Functional Behavioral Assessment / Support Plan

Stephanie Janzen
EDPS 674

Subject Information
Kevin is a 5-year-old child who lives with his mother, father, and younger
brother Charlie. Both of the parents work full time, the mother as a Human
Resources Manager and the father as an Air Traffic Controller, thus their schedules
are hectic. Kevin attends Kindergarten full-time while Charlie goes to day care.
Kevin also attends an after-school program until their mother is able to pick them
up. Dad works long hours and so if often not home until later in the evening.
For several months now, Kevins parents have noticed that Kevin is often
physically aggressive towards his 2-year-old brother. The aggressive acts include
pushing, pinching, hitting and biting. For instance the two boys will be in the play
area together while their mom is in the kitchen preparing dinner. As Charlie does
not know yet how to share or play collaboratively, Kevin will often get frustrated
and bite or push in retaliation. When this occurs, Charlie often screams or cries and
then runs to his mother for comfort. The aggressive outbursts are usually quite
short and last until Kevin can get a reaction out of Charlie.
Although Kevin and Charlie do get along and can play together regularly, these
outbursts do happen on a daily basis, usually after he returns from kindergarten and
after dinner. His parents usually respond by admonishing Kevin, explaining why the
behavior is unacceptable and then separating the two boys. They do not believe in
physical punishment and think that Kevin is just going through a phase. They think
that explaining why his behavior is unacceptable will eventually help Kevin to
interact with his brother in a more acceptable manner.
Information Gathering
In order to collect data, it was determined that I would come to their home in
the evenings to observe the children. I would then fill out an extended A-B-C
Assessment form in order to track the antecedents, behaviors, and consequences of
Kevins negative behaviors. I would be at their house from 5pm-8pm 3 days a week
for 2 weeks. The results are listed below.

Date/Time Setting Antecedent Behavior Consequence Effect
Mon Feb. 3
5:25
Mom is cooking
dinner, kids are
playing
Charlie grabs a
toy from Kevins
hands
Kevin grabs the
toy back and
pushes Charlie
violently
Charlie cries to
mom, mom takes
Kevin aside and
explains why his
behavior is
unacceptable, is
reprimanded
The children are
separated, Kevin
gets a time out in
the kitchen
Mon Feb. 3
7:30
Post-dinner,
parents are
cleaning up and
chatting, kids are
dismissed to play
The boys are
playing with
blocks. Charlie
knocks down a
tower
This upsets Kevin.
He yells at Charlie
and bites him on
the arm
Charlie screams.
Parents separate
them. Dad takes
Kevin aside,
sternly explains
that he cant bite,
instructs him to
get ready for bed
Kevin is led
upstairs by dad to
get pajamas on.
For an early
bedtime
Wed. Feb 5
6:03
Dad is late at
work, mom is on
the phone
Charlie asks mom
for a cookie, mom
dismisses him tell
him that she is on
the phone
Kevin walked to
where Charlie is
playing and
pushes him to the
ground
Charlie cries
while Kevin starts
to play with his
trains.
Mom gets off the
phone, takes
Kevin into the
kitchen and
makes him sit at
the table for a
time out
Fri Feb 7
6:30
Dad has just
returned from
work and has
gone to change.
Mom is on the
computer
Kevin is a bit
hyper and is
running around
while Charlie is
trying to follow
him
Kevin runs right
into Charlie who
falls backwards
and hits his head
Charlie cries and
the parents come
to investigate
Dad tells Kevin
that he has to be
careful around his
little brother and
then tell him to
site on the couch
with him to watch
the hockey game
Mon Feb 10
5:10
Mom and kids
have just gotten
home, mom
started preparing
dinner
Kevin asks if he
can help but mom
tells him to go
play silently
Kevin goes to the
playroom, takes a
car from Charlies
hands and pushes
him
Charlie cries
while Kevin plays
with the truck.
Mom comes,
admonishes Kevin
and tells him to sit
in his time-out in
the kitchen
Wed Feb. 12
7:45
Dinner is over and
mom and dad are
watching TV
while kids are
playing
Kevin asks dad if
he will play trains
with him but dad
says he is busy
Kevin goes back
to the playroom,
Charlies tries to
grab his book but
Kevin bites him
Charlie screams
and dad comes
and pulls him
away by the arm
Dad tells him he
has a 5 min time
out then to get
ready for bed
where he will
read him a story
Fri Feb. 14
6:30
Mom and kids
have just gotten
home, mom is
harried
Kevin goes to the
playroom and
starts to make a
tower out of
blocks
Charlie enters the
room and goes
straight to the
tower to knock it
over
Kevin yells at him
and pinches him
in retaliation
Mom yells and
Kevin and tells
him that he has a
5 minute time in
in the kitchen.

Triggering and Antecedent Events
In looking at the data that was collected, we can get a better idea of what
triggers or predicts the problem behavior. The first observation is that Kevin
reacts in this fashion when he seems to be annoyed with his brother, especially if he
takes on his toys or doesnt play in the manner that Kevin wants him too. Though
this is not necessarily consistent, as Kevin will also instigate the aggression without
this precedent, such as running into him as they race around the house. Another
observation is that neither of his parents are in the room with him and Charlie when
the physical behavior occurs. Their playroom is in a separate area out of site from
the main kitchen/living room space which where his parents tend to spend most of
their time. His behavior also seems to be prompted by a dismissal from his parents,
wherein Kevin then leaves the room and goes to antagonize his brother.
Maintaining Consequence Events
According to the observations, we can determine that Kevins parents
reaction to his negative behavior is fairly consistent. As soon as they hear Charlie
cry or he runs to them in tears, they first comfort Charlie but then put their full
attention on Kevin. They sternly reprimand him for his behavior and then either
make him have a time-out in the designated spot, or they do something else such as
make him get ready for bed, depending on the severity of his actions. Therefore,
two things can be concluded: Kevins actions result in him being separated from his
brother, and he is given the full attention of his parents.
Setting Events
One setting event that can be identified is when Kevin goes out of his way to
offer his help to his mom or initiates play time with her, but is rebuffed. For
instance, it did occur during my observation that Kevin offered to help prepare
dinner, but instead of taking him up on that offer and giving him a simple task, his
mom instead told him to go play until dinner was ready. After that incident, Kevin
went directly to Charlie and took his frustration out on him. Thus a setting event
that is applicable to this scenario is when Kevin is denied the opportunity to interact
or help him mom.
After discussion with his mother, it was determined that another setting
event when Kevin has a bad day at kindergarten. For instance, if he has a fight with
friends, or has a negative interaction with his teacher, he tends to come home in a
bad mood and then takes it out on his brother.
Summary Statement
Our summary statement then as deduced from out functional behavior
assessment is that Kevin typically spends his weekdays without spending a
significant amount of time interacting with his parents. When he does try to initiate
an interaction, he is often dismissed. Thus in order to get the attention of his
parents, he engages in negative behavior towards his little brother which includes
pushing, biting, pinching etc. He also does this when he is annoyed by the actions of
his brother. This causes his brother to get upset which then draws the attention of
his parents. Kevin is then taken aside and told that his behavior is inappropriate
and then is punished in a manner that involves only more interaction with his
parents (such as a time-out in their presence or beginning the bedtime routine).
This usually occurs after he returns from school, before or shortly after dinner.
Thus, the primary function of Kevins negative behavior is to gain the attention of his
parents.
Antecedent Minimal quality time or denial of time spent with parents, annoyed by
brother
Problem Behavior Biting, pushing, pinching his younger brother
Consequence Taken aside by parent, given a time out in the kitchen, or sent to
bed
Setting event Denied opportunity to interact/help, bad day at school.
Function of behavior gain the attention of the parent (negative) quality
interaction / maintain access to toys

Competing Pathways Chart











Maintaining
Consequences

Attention
negative



Setting Event

Returning home
from school


Function
Gain Attention

Triggering
Antecedent

Told to play
with brother,
annoyed with
brother
Alternate
Behavior

Helps mom,
play separately

Maintaining
Consequences

Attention -
positive

Problem
Behavior

Physical
aggression

Desired
Behavior

Plays
collaboratively

Behavior Intervention Plan
Replacement Behavior
When Kevin acts out by biting, pinching or pushing, he is reacting to his
brother as well as gaining the negative attention from his parents. The replacement
behavior that will be implemented will focus on Kevins desire to have quality
interactions with his parents during the workweek as well as playing indepently.
Rather than immediately go play upon returning from school, Kevin will have the
opportunity to choose from a pre-determined list of tasks that are appropriate for
his age and abilities. These tasks can range from setting the table to helping prepare
dinner. This will not only allow him to spend additional quality time with his mom,
but will also help him feel valuable and appreciated. Mom should be sure to find
small tasks that Kevin can complete on a daily basis for the purpose of implementing
this intervention plan.
Another replacement behavior is giving Kevin the option of playing
independently by doing activities or playing spaces that might exclude his brother.
For instance he might color in his coloring book at the kitchen table, or play in his
room rather than play in the toy room with Charlie. By doing this, Kevin will
understand that Charlie does not know yet how to play cooperatively, and that by
avoiding those situations, he will also avoid the temptation to react negatively
towards him. This option should only be given when Kevin is obviously in a bad
mood and when his physical aggression seems more likely, as our intention is not to
separate them indefinitely.

Rewards
One reinforcing consequence that will be implemented is a reward system.
Kevin will be told that he must refrain from biting, pushing, and pinching his brother
when they return home from school and after dinner. If Kevin does this
successfully, then Kevin will be rewarded with partaking with an activity with his
parents after dinner. This can include playing together, reading a book, doing a craft
etc. This activity should occur for 30 minutes minimum with either his mom or dad,
but with both preferably. This activity should also preferably be without Charlie
interfering. This will give the mom the time to make dinner while also ensuring that
Kevins is allocated some time everyday for quality interaction.
Setting Event
In order to minimize the effects of the setting event, I would suggest several
strategies. The first, is that when Kevin offers to help him mom upon returning
home, instead of rebuffing him, she could instead give him a simple task to complete
such as counting out forks and spoons for dinner, putting napkins on the table, or
helping to measure ingredients. Although this may be more time consuming for
mom, such involvement might be significant for Kevin, as it would make him feel
helpful and appreciated.
As Kevin also tends to act out after having a bad day at school, a strategy to
minimize the effects of this would be to have mom ask him about his day. If he
relates that he had a bad day, it would be a good idea for her to spend some time
talking to him about it. This will hopefully improve his mood, as it will release some
of his anxiety and anger before he plays with his little brother. Talking about
problems can often have a soothing effect and can also help rationalize and
understand problems, even for young children.
Teaching Strategies
While these strategies should be effective in decreasing problem behavior, it
is expected that there may still be instance of Kevin acting aggressively towards his
brother. His parents typical response is to explain to Kevin that this behavior is not
acceptable and then issue some sort of punishment such as a time-out or early
bedtime. Although consistent punishment is important, teaching Kevin what
appropriate replacement behaviors are is also imperative. For example, rather than
simply tell Kevin that his aggression towards Charlie is unacceptable, they need to
demonstrate that behavior to Kevin and then have him practice it. For example,
when Kevin pinches Charlie because Charlie took a toy from his hands, Kevins
parents model the better alternative behavior by looking at Charlie and saying
something along the lines of Charlie I was playing with that. Why dont you play
with this toy instead?" In this way, Kevin not only learns that his behavior is
inappropriate but also see what an alternative behavior looks like.
Reinforcing Appropriate Behavior
When Kevins parents witness Kevin and Charlie playing together peacefully
without exhibiting any of the negative behaviors, his parents should reinforce this
by promising an award. For example, they could create a chart where he is awarded
for good behavior both before dinner and after dinner. If they can go all week
without receiving an X, then mom and dad can award them with perhaps a special
bonding activity, such as bowling or ice skating etc. It is important to have the
reward be a family bonding activity, as we have deduced that much of Kevins
problem behavior stems from his desire to get attention from his parents and spend
time with them. Thus we can assume that he will be motivated to act appropriately
as the reward is not only time with his parents, but the opportunity to do something
fun with them outside of the house.
Rewards Chart
Monday Tuesday Wednesday Thursday Friday
Before
dinner

After dinner




Consequence Strategies
A consequence strategy that the parents should use is to place Kevin in a
time-out, yet unlike their previous strategy, they should unsure that the location of
the time out is away from them and Charlie. For instance it could be in another
room where he cant see what is going on, or even in his bedroom. Their strategy
before wasnt necessarily effective because the location of the time-out was still
within their vicinity, which is what he desired. Rather, they should put him in the
new time-out location without drawing any extra attention on him. If he cries or
yells from this spot, they should ignore his protests completely. In this way, he will
learn that his aggression will only result in isolation, rather than attention.


Evaluation Procedures
Before Kevin goes to bed, a sticker should be placed on his rewards chart that
accurately reflects his behavior that day. This can be done with either the mom or
the dad. In this way, the chart will be used to track his behavior and evaluate his
progress. After the first two weeks that the behavior plan is implemented, Kevins
parents will evaluate his progress. If more than 50% of the stickers are Xs, then the
strategies and implementation plan will need to be re-evaluated and altered as
needed. The plan should be assessed again at the end of one month.

Setting Event
Strategies
Antecedent
Strategies
Behavior Teaching
Strategies
Consequence
Strategies
Plan tasks that
Kevin can do before
dinner

Discuss the school
day and any issues
that might have
arisen
Have Kevin help
with dinner
preparation

Have Kevin play
separately from
Charlie
Demonstrate an
appropriate response
by modeling
behavior

Track appropriate
behavior with
rewards chart
Reward positive
daily behavior with
quality time with
parents after dinner
Reward weekly
good behavior with
family outing

Punish negative
behavior with
isolated time-outs

Tasks Person
Responsible
By When Review Date Evaluation
Decision
Create and
come up with
ideas for ways
to spend time
with Charlie
every day
before and after
dinner

Both Parents Mar 1 / 2014 Mar. 8/ 2014 Mar. 24/2014
Implement
Token economy
system positive
behavior
Both Parents Mar. 1/ 2014 Mar. 8/ 2014 Mar. 24/2014
Find new
location for
time-out spot
Both Parents Mar. 1/ 2014 Mar. 5/ 2014 Mar. 24/2014
Make a list of
fun family
activities and
make time for
them
Family Mar. 1/2014 Mar. 8/2014 Mar. 24/2014

Summary
The strategies described in this behavior plan should be effective in reducing
or eliminating his physical aggression towards his brother, as it maintains the
desired consequence of gaining parental attention. Rather than acting out in such
an inappropriate manner, Kevin will have the opportunity to spend quality time
with his parents on a daily basis, either at the request of his mother before dinner,
or through the planned and expected activities with either parent after dinner. With
the expectation of such interactions, Kevin should no longer need to seek out their
attention in other ways. Kevin should also be taught more appropriate ways to
communicate with his brother using the modeling strategies listed above.
Consequently, Kevin should be aware of and know how to implement better
communication strategies, and should no longer feel that his parents attention can
only be gained through such negative behaviors.