Functional Assessment Report

By: Ashley Dunaway, Brianna Leiford, and Mariah Lumpkin

Background Information Child A Child BSchool: Attends Sunshine

Elementary SchoolAge: 4 (Preschool)Medical history and health:

mild form of autism, physically healthy

Educational history: Recently transferred from an autistic class to a typically developing class.

Communication skills: Seems to have difficulty verbally communicating wants and needs.

School: Home with father/ Sunday school

Age: 4Medical history and health:

No non disability's, physically healthy.

Educational history: Home with father six days a week on Sunday in Sunday school for a hour.

Communication skills: Family is bilingual child has difficultly speaking in both languages and trouble communicating at times

Present Problem Behavior Child A Child B Target Behavior: Hitting Description: Behavior involves

physical aggression and contact with classmates and teachers. Includes kicking, hitting, and yelling.

Frequency: About 2-3 times per day

Duration: About 5 minutes Intensity: Ranges from low to

medium Danger level: Potentially

harmful to students and teachers, but not severe.

Target Behavior: Tantrum, hitting

Description: Behavior involves physical aggression and contact. Includes kicking, hitting, screaming, and throwing things.

Frequency: About 2-5 times per day

Duration: About 10 minutes Intensity: Ranges from low to

high but varies Danger Level: Potentially

harmful to students but only if brother is in the room with him

History of BehaviorChild A Child BAppeared to exhibit

aggressive behavior shortly after the main teacher was absent for the duration of about a week.

The absence of the teacher and the transition to a typically developing class may have caused Child A to be in a state of disequilibrium.

Appeared to exhibit aggression, screaming after brother touches him or takes something from him. This happens every day.

The brother appears to play a big role in the child’s behavior as well as boredom.

The child throws a tantrum and out burst around people and will cry until he gets what he wants.

Child B also tantrums when he does not want to do something or get something he wants.

Antecedents of Behavior Child A Child BReasons for behavior:Circle timeBeing put on the spot Transitional periodsPersonal/Emotional

Factors:Lack of communication

skills Displays introvert qualities

and characteristics which appears to inhibit group collective work

Reason For Behavior: Brother antagonizing Child BoredomTrying to get what he wantsPersonal /Emotional

Factors: Lack of communication skillsDoes not know how to

completely express himself and seems confused most of the time

Demonstrates he does not want to do something

Environment Analysis Child A Child BDescription: Classroom

setting is organized, spacious, structured, educationally appropriate, and inviting.

Results: Based on this classroom setting, there appears to be no existing relationship between environment and problem behavior.

Description: Small home setting sometimes organized, no interaction with other children other then Sundays.

Results: Based on the home setting, it is possible that the child is out bursting by always being confined in the home and the brother wanting to antagonize him due to his own boredom.

Hypothesizing the “Why” of BehaviorChild A Child BHypothesis: We believe

Child A is hitting, and yelling because he wants to gain attention in an attempt to express his emotions and avoid/escape unwanted situations and activities that cause him to be uncomfortable.

Hypothesis: We believe Child B is hitting, and yelling because he wants to gain attention in an attempt to express his emotions and avoid/escape unwanted situations and also to get what he wants.

Behavior Intervention PlanChild A Child BTokens/points: positive

behavior charts and reinforcers to encourage good behavior.

Physical reinforcer: opportunity to extend the duration of time jumping on the trampoline through behavior charts.

Verbal reinforcer: Praise towards positive behavior, and correction/warning towards negative behavior.

Tokens/Points: Positive behavior charts and reinforcements to encourage good behavior.

Physical reinforcement: Opportunity to play outside play on iPad and play with other children.

Verbal reinforcement: Praise towards positive behavior, and correction/warning towards negative behavior.

Behavior Intervention Plan continued…Child A Child BReactive Strategies : When

the behavior escalates, separate the child for independent play or provide one on one time with an educational staff member.

Verbal Prompt: Helping Child A use his words to express his feelings by the utilization of a speech pathologist, flash cards, books, and other learning tools.

Nonverbal Prompt: When needed, use toys and objects for sensorimotor needs to help self regulate.

Reactive Strategies: When the behavior escalates, separate the child from his brother, give both children time to reflect and cool down.

Verbal Prompt: Helping Child A use his words to express his feelings by the utilization of a speech pathologist, flash cards, books, and other learning tools.

Communicate between parents and children and get them on board to follow through with appropriate disciplinary actions and behavior support plans.

Nonverbal Prompt: Encourage good behavior with objects such as a Mickey toy, toy car, and iPad.

Use reinforcements for older brother as well. Explain leadership role and rewards for helping his younger brother.

Outcome of Behavior Support PlanChild A Child B No accommodations are necessary

to the curriculum. No environmental support changes

are necessary. It appears reinforcement of

replacement behavior is not enough. Therefore, new teaching such as speech/language pathologist is necessary.

Expected outcome: Child A will communicate verbally instead of hitting during group instruction.

Frequency: A weekly behavior report should be documented.

Communication is key!

Family accommodations are necessary to the support plan.

Environmental support such as social interaction changes are necessary.

It appears reinforcement of replacement behavior is not enough. Therefore, constant reminders for tokens and rewards are needed.

Expected Outcome: Child B will communicate verbally instead of throwing tantrums and hitting inside the house.

Frequency: A weekly behavior report should be documented.

Communication is key!