8/8/2019 Function Behavior Assesment

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Name: __Bilall__________________ Functional Assessment Observer: _Zach Selnes________________Direct Observation Summary Form

Target Behavior Hands toself__

Target Behavior Not listeningin class______

Target Behavior Behaving inline____________

Target Behavior Going downslide improperly__________

Setting in which behavior occurredClassroom, hallway,outside

Classroom Hallway playground

How is behavior performed?Hugs and touches otherchildren

When told to do somethingdoes not listen

Does not listen or stand in lineshowing 5

Goes down the slide head first

Antecedent

(Trigger)

Demand/request

TransitionFree play

During lesson

TransitionFree play

Interruptions

Transition Free play

Difficult taskTransitionInterruptionTold noTold wait

Alone (noattention)

Free PlayOther

ConsequencesRequest repeated Requested repeated

Attention (told listen keephands to yourself usegentle hands)

IgnoredThreatenedSent to think about it chair

Request repeatedThreatened

ThreatenedSent to sit out for awhileIgnored

ThreatenedAttentionSent AwayOther

PerceivedFunction

Obtain attention Obtain attention Obtain attention

Escape demands

Obtain attention

Self stimulation

Self stimulationObtain itemObtain:Escape demand

Escape ActivityEscape personSelf stimulation

8/8/2019 Function Behavior Assesment

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Hypothesis Statement(s)Develop a hypothesis statement for each of the target (problem) behaviors and write them below.

When it is tim e for Bilaal to tra nsitio n from o ne room to a nother, or from fr ee play to cl ean up, he evades the transitio ns by b ecomi ng veryhigh stru ng and at tim es ru ns arou nd t he room a nd shouting out words. Duri ng fr ee play at tim es Bilaal do es not k now how to play wit h other childr en and t ends to always hug and put his hands o n them.

Duri ng transitio ns a nd fr ee play w hen Bilaal starts to ru n arou nd t he room, or grab obj ects t hat ar e in r each to a void going to t he next acti vitythe teacher r e peats her r equest ( he usually says no). If t he r equest is still not m et, at tim es she thr eatens him by l etting him k now he will missout o n his play tim e. If t he thr eatening does not work, he has to sit i n the think about c hair u ntil he has a clam body.

Bilaal has probl em behavior by not followi ng dir ectio ns duri ng tra nstio ning by ru nning arou nd the room or scr eaming from tim e to tim e.When other childr en or p eers co nfront them, he tells t hem no a nd Bilaal will have probl em b ehavior. When this behavior co ntinues to app ear and r e-dir ectio n or t hr eats do not work, Bilaal is s ent to t he think about it c hair, w her e he tends to calm his body dow n.