Window to the World Case Study One Kiran is 10 years old and is part of a regular fourth-grade class. He has been evaluated as "learning disabled" and has an IEP. Kiran engages in several behaviors that are viewed as major problem behaviors by his teacher, Ms. Martinez. These behaviors include refusing to do independent seat work, failing to complete work, not paying attention to teacher instructions, playing with academic materials (papers, pencils, books, ruler), and making crude comments to other students. Kiran's behavior is considered unacceptable in the classroom, on the playground, and in the halls and cafeteria. He has received several office discipline referrals (ODRs) for his behavior, but these do not appear to be having any impact on his problem behaviors, and his academic performance is declining. His teacher has submitted a Request for Assistance form to the school's Positive Behavioral Intervention and Support (PBIS) team, asking that it consider developing an individualized behavior support plan for Kiran. The PBIS team agrees to conduct a functional behavioral assessment (FBA) with Kiran as the first step toward developing and implementing a behavior support plan. The team includes the school's special education teacher, Ms. Washington, who has received training and is experienced in conducting FBAs. She notes that she will review the information provided by Ms. Martinez on the Request for Assistance and on Kiran's ODR forms, then sit down with Ms. Martinez and her classroom assistant to do an FBA interview, and finally schedule some times to observe Kiran in the settings and contexts where problem behaviors are most frequently occurring. She will also contact Kiran's family regarding interviewing one or both parents and perhaps having Kiran join that interview as well.