Functional Behavior Assessment


Conducted by:  Rachel Tourdot                                                                  Date:  March 26, 2002

Student:  Jared


Records      
Summary:
Jared is failing some of his classes, and shows a pattern of late work that appears to be random, but frequent.  He shows more late assignments in history than any other class, and the fewest late assignments in science (a class he reports enjoying).  (See attached information for more details.)  


Interviews
Summary:
Both teacher and student interviews report that one on the main problems Jared has is that he is easily distracted from assignments in the classroom. Both Jared and his teacher report that he is also lazy and sometimes chooses not to do his work because he doesn’t find it enjoyable. (See attached information for more details.)  
Observations:  


Tools used
Positive Environment and Motivation Assessment   
Location and Date:  Classroom, 3/5/2002  
Summary:
The environment is a class size of between 16-20 students depending on the period.  Jared is in this classroom for 5 of his classes.  He does attend specials outside this environment, such as art and P.E., daily. Motivation to do work is decreased with absence of medications and with work he does not enjoy.  (See attached information for more details.)  


Hypothesis Statement
When Jared is distracted from his work and does not enjoy the assignment he is working on, he fails to do the assignment to avoid doing work that he does not enjoy.


Setting Event 
The problem can be escalated, but does not depend on Jared taking prescribed medications for an ADHA diagnosis.
 

Antecedent
The behavior occurs after assignments are given that Jared does not prefer.  


Background information
Jared is an 8th grade boy.  He lives with his mother and grandmother, who he helps take care of after she fell and broke her hip recently.  His mother works 3rd shift and leaves for work at 4PM, about the time Jared gets home from school.  Jared was pulled out of the regular 8th grade curriculum last year when he stopped turning in any of his assignments and refused to do any schoolwork.  He has been attending the YES program within his middle school, which is designed to teach students who are failing all classes, yet are not diagnosis with an emotional behavioral and learning disability.  Jared does not participate in extra curricular activities outside of school, but has been asked to stay after school to complete schoolwork.  Jared seems to have transitioned out of the regular 8th grade curriculum and into the YES program with little difficulty adapting.  Jared will be transferring to high school next year into a program similar to the YES program.


Target Behavior
Jared continues to hand in late assignments on a regular bases.  He regularly has assignments that are not turned in at all for extended periods, and when they are handed in the quality of work is poor (a grade less than a "C").  


Data Collection  
Anecdotal notes:  
Jared was observed working in his classroom setting and during one-on-one tutoring March 6, 2002.  In the classroom, Jared did not respond to questions in class until he was  directly asked.  He frequently looked around the room and stared off into space during lecture and when the assignment was given.  Although he was working on the assignment during class, the pace of his work was slow and at the end of the observation, little work had been done.  The teacher did not offer reminders to stay on task.  An opportunity for questions was given, but Jared asked none.  During the one-on-one tutoring Jared worked on his assignment when redirected to do so.  He was given opportunity to talk or ask questions, and he spoke up to seek clarification with the tutor when needed.


Teacher Interviews  
Through talking with Jared’s teacher, it was found that there is no penalty for handing in late assignments.  There is also no time limit as to how long an assignment can be turned in.  The following statements were made about Jared completing his work, "The students are lazy," "Jared has plenty of time in class to get his work done, "He just can’t stay on task," "His work is not quality work when he does finally hand it." The teacher also reported that Jared is sometimes absent and frequently comes in late to school.  His tardiness and absences are sometimes the result of not taking medications.


Student Interview
When asked why he hands in a majority of his assignments late, Jared responds by saying that he is "lazy."  He went on to say that the work is not too hard; he just does not feel like doing it.  Jared does not feel his medications affect his performance.


Frequency

Intensity  (100-90% = A,  89-79% = B,  78%-68% = C,  Below 68 is failing.)  

Latency