D229 Task 1 Functional Behavioral Assessment (FBA)
Learner Name: Michael Leeward
Target Behavior
Michael exhibits verbal outbursts and defiant behavior, particularly during math class. He
frequently refuses to complete assignments, makes negative statements about math, and escalates
his responses until the teacher sends him to the principal's office.
1. ABC Observation Form: Documented instances where Michael verbally expressed dislike
for math and refused to participate, leading to removal from the classroom.
2. Interval Recording Data Sheets: Show that Michael's verbal outbursts occurred in 55% of
observed intervals, confirming a pattern of avoidance.
Reinforcement Behavior(s)
Michael's verbal outbursts are reinforced by escaping math-related tasks. When sent to the office,
he avoids completing the assignment and engages in preferred activities such as talking with the
mail carrier.
Hypothesis
When Michael is in math class, he exhibits verbal outbursts (e.g., yelling, refusing to work) in
response to being given a math assignment. The antecedent to this behavior is the teacher
initiating a math-related task. The consequence is Michael going to the principal's office, which
allows him to escape the undesired task. The function of the target behavior is escape/avoidance.
PAGE 1 of 3
D229 Task 1 Behavior Intervention Plan (BIP) Form
Learner name: Michael Leeward
Replacement Behavior
Michael will learn to use appropriate coping strategies, such as requesting a break or assistance
when he feels frustrated, instead of engaging in verbal outbursts.
We will teach Michael to use a "Help Card" system to raise a card when he needs clarification or
assistance. Before implementing this strategy in class, the teacher will model and role-play it
with Michael in controlled settings.
Michael will earn extra outdoor playtime for using his "Help Card" instead of verbal outbursts.
This procedure aligns with his interests in sports and physical activities.
If he appropriately asks for help or takes a break without an outburst, he will receive immediate
verbal praise and a tally towards his earned activity time.
We will reinforce the replacement behavior daily with weekly reviews.
Appropriateness of Reinforcement Procedure
According to the parent interview, Michael is highly motivated by physical activities. Extra
outdoor playtime as a reinforcer ensures motivation while promoting appropriate behavior.
Behavioral Management Team
Teacher: Teach and reinforce the replacement behavior.
School Psychologist: Monitor progress and provide additional intervention if needed.
Parents: Reinforce positive behaviors at home by encouraging similar coping strategies.
Principal: Provide structured reinforcement and ensure consistency in consequences.
Accommodations
Classroom Accommodation: Michael will have access to a quiet workspace when
feeling overwhelmed, reducing potential triggers.
Curriculum Accommodation: The teacher will chunk math tasks into smaller,
manageable parts, with built-in breaks to maintain engagement.
Tracking
Tool: Frequency chart tracking instances of help-seeking vs. outbursts.
Data Collected: Number of times Michael uses the "Help Card" and number of verbal
outbursts.
Timeline: Six consecutive weekly data reviews to assess effectiveness.
PAGE 2 of 3
Effective Strategies
Learner Engagement: Use game-based math activities using Michael's interests in
sports.
Motivation for Learning: Implement a point-based system where Michael can earn
privileges for participating in math tasks.
Reinforcement of Self-Regulation: Teach deep breathing and mindfulness techniques to
help Michael manage frustration before escalation.
PAGE 3 of 3
