FUNCTIONAL BEHAVIOR ASSESSMENT REPORT

An FBA is an analytical process based on observations, review of records, interviews, and data analysis to determine the
function the behavior serves for the student, how that function can be met more appropriately and how the environment can
be altered to better support general positive behaviors.
Date of Report: 1/31/16
Date(s) of FBA Data Collection:

1/11/16, 1/12/16, 1/13/16, 1/14/16, 1/15/16, 1/18/16, 1/19/16, 1/20/16,

1/21/16, and 1/22/16

SECTION 1: Student Information

Student Name:

Villalobos

Mark

Male
Female

Last (legal)

First (no nicknames)

Birthdate: 12/24/2000

M.I.

Grade: 10th

Resident District: Hope School District

School of Hope High School

attendance:

SECTION 2: Parent/Guardian Contact Information

Parent

Name: Jose Villalobos

Home (616)433-1761
Phone:

Foster
Parent

Address: 812 Fox Court

Work (616)437-6930
Phone:

Guardian

City/State: Holland, Mi

Surrogate

Zip: 49423

Cell Phone: (616)476-7397

E-mail: jose.villalobos@gmail.com

Student

SECTION 3: Behavior Analysis

1. Behavior(s) of concern (State a clear, measurable, and observable description of the behavior or behaviors of concern)

Mark demonstrates off task behaviors such as: murmuring under breath, talking louder than peers,
inappropriate jokes and comments, and disruption.
2. Frequency, Intensity, and/or Duration of current behavior:

During the 10 school days between January 11-January 22, student displayed the behavior of interest
(off-task jokes, talking out of turn, murmuring under breath, inappropriate comments/jokes,
laughs/talks louder than usual tone) between 9:30-10:30 a.m. 90% of the time and 11:30-12:30 75%
of the time.
When looking at the scatterplot, event recording data, it was observed that the student did not go a
day without showing the behavior of interest. Like observed above, the behavior was most apparent
during the times 9:30-10:30 (Math class) and 11:30-12:30 (lunch and P.E.).
It has become apparent from reviewing the student's teacher interview that the student's behavior is
not only disrupting the teacher, but also his classmates; therefore, instruction has been hard. Both the
student and his peers' academics are being affected from this behavior of interest.
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

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3. Analysis of this behavior was based on:

Interviews with Parents, Jose and Tatiana Villalobos; Teacher, Mr. McGreevy; and student, Mark

Villalobos
Student observation(s) on event recording at 9:30-10:30am on 1/13, 1/14, and 1/21, observation on

1/11-1/22 using an interval recording, scatterplot data sheet

Review of records, consisting of:
health
discipline
other:
Environmental analysis for supportive and unsupportive variables on
Summary of Interview, Observation, Record Review, and Environmental Analysis:

Mr. McGreevy interview: The teacher is very adamant in thinking the student has a behavior
problem. He does not appreciate the interruptions in class and most of the time handles the behavior
by talking to the student before and after class. School suspension has become somewhat effective,
but this is taking the student away from the classroom where he needs to be because of how much he
is struggling. The student is currently failing his math class. This is due to the fact that the student
doesn't turn in his assignments and doesnt work well during independent activities. Peers really
seem to like him because they laugh at most of his jokes and feed off of his bad behavior. This type
of distraction is detrimental to the class; however, it is hard to get a grasp of it because they all feed
off of each other and it all stems from the student.
Parents Interview: When looking at the responses received from the parents it has become apparent
that they don't think their child is having any academic or behavioral lags in school. They realize his
jokes can inappropriate at times, but think it's just a stage he will grow out of; therefore, he gets little
discipline at home regarding inappropriate joking behavior. Chores are apparent in his household;
however, there is no follow through when it comes to completing these chores. Attention does not
occur at home; therefore, this could be the reason for wanting the attention at school.
Mark's Personal Questionnaire: From the student's questionnaire, it was determined that he enjoys
soccer and using technology such as playing video games and watching television. We also found
out that he likes to listen rather then read; this could help determine accommodations for the future.
Even though he is struggling more in reading than writing, he seems to prefer reading over writing.
The student stated that he wants to do better in school, but tends to get distracted. This could be due
to the fact that he receives his medications inconsistently.
Event Recording Observation: Event Recording data indicates that the problem behaviors occurred
most frequently between 9:30-10:30 a.m. Mark demonstrated the problem behaviors between four
to 9 times per class period on three observation dates.
Interval Recording Scatterplot Data Sheet: During the 10 school days between January 11-January
22, the student displayed the behavior of interest (off-task jokes, talking out of turn, murmuring
under breath, inappropriate comments/jokes, laughs/talks louder than usual tone) between 90 percent
of the time between 9:30-10:30 (Math) and 75 perceent of the time between 11:30a.m.-12:30 p.m.
(Lunch and P.E.) The observation data indicates that Mark demonstrated the problem behavior
regularly.
4. Is the behavior impeding learning of the student or peers?
If yes, please describe:

Yes

No

There are many instances where the student interrupts instruction during the class period. These
include jokes and comments about the teacher and other students, along with noises that take away
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

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focus from instruction. These jokes and comments stop learning during the class period because
focus is taken away from the teacher. The student does not listen to directions, and rarely turns in
assignments.
5. Have Tier II Strategies or other Interventions been tried? (e.g., school/home notes, behavior contracts, self-monitoring)
Yes
No
Describe previously selected intervention:

The student does not have this same behavior in his English class. This teacher uses a class-wide token
economy system and has an individual positive reinforcement system for the student .
6. Result of selected Tier II or other Positive Behavior Interventions and Strategies:

This system has been a great implementation into class for the student. The behavior of interest does
not occur as much because of it. No other Positive Behavior Interventions and Strategies have been
implemented.
Yes
No Rationale: The student is believed to
need a behavior intervention plan. It was recorded that the student is at a 7th grade reading level;
when his peers are performing at 9th-12th grade reading levels. This is a substantial gab, and is
believed to be a factor of the student's problem behavior.

7. Is a behavior intervention plan recommended?

8. Environmental Factors:
What are the reported and observed predictors for the current behavior(s)? (Antecedent events that trigger
problem behavior)

Some predictors that were observed include a desire for attention and possibly boredom. In
addition the student doesn't take his medication on a regular basis causing inattention during
class.

What supports the student using the current problem behavior(s): summary based on the environmental
assessment portion of this assessment: (e.g., what is in the environment that should be eliminated or reduced?
What is not in the environment that should be added?)

One factor that needs to be eliminated is the classroom support from the student's peers. When
the classroom environment allows for the student to be supported in his bad behavior, the
problems behavior will be continued because of the attention; therefore, this classroom support
from peers needs to be eliminated unless there is an academic gain. Since there has been such
success in the student's behavior during English, this reinforcement system, class-wide token
economy system and the individual positive reinforcement system, could be considered for other
classes.
9. Functional Factors:
Hypothesis of function (purpose) of this behavior for this student based on data collected in Section 3. above

Looking at the data that was collected, it is believed that the student demonstrates these
behaviors in order to gain attention. It also may be a case where the student wants to escape the
work load from his reading class due to the fact that he has a learning disability.

Suggested functionally equivalent replacement behavior:

A replacement behavior could be to use the students humor to help the class with academic
gains such as class skits. The teacher could also allow the student to share his work with the class
during scheduled times. This will fulfill the students want for attention; he will still be getting
Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

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attention but during times assigned to him instead of other times where he interrupts and disrupts
the class.

SECTION 4: Conclusion/Recommendation
1. Conclusions: (Recommendations for IEP, 504, or school team consideration)

The student already has an IEP for his Learning Disability; therefore, we have no recommendations.
2. Estimate of need for behavior intervention:
Extreme
Serious
Moderate
Needs attention, early stage intervention
Monitor behavior only; no formal behavior intervention plan is recommended at this time
3. If a Behavior Intervention Plan is NOT now recommended:
Behavior goals to be developed by: and contained in:
Consider Tier II interventions, or other interventions, such as
Consider assistance to students teacher to enhance environmental/student
Consider other Tier III interventions, such as district provided Cognitive Behavioral Therapy such as a Related Service
to address emotionally driven behavior
Consider WrapAround or Multiagency teaming
Rationale for selection of an alternate approach:

4. This team has determined that if a behavior plan is NOT to be developed as a result of this assessment, a
functional behavioaral assessment will be considered again if:
data demonstrates the problem behavior intensity, duration or frequency escalates or continues at current rate or
data demonstrates non-responsiveness to selected other approaches
Describe:

5. This student has:

a current IEP

a current 504 Plan

neither

6. Goals to monitor future behavior will be added to:

a new or amended IEP
a new or amended 504 Plan
a school teams plan (no IEP or 504 Plan)

SECTION 5: Evaluation Personnel

Individuals contributing to this evaluation:
Name
Position

Mark Villalobos
Jose Villalobos
Mr. McGreevy

Student
Father
Math Teacher

Name

Position

Mr. Jackson
Tatiana Villalobos
Ms. Johnson

Case Manager
Mother
English Language Arts

Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

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Teacher

Contact person for this report:

Phone:
E-mail:

Mr. Jackson
(616)395-8427
caleb.jackson@gmail.com

Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools

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