
talking
Satira turns to talk to
peer
Teacher is quite and
waits to continue
instruction
10:36 Teacher walking
around checking on
assignments
Talking to peers
around her
Teacher used a
redirect for the whole
class
10:44 Teacher giving out
problems for quiz
Satira not writing
them down
Does not get problems
to do quiz
10:46 Having to work on a
quiz
Not working and
turning to talk to peers
Misses out on quiz
grade
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10:52 Teacher was giving
them a free time to
talk
Sitting on peers desk
and talking to them
Not following
directions
10:55 Not following
directions, went and
sat on desk
Talking and
disturbing peer
Received Silent lunch
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A-B-C OBSERVATION FORM
STUDENT: Satira DATE: March 28, 2012 CLASS/TEACHER: Science/ Mrs. Hartley
OBSERVER: Amber Duncan
INSTRUCTIONAL ACTIVITY: Free work time
TIME ANTECEDENT BEHAVIOR CONSEQUENCE
1:24 Having a free time On peers back and not
following directions
Reprimanded by
teacher
1:25 Reprimanded by teacher
and told to find a desk
Satira sat on top of a
desk than in it
No visible
consequences
1:28 Teacher giving
instructions
Satira was talking out Could not hear
instructions
1:30 Teacher telling them to
work and giving
instructions
Talking to peer Satira talking and
couldnt hear
instructions
1:35 Having to work on
assignment
Started to stand
outside door and leave
classroom
Missing out on work
time
1:37 Peer walked up and
started talking
Satira talked to peer No visible
consequence
1:38 Peer took Satiras stuff Yelled in peers face
tried to get stuff back
No visible
consequence
1:40 Peer kept yelling and
talking to her
Chasing peer around
classroom and yelling
at her
Teacher reprimanded
verbally both students
1:46 Peer got in Satiras face Stood up and
confronted peer and
slapped peer in the
face
Teacher stepped in
and reprimanded them
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References
ONeill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997).
Functional assessments for problem behavior: A practical handbook(2nd
ed.). Pacific
Grove, CA: Brooks/Cole.
Touchette, P. E., MacDonald, R. F., & Langer, S. N. (1985). Scatterplot for identifying stimulus
control of problem behavior. Journal of Applied Behavior Analysis, 18, 343-352.