Functional Behavioral Assessment for Disruptive Student Behavior

Team Members Names: Christopher Ford, Esmeralda Valerio Leon, Caron Matthews, Theresa Williams FUNCTIONAL BEHAVIORAL ASSESSMENT (AS APPROPRIATE) Explanation: The following three pages are completed when information is gathered about a student’s behavior to determine the need for a Behavioral Intervention Plan. A Functional Behavioral Assessment used in developing a Behavioral Intervention Plan must be reviewed at an Individualized Education Program (IEP) meeting and attached to the IEP. The Functional Behavioral Assessment must include data collected through direct observation of the target behavior. The statements in red are not part of the ISBE forms but are provided for your assistance. Student’s Strengths—This area should include any strengths or interests the child may have, especially those that could be used later in the Behavior Plan. Include a description of behavioral strengths (e.g., the Student ignores inappropriate behavior of peers, has positive interactions with staff, accepts responsibility, etc.). Maria is a bright student who enjoys hands-on activities and loves working with art and music. She is especially motivated when she feels successful, and she thrives in structured environments that include visual schedules. Maria also has a strong connection with a few peers and often shows kindness when working in pairs. One of her behavioral strengths is that she responds positively to adult praise and redirection when it is delivered calmly and respectfully. She is also able to stay on task during independent work when she knows what is expected of her. Operational Definition of Target Behavior – Include a description of the behavior's frequency, duration, and intensity. Maria frequently shouts out during large group instr