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FUNCTIONAL ASSESSMENT AND
BEHAVIORAL INTERVENTION
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SUBJECT INFORMATION: AMY
Amys Challenges:
Classified as
Intellectually
Disabled
born with a cleft
palate
English LanguageLearner
Amys Celebrations!
A very hard worker
A joy to have in the
classroom
Has grown in her
math abilities a lot
this year
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7/28/2019 Step 6 FBA
3/12
When the entire class or group is given a
question, Amy calls out an attempted
answer without raising her hand and
without using wait time (the call out occurswithin 5 seconds of the question). Amy may
shout out one or more attempted answers
rapidly (within 5 seconds of one another),
but this only counts as one call out until
another question is posed to the group.
Both incorrect and correct answers are
included in the behavior. This includes
instances where she calls out an answer
while raising her hand, or times when she
calls out and then self-corrects by either
raising her hand afterward, or covering her
mouth. This behavior is disruptive to other
students in the group, her peers rely on herto provide the answer, even when she is
incorrect
Calling out andguessing
TARGET
BEHAVIOR
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7/28/2019 Step 6 FBA
4/12
BASELINE DATA
Baseline Data Collected Amy talks out at an average of 6
times in a twenty minute period,and appropriate responses weregained 16/18 times, or 88% of thetime,
this is higher than should beexpected due to the fact thatshe is in a group with otherstudents
Amy talked out numerous timeswhen she was not given anopportunity to appropriatelyrespond.
It was observed that Amy will takeadvantage of availableopportunities to respond whenthey are given, but she also talksout at times when there is not anopportunity to appropriatelyrespond
0
1
2
3
4
5
6
7
8
9
18-Feb 19-Feb 20-Feb 21-Feb 22-FebFrequencyofTalkoutsin20minutetime
periods
Date
Talk Outs
Talk Outs
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7/28/2019 Step 6 FBA
5/12
ASSESSMENT: INTERVIEWS
Amys Classroom Teacher
Amy does not engage inthe calling out andguessing behavior in hermainstream classroom.
Instead, Amy oftenwanders in her classroom,and shuffles papers
Amy has difficultyfollowing instruction, andfrequently seems lost
Special Education TA
also noted Amyswandering in generaleducation classroom
had no personal experience
with Amys calling outbehaviors when she workson math facts practice withher, but noted that Amy isvery good with hermultiplication facts
Conclusion: Amys calling out and guessing is unique to themathematics small group instructional setting
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ASSESSMENT: ABC ANALYSIS
Exerpt of ABC AnalysisAntecedent Behavior Consequence
3/15/2013
Teacher asks multiplication
question what is six times
three?
Student raises hand, waits
until she is called on, and
answers when prompted
(nonoccurrence)
Teacher says good job,
student says yay
Teacher reads multiplication
word problem Kristina has 12
dogs, if she walks the dogs 3
at a time, how many trips will
she take?
Student calls out and
guesses: 3 4 12!
Teacher asks question again
Teacher reads word problem:
if David has 18 fish, and
gives 10 away, then puts the
remaining fish into 8 bowls,
how many fish will be in each
bowl
Student calls out and
guesses: 180 8 18
Student is ignored, teacher
re-reads question
Teacher re-reads question Student calls out and
guesses: 8 1 10
Teacher gives students
counters to model equation,
when the answer is revealed
(1) student congratulates
herself shouting out 1 during
her call out sets, says yay! I
said that
Conclusion: Amyhedges her bets, andnames all potentialanswers to a word
problem when she doesnot understand the
word problem.
I Discovered that theoccurrences of Amyscalling out and guessingbehavior occurspecifically when hermath group is working onstory problems.
The answers that Amy
has been observed tocall out and guess areusually a set of relatedfactors
Amy seems reinforced byteacher attention
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7/28/2019 Step 6 FBA
7/12
HYPOTHESIS
Amy is having language issues while reading storyproblems, perhaps related to the fact that she is anEnglish Language Learner, but can identify the
needed numbers in a problem Amy enjoys receiving teacher attention, so in order
to receive the attention she desires, she calls outand guesses answers that could work
Amy may not be able to determine the correctoperation for a given word problem based onvocabulary issues
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7/28/2019 Step 6 FBA
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FUNCTION BASED INTERVENTION
Training: Amy will be taughtappropriate hand raising procedures: Raise your hand when you want to
speak
Wait for the teacher to call on you.
Answer the question
Reinforcement Procedures Because Amy finds access to teacher
attention reinforcing, specific praise willbe used when she uses proper handraising procedures
a tracker will be used to reward properhand raising procedures, when Amyraises her hand, she will record a pointunder the Amy Points header Thetracker will be displayed in front of Amywhile she is in her mathematics smallgroup
points will be logged until Friday, whenAmy can trade them in for computertime
Punishment Procedures: contingent instructions Amy, raise
your hand, and wait to speak When Amy calls out and guesses a
point will be recorded in the boxlabeled Miss Small Points. At theend of each period, all Miss SmallPoints will be subtracted fromAmy Points
Amys Tracker
Amy Points Miss SmallPoints
IIII II
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RESEARCH DESIGN & CONDITION OF
THE STUDY
Single baseline
Implemented over one week
during Math instruction
20 minute sessions Intervention
implemented over one week
During Math instruction
20 minute sessions
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RESULTS
Calling out and guessing
0
1
2
3
4
5
6
7
8
9
15-Feb 25-Feb 7-Mar 17-Mar 27-Mar 6-Apr
TalkOuts
Date
Talk Outs (baseline)
Talk Outs (during
intervention)
Amys Callingout andguessing is no
longer observedduringinstruction!
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11/12
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7/28/2019 Step 6 FBA
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DISCUSSION
Can the information gathered from this FBA beuseful in addressing her wandering in her generaleducation classroom? How?
What was unique about the Mathematics smallgroup setting which caused Amy to call out somuch initially? What other outside factors could
have been reinforcing Amys behavior?
