Classroom Management This module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem be

Classroom Management This module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are also described.
IRIS Functional Behavioral Assessment (Links to an external site.)
After reading the information in the IRIS Module, answer the following questions:

Give a school-based example of each of the following:

positive reinforcement,
negative reinforcement,
punishment, and
extinction. (8 points)

Discuss at least two benefits of conducting an FBA to address problem behaviors. (4 points)
Complete the Consequence identification Activity at the bottom of page 2 in the module.  When you complete the activity, take a screen shot of your chart with responses to positive reinforcement, negative reinforcement, positive punishment, negative punishment, and extinction.  (10 points)
Identify the four data collection methods discussed and the procedure. (10 points)

THE CHART WITH QUESTIONS IS ATTACHED 1/5

Functional Behavioral Assessment: Identifying the
Reasons for Problem Behavior and Developing a
Behavior Plan

iris.peabody.vanderbilt.edu/module/fba/cr_assess

Assessment

Take some time now to answer the following questions. Please note that the IRIS Center
does not collect your Assessment responses. If this is a course assignment, you should turn
them in to your professor using whatever method he or she requires. If you have trouble
answering any of the questions, go back and review the Perspectives & Resources pages in
this module.

1. Give a school-based example of two of the following: positive reinforcement, negative
reinforcement, punishment, or extinction.

2. Discuss at least two benefits of conducting an FBA to address problem behaviors.
3. Watch the video below and fill out the ABC analysis form on Kira, the girl in the white

shirt. What do you think is the function of Kira’s behavior?

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Assessment

2/5

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English

Use Up/Down Arrow keys to increase or decrease volume.

View Transcript | Click to the view the ABC analysis form in a new window
Click to download the ABC analysis form)

Transcript: Assessment

Teacher: All right, so today we’re going to talk about stories. What makes a good story?

Kira: [Whistles]

Teacher: Kira, that’s enough. Thank you.

Teacher: What makes a good story? Yes, Kira?

Kira: Um, one that has a girl that has blonde hair and blue eyes.

Teacher: Okay.

Kira: Just like me.

Teacher: Anybody? Okay, yes.

Student: Maybe it has some action in it and maybe, like, action.

Teacher: Okay. And do stories have to be true?

Students: No. No.

Teacher: No. And how can you start a story? Yes, Kira.

Kira: With a “The End.”

Teacher: Okay. Thank you. That’s enough. Yes?

Student: With maybe with someone getting in trouble.

Teacher: Someone’s getting in trouble.

javascript:void(0);

https://iris.peabody.vanderbilt.edu/module/fba/cr_assess/javascript_required.html

https://iris.peabody.vanderbilt.edu/wp-content/uploads/modules/fba/pdfs/cr_assess_ABCform.pdf#content

https://iris.peabody.vanderbilt.edu/wp-content/uploads/modules/fba/docs/cr_assess_ABCform.doc#content

3/5

• Teacher interview summary: Nigel is very
bright and has no problems academically.
He does not initiate contact with peers and,
when they initiate contact with him, he
curses, yells, spits, and shoves chairs at
them.

• Student interview summary: I just like being
by myself.

• Parent interview summary: Nigel doesn’t
like playing with other kids after school. He
prefers solitary activities.

• Ranking on teacher behavior rating scales:
“Avoidance” ranked moderately high.

• A-B-C analysis: Function of behaviors #2,
3, 7, and 8* appears to be peer avoidance.

• Direct observation: During independent and
group work, Nigel spends 85% of his time
alone and not participating (average of 3
observations).

4. Nigel’s problem behavior includes cursing, making derogatory

comments toward other students, yelling, spitting, and shoving chairs. Which direct
observation method would you use to collect data on Nigel’s problem behaviors?
Explain your answer.

5. Look at the matrix below for Nigel. Use this information to determine a possible function
of the behavior and to develop a hypothesis statement.

Functions of Behavior

Obtain Avoid

4/5

• A-B-C analysis: Function of
behaviors #1 and 5* appears
to be to obtain “quiet time”;
Nigel gets sent to the corner,
where he is able to read a
book of his choice.

• Direct observation: Nigel had
an average of 5 yelling
incidents and 2 spitting
incidents during three, 20-
minute group activities.

• Teacher interview summary: I
let Nigel read a book when
he’s upset. It seems to calm
him down.

6. Look at the graph below. The objective of the function-based intervention was to
reduce the instances of Nigel’s problem behaviors (i.e., cursing, making derogatory
comments toward other students, yelling, spitting, shoving chairs) during a twenty-
minute small-group activity. Is the intervention successful? If you were the teacher,
would you keep, modify, or discontinue the intervention? Explain your answers.

5/5

Description
Nigel’s Data: This line plot graph shows Nigel’s Data. The x-axis is labeled “Observations”;
observations 1 through 7 are labeled on the axis. The y-axis is labeled “Instances of
Aggression”; 0 to 25 is labeled in 5-number intervals. The graph is divided into two columns,
after the 3 observation. The left column of the graph is labeled “baseline” and the right
column of the graph is labeled “intervention.” The first graph of the baseline column is red
and labeled “Problem behavior (aggression)” in the key to the right of the graph. This graph
has three plot points corresponding with the three observations. The points are at 10, 8, and
9. The second graph of the baseline column is yellow and is labeled “Replacement
(appropriate interactions).” This graph has three plot points corresponding with the three
observations. The points are 1, 4, and 3. The first graph of the intervention column is red and
labeled “Problem behavior (aggressive)” in the key to the right of the graph. This graph has
four plot points corresponding with the four observations. The points are at 14, 17, 16, and
20. The second graph of the intervention column is yellow and labeled “Replacement
(appropriate interactions).” This graph has four plot points corresponding with the four
observations. The points are at 2, 1, 1, and 0.

7. Discuss why it is important to evaluate implementation fidelity. Be sure to explain the
role of social validity ratings.

rd

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