Functional Assessment Report

Capella University

PSY7712: Behavior Analytic Assessments

Professor Doyle

November 27th, 2020

For this case there is a an 8-year-old child named Chad who is in a second-grade general

education classroom. Chad has been diagnosed with multiple diagnoses such as speech and

language disorder, seizure disorder, and a few other behavioral disorders. Although Chad

receives educational services, he has displayed many strengths such as great family support,

reads at grade level, positive response to praise and attention amongst other strengths that were

listed. Chad was referred by his teacher who requested that a functional assessment and

behavioral support due to a recent increase in Chad’s challenging behavior. Recently Chad has

not been following the directions given, engaged in disruptive behavior, has not followed

academic tasks and additional disruptive behaviors. During group, the class was engaging in

group calendar activities and Chad began to blurt out and whine, his teacher reminded him to use

his voice and raise his hand. After being told to raise his hand Chad followed the direction and

received positive praise from his teacher and was given a turn. However, when another whole-

group situation occurred Chad shouted resulting in his teacher reprimanding him and giving him

a three second count down. Based on the information given it was been assumed that the

function of Chad’s behavior is positive reinforcement; he typically obtains teacher attention

following challenging behavior (Chandler & Dahlquist, 2010).

Justification of Hypothesis

Chad’s behavior seems to be an attention-maintained behavior. Reviewing the ABC data

shows that when Chad in not receiving attention from his teacher he engages in disruptive

behaviors that then gains the teachers attention. Although the attention received is not always

positive it seems to still get Chad the attention he is seeking. For example, during whole group
instruction Chad blurts out and immediately following he receives the teacher attention by being

reprimanded with a verbal countdown. For instances when he has the teachers attention Chad

seems to be able to follow the directions of the teacher such as when he was told to sit quietly

and he followed the directions and received positive praise from the teacher.

Functional Analysis Procedures

Carr et al., (2009), stated that addressing behaviors based on its operant functioning has

many benefits. Addressing problem behaviors based on its function can help minimize using

treatments that are irrelevant and creating ones that are geared to that specific function. In order

to determine if the assumed function of a behavior is accurate a functional analysis (FA) must be

conducted. A FA is where manipulation of the environment is experimented to determine if the

hypothesized function is correct. Using FA’s can help the examiner determine how the

environment and behavior are connected (Chandler & Dahlquist, 2010).

Functional Analysis Results

Based on the interview and the ABC data collected it seems that Chad is displaying

attention-seeking behavior. However, using a functional analysis can help determine what

relationship Chad’s behavior has with the environment or if the function of the behavior is not

attention and something else entirely.

For this FA using the second type of analysis may prove to be the most beneficial.

Manipulating variables within the natural setting seems to be the most helpful because it can

provide a clearer picture of the behaviors function within Chad’s natural setting. Conducting the

analysis outside of the natural environment may cause Chad to change his responses or

manipulate the consequences in a way that can alter the results.

with an attention condition. A system will be created where Chad will be observed for five

consecutive, 30 minute sessions and each time Chad engages in a behavior for attention the

teacher will look at Chad wave her hand and say, “Hi Chad, awesome job, let’s keep working.”

Each time Chad says or does something for attention it should be written down. The FA will take

place in the classroom with the teachers that are normally in the room. The frequency count

should take place discreetly, so Chad is not aware that he is being observed.

Based on the data collected it should reflect that since Chad was receiving constant

attention from his teacher no matter what he did, his attention-seeking behaviors should increase.

The frequency of outbursts should increase due to Chad realizing that he is receiving attention. If

there is no increase, or a sudden decrease with the additional attention, then Chad’s behavior is

not maintained by attention and another functional assessment should be taken.

Functional Analysis of Attention-Seeking Behavior

Frequency of Attention-Seeking
40 Behavior
35

30

25 Chad
20

15

10

0
1 2 3 4 5

Consecutive Sessions

Figure 1. The frequency of attention seeking behavior for during a functional analysis.
 References
Carr, J. E., Grow, L. L., & LeBlanc, L. A. (2009). Treatments for attention-maintained problem

behavior: Empirical support and clinical recommendations. Journal of Evidence-Based

Practices for Schools, 10(1), 1-12. file:///C:/Users/polly/Downloads/grow.pdf

Chandler, L. K., & Dahlquist, C. M. (2010). Functional assessment: Strategies to prevent and

remediate challenging behavior in school settings. Prentice Hall.