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Conducting A Functional
Behavioral Assessment
Example
2
By: Joan M. Miller, Ph.D.
| Date: October 3, 1999 |
Observer: Ms. Norman |
| Student: Alf |
who: resource teacher (RT), peers in resource room |
| what: transition from resource room to physical education class
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where: resource room |
| when: 10:15 at end of ELA period |
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Antecedents
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Behavior
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Consequences
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| 1. RT announced it was time to go to gym. |
2. Alf continued to leaf through a book. He glanced at peers who
had moved to the doorway. |
3. RT talked with peers for about 30 seconds. She looked at Alf
and told him to put the book away and to get in line. |
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4. Alf turned his back to RT and threw the book on the floor. |
5. RT approached Alf and told him to pick up the book. |
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6. Alf got up and picked up the book and took it to the bookcase.
He ran to the corner and climbed under the table. |
7. RT bent down to be at eye level with Alf under the table. She
told him he was wasting gym time and that he needed to hurry up and
get in line. |
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8. Alf reached out his hand. |
9. RT took Alf's hand and led him from under the table. |
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10. Alf walked to the gym and waved goodbye to RT. |
11. RT laughed, said, "I'll see you tomorrow," and waved back. |
HYPOTHESIS (based on the assumption that other ABCs showed a similar
pattern): attention from the teacher
PLAN: Teach Alf a way to gain attention by
a) allowing him to be the "timer" who pushes the two-minute warning buzzer,
b) praising him for a specific work behavior or academic response just
before asking students to line up,
c) posting his name on the "hard workers of the day" bulletin board,
d) allowing him to ask a peer to walk next to him on the way to gym,
and/or
e) allowing him to be line leader.
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