1. Page 1 of 5 Functional Assessment
FUNCTIONAL BEHAVIOR ASSESSMENT
Name: James K.
Date of Birth:
Date of Report: 3/8/14
Address:
Auburn Elementary School
221 College Street
Auburn,KY 42206
Completed by: Ryan Burke, MAT
Reason for Referral/Justification for Assessment:
James was referred for a functional assessment of his behavior due to high frequency and magnitudes of aggression,
noncompliance, and elopement behaviors. His aggression has resulted in lack of peer relationships and inability to
attend events. The Functional Assessment was requested to identify the current environmental variables surrounding
episodes of his various challenging behaviors and make recommendations.
Behaviors Targeted for Assessment:
The following tables identify the challenging behaviors that have been targeted for analysis. The table includes the
topographical definition, the current frequency, duration of episodes of challenging behaviors, and intensity of
episodes.
An asterisk (*) indicates that the measure is based upon the verbal report of those who know the individual well and not on
collected data.
Behavior #1 Elopement
Definition Running out of classroom, gym, schoolbased on closest door
Frequency Baseline data shows this occurs on a daily basis
Duration* Varies. Depends on activity and/ortask to be completed and time of day.
Intensity* Moderate
Behavior #2 Property Destruction
Definition Throwing objects,knocking objects to the floor (e.g., ‘clearing’ the table; throws activity items)
Frequency Baseline data shows this occurs on a daily basis; and may occur several times a day
Duration* Brief
Intensity* Mild to moderate (may hit once, or continuously hit).
Behavior #3 Physical Aggression
Definition Running up behind peers/ staff and pushing them down
Frequency Baseline data shows this occurs on a weekly basis; however, it has occurred on a daily basis
Duration* Brief
Intensity* Moderate to severe—has resulted in strained relationships with adults and peers
Background information
DSM IVDiagnoses:(taken from the Social History)
Axis I:Autism Spectrum Disorder
Axis II:
Axis III:
Axis IV:
Axis V:

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Current Medications:
None according to direct interview with mother
Allergies: None noted
Social History: James currently lives at home with his mother, mother’s boyfriend, female sibling and
attends Auburn Elementary School. He receives special education services along with speech services at his
elementary school. He had tubes put in his ears to aid in a suspected hearing problem. Teacher said they do not notice
his hearing being a source of any problems in the academic environment.
Communication: He is not able to communicate vocally. James seldom initiates requests and however, he
does seem to comprehend most verbal statements. Example of his ability to comprehend verbal request was
during an observation apple slices were offered to James with the verbal prompt “James, would you like some
apple?” To which he promptly moved over to the staff offering the apple and accepted it. When he wants
something he will take it from his peers or staff, or offer grunts as communication. This difficulty results in
challenging behaviors. For example, he may hit, kick, or run out of the closest door to gain his needs and
wants.
Preferred Objects, Activities and other items (these may serve as potential reinforcers for the
individual): Alone time. Sensory items (Sand table, water,flashlight, mirrors, and dinosaur figurines). Video
games. I-Pod (according to interviews).
Assessment Procedures:
1) Direct observations/interactions—this author did not know James prior to this assessment process. During this
assessment period, James engaged in each of the target behaviors. During observation periods, James engaged
in each of the behaviors.
2) Interviews with guardians and staff—Completed the Functional Assessment Interview with staff members.
3) Record Review—IEP,teacher notes
Observational Notes (some key notes from classroom):
 James has two work stations where he has a desk flanked by filing cabinets forming an “L” shape. This is
where his picture schedule is posted.
 James’ desk faces away from the rest of the classroom however he is still able to get auditory stimulation.
 When James is presented with work he is often prompted with a Premack principle request of “First work,
then game (I-Pod).
 When James refuses to do tasks he will throw his work over the filing cabinets. The staff will then interrupt
the academic request and allow James to get up and pick items off the floor. James does not always comply
with these requests,often running from one side of the room to the other or for a door.
 When James is in physical education class he will participate in activities for a brief time, however when he is
done he runs for the door. When James does this he is chased by staff and on severaloccasions was reinforced
with his personal water bottle.
 James does not like his clothes getting wet,or his person being wet at all. Possibly sensory issues.
Observation 2 key notes:
 When James is around peers he does not engage in play with them but will with staff if prompted.
 If a peer initiates play with James, he will run away and go do another activity until prompted by staff to
engage in a selected activity.

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 James was observed in the cafeteria at a table with other peers however he was also with his aide who would
give verbal prompts to eat.
Free operant interaction (some key notes):
Interaction 1:
 Played Minion Run on I-Pod, game to observe fine motor skills. He played game very well. This game
teaches puzzles in a race form where operator controls Minion through a variety of courses involving
jumping, moving from left to right, and sliding under objects.
 Did shape piece puzzle with teacher’s aide,tied this into a Premack Principle where completion of 10 shapes
resulted in ten minutes of preferred activity (I-Pod Game).
Interaction 2 (following outburst):
 Asked James to pick up puzzle pieces he threw across room. He ran to another part of room and if stopped
looked for closest door.
 Offered James a piece of candy to sit at table with me. He came over to table picked up my portfolio,
unzipped it and then ran off.
SUMMARY CONCLUSIONS
RECOMMENDATIONS FOR THE BEHAVIOR
SUPPORT PLAN
BEHAVIOR: Elopement, property destruction,and physical
aggression occuracross various environments and times of
day.
Continue to record and track challenging behaviors.
Develop a visual schedule to follow.
Create visual prompts
Within the schooland community, caregivers would benefit
from competency based training to develop effective behavior
management techniques (e.g., giving effective instructions,
differential reinforcement, extinction procedures,follow-
through as well as de-escalation procedures,functional
communication training) and to implement the procedures
properly and consistently.
James should be taught verbal behavior in the area of mands
and tacts,with initial focus primarily on mands. Initially may
need to be focused on elopement behavior because of the lack
of highly preferred items except I-Pod.
Coping strategies should be implemented to decrease
challenging behaviors by teaching James how to appropriately
ask for a break through the use of response cards/ “I need a
break card.”
Currently there are no formal data collection procedures for
targeted behavior occurrences in place. It is recommended that
the caregivers be trained in data collection procedures and that
data be collected and monitored to determine the effectiveness
of the program and to be able to make empirically based
recommendations.

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SETTING EVENTS (Motivational and Environmental
Influences):
Physical Environment: Environments with greater demands
and restricted access to preferences.
Health: None noted
Psychiatric: None noted otherthan autistic tendencies
 The behavior support plan should provide a schedule
based on the Premack principle.
 Routines should be followed. However, realize that
allowing him to engage in such activities as giving
reinforcement as a corrective action for aggression
towards peers/staffor elopement may present later
problems.
 Set a schedule for several times a day for sensory
seeking. This will serve as a time for him to engage in
stimming activities at appropriate times and places. It
may be beneficial to have items with her that she can
engage with during transitions or activities for
stimming to cut down on desire for elopement.
ANTECEDENTS:
 Non-preferred activities
 Difficult task demands.
 Corrected during work tasks.
 Hunger/ Thirst
 Unexpected interruptions of his normal schedule
(especially if it is a preferred activity).
 Provide a quiet area that James can go to if the
environment is disrupted (possible sound reduction
headphones),which will allow for him to relax.
However, he still must complete the work tasks.
 If there are going to be changes in her daily schedule,
give her as much notice as possible, change it on her
daily schedule,tell her when her schedule will return
to normal, then begin to remind her of her appropriate
behaviors during the transition (also, have item that
will allow for positive automatic reinforcement).
 Break more difficult tasks into smaller, more
manageable chunks.
 Have him interact with her schedule (e.g., move cards
to finished, etc.).
 Provide the use of first/ then boards to help transition
and deal with tasks ending.
CONDITIONS/SITUATIONS WHERE BEHAVIOR IS
LESS LIKELY:
Physical Environments: None noted
Social Environments: None noted
Activities: Less difficult and/ or preferred activities.
Other:
 As noted above, use a schedule based on the Premack
principle.
CONSEQUENCES (Maintaining Factors):
Based on interviews, direct observation (ABC recordings), and
interactions with the student through free operant conditions,
James’ problem behaviors are maintained primarily through
socially mediated negative reinforcement (i.e., escape)and
 James should be taught to appropriately request a
break.
 Appropriate behaviors should be differentially
reinforced.

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positive automatic reinforcement (e.g., sensory seeking). When
he engages in problem behaviors, he may escape tasks
demands.
 James should be reinforced for following his agreed
upon schedule and engaging in expected behaviors.
OTHER INFORMATION:
General Recommendations:
1) The behavior support plan should provide instruction for helping to prevent physical aggression and
elopement. This should include: functional communication training with initial focus primarily on
teaching mands, teaching of self-help skills, replacement items for ‘sensory seeking’ and a schedule
to engage in the activities, which is automatically reinforced, frequent breaks during non-preferred
tasks and verbal praise often.
_______________________________________
Ryan Thomas Burke MAT, Behavior Specialist