D753_D761: Task 1: FBA Interpretation and Behavior Intervention Plan Development
Functional Behavior Assessment (FBA)
WGU D753_D761: FBA Interpretation &
Behavior Intervention Plan for Student A
Functional Behavior Assessment
West Oak Cove Elementary School
Student Information: Team Members:
Name: Student A Special Education Teacher
Age: 10 School Psychologist
Grade: 5
Teacher: Fifth-Grade Classroom Teacher School Counselor
Assessment Date: October 19
Completed By: School Psychologist School Administrator
Fifth-Grade Classroom Teacher
Parent of Student A
Data Sources:
X Interviews
X Scatterplot
X ABC Logs
Other: Questions about Behavior Function Checklist
DESCRIBE PROBLEM BEHAVIOR(S)
Describe in specific and observable terms. Prioritize 2–3, if there is more than
one. What does the behavior look and sound like? Does it begin at a low intensity
and escalate? Describe.
Student A displays externalized behaviors heightened by challenging tasks and unexpected
changes in the schedule. These behaviors begin with a raised voice to express concern or
frustration. If there is no intervention by the teacher, the student will escalate their
behavior by shouting, getting up from their desk, and rapidly pacing back and forth around
the room. Student A's behavior disrupts the learning environment, making it difficult for
anyone in the class to focus or to complete their tasks.
Estimated frequency:
3-4 times per week, with each incident typically lasting 5-10 minutes before intervention
from the teacher.
TRIGGERS/ANECENDENT
What typically occurs before or during behavior? Specific demands or situations?
When these situations have arisen in the past, the student has admitted that having to
complete a task that they perceive as difficult or that shifts in the schedule are difficult
circumstances and often make the student feel anxious. The student's verbal disruptions
and pacing around the classroom often escalate when they perceive tasks as overly
complex.
mailto:https://www.stuvia.com/user/Wisdoms
, D753_D761: Task 1: FBA Interpretation and Behavior Intervention Plan Development
Functional Behavior Assessment (FBA)
Where is the behavior most likely to occur? What locations?
This behavior is most likely to occur in the classroom, particularly during math and English-
language arts (ELA) lessons, or during independent group work time.
With whom? When?
This behavior usually happens when Student A is with their classmates and the teacher,
particularly during group work or when the class is focusing on a challenging task.
Setting? Events? Home difficulties, peer influence, etc.?
Peer interactions worsen the behavior, especially when Student A receives negative
attention from peers. No specific stressors from home have been identified in the available
documentation.
CONSEQUENCE(S)
What happens immediately after problem behavior? Think about the last couple
of times the behavior occurred.
When Student A gets upset, they are often sent to the principal’s office or sent to a
designated quiet area. These consequences cause Student A to avoid the difficult task or
situation.
What does the student obtain? Attention? Something else?
The behavior appears to help Student A avoid doing work that they feel is too hard.
What does the student avoid? Demands? Negative interactions?
Student A might be trying to avoid work they perceive as too hard or situations where they
feel unlikely to be successful.
CURRENT PLAN/STRATEGIES
Describe the current plan or strategies being used.
A behavioral contract was implemented from January to March 2024, with specific goals
focused on reducing disruptive behavior by keeping Student A engaged in class. The
contract included goals such as completing assigned tasks without leaving the seat, using a
"help card" to request assistance, and taking short, teacher-approved breaks when feeling
overwhelmed.
Counseling sessions began in February 2024, aiming to equip Student A with practical
coping strategies, such as using visual timers to manage time expectations and requesting
structured breaks to reset during challenging tasks. However, while these strategies have
contributed to a 30% reduction in disruptive behavior, Student A still struggles to stay in
class during challenging tasks, indicating that the current plan is not fully effective in
keeping them engaged.
Describe parent or home involvement regarding the student’s school behavior.
Student A's parents consistently communicate with the teacher weekly. They are working
with the school to learn and to support the strategies being used in the classroom. The
teacher reported that in conversations with the parents, they expressed concern about how
this behavior affects Student A’s learning and want to help reinforce positive behaviors and
implement the same strategies at home for consistency. The parents have been consistent
PAGE 2
mailto:https://www.stuvia.com/user/Wisdoms
Functional Behavior Assessment (FBA)
WGU D753_D761: FBA Interpretation &
Behavior Intervention Plan for Student A
Functional Behavior Assessment
West Oak Cove Elementary School
Student Information: Team Members:
Name: Student A Special Education Teacher
Age: 10 School Psychologist
Grade: 5
Teacher: Fifth-Grade Classroom Teacher School Counselor
Assessment Date: October 19
Completed By: School Psychologist School Administrator
Fifth-Grade Classroom Teacher
Parent of Student A
Data Sources:
X Interviews
X Scatterplot
X ABC Logs
Other: Questions about Behavior Function Checklist
DESCRIBE PROBLEM BEHAVIOR(S)
Describe in specific and observable terms. Prioritize 2–3, if there is more than
one. What does the behavior look and sound like? Does it begin at a low intensity
and escalate? Describe.
Student A displays externalized behaviors heightened by challenging tasks and unexpected
changes in the schedule. These behaviors begin with a raised voice to express concern or
frustration. If there is no intervention by the teacher, the student will escalate their
behavior by shouting, getting up from their desk, and rapidly pacing back and forth around
the room. Student A's behavior disrupts the learning environment, making it difficult for
anyone in the class to focus or to complete their tasks.
Estimated frequency:
3-4 times per week, with each incident typically lasting 5-10 minutes before intervention
from the teacher.
TRIGGERS/ANECENDENT
What typically occurs before or during behavior? Specific demands or situations?
When these situations have arisen in the past, the student has admitted that having to
complete a task that they perceive as difficult or that shifts in the schedule are difficult
circumstances and often make the student feel anxious. The student's verbal disruptions
and pacing around the classroom often escalate when they perceive tasks as overly
complex.
mailto:https://www.stuvia.com/user/Wisdoms
, D753_D761: Task 1: FBA Interpretation and Behavior Intervention Plan Development
Functional Behavior Assessment (FBA)
Where is the behavior most likely to occur? What locations?
This behavior is most likely to occur in the classroom, particularly during math and English-
language arts (ELA) lessons, or during independent group work time.
With whom? When?
This behavior usually happens when Student A is with their classmates and the teacher,
particularly during group work or when the class is focusing on a challenging task.
Setting? Events? Home difficulties, peer influence, etc.?
Peer interactions worsen the behavior, especially when Student A receives negative
attention from peers. No specific stressors from home have been identified in the available
documentation.
CONSEQUENCE(S)
What happens immediately after problem behavior? Think about the last couple
of times the behavior occurred.
When Student A gets upset, they are often sent to the principal’s office or sent to a
designated quiet area. These consequences cause Student A to avoid the difficult task or
situation.
What does the student obtain? Attention? Something else?
The behavior appears to help Student A avoid doing work that they feel is too hard.
What does the student avoid? Demands? Negative interactions?
Student A might be trying to avoid work they perceive as too hard or situations where they
feel unlikely to be successful.
CURRENT PLAN/STRATEGIES
Describe the current plan or strategies being used.
A behavioral contract was implemented from January to March 2024, with specific goals
focused on reducing disruptive behavior by keeping Student A engaged in class. The
contract included goals such as completing assigned tasks without leaving the seat, using a
"help card" to request assistance, and taking short, teacher-approved breaks when feeling
overwhelmed.
Counseling sessions began in February 2024, aiming to equip Student A with practical
coping strategies, such as using visual timers to manage time expectations and requesting
structured breaks to reset during challenging tasks. However, while these strategies have
contributed to a 30% reduction in disruptive behavior, Student A still struggles to stay in
class during challenging tasks, indicating that the current plan is not fully effective in
keeping them engaged.
Describe parent or home involvement regarding the student’s school behavior.
Student A's parents consistently communicate with the teacher weekly. They are working
with the school to learn and to support the strategies being used in the classroom. The
teacher reported that in conversations with the parents, they expressed concern about how
this behavior affects Student A’s learning and want to help reinforce positive behaviors and
implement the same strategies at home for consistency. The parents have been consistent
PAGE 2
mailto:https://www.stuvia.com/user/Wisdoms
