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ABC Functional Behavioral Assessment Form

Name: Ricky Date: 3-7-2017

Setting Information: Reading at back table with me sitting next to him and teacher sitting at her desk nearby. The rest of the class was
reading independently at their desks. Had just come back from lunch and recess. Data was taken during independent reading time from
12:10pm-12:35pm.

Time Antecedent Behavior Consequence

12:10pm Reading, following along with Hand shaking No correction/focused back to
the book book
12:14pm Sat down from getting a drink Hand shaking, touching, No correction/focused back to
clapping book
12:16pm Looking around Hand shaking Paraprofessional came over to
ask if he was paying attention
12:19pm Playing with computer mouse Hand/finger tapping (like a No correction/focused back to
puppet) book
12:22pm Playing with computer mouse Hand shaking No correction/focused back to
book
12:23pm Looking at teacher’s desk Finger tapping No correction
12:25pm Looking at teacher’s desk Hand shaking, touching No correction
12:26pm Looking around classroom Shaking, tapping on desk No correction/focused back to
book
12:28pm Looking around Flapping, clapping No correction/focused back to
book
12:29pm Playing with volume on Flapping No correction/focused back to
computer book
12:30pm Looking around Flapping Told to clean up
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ABC Functional Behavioral Assessment Form

Name: Ricky Date: 3-9-2017

Setting Information: Working at back table with me and another student. Both students were working on math bellwork but Ricky was
working on double-digit subtraction. The rest of the class was working independently at their desks on their bellwork. Data was taken
during bellwork time from 8:45am-9:30am.

Time Antecedent Behavior Consequence

8:47am Going to bathroom Flap hands No Correction
8:49am Come in from bathroom Flap hands Told to put correct time on sign
in sheet
8:51am Work on math bellwork Tap hands on paper “Ricky focus” by teacher
8:54am Ask to get a tissue Flap hands Corrected by teacher
8:56am Work on math bellwork Tapping pencil Corrected by me
9:00am Work on math bellwork Flap hands Corrected by teacher
9:01am Work on math bellwork Flap hands, tapping Student laughed at him
9:04am Work on math bellwork Flap hands Corrected by teacher: told to
have a good day
9:15am Work on math bellwork Flap hands No correction, finished math
bellwork
9:20am Stamped bellwork Flapping hands and clapping No correction
while walking
9:22am Asked what to do now that he’s Clapping Corrected by paraprofessional
done
9:25am Ask to get water Flap hands Corrected by me
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Behavior Intervention Plan Form

Student: Ricky Date: 3-30-2017

Step Action Outcomes

Identify the function of the behavior: Ricky’s behavior consists of him stemming numerous times throughout the day in
1  Describe the behavior in multiple different ways. He flaps his hands, taps on the desk, claps, shakes his hands in
measurable terms. the air, and plays with his hands/fingers like puppets. These behaviors can be distracting
 How does the behavior meet to the teacher and other students in the classroom. According to my observations, Ricky
the student’s needs? stems about 15-20 times within a 30-50 minute time frame. My data and observations
show that Ricky stems when he is off task or loses focus. When he stems, the teacher or
an aide tells Ricky to focus and gives him attention. The stemming behavior allows
Ricky to gain sensory stimulation, allowing him to focus back on his work, while also
gaining attention from an adult, which reinforces his behavior.
Select a replacement behavior: Instead of stemming, Ricky will be given a homemade stress ball that he can play with
2  What should the student do while doing his work in an attempt to occupy his hands while still receiving sensory
instead? stimulation. The ball will be made of Orbeez (small gel beads that absorb water) that
 What do successful students will be put inside of a non-inflated balloon. A successful student will play with the ball
do? and work on their assignments while also staying quiet and not distracting others. This
 Will the behavior help the replacement behavior will give Ricky the opportunity to receive the necessary sensory
student meet his or her needs? stimulation to keep him focused on his work while also being non-disruptive to others.
Design a teaching plan: Expected Behavior
3 Ricky will use his stress balls quietly and effectively without being disruptive to his
The expected behavior includes: peers. He will also take his allotted two short breaks during each class period in a non-
 Conditions disruptive manner.
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 Behaviors Teaching Examples

Ricky will use the stress ball throughout the school day. He can use the stress ball
Teaching examples should: during instruction, group work, and independent class work.
 Describe when to use the Ricky is only allowed to take his two short breaks when he is over-stimulated, anxious,
behavior and unable to focus.
 Be realistic Non-Examples
Ricky will not use the stress ball during electives such as P.E. and Steel Drums because
Non-examples should: it is a safety hazard to have something in his hands during those classes and he will
 Describe when not to use the already be receiving some sensory stimulation from the class activities.
behavior Ricky will not stem or be disruptive while walking over to switch out his stress ball or
 Be realistic on his way back to his seat.
Ricky will not make noises with the stress ball by tapping it on the desk or hitting it on
his hands.
Teaching Strategies
The teacher will explicitly show Ricky examples and non-examples of the behavior. She
will also provide Ricky will specific praise when he does something right so that he
knows exactly what to do and not to do.
The teacher will also explain the difference between Ricky’s stemming behavior and the
new, replacement behavior of using the stress ball instead.
Arrange the environment to facilitate Problem Situations
4 success: If the other students play with the stress balls and move them around the classroom,
Ricky’s short breaks will not be effective. If Ricky is over-stimulated and needs a break
Consider changes to: but does not remember where the stress balls are located around the classroom, this will
 Physical environment be a problem situation because he would be unable to use his replacement behavior.
 Classroom procedures
 Task requirements Facilitate Success
 Teacher-student interactions There will be multiple stress balls set up around the classroom. If Ricky becomes over-
stimulated and needs a short break during his work, he will be allowed to get up and
switch out his stress ball for another one twice during each class period. This will allow
Ricky to have a short break from his assignment and will not bring unwanted, negative
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attention to him from his peers. Also, when Ricky is on task and using his stress ball
appropriately, the teacher and aides will praise his behavior on a variable ratio schedule
in order to give him the positive attention that he desires.

Develop consequences for desired Natural Positive Consequences

5 and undesired behavior One natural positive consequence would be the sensory stimulation that Ricky receives
(Artificial consequences should be when he uses his stress ball.
used only when natural consequences In this classroom, when a student does not finish their assignments for the day, they
are not sufficient!) receive lunch detention the following day. Therefore, if Ricky stays on task and
completes his work, he will not have lunch detention and will be able to go to recess.

Withhold Access to Natural Positive Consequences

If Ricky does not stay focused and is unable to complete his work, he will receive lunch
detention the next day and will not be able to participate in recess.
If Ricky chooses not to use his stress ball, he will not receive the sensory stimulation.
Prompts
Prompting Ricky to go get a stress ball from around the room.
Reminding Ricky to stay on task and quiet when using stress ball.

 If the replacement behavior is Artificial Positive Consequences

not exhibited despite natural, When Ricky is on task and using his stress ball effectively and appropriately, one of the
positive consequences and aides or the teacher will praise Ricky for his good behavior.
prompts. If Ricky is able to complete his work and stay on task all day without using the problem
behavior, he will receive a token at the end of the day. These are used school-wide to
reinforce good behavior and can be traded in for prizes.
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 If the problem behavior Negative Consequences

continues despite natural, Ricky will not receive a token at the end of the day if he doesn’t complete his work.
positive consequences and
prompts

Write behavioral objectives: Ricky will use his stress ball quietly in the classroom while completing his work during
6  Learner: Who will 95% of the school day.
demonstrate the behavior?
 Conditions: When, where, and Ricky will complete all of his assignments by the end of the school day without using
under what circumstances? disruptive stemming behaviors with 90% success.
 Behavior: A physical
description of what the learner
is to do.
 Criteria: How much of the
behavior is necessary for the
objective to be complete?

Date for implementation: 4-6-2017

Date for review: 4-21-2017