Functional Behavior Assessment

Recently, Tommy moved to a new school, has a new baby brother and has started on new medication for the medical diagnosis of childhood-onset bipolar disorder and has an educational classification of severe emotional and behavioral disorder. Tommy struggles with writing skills and is at a third-grade level in math. The Functional Behavior Assessment charted Tommy as having verbal aggression and physical class disruptions, which stopped after being removed from the classroom. The behavior happens in the morning math class 40% of the time, and this is the area he struggles with the most academically. The consequence of physical class disruption is Tommy’s removal from math class and will result in Tommy having extra math during recess/free time …show more content…
The study states as Tommy’s target behavior on page one “he has verbal outbursts and pushes classroom materials onto the floor.including yelling that he is not doing the assignment." The statement is inconsistent with the Target Behavior listed on page four when describing Behavior One, which states ”Tommy yells at the teacher that he will complete the given assignment or shut up to peers". The inconsistency in the two statements makes it hard to determine whether Tommy is refusing to do the assignment, or is he frustrated because he feels the teacher does not think he will complete the given assignment. This inconsistency makes it hard to determine what the acceptable approach should be in determining the correct preventative measures for the behavior. Therefore, I need more information and an assessment of the classroom environment during math class. The document does not make note as to whether Tommy was given the chance to talk with a counselor or whether there could be any other intervention that might assist in determining the cause of the behavior.. Did the teacher ask Tommy why he is becoming irritable, rather than scolding him, what …show more content…
Tommy being removed from the classroom because of his behavior, results in his needs not being met either academically or socially. The least restrictive environment for Tommy is the General Education classroom for most of the day, and resource room for math and writing skills as needed. However, after the general education math instruction, it will be beneficial for him to work in a quiet space, with a peer and para support or the special education teacher. This can help Tommy with social skills as well as math skills. Interventions for pushing items on the floor, Tommy will benefit from cognitive behavioral techniques which will aim at helping Tommy manage his emotions and agitation, so he can regain control of the behavior. During work hours, Tommy will benefit from a calm and supportive environment to prevent “name calling”. This might include ear plugs or headphones to block out any

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