Table of Contents

Abstract..page 3
Purpose of the FABI......page
FABI Process.page
FABI Strengths..page
FABI Improvements..page
Conclusion.page
References..page
Appendix Apage
Appendix Bpage
Appendix Cpage
Appendix Dpage
Appendix Epage

Abstract
The purpose of this paper is to analyze the FABI process by reviewing documents and

studies completed in the SPED 743 course. The main purpose of this review is to identify and

determine the areas of strength and areas needing improvement in the FABI process, based upon

a review of the data that was collected in SPED 743 for the FABI assignment. The review will

center on the purpose of the FABI process, the entire FABI process from selection of student to

the implementation of the intervention, and suggestions for improvement and areas of strength.

Also, included within the paper is the review of the FABI process that are supported by

documents, data, graphs, and other information that were used in SPED 743 to collect data and

determine the effectiveness of the intervention. It is important to note that the student that will

be identified in the review of the FABI process from SPED 743 is identified by the initials of

T.W. to maintain confidentiality.

Keywords: FABI, intervention, SPED 743.
 Purpose of the FABI
The main purpose of the FABI experience is to gain an understanding of how to identify

students needing a functional behavior assessment (FBA). This also includes designing an FBA

and collecting data to select and develop an appropriate behavior intervention plan (BIP).

Perhaps one of the most important steps in the FABI experience is implementing the BIP and

collecting data to determine if the BIP is effective or ineffective. The teacher will then need to

collect information on the social validity of the FBA/BIP, to ensure that the intervention was

appropriate and that data was collected in the prescribed manner. While many school districts

have several different procedures in place for those responsible for writing and implementing the

FBA and BIP, it is vital as an educator to learn about the process to know what information will

need to be collected to ensure that the best FBA and BIP are implemented.
In the Dutt & et al. article, 2016, the significance of learning how to design and

implement the FBA and BIP is set in place by the Individuals with Disabilities Education Act

(IDEA) to address behaviors that negatively impact learning for the student(s) identified.

According to Dutt & et al., 2016, the main purpose of the FBA is to determine the function of a

behavior, the antecedent of the behavior, and the consequence of the behavior; while monitoring

the frequency and setting as well to examine the factors in which a behavior(s) is most likely to

occur. The information from the FBA is vital in developing the BIP, as the FBA is like an outline

to put the best plan of action in place to address challenging behaviors in the classroom. One of
the biggest reasons why the FABI process is essential is to ensure that the amount of

discrepancies found in the FBA/BIP are reduced; and this is supported by the research of Dutt &

et al., 2016, in which several studies of FBA/BIP processes have yielded many concerning

results in designing and implementation. The FBA/BIP processes have many steps and

requirements that must be completed, and the FABI experience at the University of Kansas

allows educators to practice implementing each step to prepare them to use the FBA/BIP

processes for students in their schools (Dutt & et al., 2016, p. 233-237).
FABI Process
Identification of Student
Before beginning the FABI process with the FBA & BIP, a student must be selected, this

can be accomplished by numerous methods including: teacher interviews, rating scales, formal

and informal observations, recommendations, and risk factors. The documents table one and

table two in Appendix A reviews the process of the FABI project of identifying and selecting a

student needing an FBA & BIP. One of the main factors in considering the need for an FBA &

BIP for the FABI project and within the school is the extent that the behavior is impacting the

learning environment for the student and their peers. This consideration factor is supported by

the evidence of the document in Appendix A and by the Scott & Cooper, 2013 article, in which

the extent, frequency, and impact of a students behavior need to be considered before selecting

the student for the FBA & BIP (Scott & Cooper, 2013, p. 110). Another consideration factor

before selecting a student should be to determine if tier one or tier two interventions have been

used, as this will ensure that an FBA & BIP is an appropriate intervention for the student.
Conducting Functional Assessment
To conduct a functional assessment, the teacher must observe the student in a variety of

educational settings. The teacher must also interview the student, parents or guardians, and other

teachers to gain a better understanding of the antecedents, behavior(s), consequences, and

settings of when the undesired behavior(s) are occurring (Wehmeyer & et al., 2004, p. 29-31). In
appendix B, table one, I have included an assessment that I provided to T.W. to determine the

challenges that the student is having and when the student believes that the undesired behaviors

are most likely to occur. In Appendix B, table two, I have included a teacher interview about the

student and their behavior in the classroom, as this information is also vital prior to starting an

FBA. Interviewing parents or guardians is also important, as it allows the teacher to determine if

the behavior(s) occur at home as well; in Appendix B, table three, I have provided the interview

with the parent to show that it was completed prior to beginning the FBA. While there are

several steps that must occur before an FBA can be started, these steps work to ensure that the

person conducting the FBA has a good overall picture of which behaviors and actions to observe

and collect data upon.

Baseline Data
Baseline data is collected during the planning stages of the FBA and gives the observer or

teacher observing an indication of where, when, and under what conditions an undesired

behavior(s) will occur. According to the Wood & et al., 2011, article, identifying examples and

non-examples and operational definitions of the target behavior is essential prior to collecting

baseline data (Wood & et al., 2011, p. 222-223). This will ensure that the correct target

behavior(s) are recorded and this will allow the teacher or observer to develop a baseline for the

occurrence of the target behavior(s) in each environment or setting. In Appendix C, table one,

there is an example of the information that is used to provide examples (on-task) and non-

examples (off-task) and operational definitions of the target behavior (off-task) to collect

accurate baseline data. Also included in Appendix C, table two, is a graph of the baseline data

collected for the student, which was used to determine if the amount of time that the student was

displaying the target behavior and to help guide in designing the BIP.

Designing the Intervention

 To design effective interventions, baseline data, interviews, observations, rating scales,

and other forms of data must be analyzed to ensure that the designer of the intervention has taken

every aspect into consideration to ensure that a successful intervention can be designed.

According to the Mueller & et al., 2012, article, effective BIPs are evidence-based, and are used

to teach students missing skills or replacement behaviors, which will allow them to participate in

all school environments (Mueller & et al., 2012, p. 39-40). Included in Appendix D, table one is

the completed FABI planning form, which includes examples (on-task) and non-examples (off-

task) of target behaviors and replacement behaviors, and how the intervention will be

implemented across all school environments. While this is a complex process, it is imperative

that this step is completed in a thorough and concise manner, to ensure that all aspects and

concerns are covered and addressed.

Implementing/Testing the Intervention
Implementing and testing the intervention is one of the most challenging aspects, as

observers must agree on the definition of the target behavior and consistently enforce the BIP

throughout all environments. According to Strickland-Cohen and Horner, 2015, in order to

successfully implement and test the effectiveness of the intervention, inter-observer agreement

(IOA) should be consistent around 95% or higher (Strickland-Cohen & Horner, 2015, p. 87-89).

To ensure that IOA percentages are consistent, training should be provided to all observers to

ensure that everyone is on the same page while observing the student during the intervention.

Appendix E, table one, shows the implementation, testing, and observer information for T.W.

during the SPED 743 course, which indicates that the intervention was successful in helping to

reduce the occurrence of the target behavior across all school environments.
Conclusion
Strengths
The biggest strength of the FABI assignment for SPED 743 was the success of the

intervention designed for T.W. The student increased the amount of on-task behaviors and time
on-task in the classroom, which allowed the student to better utilize instructional time and

improve their grades in all courses. Also, the peers of T.W. were less distracted and able to

participate in the classroom. Another strength of the FABI assignment was the social validity

and treatment integrity, as the intervention and data collected was accurate and appropriate for

the needs of the student. Perhaps the biggest strength of the FABI was breaking it into smaller

portions, as this allowed more accurate data to be collected over the course of several class

periods and environments; which provided more accurate data to determine the effectiveness of

the intervention.
Areas for Improvement
While there were many successful aspects of the FABI assignment, there were also a few

areas that I would improve upon in the future. The biggest area that I see for improvement

would be to have additional people evaluating and observing the student. I would also want to

have more observational data on the student when they are completing or participating in a

preferred activity. Perhaps the biggest area for improvement in the future would be to select one

measurement for the on-task and off-task recording systems, as I used two different methods at

once. This was confusing for some observers at first, and I believe that selecting one

measurement system will yield better results in the future. While there are other areas that could

be improved, I believe that the areas mentioned above are a great start to ensuring that I have the

necessary resources and information available for future FABI assignments.

References
Dutt, A.S., Chen, I. & Nair, R. (2016). Reliability and validity of skills and needs inventories in

functional behavior assessments and interventions for school personnel. The Journal of

Special Education, 49(4), p. 233-237.

Mueller, T.G., Bassett, D.S. & Brewer, R.D. (2012). Planning for the future: A model for using

the principles of transition to guide the development of behavior plans. Intervention in

School and Clinic, 48(1), p. 39-40).

Scott, T. & Cooper, J. (2013). Tertiary-Tier PBIS in alternative, residential and correctional

school settings: Considering intensity in the delivery of evidence-based practice.

Education & Treatment of Children, 36(3), p. 110.

Strickland-Cohen, M.K. & Horner, R.H. (2015). Typical school personnel developing and

implementing basic behavior support plans. Journal of Positive Behavior Interventions,

17(2), p. 87-89.
Wehmeyer, M.L., Baker, D.J., Blumberg, R. & Harrison, R. (2004). Self-determination and

student involvement in functional assessment: Innovative Practices. Journal of Positive

Behavior Interventions, 6(1), p. 29-31.

Wood, B.K., Ferro, J.B., Umbreit, J. & Liaupsin, C.J. (2011). Addressing the challenging

behavior of young children through systematic function-based intervention. Topics in

Early Childhood Special Education, 30(4), p. 222-223).

Appendix A
Table One

School: Lansing High School District: USD 469 Date:

Team Members:

1 Brent Seager 5. Click or tap here to enter text.

 .

2 Click or tap here to enter text. Click or tap here to enter text.
. 6.

3 Click or tap here to enter text. Click or tap here to enter text.
. 7.

4 Click or tap here to enter text. Click or tap here to enter text.
. 8.

Coach: Click or tap here to enter text.

Step 1: Identifying students who need a FABI

Directions: Complete step one, see notes in RED.

Check when Item

completed

Estimated Time: 1 week

Communicate with parents and secure permission to conduct the

Functional Assessment-based intervention (use your district procedures
and forms for subsequent students).
*For SPED 743, turn in signed principal/director, teacher/facilitator,
parent, and student permission forms (on University of Kansas [KU]
letterhead) for project case to instructors. Do not post in Canvas.
Click or tap here to enter text.
Talk to the student to answer questions (assent according to your district
procedures).
Start Date:

Click or tap here to enter text.

Complete, confirm, and turn in Referral Checklist: Functional
Assessment-Based Interventions (HO1).
Click or tap here to enter text.
End Date:_

Considerations for need:

1 Does the students behavior impede his or her learning or the learning of other? Or,
. does the student pose a threat to him or herself or others (Drasgow & Yell, 2001)?
2 Has the student been non-responsive to other intervention efforts?
.
3 Does the student have multiple risk factors (e.g., harsh and inconsistent parenting or
. high mobility) making him or her more susceptible to school failure and/or
dangerous behavior?
4 Has the student been (a) placed in an alternative setting for behavior dangerous to
. him or herself or others (b) placed in an alternative setting for 45 days due to drug or
weapons violations? Or (c), has the student been suspended from school for more
than 10 days or has that suspension resulted in a change in placement (Drasgow &
Yell, 2001)?
*If you answered yes to the first three questions, a FABI may be warranted. If you answered yes to the
fourth question, a FABI is mandated by the Individuals with Disabilities Act (IDEA, 2004).

Table Two
Referral Checklist for Team 6

Functional Assessment-Based Interventions

DIRECTIONS: Please check the schoolwide data that were used to recommend this student for a
Functional-Assessment based intervention (FABI) and include a brief description of the concern.

Academic Outcomes

State assessment scores:

Click or tap here to enter text.

Curriculum-based Measures (e.g., DIBELS, AIMSweb):

Click or tap here to enter text.

Schoolwide Formative Assessments:

Click or tap here to enter text.

 Classroom Assessments (e.g., reading inventories, chapter tests):

Click or tap here to enter text.

Report Cards (e.g., course failures, low HS credit earnings, progress reports):

Low grades in core classes, multiple missing assignments in all classes.

Other data used

Click or tap here to enter text.

Behavioral and Social Skill Outcomes

Behavior Screening Ratings (e.g., ESP, SSBD, SDQ, SRSS):

Click or tap here to enter text.

Office Discipline Referrals:

Student has been sent to the office three different occasions in the first five weeks of school to
address behavioral issues and concerns within the classroom.

Attendance (i.e., tardies/ absences):

Click or tap here to enter text.

Referrals for other school services (e.g., prereferral team, behavior specialist, special education,
counseling):

Click or tap here to enter text.

 Other indicator used:

Click or tap here to enter text.

Brief description of concern:

Student engages in off-task behaviors to avoid completing work and other activities in the
classroom. This not only affects his grades, but also the learning environment of the other students.

Appendix B
Table One

STUDENT ASSESSMENT

Student: ___________T.W.__________________________________________________

Date: __9/21/2016___________________

Administration Time: ________12:40_________________

Target Behavior: ________________Off-task_________________________________________

____________________________________________________________________________

1. When do you think you have the fewest problems with off-task (target behavior) in
school? Whenever I am in a class that I do not have too much work in, this is usually in one of my
exploratory classes, as I do not have homework in these classes.
 Why do you not have problems during this/these time(s)?

I do not have problems in the classes because I do not have too much work and several of my friends are
in class with me.

2. When do you think you have the most problems with off-task (target behavior) in school?

During classes in which I think that I have too much work or I do not understand what the teachers are
talking about. The classes are math, chemistry, and English.

Why do you have problems during this/these time(s)?

Because I am not a fan of math, chemistry, and English, but I know that I needed these classes to graduate
next school year.

3. What causes you to have problems with off-task (target behavior)?

Not understanding the assignment, the length of the assignment, or I do not feel like doing the assignment
that day.

4. What changes could be made so you would have fewer problems with _off-task________
(target behavior)?
Getting my work done in class, asking for help, seeking the teacher out to set new due dates.
5. What kind of rewards would you like to earn for good behavior or good schoolwork?
I would like to earn time in order to play games on the iPad, I would also like to earn a pass for one
assignment or test in math, chemistry, and English.

Rate how much you like the following subjects:

Dont like at Fair Like very

all much

Reading 1 2 3 4 5

Math 1 2 3 4 5

Spelling 1 2 3 4 5

Handwriting 1 2 3 4 5

Science 1 2 3 4 5

Social Studies 1 2 3 4 5

English 1 2 3 4 5

Music 1 2 3 4 5

P.E. 1 2 3 4 5

Art 1 2 3 4 5

What do you not like about Reading ?

I do not like the fact that we read stories that I have no interest in, like last year, we read Julius Cesar and
I did not like it.
What do you not like about Math ?

I find many of the problems and operations difficult to remember, and this makes it difficult when
completing assignments, quizzes, and tests. Also, there is too much homework assigned by my teacher.

What do you not like about Spelling ?

I am not the best speller, and this makes essay assignments even more challenging.

What do you like about handwriting ?

I enjoy writing about topics that I select, as I find them interesting, however, I am not usually given the
opportunity to select a topic that I care about.

What do you not like about Science ?

I do not like science this year, as I am taking chemistry and it involves using math on many assignments,
also there is too much homework assigned in this class.

What do you like about social studies ?

I like the teacher in social studies as he knows a lot about history and makes each lesson fun. I also like
history, so I tend to enjoy going to this class, also I rarely have homework in this class.

What dont you like about English ?

I do not like that we have way too much work assigned in this class, and I always feel behind.

Is there any type of homework you have ever done that youve liked?

Social studies homework is some of the only homework that I will work on because I enjoy history and
social studies.

What could be done to improve completing homework ?

I could try to finish it in class, so I do not have to take it home.

What do you like about Music ?

I enjoy listening to music and I do not have homework in this class.

What do you like about PE ?

I like PE because it helps me to stay in shape for winter and spring sports that I will be participating in.
Also, I like not having homework for this class.

What do you like about Art ?

I enjoy this class because it is interesting and I also do not have homework.

What dont you like about Social Studies ?

The only thing I do not like about social studies are the tests and quizzes, as I usually do not study for
these.

Is there any type of Studying you have ever done that youve liked?

Not that I can remember.

What could be done to improve my grades ?

Work on homework and turn it in.

What do you like about Reading ?

I do not like reading, unless I am reading something that I find interesting.

What do you like about English ?

The teacher.

What do you like about Math ?

When the class is over.

What dont you like about PE ?

The class is not long enough

Is there any type of activities you have ever done that youve liked?

Earning money doing chores, working at a part-time job.

What could be done to improve your experiences at school ?

Allow me to take more classes that I enjoy, do not assign homework, and allow me to have more options
for assignments.
 STUDENT ASSESSMENT

STUDENT: ________T.W._______________________

DATE: ________9/21/2016___________________________

INTERVIEWER: ___Brent Seager________________________

1. In general, is your work too hard for you? always sometimes never

2. In general, is your work too easy for you? always sometimes never

3. When you ask for help appropriately, do always sometimes never

you get it?

4. Do you think work periods for each subject always sometimes never

are too long?

5. Do you think work periods for each subject always sometimes never

are too short?

6. When you do seatwork, do you do better always sometimes never

when someone works with you?

7. Do you think people notice when you do always sometimes never

a good job?
8. Do you think you get the points or rewards always sometimes never

you deserve when you do good work?

9. Do you think you would do better in always sometimes never

school if you received more rewards?

10. In general, do you find your work always sometimes never

interesting?

11. Are there things in the classroom that always sometimes never

distract you?

12. Is your work challenging enough for you? always sometimes never

Table Two

TIME STARTED: 1:00

A. PRELIMINARY FUNCTIONAL ASSESSMENT SURVEY

Instructions to PBS Staff: The following interview should be conducted with the students teacher. Prior
to the interview, ask the teacher whether or not the Classroom Aide should participate. If yes, indicate
both respondents names. In addition, in instances where divergent information is provided, note the
sources attributed to specific information.

Student: T.W.

Age: 17 Sex: M F
Interviewer: Brent Seager Date:

Respondent(s):M.B. Subject #: Social Studies

1. List and describe behavior(s) of concern.

a. Talking out

b. Off-task

c. Not completing or turning in assignments

d. Putting head down during instructional time

e. Not providing feedback when called upon

2. Prioritize these behaviors (which is the most important?)

a. Not completing or turning in assignments

b. Not providing feedback when called upon

c. Putting head down during instructional time

d. Off-task

e. Talking out

Operational Definition of Target Behavior:

The student engages in putting head down, talking out, not providing feedback, not completing
assignments, and other off-task behaviors to avoid completing work and participating in class.

3.What procedures have you followed when the behaviors first occurred?
 a. Redirecting behavior

b. Student is asked if they need to work in a different area in the classroom or outside of
the classroom.

c. Student is asked if they are going to be alright staying in the classroom.

d. Teacher assigned detentions.

e. Speaking with students case manager.

4. What do you think causes (or motivates) the behavior?

a. Student does not like or understand the work or activities assigned.

b. Student engages in the behavior in an attempt to avoid work completion.

5. When do these behaviors occur?

a. Various times throughout the day and class period.

b. Monday mornings and Wednesday mornings is when the behavior is noticed the most.

6. How often do these behaviors occur?

a. At least two to three times per week.

7. How long has this/these behavior(s) been occurring?

a. Since the start of the school year.

8.Is there any circumstance under which the behavior does not occur?

a. When student participates in collaborative groups of their choosing.

9.Is there any circumstances under which the behavior always occurs?

a. During non-preferred activities, such as taking notes, homework assignments,

lectures, etc.
10.Does the behavior occur more often during certain times of the day?

a. In the morning, but it does occur in the afternoon as well.

11. Does the behavior occur in response to the number of people in the immediate environment?

a. No, as it seems to occur even when other students are absent or working outside of
the classroom or in different areas in the classroom.

12.Does the behavior occur only with certain people?

a. No, student will engage in behavior regardless of whether or not certain people are in
or are absent from the classroom.

13.Does the behavior occur only during certain subjects?

a. According to my meetings with other teachers and the students case manager, the
same behavior has been observed in other subject areas as well.

14.Could the behavior be related to any skills deficit?

a. It is possible, as student may have difficulty with comprehension, writing, etc.

15.What are the identified reinforcers for this student?

a. Athletics, as student participates in several different sports teams.

b. Verbal praise

c. Free choice time

16.Is the student taking any medication that might affect his/her behavior?

a. Not to my knowledge.

17.Could the students behavior be signaling some deprivation condition (e.g. thirst, hunger, lack of rest,
etc.)?
 a. It could be from a lack of sleep, as student is usually more tired at the beginning of
the week.

18. Could the behavior be the result of any form of discomfort (e.g., headaches, stomachaches, blurred
vision, ear infection, etc.)?

a. Not to my knowledge.

19.Could the behavior be caused by allergies (e.g., food, materials in the certain environments, etc.)?

a. Not to my knowledge.

20.Do any other behaviors occur along with this behavior?

a. Student will argue with teachers and staff members.

21.Are there any observable events that signal the behavior of concern is about to occur?

a. Student becomes disengaged during instruction.

b. Student places head down on desk.

c. Student is off-task playing games, etc. on iPad instead of working on the lesson.

d. Student does not respond to questions asked by the teacher.

22.What are the consequences when the behavior(s) occur?

a. Student is redirected and given a verbal warning.

b. Student is asked if they need to work in a different area in the classroom or outside of
the classroom.

c. Student is assigned a teacher detention before or after school.

d. If behavior continues, student will be sent to the office with a referral.

 Comments:

TIME COMPLETED: _1:47_________

TOTAL TIME: __47 minutes________

Table Three

TIME STARTED: 1:20

B. PRELIMINARY FUNCTIONAL ASSESSMENT SURVEY

Instructions to PBS Staff: The following interview should be conducted with the students teacher. Prior
to the interview, ask the teacher whether or not the Classroom Aide should participate. If yes, indicate
both respondents names. In addition, in instances where divergent information is provided, note the
sources attributed to specific information.

StudentT.W

Age: 17 Sex: M F

Interviewer: Brent Seager Date:

Respondent(s):Parent, R.R. Subject #: N/A

3. List and describe behavior(s) of concern.

f. Off-task

g. Refusing to give/accept feedback

h. Refusing to complete work in class

 4. Prioritize these behaviors (which is the most important?)
e. Refusing to complete work in class

f. Refusing to give/accept feedback

g. Off-task

Operational Definition of Target Behavior:

The student engages in the behavior to avoid work or is seeking attention of teachers and peers in the
classroom.
3. What procedures have you followed when the behaviors first occurred?

f. Grounded the student

g. Took away video games and television

h. Took away driving privileges

4.What do you think causes (or motivates) the behavior?

c. When student is assigned work or non-preferred activities

d. When student is seeking attention from the teacher or peers

e. The student does not understand the concepts or content being taught

5.When do these behaviors occur?

c. When the student is at school

6.How often do these behaviors occur?

b. Three times or more per week.

c. Click or tap here to enter text.

d. Click or tap here to enter text.

7.How long has this/these behavior(s) been occurring?

b. For ten years

8.Is there any circumstance under which the behavior does not occur?

b. When the student is at home

c. When the student is involved in a preferred activity

9.Is there any circumstances under which the behavior always occurs?
 b. At school

c. When involved in non-preferred activities

10.Does the behavior occur more often during certain times of the day?

b. Morning time during the school year

c. Every Monday

11.Does the behavior occur in response to the number of people in the immediate environment?

b. No

12. Does the behavior occur only with certain people?

b. The students friends and fellow athletes

13.Does the behavior occur only during certain subjects?

b. Student does not like science or language arts

14.Could the behavior be related to any skills deficit?

b. No

15.What are the identified reinforcers for this student?

d. More choices in the classroom

e. Preferred activities such as free choice time on iPad, talking to friends, etc.

16. Is the student taking any medication that might affect his/her behavior?

b. No

17.Could the students behavior be signaling some deprivation condition (e.g. thirst, hunger, lack of rest,
etc.)?

b. No
18.Could the behavior be the result of any form of discomfort (e.g., headaches, stomachaches, blurred
vision, ear infection, etc.)?

b. No, student is healthy and visits physician as needed.

19.Could the behavior be caused by allergies (e.g., food, materials in the certain environments, etc.)?

b. No

20.Do any other behaviors occur along with this behavior?

b. Arguing

c. Defiance

21.Are there any observable events that signal the behavior of concern is about to occur?

e. Student does not engage or becomes disinterested

22.What are the consequences when the behavior(s) occur?

e. Grounding/removal of privileges such as driving, cell phone, game console, etc.

f. Student will go in before or after school to work with their teachers.

Comments:

TIME COMPLETED: _2:00_______

TOTAL TIME: _40 minutes_________

Appendix C

Table One

Student Name: T.W. Student ID: Click or tap here to enter text.
School: L.H.S. Date of Birth: Click or tap here to enter text.
Current Grade Level: 11th Special Education: Yes No
Gender: M Disability Eligibility: OHI
Parent(s): R.R. Parent(s) Contact Number: Click or tap here to enter
text.
Date of Assessment: Classroom teacher: M.B.

Persons conducting the assessment:

Role: Classroom teacher SPED Teacher Teacher (Other) Teacher (Other)
School Psychologist Counselor Behavior Specialist Intern
University Student BCBA/ ABA Other: Click or tap here to enter text.

II. Identifying the Problem: Defining Target and Replacement

Behaviors

A. Target Behavior (observable, measurable, repeatable):

Drafting:

Label: Off-task
Definition: The target behavior is off-task, where the student is talking out, putting head down,
refusing to work, refusing to answer questions from teacher and staff members.
Examples: Not utilizing instructional time to complete lessons, activities, and work, talking
out, refusing to engage with teachers and other staff members, and putting head
down.
Nonexamples: Head up, working in a cooperative group, completing and turning in assigned
activities and homework, answering questions and giving feedback to staff
members.

Operational Definition (include label, definition, examples, and nonexamples):

Student engages in off-task behaviors such as putting head down on the desk, refusing to answer
questions from teachers and staff members, talking out, refusing to complete or turn in assignments and
other work from his classes. The target behavior occurs in all of the students classes, and it can vary
depending upon the lessons and activities in the classroom. Examples of the students off-task behavior
include, but are not limited to: talking out, putting head down, refusing to provide feedback or accept
feedback from staff members, and refusal to complete or turn in classroom assignments. Non-examples
of target behavior include, but are not limited to: Head up, working in a cooperative group, and giving
and accepting feedback from teachers, other staff members, and students.
Dimension of behavior (e.g. Frequency, rate, duration, latency):
The student is off-task in all of their classes a total of fifteen times per week. The student is off-task two
times per week for 20 minutes of a 49 minute class.
B. Replacement Behavior (observable, measurable, repeatable):
Drafting:

Label: On-task
Definition: The replacement behavior is on-task, where the student will complete assigned
activities and work, provide and accept feedback from teachers and peers, and keep
their head up throughout class.
Examples: Using iPad to complete assigned activities and work, accepting and giving feedback
to teachers and students, keeping head up, and working in group activities.
Nonexamples: Putting head down, refusing to complete assigned work and activities, not accepting
or giving feedback to teachers and peers, arguing with teachers and peers, and
talking out.

Operational Definition (include label, definition, examples, and nonexamples):

The student will engage in the selected replacement behavior in the classroom, which is on-task. On-task
behavior is the student participating in classroom assignments, lectures, discussion, completing assigned
work and activities, and working with peers and teachers within the classroom. Examples of on-task
behavior for the student include, but are not limited to: completing assigned activities and work, provide
and accept feedback from teachers and students, keeping head up, engaging in conversations at
appropriate times, and participating in group activities. Non-examples of target behavior include, but are
not limited to: Putting head down, arguing, refusing to complete work or other assigned activities, not
accepting or giving feedback to teachers or peers, and talking out.

Dimension of behavior (e.g. Frequency, rate, duration, latency):

The student will use the replacement behavior of on-task to replace the target behavior off-task in each
classroom. Off-task target behavior should occur no more than five times per week in any classroom.
Student should not be off-task for more than five minutes during each occurrence. The student will use
the replacement behavior of on-task to monitor and gage and monitor their readiness and participation in
the classroom.

Rationale for Replacement behavior (e.g. Why do you want to teach this behavior or increase the
likelihood of this behavior occurring?):
When the student displays the replacement behavior, the target behavior of off-task does not occur and the
student is prepared to learn and is able to complete assignments and activities, engage in classroom
discussions and lectures, accept and give feedback to teachers and peers, and has their head up in class. If
the student displays the replacement behavior more, their grades and motivation will increase in the
classroom, which will allow the student to be successful in school.

Table Two

Baseline Data: Duration

D
u
r 25 20.31 21.05
a 17.54
21.04
t 18.36
20 20.43
i
o
n 15
Observer One
i Column1
n 10

M 5
i
n
u 0
t
Baseline One
e
Baseline Two
s
Baseline Three

Baseline Observations

Appendix D
Table One

Functional Assessment and Behavior Intervention Plan:

Planning Form
Directions: HO 6.0 Functional Assessment and Behavior Intervention Plan: Planning Form is a living
document to support team efforts in the design, implementation, and evaluation of functional assessment-
based interventions. This information will be transferred to the HO 6.1 Behavior Intervention Plan (BIP)
and/or district standard forms after Step 5: Testing the Intervention.

Student Name: T.W. Student ID: Click or tap here to enter text.
School: L.H.S. Date of Birth: Click or tap here to enter text.
Current Grade Level: 11th Special Education: Yes No
Gender: M Disability Eligibility: OHI
Parent(s): R.R. Parent(s) Contact Number: Click or tap here to enter
text.
Date of Assessment: Classroom teacher: M.B.

Persons conducting the assessment:

Role: Classroom teacher SPED Teacher Teacher (Other) Teacher (Other)
School Psychologist Counselor Behavior Specialist Intern
University Student BCBA/ ABA Other: Click or tap here to enter text.

III. Identifying the Problem: Defining Target and Replacement

Behaviors

A. Target Behavior (observable, measurable, repeatable):

Drafting:

Label: Off-task
Definition: The target behavior is off-task, where the student is talking out, putting head down,
refusing to work, refusing to answer questions from teacher and staff members.
Examples: Not utilizing instructional time to complete lessons, activities, and work, talking
out, refusing to engage with teachers and other staff members, and putting head
down.
Nonexamples: Head up, working in a cooperative group, completing and turning in assigned
activities and homework, answering questions and giving feedback to staff
members.

Operational Definition (include label, definition, examples, and nonexamples):

Student engages in off-task behaviors such as putting head down on the desk, refusing to answer
questions from teachers and staff members, talking out, refusing to complete or turn in assignments and
other work from his classes. The target behavior occurs in all of the students classes, and it can vary
depending upon the lessons and activities in the classroom. Examples of the students off-task behavior
include, but are not limited to: talking out, putting head down, refusing to provide feedback or accept
feedback from staff members, and refusal to complete or turn in classroom assignments. Non-examples
of target behavior include, but are not limited to: Head up, working in a cooperative group, and giving
and accepting feedback from teachers, other staff members, and students.

Dimension of behavior (e.g. Frequency, rate, duration, latency):

The student is off-task in all of their classes a total of fifteen times per week. The student is off-task two
times per week for 20 minutes of a 49 minute class.
B. Replacement Behavior (observable, measurable, repeatable):
Drafting:

Label: On-task
Definition: The replacement behavior is on-task, where the student will complete assigned
activities and work, provide and accept feedback from teachers and peers, and keep
their head up throughout class.
Examples: Using iPad to complete assigned activities and work, accepting and giving feedback
to teachers and students, keeping head up, and working in group activities.
Nonexamples: Putting head down, refusing to complete assigned work and activities, not accepting
or giving feedback to teachers and peers, arguing with teachers and peers, and
talking out.

Operational Definition (include label, definition, examples, and nonexamples):

The student will engage in the selected replacement behavior in the classroom, which is on-task. On-task
behavior is the student participating in classroom assignments, lectures, discussion, completing assigned
work and activities, and working with peers and teachers within the classroom. Examples of on-task
behavior for the student include, but are not limited to: completing assigned activities and work, provide
and accept feedback from teachers and students, keeping head up, engaging in conversations at
appropriate times, and participating in group activities. Non-examples of target behavior include, but are
not limited to: Putting head down, arguing, refusing to complete work or other assigned activities, not
accepting or giving feedback to teachers or peers, and talking out.

Dimension of behavior (e.g. Frequency, rate, duration, latency):

The student will use the replacement behavior of on-task to replace the target behavior off-task in each
classroom. Off-task target behavior should occur no more than five times per week in any classroom.
Student should not be off-task for more than five minutes during each occurrence. The student will use
the replacement behavior of on-task to monitor and gage and monitor their readiness and participation in
the classroom.

Rationale for Replacement behavior (e.g. Why do you want to teach this behavior or increase the
likelihood of this behavior occurring?):
When the student displays the replacement behavior, the target behavior of off-task does not occur and the
student is prepared to learn and is able to complete assignments and activities, engage in classroom
discussions and lectures, accept and give feedback to teachers and peers, and has their head up in class. If
the student displays the replacement behavior more, their grades and motivation will increase in the
classroom, which will allow the student to be successful in school.
IV. Functional Behavioral Assessment: Interviews and Direct
Observations

Interviews Completed: YES NO

Interviewees: Teacher Parent Student
Rating Scales: 1-5
Hours of Total Direct Observation (A-B-C): 3
Setting(s) of Observations:
1) Classroom 2) Elective Course

V. Determining the Function of the Behavior: Using the Function

Matrix

Positive Reinforcement Negative Reinforcement

(Access Something) (Avoid Something)
Attention Talking out to gain attention or refusing
to accept or give feedback. 5

Tangibles Putting head down, using iPad to play

Activities games. 2

Sensory Being sent to the office, talking out,

arguing. 3

Source: Umbreit, Ferro, Liaupsin, & Lane (2007).

Rating Scales Summary Statement:

The rating scale for is 1-5, with one being least likely to occur and 5 being most likely to occur. The
student is most likely to seek attention or avoid work with attention seeking behaviors most likely with a
rating scale of 5. The student will at times argue or talk out in order to be sent to the office in order to
avoid work with a rating scale of 3. The student is less likely to put their head down and play games on
the iPad than the other areas with a rating scale in this area of 2.
Outcome of Function Matrix: Hypothesized Function:
The student will engage in off-task behaviors as a way to avoid completing work and other assignments in
the classroom. Although certain behaviors such as talking out or refusing to accept or give feedback will
occur more often than arguing, playing games on iPad, or putting head down; all of these behaviors are
present in order to avoid work completion.
VI. Determining the Behavior Objective

What behavior are you progress monitoring with direct observation? (select minimum of one)

Target Behavior Replacement Behavior

Rationale for behavior to progress monitor
(e.g., Replacement behavior focuses the desired behavior focusing on the positive):
Monitoring the target behavior will help to ensure that the replacement behavior is the right
intervention for the student.
Check the measurement system used for your data collection: (select minimum of one)
Frequency
Rate
Duration
Latency
Interresponse Time
Whole Interval Recording
Partial Interval Recording
Momentary Time Sampling
Other (discuss with coach): Click or tap here to enter text.

Baseline Student is off-task fifteen times per week in all classes, for a period of 20 minutes in a
49 minute class. The student misses 40% or more of class when off-task.
Baseline Descriptive Statistics describing level and trend for baseline:
Mean (SD): Total amount of instructional time lost(Click or tap here to enter text.)
Slope (SE YX): Number of Target behavior occurrences

Baseline Statement:
With the replacement behavior in place, the amount of time and the number of occurrences of the
target behavior will occur less than five times per week and for less than five minutes in all
classes.
Behavioral Objective:
Student will be engaged and on-task during instructional time in the classroom for 85% during
five consecutive school days.

 Function-Based Intervention Decision Model

 Source: Umbreit, J., Ferro, J., Liaupsin, C., & Lane, K. (2007). Functional behavioral assessment and function-based intervention: An
effective, practical approach. Upper Saddle River, NJ: Prentice-Hall
 Determining the Intervention Method
Method Selected (select and complete one):
Method 1: Teach the Replacement Behavior
Method 2: Improve the Environment
Method 3: Adjust the Contingencies
Method 1 & 2: Teach the Replacement Behavior and Improve the
Environment
Note. After you have selected the appropriate method, draft an intervention for the selected
intervention on page 6, 7, 8, OR 9. Do not draft ALL interventions.
Method Description
Adjust antecedent conditions so new behaviors are learned
and aversive conditions avoided.
Method 1: Teach the
Provide appropriate reinforcement for the replacement
Replacement behavior.
Behavior Withhold the consequence that previously reinforced the
target behavior.
Adjust antecedent variables so the conditions that set the
occasion for the target behavior are eliminated and new
Method 2: Improve
conditions are established in which the replacement behavior
the Environment is more likely to occur.
Provide appropriate positive reinforcement for replacement
behavior.
Withhold the consequence that previously reinforced the
target behavior.
Provide the consequence that previously reinforced the target
behavior, but only for the replacement behavior.
Method 3 : Adjust the
Withhold the consequence when the target behavior occurs
Contingencies (extinction).
Adjust the antecedent conditions to make it more likely that
the replacement behavior will occur.
Adjust antecedent variables so (a) new behaviors are learned
and aversive conditions avoided and (b) the conditions that
Method 1 & 2: Teach
set the occasion for the target behavior are eliminated and
the Replacement new conditions are established in which the replacement
behavior is more likely to occur.
Behavior and Improve
Provide appropriate positive reinforcement for replacement
the Environment behavior.
Withhold the consequence that previously reinforced the
target behavior.
 o Method 1 Teach the Replacement Behavior

Adjust antecedent Allow more options for choices in student learning,

conditions so new allow student access to a quiet and separate area to

behaviors are learned complete work as needed. Break larger assignments
Provide appropriate Provide positive
parts.verbal praise when student
Antecedent

and aversive into smaller

reinforcement for the demonstrates replacement behavior, provide time for

replacement behavior. preferred activities.

Withhold the Do not give attention to student when exhibiting target
Target ent Rates

consequence that behavior, maintain classroom expectations for rules

previously reinforced and assignments.

the target behavior.
 o Method 2 Improve the Environment

Adjust antecedent Click or tap here to enter text.

variables so the
conditions that set the
Provide
occasionappropriate Click or tap here to enter text.
Antecedent

for the target

positive reinforcement

for replacement
Withhold
behavior. the Click or tap here to enter text.
Target ent Rates

consequence that

previously reinforced
the target behavior.
 o Method 3 Adjust the Contingencies

Provide the Click or tap here to enter text.
consequence that

previously reinforced
Withhold the
the target behavior, Click or tap here to enter text.
ent Rates

consequence when

the target behavior

Adjust the antecedent
occurs (extinction). Click or tap here to enter text.
Target

conditions to make it
more likely that the

Antecedent

replacement behavior
 o Method 1 & 2: Teach the Replacement Behavior and Improve the Environment

Adjust antecedent Click or tap here to enter text.

variables so (a) new

behaviors are learned
Provide appropriate Click or tap here to enter text.
Antecedent

and aversive
positive reinforcement

for replacement
Withhold
behavior. the Click or tap here to enter text.
Target ent Rates

consequence that

previously reinforced
the target behavior.
 Data to be collected:

Student Outcome (What behavior(s) is (are) being measured? What measurement system?
When/ Where?)
Target Behavior: Off-task in the classroom using duration, whole interval, and frequency data to
monitor.
Replacement Behavior: On-task in the classroom using duration, whole interval, and frequency
data to monitor progress.

Treatment Integrity (e.g., Checklist)

Treatment Integrity: Weekly checklist and observation.

Social Validity (e.g., IRP-15, CIRP)

Social Validity: Staff interviews and retraining as needed.

Supporting Success (e.g., Evaluating the intervention)

Fading and Generalization: Reduce the amount and availability of free choice time for utilizing
replacement behavior.
Program Review Date: 10/5/2016
Personnel and Roles: Brent-SPED Teacher, T.W.-Student, M.B.-General Education Teacher,
R.R.-Parent
Emergency Procedures: SBS Room Access for crisis, MANDT trained personnel, and other

school and district policies to ensure the safety of all individuals.

Appendix E
Table One
Treatment Integrity Checklist Final
S T.W. Wee 10/10 Setting: Gene
t k of: /2016 ral
u - Educ
 d
e
n ation
t 10/14 Class
: /2016 room
Pri
mary
O Obse
b rver
s Click Treatm
e or ent
r tap Integrit
v here TI y
e to Start Observ 49
r enter /End 8:58/ ation Minut
: text. Time 9:47 Length es
Sec
onda Total
ry Obse
Obse rvati
rver on
M.B. time: 98 minutes
Key: 0 = not in place, 1 = partially in place, 2 = completely in place

Tactic M T W T F C C
o u e h r o o
s n e d u i m m
d s n r d p p
a d e s a
o o
y a s d y
n n
1 y d a 1

a y e e
0 1 0
y

n n
0 1

t t
/ 1 0 /
T P
/ 0
o e
1 / 1
/ t r
0 1 4
1 1 a c
/ 1 3 / l e
/ 2 ( n
/ r t
1 1
/ o (
6 1 6
w r
6 1
) o
1 6
6 w
 )

Pr
ovi
de
st

ud
en
t
wit
h
ch
oic
es
8
of
A 2 1 1 2 2 8 0
wh
%
ich
ta
sk
s
to
co
m
pl
et
e
fir
st.

All 2 2 2 2 2 1 1
A ow 0 0
st 0
ud %
en
t
ac
ce
ss
to
a
qu
iet
an
d
 se
pa
rat
e
ar
ea
ins
id
e
or
ou
tsi
de
of
th
e
ro
o
m
wh
en
st
ud
en
t
be
co
m
es
ov
er
wh
el
m
ed
.

Br
ea 1
k 1 0
A 2 2 2 2 2
lar 0 0
ge %
r
as
 sig
n
m
en
ts
int
o
sm
all
er
pa
rts
.

Tri
ag
e
wit
h
stu
de
nt
pri
or
to
the
m
ent 1

eri 1 0
A 2 2 2 2 2
ng 0 0
the %
cla
ssr
oo
m
to
det
er
mi
ne
rea
din
es
s.

A
 Pr
ovi
de
po
siti

ve
ve
rb
al
pr
ais
e
wh
en
st
ud
1
en
1 0
R t 2 2 2 2 2
0 0
de %
m
on
str
at
es
re
pl
ac
e
m
en
t
be
ha
vio
r.

Pr 2 1 2 2 2 9 9
R ovi 0
de %
ti
m
e
 for
pr
ef
err
ed
ac
tiv
iti
es.

Do 2 2 2 2 2 1 1
E no 0 0
t 0

gi %
ve
att
en
tio
n
to
st
ud
en
t
wh
en
ex
hi
bit
in
g
tar
ge
 t
be
ha
vio
r.

Ma
int
ai
n
cla
ssr
oo
m
ex
pe
ct
1
ati
1 0
E on 2 2 2 2 2
0 0
s %
for
rul
es
an
d
as
sig
n
m
en
ts.

Teacher

initials
 Comments

Total
3
(Antecede
8
nt)

Percent 9
(Antecede 5
nt) %

Total
1
(Reinforce
9
ment )

Percent 9
( Reinforce 5
ment) %

Total
2
(Extinction
0
)

1
Percent 0

(Extinction 0
) %

Total (A-R- 7

E) 7

9
6
.

2
Percent 5
(A-R-E) %

Treatment Integrity Checklist Final

S T.W. Wee 10/10 Setting: Gene
t k of: /2016 ral
u - Educ
 d
e
n ation
t 10/14 Class
: /2016 room
Pri
mary
O Obse
b rver
s Click Treatm
e or ent
r tap Integrit
v here TI y
e to Start Observ 49
r enter /End 8:58/ ation Minut
: text. Time 9:47 Length es
Sec
onda Total
ry Obse
Obse rvati
rver on
H.H. time: 49 minutes
Key: 0 = not in place, 1 = partially in place, 2 = completely in place

Tactic M T W T F C C
o u e h r o o
s n e d u i m m
d s n r d p p
a d e s a
o o
y a s d y
n n
1 y d a 1

a y e e
0 1 0
y

n n
0 1

t t
/ 1 0 /
T P
/ 0
o e
1 / 1
/ t r
0 1 4
1 1 a c
/ 1 3 / l e
/ 2 ( n
/ r t
1 1
/ o (
6 1 6
w r
6 1
) o
1 6
6 w
 )

Pr
ovi
de
st

ud
en
t
wit
h
ch
oic
es
9
of
A 2 2 1 2 2 9 0
wh
%
ich
ta
sk
s
to
co
m
pl
et
e
fir
st.

All 2 2 2 2 1 9 9
A ow 0
st %
ud
en
t
ac
ce
ss
to
a
qu
iet
an
d
 se
pa
rat
e
ar
ea
ins
id
e
or
ou
tsi
de
of
th
e
ro
o
m
wh
en
st
ud
en
t
be
co
m
es
ov
er
wh
el
m
ed
.

Br 2 2 2 2 2 1 1
A ea 0 0
k 0
lar %
ge
r
as
 sig
n
m
en
ts
int
o
sm
all
er
pa
rts
.

Tri
ag
e
wit
h
stu
de
nt
pri
or
to
the
m
ent 1

eri 1 0
A 2 2 2 2 2
ng 0 0
the %
cla
ssr
oo
m
to
det
er
mi
ne
rea
din
es
s.

A
 Pr
ovi
de
po
siti

ve
ve
rb
al
pr
ais
e
wh
en
st
ud
1
en
1 0
R t 2 2 2 2 2
0 0
de %
m
on
str
at
es
re
pl
ac
e
m
en
t
be
ha
vio
r.

Pr 2 2 2 2 2 1 1
R ovi 0 0
de 0
ti %
m
e
 for
pr
ef
err
ed
ac
tiv
iti
es.

Do 2 2 2 1 2 9 9
E no 0
t %

gi
ve
att
en
tio
n
to
st
ud
en
t
wh
en
ex
hi
bit
in
g
tar
ge
t
 be
ha
vio
r.

Ma
int
ai
n
cla
ssr
oo
m
ex
pe
ct
1
ati
1 0
E on 2 2 2 2 2
0 0
s %
for
rul
es
an
d
as
sig
n
m
en
ts.

Teacher

initials
 Comments

Total
3
(Antecede
8
nt)

Percent 9
(Antecede 5
nt) %

Total
2
(Reinforce
0
ment )

1
Percent 0

( Reinforce 0
ment) %

Total
1
(Extinction
9
)

Percent 9
(Extinction 5
) %

Total (A-R- 7

E) 7

9
6
.

2
Percent 5
(A-R-E) %

Observation One-Observer One

Duration/Frequency Recording Data Collection

 10/10/2016

8:58-9:47

Start Time End Time Duration Frequenc

y
0:00 2:25 2:25 1
2:25 4:22 1:57 2
4:22 6:51 2:29 3
6:51 10:14 3:23 4
10:14 13:48 3:34 5
13:48 15:16 1:28 6
15:16 17:15 1:59 7

Total Time Observed: 49:00

Total Time Off-task: 17:15
Percentage of time off-task: 35%
IOA Observation One: 85.7%

Observation One-Observer Two

Duration/Frequency Recording Data Collection

10/10/2016

8:58-9:47

Start Time End Time Duration Frequenc

y
0:00 2:17 2:17 1
2:17 4:15 1:58 2
4:15 6:48 2:33 3
6:48 10:20 3:32 4
10:20 14:01 3:41 5
14:01 16:48 2:47 6

Total Time Observed: 49:00

Total Time Off-task: 16:48
Percentage of time off-task: 33.6%
IOA Observation One: 85.7%

Observation Two-Observer One

 Duration/Frequency Recording Data Collection

10/11/2016

8:58-9:47

Start Time End Time Duration Frequenc

y
0:00 2:38 2:38 1
2:38 4:43 2:05 2
4:43 8:57 4:14 3
8:57 13:12 4:15 4
13:12 16:56 3:44 5

Total Time Observed: 49:00

Total Time Off-task: 16:56
Percentage of time off-task: 33.89%
IOA Observation Two: 83.3%

Observation Two-Observer Two

Duration/Frequency Recording Data Collection

10/11/2016

8:58-9:47

Start Time End Time Duration Frequenc

y
0:00 2:45 2:45 1
2:45 4:50 2:05 2
4:50 9:03 4:13 3
9:03 13:35 4:32 4
13:35 16:06 3:31 5
16:06 17:32 1:26 6

Total Time Observed: 49:00

Total Time Off-task: 17:32
Percentage of time off-task: 35.34%
IOA Observation Two: 83.3%

Observation Three-Observer One

 Duration/Frequency Recording Data Collection

10/12/2016

8:58-9:47

Start Time End Time Duration Frequenc

y
0:00 5:01 5:01 1
5:01 7:27 2:26 2
7:27 11:04 3:37 3
11:04 14:51 3:47 4
14:51 18:23 3:32 5
18:23 20:12 1:49 6

Total Time Observed: 49:00

Total Time Off-task: 20:12
Percentage of time off-task: 41.06%
IOA Observation Three: 100%

Observation Three-Observer Two

Duration/Frequency Recording Data Collection

10/12/2016

8:58-9:47

Start Time End Time Duration Frequenc

y
0:00 4:57 4:57 1
4:57 7:25 2:28 2
7:25 10:59 3:34 3
10:59 14:48 3:49 4
14:48 18:18 3:30 5
18:18 19:56 1:38 6

Total Time Observed: 49:00

Total Time Off-task: 19:56
Percentage of time off-task: 39.91%
IOA Observation Three: 100%

Observation Four-Observer One

 Duration/Frequency Recording Data Collection

10/13/2016

8:58-9:47

Start Time End Time Duration Frequenc

y
0:00 4:29 4:29 1
4:29 8:06 3:37 2
8:06 13:13 5:07 3
13:13 15:53 2:40 4

Total Time Observed: 49:00

Total Time Off-task: 15:53
Percentage of time off-task: 31.69%
IOA Observation Four: 80%

Observation Four-Observer Two

Duration/Frequency Recording Data Collection

10/13/2016

8:58-9:47

Start Time End Time Duration Frequenc

y
0:00 4:47 4:47 1
4:47 8:53 4:06 2
8:53 12:59 3:48 3
12:59 15:07 2:08 4
15:07 16:41 1:34 5

Total Time Observed: 49:00

Total Time Off-task: 16:41
Percentage of time off-task: 33.48%
IOA Observation Four: 80%

Observation Five-Observer One

 Duration/Frequency Recording Data Collection

10/14/2016

8:58-9:47

Start Time End Time Duration Frequenc

y
0:00 2:12 2:12 1
2:12 4:19 2:07 2
4:19 7:54 3:35 3
7:54 11:30 3:36 4
11:30 14:34 3:04 5

Total Time Observed: 49:00

Total Time Off-task: 14:34
Percentage of time off-task: 29.26%
IOA Observation Five: 100%

Observation Five-Observer Two

Duration/Frequency Recording Data Collection

10/14/2016

8:58-9:47

Start Time End Time Duration Frequenc

y
0:00 2:14 2:14 1
2:14 4:24 2:10 2
4:24 8:01 3:37 3
8:01 11:25 3:24 4
11:25 14:53 3:28 5

Total Time Observed: 49:00

Total Time Off-task: 14:53
Percentage of time off-task: 29.65%
IOA Observation Five: 100%

T
i
m
Intervention Data
e
25

O
20
f
f
15
-
Observer 1
T
10 Column1
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 T
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Intervention & Baseline Data
e
25

O
f 20
f Observer 1
-
15 Observer 2
T
a B.D. O.B. 1
s B.D. O.B. 2
10
k

i 5
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M 0
i Observation One Observation Two Observation Three
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