Functional Behaviour Assessment Fba

ASD - Assignment # 1 Functional Behaviour Assessment
Functional Behaviour Assessment (FBA)
Part 1 - Describing Behaviour – describe a recurring behaviour challenge, provide as much detail as
possible, - use point form
Description of Behaviour
• Student begins to throw objects in the air when in classroom and he has been doing schoolwork
at his desk for over a period of time.
• Throwing objects into the air not at peers or staff.
• After a certain amount of time, he’ll begin to grab objects close to him and toss them into the
air which could potentially injure students or staff that are near his area.
• He consistently does this behaviour when he is completing schoolwork at his desk for over 30
minutes.
Setting(s) in which behaviour occurs:

• Happens in the classroom usually in the middle of day and afternoon before buses arrive.
• The setting is when the classroom has been at a reduced noise level and student has been
working independently at his desk for a period of time.
• Happens when around other students and if accessible to close objects.
Frequency (# per day/hour/class etc.)
• Behaviour happens around every 30 minutes when it’s quiet independent work time.
• The number of times it happens is approximately 4 times per day
• It occurs after the morning periods and consistently occurs in the middle and afternoon periods
Intensity (low/med/high impact)

• When behviour occurs it's a medium impact as he’ll throw only one object into the air and will
continue if the classroom teacher or EA intervenes with verbal discussion.
• Won’t stop until removed for a walk or sensory room time.
• Usually disrupts other students focus on class tasks due to the noise and visual distraction of
throwing an object.
Duration
• Does not last long as either EA or classroom teacher intervenes and removes him from the
classroom for a walk or goes to sensory room.
• Can affect the focus of other students which can take many minutes to get them back on track.
Previous Interventions:
• Previously the EAs and Teacher had him to sit in a cubby by himself separate from other
students, made sure nothing is around to throw.
• Recently they've wanted him to socialize with his peers more, so they have sat him with
students and when behviour occurs they remove him from class for a walk or sensory room.
• Reminding him not to do the behviour and be sent to the office to speak to principal.
Educational Impact:
• When the behaviour happens it disrupts all the students who are working quietly on their
independent schoolwork. Once it distracts the students it’s hard to get them to focus on their
tasks again which is taking away from their learning.
• The student who does the behaviour usually gets removed from the classroom resulting in him
not finishing his schoolwork. Over time this has made his schoolwork difficult to catch up on and
results in him being behind in lesson content.
Part 2: What is the function of the behaviour – What other indicators support this?
A common acronym that is used for the 4 functions of behaviour is EATS.
E is for escape. A for attention. T for tangible. And S for Sensory.
The function of behaviour is: Obtaining Tangible

The student's behaviour is sensory because he throws objects into the air because he needs a movement
break from the work he has already completed while sitting for a specific amount of time. It’s not an
obtaining tangible because it’s not an object driven motive for his behaviour but a behaviour that occurs
to get his desired outcome of getting a sensory break. He is also not escaping/ avoiding because he
completes his independent work till the 30-minute mark then needs a break from the quiet independent
work. Also, this can occur when he is getting help from EA in the classroom too.
Discuss the following contributing factors:

1.Affective Regulation/Emotional Reactivity: (Identify emotional factors; anxiety, depression, anger, poor self-concept;
that play a role in organizing or directing problem behavior):
The emotional factor for the student's behaviour is anxiety as he feels he can only sit and regulate himself
until around the 30-minute silent independent work. Once he reaches the 30-minute mark, he becomes
anxious and needs a break from the stillness/ quiet work.
2. Cognitive Distortion: (Identify distorted thoughts; inaccurate attributions, negative self-statements, erroneous
interpretations of events; that play a role in organizing or directing problem behavior):
The student has a distorted view of how to express his needs for a break from self-driven work periods. This
can be he has an issue directing his problem behaviour into a desired outcome for him in a desirable
manner.
3. Reinforcement: (Identify environmental triggers and payoffs that play a role in organizing and directing problem behavior):
Behaviour is being reinforced as he is usually removed from classroom for a walk or sensory room after
being told not to do the behaviour. In this case he is getting his desired brain break but not from an
acceptable behaviour which would be a positive reinforcement.
4. Antecedents: (Identify contributing factors that occurred prior to the behaviour)
5. Consequences: (Identify contributing factors that occurred after the behaviour)
The school staff have in the past discussed his behaviour with him and he has been able to understand why
he should not throw items up in the air when he needs a break. As his behaviour kept occurring, they
resorted to placing him in a separated seating area of a cubby with sectioning from his peers. This
partially worked but his family has concerns about him feeling excluded from his peers, so the school
team is trying to have him sit at a table with his peers for a few days of the week to see if his behaviour
improves.
6. Modeling: (Identify the degree to which the behavior is copied, who they are copying the behavior from, and why they are
copying the behavior):
The behaviour is not a copy of others in the classroom. Students in the classroom find it disruptive and try
not to engage with his behaviour. If other students need a break, they ask the teacher to go to the
bathroom or for a short walk with the EA
7. Communicate need: (Identify what the student is trying to say through the problem behavior)
Th student is trying to communicate that they need walk or sensory stimulation due to the lack of
stimulation from being quietly sitting while focusing on schoolwork.
8. Curriculum/Instruction: (Identify how instruction, curriculum, or educational environment contribute to the problem
behaviour)
Curriculum and instruction do not contribute to his behaviour as happens during any type of quiet work; it
doesn’t depend on the subject. He still completes his required task to a point at which it stops when his
sensory needs reach a limit then are expressed in behaviour.
Other comments or concerns:
A large concern is the safety of students and staff when this behaviour is because someone could
accidentally be majorly injured from an object falling/ hitting them.
________
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ASD - Assignment # 1 Functional Behaviour Assessment

Functional Behaviour Assessment (FBA)

Setting(s) in which behaviour occurs:

Intensity (low/med/high impact)

E is for escape. A for attention. T for tangible. And S for Sensory.

The function of behaviour is: Obtaining Tangible

Discuss the following contributing factors:

5. Consequences: (Identify contributing factors that occurred after the behaviour)

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