Example of Report Format for Functional Behavioral Assessments

Example of Report Format for Functional Behavioral Assessments:

Strengths/Interests
Johnny enjoys drawing, watching the history channel, biking, playing video games, anything related to dinosaurs, and helping grandpa with woodworking and yard-work.
Johnny is described as a hands-on learner by his mother.

Setting Events (what conditions/situations (medical/mental health, family, school, major life changes, previous experiences, and etc.) exist that predispose the student to problem behavior?):
Medical diagnosis of ADHD
Recent divorce
Order of protection against dad
History of frequent tardy’s

Behaviors(Specific behavior(s) that interfere with learning):
Work refusal: described as “zoning out,” not working when directed, “losing assignments,” lying to parent/teacher about assignments, and/or turning in incomplete assignments.
Disrupting: described as throwing items, talking out of turn, kicking the chair in front of him, tapping pencil, tapping peer’s head, humming, making noises, and/or action that requires a verbal redirection from teacher.
Aggressive behavior: described as verbal or nonverbal behavior that startles or generates fear in a peer or adult such as slamming a door, yelling, talking loudly and disrespectfully at teacher, threatening, and/or swearing.

Warning Signs (if applicable): (e.g. voice changes in volume, noncompliance with teacher directions).
putting his head down
grunts
sighs
physical agitation
disgruntled facial expressions
verbal protests "Why???”, “This is dumb!”, “I don't want to”, and etc.

Person(s) the behavior occurs most or least often around: (e.g. observation and interview results have indicated that James by telling him to sit down or stop talking to his neighbor.
Work refusal and disrupting: At this point there does not seem to be any particular individual, class, time, or location in which Johnny displays more or less difficulty
Aggressive behavior: Johnny usually displays aggressive behavior when a teacher or other adult attempts to re-direct him when he already agitated.

Consequence: (e.g. Consistent adult attention immediately following the behavior provides positive reinforcement of the positive behavior.
Peers respond in a variety of ways including, laughing, tattling, making fun of Johnny, ignoring, telling their parents, and etc.
Johnny received for 4 discipline referrals in 2007-2008
Teacher redirection; as teacher redirection increases, so does Johnny’s agitation.
Office space: reassigned to a workspace in the classroom away from peers, but can still receive instruction with peers.
ISS
Homework room after school to make up missing and/or incomplete assignments
Sent to principal; contact parents

Possible function(s) of the behavior:
When (identify setting events) (student) will (behavior) which results in (intended outcome/function).
Because Johnny has Attention Deficit Hyperactivity Disorder he is more likely to be distracted, disorganized, forgetful, and physically active; he is less likely to monitor and/or manage his verbal and non-verbal behavior; and he is likely to display inconsistent academic skills upon demand.
When Johnny is presented with independent seat work he will create distractions or shut down to avoid the academic tasks and/or the perception of inadequacy.
In unsupervised or less supervised environments, e.g., recess, lunch, hallways, and etc., Johnny physically and/or verbally reacts without thinking because he misses social cues, misunderstands, and gets into unnecessary conflicts.

Suggestions for the Behavior Intervention Plan.
Social skills
Quiet place to work
Model appropriate behavior
Frequent and consistent school-home communication
Self-advocate for breaks
Build skills academically
Teacher call on student when student knows the answer
Incentive program (e.g., lunch with principal and/or take a friend to visit principal)
Provide Johnny a list of words/phrases to use in situations