Brief Functional Behavior Assessment

Conduct of a brief Functional Behavior Assessment and Design of Positive Behavior Plan
Background of Dane
Dane, P3, 9 years old, has Asperger’s Syndrome. Both parents are working. He attends a before and after school care which caters to special needs students .He receives guidance from the special education teacher from the centre to complete his school work. He also receives weekly therapy from the centre. Presently, he is studying in X school but he has been exhibiting inappropriate behaviors since the start of the term , these behaviors have been self-injurious and have hurt others in the process. His behaviors have been considered as medium-risk behaviors as they have affected the learning and emotional state of other students as …show more content…
He throws tantrums by whining. The behavior sometimes intensifies when he gets into self injurious behavior by hitting himself against the door and throwing chairs and tables accompanied by crying loudly. This behavior startled other students within the same class. Teacher usually takes at least half an hour to calm him down, hence disrupting the lesson. For short episode, the behavior lasts around 10 minutes. For long episode, the behavior can intensifies and lasts for an hour. It usually happens during any lesson when teacher does not allow him to read books or tries to take the books away from him. The behavior is not age appropriate for Dane, as he is identified to have Asperger’s syndrome, his educational psychologist diagnosed that his emotional maturity is 3 years younger than his …show more content…
4. Analysis
Using the information I gather from direct observations and interviews, I will analyze using triangulation of data sources and identify the setting events (for example, when teacher gives Dane tasks that are beyond his ability) that may trigger Dane’s problem behavior. I will work on the possible replacement behaviors (for example, breaking down the tasks) that may reduce the frequency of his problem behavior.

5. Hypothesis
Possible function(s) of Dane’s problem behaviour:

Internal
External
Get
Wants to be in control
Get attention from teachers, peers
Avoid
Avoid writing tasks
I cannot do tasks
Communicate
I am angry because you do not give me what I want
I cannot do it

Skill problem
Performance problem
Fluency problem
Get

Poor social skills due to autism
Avoid
Does not know how to do comprehension and problem sums beyond his ability
Does not like to be seen underachieving
Due to autism, he is weak in higher –order processing skills
Communicate
Does not know how to express his needs