Functional Behavioral Assessment (ABA)

Identifying Information Reason for Referral Relevant Background Information Identification and Description of the Interfering Behavior Present Levels of the Interfering Behavior FBA Interview: Procedures and Results

To complete this section, please reference the attached background information and FBA interview notes for a hypothetical student:

FBA Case Background Notes Below

Student Background

• 3rdgrade female at public school
• Lives with 3 older brothers and maternal grandparents in small trailer ... biological mother allowed visitation, but visits only sporadically ... does not know or have contact with biological father ... mother has history of substance use and depression
• Receives special education ... in regular education classroom for specials, science, social studies, and reading ... gets specially designed instruction for writing and math in the special education classroom ... has 1:1 support as needed throughout the day ... gets social work services for social-emotional goals
• Report card and state/district assessments show grade level for reading, but writing and math performance is below grade level
• Diagnosed with autism at age 4 years ... speech was delayed ... noted to have difficulties sharing emotions, understanding others' perspectives and body language, and engaging in play with others ... also noted to be rigid with routines and overreact to change, use idiosyncratic speech and perseverate on unicorns, insist on keeping an old unicorn stuffy with her, and refuse to wear clothing with tags or eat crunchy foods
• Recently diagnosed with oppositional defiant disorder. Cognitive testing resulted in full scale IQ of 94 (average) with strengths in visual spatial reasoning and significant delays in processing speed. Rating scales showed elevated levels of externalizing problems like losing temper easily, arguing, defying adults, and blaming others for problems. Rating scales also showed significant difficulty with peer relationships. Observed to show an interest in peers, but to have difficulty initiating interactions (often starts with comments that seemed rude or attempts to roughhouse) and responding to others in socially appropriate ways (has blank expression or ignores peers when they give compliments or start conversations)
• No visual or hearing problems. Overweight and at risk for diabetes. No prescription medications.
• No additional services at home.

BAPS Interview Notes

Strengths:

• Strong reader ... loves read aloud and independent reading
• Artistic ... enjoys drawing and keeps a drawing journal ... often copies pictures from favorite books ... likes making crafts and creating cards for friends
• Helpful ... likes to assist with daily chores like vacuuming and helping with care of younger Children

Interfering Behavior

• Biggest concern is safety: bolting/wandering (out of sight) and getting physical (hitting, pushing, kicking)
• When having a hard time, usually ignores and/or argues with teachers. May crawl under desk or leave the area. Can escalate to physical behavior

Context

• Can happen anywhere/anytime at school, but most often in morning. Most likely if routines are different (e.g., substitute). Most likely during math and writing.
• Expectation is to keep safe hands/body and ask permission to leave ... is allowed to take break in sensory space in special ed classroom Motivational Triggers
• Seems affected by things happening at home ... financial struggles, conflict between family members, caregiver health problems ... talks a lot about these things
• Perseverates on conflicts with peers and corrective feedback delivered by teacher
• Always wants to be the center of attention ... can get disruptive if preferred staff are spending time with other kids
• Doesn't like hearing "no" ... may shut down if she can't do something she wants
• Writing and math can be triggers ... often refuses ... does better if tasks are on computer
• SDs
• Seems to target special ed teacher and staff ... may be noncompliant with regular ed teacher, but usually just leaves classroom and special ed staff

Respond Reinforcing Consequences

• Staff try to give space, but have to follow her if she wanders
• Staff try to process feelings and give different choices for tasks, work spaces, and coping tools (e.g., drawing)
• If noncompliant, asked to leave the regular ed classroom and transition to the special ed classroom
• If really unsafe, staff escort her to a de-escalation room
• Often avoids work ... some days she does no academics and falling more behind
• Seems to feel better after talking about the things on her mind
• Personal Characteristics
• Talks a lot about things being unfair and thinks regular education teacher and other kids don't like her
• Diagnosed with autism when young, and most recent evaluation led to diagnosis of oppositional defiant disorder
• Likes routines and doesn't do well when preferred staff are out

Skill Delays

• Doesn't consistently recognize or ask for breaks appropriately
• Has a hard time developing friendships; doesn't seem to know how to initiate interactions appropriately and lacks skills for perspective-taking
• Math and writing skills delayed
• Has a few coping skills, but does not use them independently ... has hard time self-regulating
• Has a hard time accepting no and waiting
• Seems to act without thinking about consequences