Functional Behavior Assessment for N.

G Observation 1-2-3

Antecedent: Behavior: Consequences:

The special
education teacher
was trying to turn
on the Smart Board
because it was not
working properly.
The student kept saying he wanted
to write his word sorts on the Smart
Board. While working with this student,
he would refuse to do his word sorts at
the table. He would also get off task by
trying to engage with the practicum
teacher in off topic conversations
and fidgeting with any materials
that are placed in front of him such
as pencils, paper, and flashcards.
The teacher told the
student that they can
work on the Smart Board
tomorrow. The teacher
additionally redirected
the student to get back
to working on his word
sorts.

The word sort cards
were laid out in front
of the student on the
desk he was doing his
work at. There was also
other materials as well
on the table for later use.
The student was playing with the cards The teacher took away
on the desk instead of listening to the the word sorts from the
teacher. He was clearly more focused on student and gave him
what was in front of him than what the each word individually
teacher was saying. It was apparent the instead throughout
student was off task and distracted. teaching.

The teacher asked
the student to
write the words
on the lines provided
on his worksheet. The
special education
teacher gave the
student a list of letters
from a to z showing
how to write proper
capital and lowercase
letters in the alphabet.
The teacher was giving directions and The teacher took away
the student was not listening. He was the alphabet list so he
playing with the list the special would not find it
education teacher provided him. to be distracting. The
The student was distracted from teacher also gave
the instructions that he was given. explicit directions
He did not write any spelling words as to the expectations
because he was preoccupied with of what he needed to
playing with the alphabet list. do to complete his
spelling list.