Functional Behavior Assessment and Behavior Intervention Plans ...

examples of well-defined behavior include defining verbal off-task behavior as: "Charles makes
irrelevant and inappropriate comments during reading class (e.g., "This is dumb." or "Anyone
could do that."); and hyperactivity as: "Jan leaves her assigned area without permission (e.g.,
walks around class, goes to reward area of class), completes only small portions of her
independent work (e.g., 3 of 10 problems), and blurts out answers without raising her hand.
III. BACKGROUND INFORMATION RELEVANT TO THE TARGET BEHAVIOR
Review of Pertinent Records
A review of a student's records involves analysis of the history related to the target behavior.
Information from the student's files may provide details that help examiners understand why the
child is having difficulties in school. May include; Attendance records, Grade reports, Discipline
and behavior records. Sample record reviews are included in
ATTACHMENTS A
Previous Interventions and Outcomes
Pre referral documentation may include when staff started to intervene, what interventions were
tried, for how long, with what results and how they're documented, etc. Anecdotal records of
changes made, differentiation provided, interventions tried – along with their results – should be
maintained. When a teacher and other school staff have been providing and documenting
interventions and progress monitoring for a student for some time, the process itself calls for a
continuous gathering, analyzing and summarizing of data. Samples-
ATTACHMENTS B
Summary of Interviews (parent, staff, student)
Interviewing with the student and/or parent along with targeted staff members is recommended.
Sample interviews ate included in
ATTACHMENTS C
Other relevant information (including cognitive, affective and environmental conditions)
This information may be based upon previous psychological information, social history, health
information or involved agency information
IV. OBSERVATION OF TARGETED BEHAVIOR
In collecting information to refine the definition about behavior, it is necessary to observe the
student in various settings (e.g., classroom, cafeteria, playground, and other social settings),
during different types of activities (e.g., individual, large group, or cooperative learning), and to
discuss the student’s behavior with other school personnel or family members. This will help the
team to determine the exact nature of the behavior and to narrow its scope of the examination of
the problem situation.
Date Location Observer Notes
Some sample observation forms are included in ATTACHMENT D