Running Head: FUNCTIONAL BEHAVIOR ASSESSMENT 1

Functional Behavior Assessment

Yadira Adame-Lopez

Brandman University: EDUU-675

June 20, 2020

FUNCTIONAL BEHAVIOR ASSESSMENT 2

FBA Interview Form

In the video “The Most Annoying Autistic Behavior” from Jason Love YouTube channel,

the father of the child talks about his four-year old son that has been diagnosed with Autism. In

this video the father explains that the hardest part of child’s autism is his obsession with items.

The child develops an obsession with items, food, and places. For example Everett (child with

autism) becomes obsessed with an apple, he will carry the apple around even sleep with it and

refuse to give it away. If he takes a bite to the apple he looses interest and requests a new one. If

parents take it away he will cry for a long period of time. Another behavior that the child exhibits

is repetitive movements. He can spend 15 minutes to 1 hour going up and down stairs or walking

on top of park tables. He refuses to participate in other activities that are offered to him. Everett

also has difficulty with transitioning from a preferred activity to another and has a tantrum if he

is removed from is preferred place or activity, that is he refuses to move and starts crying loudly.

The most challenging behaviors happen outdoors when the family goes to the park or some other

family outing. The behavior is challenging to the family because they sometimes have to stop

from going to certain places because they do not want to struggle with the child’s behavior on a

daily basis. One example is that the family wanted to go to the swimming pool at the YMCA at

least once a week. The child became obsessed with the pool and wanted to go everyday, which

was not possible for the family so they decided to not go at all.

The father of the child with autism was very open in explaining the difficulties that the

family goes through. He explains in detail the characteristics of Everett’s autism. The father is

very involved in the child’s life and he has knowledge on how to support the child at home.

Based on the information from the video it is safe to conclude that the behaviors that the child
Running Head: FUNCTIONAL BEHAVIOR ASSESSMENT 3

exhibits are a result of the characteristics of ASD. The Functional Behavioral Assessment will

focus on the restrictive, repetitive behaviors, interests, and activities.

FUNCTIONAL BEHAVIOR ASSESSMENT 4

Family is eating
A-B-C
snack at picnic table Observation Form
Student: Everett   
Mom   takes
                Date:06/18/2020                           
little
Class/ Teacher:           
sister on   the    swings Observer: Mrs. Adame-Lopez

Instructional Activity:
Dad ask Recreational
Everett time                    Other Relevant Information: Student is at
* who is Pumpkin the park with parents and little sister
(sister)
Time Antecedent EveEcere
Behavior Consequences
Everett is eating
5:00 pm goldfish cookies

Everett fish his

5:10 Dad ask E if he cookies
wants to go on the
5:15 swings E climbs on picnic Dad tells him if he
table and starts wants to go on
walking on tables the slide
following the same
E falls from table path (There are 6
tables forming a
square)
Climbs back on
5:30 table E continues to walk Dad ask him if he
on table and starts is jumping over
E goes home with humming to himself lava
family he does not respond
to dad

E is crying because he Dad comforts E

5:35
fell down with a hug

5:38 Continues to walk on

table

5:45
Running Head: FUNCTIONAL BEHAVIOR ASSESSMENT 5

Functional Assessment Matrix 

Functions of Behavior
Obtain Avoid 

Attention  Parent Interview summary: Everett does not pla

with peers at school.
 Direct observation: Everett spends all the time
himself, going up and down stairs.
 It appears that Everett prefers avoids peer
interaction.

Tangibles  Direct observation: Everett has a meltdown

or (crying loudly) when dad removes him from
the stairs.
Activities

Sensory  Parent interview summary: Everett chooses

Conditions to go up and down stairs than riding train at
the zoo, looking at animals, or play on the
playground with peers.
 Direct observation: Everett was calm while
going up and down the stair. It was an
activity that he chooses to do.
 It seems that the Everett gets over stimulated
with all the noise that is going on at the zoo
and going up and down the stairs is a
behavior that calms him down.
FUNCTIONAL BEHAVIOR ASSESSMENT 6

Duration Recording Form

Student: Everett Date: 06/18/2020

Class/ Teacher: Observer: Mrs. Adame-Lopez

Behavior: climbing over and walking on park tables and seat

Time Start Time End Duration

Ex.: 1: 13 pm 1: 17 pm 4 minutes

5:00 6:00 60 minutes

TOTAL
60 Minutes
66% of the time

Additional comments: Observed for a total of 90 minutes, from 5:00-6:30 pm

Nte: Duration is the length of time that the student engages in the behavior.

FBA Summary
Running Head: FUNCTIONAL BEHAVIOR ASSESSMENT 7

After completing the functional behavior assessment (FBA) for Everett a 4-½ years old

child with ASD, I can clearly understand the importance of conducting an FBA. Whenever there

is a behavior there is a reason for it and the FBA can help to identify why the child is behaving in

a certain way. Interviewing the child’s parents and classroom teacher is important in obtaining

background information about the behavior and antecedent, it also provides information as to the

time and place on which the behavior occurs. The parent of the child was willing to share and

talk about the child’s behavior. That made it easy to obtain information that help in completing

the FBA.

Completing FBA was difficult, what really helped me was completing the IRIS module

on functional behavior assessment. There were examples on how to complete a FBA, and it

provided exercises to practice. The AFIRM module provided great resources in understanding

what FBA is and how to complete one for students. AFIRM module was somewhat different that

the IRIS module but the concept was the same. In the future when I start working as a special

education teacher FBA is going to be a strategy that I will surely use in identifying student’s

behavior. Knowing what is behind the student’s behavior will help me to find a replacement

behavior for the student.

FUNCTIONAL BEHAVIOR ASSESSMENT 8

The National Prof essional Development Center on ASD

Awards thisa
Certifict e of Co mp l et i on to

Yadira Adame-Lopez
For completing the AFIRM Module

Fu n c t io n a l Be h a vio r As s e s s m e n t
May 20, 2020

Tim e t o c o m p le t e : 2 hours