Functional Behavior Assessment and Behavior Intervention Plan

1. What is the problem behavior?

Mark has a tendency to make inappropriate jokes during class, which lead to interrupting
classroom productivity. His behavior takes away time from learning and instruction, often
resulting in other students getting distracted and off task. Other students in the class are
being affected by his behavior and it is impacting the overall classroom environment. He
is often off task, and his comments, jokes, and distractive behavior distracts the rest of the
class, decreasing time spent on content.
2. What is the responsibility of the general education teachers?
As a general education teacher, it is my job to provide data during the Functional
Behavioral Assessment as well as implement the Behavioral Intervention Plan. I may
even be the teacher who referred for a behavior, because he was disrupting my class.
General education teachers are required to collect data for the FBA, while also
determining whether the BIP is necessary. During the FBA, I will be interviewed on my
experiences with behavior and I will take data using frequency recording and interval
recording. When implementing the BIP, I am required to use empirically based practices
that will discourage his target behavior and encourage positive behavior. The team on his
case, as well as the general education teacher, decide what the target behaviors are and
what needs to be done to change them. I will create strategies and be consistent in my
practice in order to eliminate problem behaviors. I am also required to monitor progress
in order to observe the frequency of the behavior. Using the data, the team will establish
whether the BIP is working and potentially reevaluate if it is not working.
3. How would you carry out this BIP in your classroom and content area?
After evaluating the scatterplot assessments, I would recognize that he did not have the
problem behaviors during his English class. I would go and talk to his English teacher,
where this problem is not apparent. I would ask what kind of token economy she uses and
how she enforces positive behavior. I would try to employ a token economy as well as an
individual positive reinforcement. They believe the student may be bored and want
attention, by altering how I interact with him by creating personal meetings to talk about
progress and using praise consistently when he does not exhibit as many enforcement
behaviors. I would allow for projects that would allow him to make jokes in a creative
and productive way. I would encourage him to give fake news reports on topics talked
about in class in order to channel his energy. The token economy will also discourage the
class from encouraging his behavior as well. The FBA notes that the class often gets
distracted because his behavior gets them off task, in order to combat the class
involvement and encouragement of his negative behaviors, a token economy would be set
up to keep everyone accountable for being on task.
4. How will you monitor progress?
Progress will be monitored using interval recording to determine how often the behavior
occurs while implementing different strategies in order to make the best use of the
strategies and assess if they are working. I would tally how often the behaviors were
occurring during class in order to find general patterns in behavior during different types

of lessons and assignments. This would allow me to individualize or alter assessments,

when possible, to create a better learning environment for both Mark and the rest of my
students.
5. What other strategies may be effective for working with Mark?
Positive reinforcement will be effective because he is a student who craves attention. By
awarding him praise for doing well, he will be receiving attention in a proactive and
productive way. It may be helpful to use cooperative learning, with organized and
planned groups, where he will still be able to socialize with other students who will be
able to help him stay on task.