Functional Behavioural Assessment

University of Calgary
Amanda Medland

Functional Behavior Assessment

Date: 02/22/15
Name: Clara Mortlock
Age: 5:
Grade: Kindergarten
Mother: Liz Mortlock
Definition of Target Behaviors:
Aggression: making forceful contact with another person in the form of hitting, pushing, kicking
or by throwing objects.
Assessment Methods Used:
Evaluator and/or staff collected data using Antecedent Behavior Consequence (ABC) data sheets
and the Questions About Behavioral Function (QABF). Other methods include behavioral
observations by evaluator and information provided by the student and family during interviews.
Historical analysis:
Clara is a 5-year-old girl who recently started Kindergarten at her local elementary school. Mrs.
Mortlock identified that Clara historically was quick to tantrum but until her enrollment in
Kindergarten had not shown much aggression towards others. Claras teacher has reported to
Mrs. Mortlock that she does have difficulty sharing with others, but is not the worst behaved in
the class. Mrs. Mortlock stated that she had witnessed other children in Claras class that
seemed to have behaviour problems and she wondered if Clara had learned to be aggressive
because of the other children in her class.
Summary of information provided by various interviews and report/record reviews:
Unstructured Parent Interview
The parent information was obtained from a semi-structured interview with Mrs. Mortlock. All
information related to Claras education was relayed by Mrs. Mortlock, as teachers were not
available for interviewing.
Health
Clara struggles with her sleep patterns, and it is common for her to be awake during the
night. Mrs. Mortlock estimates Clara typically gets between 5-6 hours of sleep a night. Clara
recently started to receive Melatonin at night to help with sleeping and it is believed that this has
increased her sleep hours to 6-7 per night. Clara has a hearty appetite, will eat a variety of
healthy foods, and yet remains slightly underweight for her size. Overall Clara is generally
healthy, experiencing only the typical cold or flu when it circulates through her school or home.

Educational/School
Clara started Kindergarten in September 2014. Until this point Clara spent 2-3 days a
week at a family friends small daycare, and the other 2-3 weekdays in Mrs. Mortlocks care.
Once in Kindergarten, Clara now spends her mornings at school and her afternoons with Mrs.
Mortlock. Clara has the ability to speak in full sentences when she is happy and focused. She
frequently will ask others questions such as how are you? or what are you doing? and wait
for the response. There are days when talking with Clara that she will respond, and other times
where she needs more prompting to do so. On days when Clara seems tired, it is much more
difficult to have a coherent conversation than those during which she seems rested.
She has begun to recognize several letters of the alphabet (those in her name), but
struggles with most letters. She enjoys being read to and likes to try to tell stories from looking at
the pictures. Clara is happy to show the skills she is learning to her family, and shows pride when
she learns something new. When engaged in schoolwork, she always works hard and if she is
frustrated she will ask for help.
Behaviourally, reports from school indicate minor concerns with her behaviour. They
claim she may occasionally hit another child if they take her toy, but she is able to say No
give me my toy! to other children to communicate her needs. When Clara has a difficult day
resulting in aggression, her teacher will either make a phone call at the end of the day or send a
letter home to let Claras parents know about the instance.
Social Emotional
There are days where Clara is very social, saying hello to her peers, and other days where
she seems less focused on what is going on around her. Clara has little awareness of social
appropriateness, and will invade others space or property without permission. Clara tends to
hang out with younger children when around her home, where she organizes the games and likes
to be the leader. At school, Clara has friends, but finds it difficult to be part of a team and gets
easily frustrated when things are not done her way.
Clara has limited awareness of safety in the community, and if lost would not know to
find her way home or who would be safe to ask for help. Clara is impulsive and may change her
mind frequently. This may result in Clara focusing on what is currently on her mind as opposed
to the plan that was discussed beforehand. Mrs. Mortlock questions whether Clara has
recognition of the consequences to her impulsive behaviour.
Previous Behavior Interventions:
Within Claras classroom, the teacher has implemented a token economy during table
time activities (reading, writing, math). The students are rewarded with stickers when they are
working quietly on their assignments and once 5 stickers are earned the students gain access to
the computer for 10 minutes. Clara reports she likes the stickers and has earned computer time
often.
Student Functional Assessment Interview
Clara was given a short interview at her home, and was encouraged to talk with the
interviewer. Mrs. Mortlock had told Clara previously that if she tried her hardest to answer the

questions that they would go for ice cream afterwards. During the interview Clara fidgeted but
was happy to answer the questions, and was motivated by the ice cream reward.
Clara was questioned about how she liked school. She was able to talk about her the
games she played at school, her friends, and that she liked her teacher. When questioned about
whether she got along with all of the children she stated that some kids are mean and they
take my toys and make me mad. In regards to her home life, she stated that she has the most
fun playing with her dolls and colouring, although she also likes to play games on the iPad. Clara
had little insight into her aggression but was able to say that she got mad and hit Mom
several times. She was not able to reflect back to when this happened or describe why she had
resulted to aggression. Mrs. Mortlock commented that they had not talked to her about it except
to say that they did not hit others.
Parent Functional Assessment Interview
Setting Events/Environment
Clara is most likely to engage in the aggressive behaviour when she has not slept well the
night before or when she has been asked to wait. Clara is less likely to engage in the aggressive
behaviour when she has one on one attention and when engaged in her preferred activities with
an adult. Clara is given many choices throughout the day with her family and her Mom states
probably too many choices as they tend to cater to her desires and sudden changes in activities.
Exploring Antecedents
Immediately before the aggressive behaviour Clara is typically denied a request or is
asked to wait to get what she wants. During this time, Clara will switch from a happy to a
whining tone, and then will progress into anger when she is not able to get her way. Most
instances of aggression outside of school occur with children older than Clara, or with her
parents. Transitions between activities appear to increase the likelihood that the aggressive
behaviour occurs, particularly if Clara enjoys the activity that is to be ended.
Exploring Behaviour of Concern
When Clara does not get her way, she will begin to whine and plead with the other person
to give her what she wants (e.g. a toy, more time playing etc.). This will progress into hitting,
kicking, grabbing or throwing objects with a raised voice. It is estimated that this behaviour
occurs 4-5 times a week, and will last for 5-10 minutes. Claras mom states that the severity of
the behaviour is small, as only occasionally does her aggression result in injury, but that their
concerns lie with her interactions with other children as a result of her aggression.
Exploring Consequences
When Clara engages in the behaviour, her Mrs. Mortlock typically tells her dont hit! or
stop hitting. If Clara calms down then Mrs. Mortlock will sit and spend one on one time with
Clara, and may give her a choice of their activity. If Clara does not stop, Mrs. Mortlock will give
a time out, which is administered on the family stairs, in her bedroom or in an area away from
the social outing they are attending. Mrs. Mortlock admits that her husband does not have as
many instances of aggression, but she believes that he may allow Clara to have her way more
frequently. When Clara was younger, Mrs. Mortlock explained their schedule was more flexible

where as now that Clara is school aged, she feels that she expects Clara to adapt and adhere to
schedules without complaint.
AntecedentBehaviorConsequence(ABC)Data:
ABCDataSheetwasgiventoMr&Mrs.Mortlock,torecordeachtimethebehaviouroccurred
overaperiodof2weeks.SeeAppendixAforfullrecordofABCdatarecording.

Questions About Behavioural Function:

Mrs. And Mr. Mortlock separately completed the FABQ to highlight in which context the
behaviour is occurring and identify potential functions for the aggressive behaviour. See
Appendix B.
Questions About Behavioral Function Results
Condition
Score out of maximum 15 points
Attention (attention, reprimand, draw attention,
Mom 3
reaction, come see)
Dad 2
Escape (escape, do something, not do something,
Mom 8
alone, leave alone)
Dad 10
Non-Social (self-stim, thinks alone, nothing to do,
Mom 0
repetitive, enjoy by self)
Dad 0
Physical (in pain, when ill, physical problem,
Mom 4
uncomfortable, not feeling well)
Dad 2
Tangible (access to items, takes away, you have,
Mom 13
peer has, give me that)
Dad - 14

Functional Behavioural Assessment Observation

The examiner conducted 5 observations across the home and community setting, during which
time ABC data was recorded on all instances of aggression witnessed.
Date &
Time
2/14
@ 09:30

Adult

Antecedent

Behaviour

Consequence

Mom

Mom asked Clara to

pick up her colouring
because they had to
leave to go grocery
shopping.

Clara whined
and tried to
keep colouring.

Mom hold her

to clean up,
and started to
count
backwards from
5
Mom told her
we dont hit!
and sent her to
her room.

Clara screamed
and ran at Mom
swinging her
hands.
2/15
@ 13:00

Mom

2/17
@ 17:45

Dad

2/18
@ 19:30

Mom

2/21
@ 14:00

Dad

Clara was playing

with the neighbours
kid (4 years old)
Clara was playing
with her dolls in the
living room. Dad
started to pick up her
dolls and asked her to
help put her dolls
away
Clara was playing a
game on the iPad.
Mom told her to get
ready for bed

Clara and Dad were at

the park and Dad told
her its time to go
home.

Possible
Function

Clara pushed
him over and
took his toy.
Clara whined,
then hit Dad
with the doll.

He cried and
ran away.

Escape from
demands/Gai
n tangible
(keep
colouring)
Gain tangible
(toy)

Dad told her

she needed a
few minutes,
and left her in
the living room.

Escape from
demands/Gai
n tangible
(keep
playing)

Clara said
please Mom,
just a little
longer

Mom told her

there it was
time for bed,
she could play
in the morning.
I took the iPad
and she got
ready for bed.

Gain tangible
(access to
iPad)/escape
from demand

Dad gave her 5

more minutes
before they left.
Clara left the
park with minor
whining.

Gain tangible
(access to
park longer)

She threw the

iPad on the
floor and
yelled.
Clara started
yelling that she
didnt want to
go home and
that it wasnt
fair.

Combination of Evaluator and Parent ABC Data

Immediate Antecedent (A)
Asked to Stop Activity
Denied Request
Loss of Control
Immediate Consequence (C)
Attention (scolded, told to stop)
Given Time Out/Consequence
Given item/More time with
activity
Talked out the problem

Totals
9
3
2

%
64%
22%
14%

4 27%
3 20%
6 40%
2 13%

Analysis of Function of Behaviour

Clara engages in aggression primarily to gain a tangible (e.g. a new item, to continue a
preferred activity). Her attempts to gain access start by raising her voice, or using a whining
tone. When this does not work to gain her access, she escalates to physical aggression or
throwing objects as a means to gain the tangible. Intermittently, this behaviour has been
successful in gaining her access, reinforcing her further use when other techniques are not
effective. As frequently the behaviour is preceded by a demand to finish her activity and more on
to a less desirable activity, a secondary function of escape from demands is present. When
allowed to engage in the preferred activity she experiences temporary escape, reinforcing her
aggressive behaviour to meet her needs.
Behavior Intervention Recommendations and Strategies
Antecedent procedures:
Positive reinforcement is used after a desired behaviour to increase the likelihood of the
behaviour occurring in the future. Give Clara praise after she is able to transition from
activities without aggression or arguing. Praise attempts she makes to use her words instead of
hitting, pushing or throwing. Try to be as specific as possible when providing praise,
commenting on the action that was done correctly (e.g. Thanks for cleaning up so quickly or
I like when you use your words.)
2.
Given transition warning when preferred activities are about to end. Let her know how
long she has left to play, what activity is happening next, and if possible when she can return to
her play another time. Provide a visual or concrete timer to indicate the amount of time left
before the preferred activity is finished.
3.
Allow Clara opportunities for choice, while parents remain in control of the overall
schedule. For example, giving her a choice between 3 or 5 minutes before ending an activity,
but ensuring that after her choice of time that the activity is ended and she is not allowed to
prolong the end time.
1.

4.

Use positive wording when commenting on her behaviour. For example if she starts to
escalate, state remember, use your words instead of no whining.
5.
Use a social story to teach Clara how she should act when she is frustrated. The social
story will be personalized, written in first person and include pictures of familiar things that
Clara experiences through her life. This story is to be read and discussed when Clara is calm,
and allow her to practice the skills when she is relaxed.
6.
Rehearse with Clara what is expected of her throughout the day. Using a visual reminder
card may be helpful (see below), which coincides with the social story. Talk with Clara about
her rules, and have her follow along and repeat (e.g. use my words, hands down, listen, and
take a breathe).
Skill Acquisition:
7.

Clara will benefit from learning and practicing calming and relaxation strategies to utilize
when frustrated. Teaching her deep breathing exercises can be made easier for children by
using visualizations such as pretending to smell a flower and blow bubbles. Reading the social
story and using the reminder cards can be an effective way to prompt Clara to engage in these
when she is starting to become frustrated.
8.
Practice the art of sharing preferred items, first with parents, then older children, and
lastly younger children. Discuss the ways Clara can respond when a parent or child is making
her frustrated and brainstorm what she can do when the other person is not listening to her
words.
9.
If Clara still shows struggles with emotional regulation, she may benefit from a structured
emotion regulation program such as the Zones of Regulation or A 5 Will Make Me Lose
Control.
Reinforcement:
10.

In addition to praising Clara when she can use her words instead of aggression to get her
needs met, reinforce any attempts to talk out her problems by allowing her to engage in a short
amount of time. For example, if Clara can say can I please have a few more minutes before
bed allow this to happen. A parental response could be thanks for asking nicely, yes you can
have 5 more minutes, but then it is time for bed.
11.
A secondary reinforcement system may be employed similar to the token economy that
Clara works towards at school. Reinforce Clara for overall good behaviour in the house, as
well as for reports of good behaviour from school. Examples of good behaviour could be:
when she uses her words, when she helps a friend, when she shares with other children, when
she does a nice deed, when she cleans up with only being asked one time, etc. Other token
options besides stickers could be placing plastic jewels in a jar until it reaches a line or using a
punch card with pictures of her favourite characters. Once Clara achieves the predetermined
level of small reinforcers, allow her access to a larger, predetermined reinforcer.
Consequence:
12.

When Clara engaged in the aggressive behaviour as a result of the tangible function, it is
important that she not be able to gain access to the item/activity she desires. When Clara gains

access to these tangibles, it reinforces her aggression and encourages her to use this behaviour
in the future. Only when the aggressive behaviour fails to meet her function will she reduce or
eliminate this behaviour as an effective way to get what she is looking for.
13.
When Clara is denied her request and aggression fails to meet her needs, she may exhibit
an extinction burst. During this extinction burst, it is typical for a child to increase the
maladaptive behaviour to try to gain what she desires. This may mean that she will engage
more frequently or more intensely in the aggression in order to gain her tangible, hoping that
this new level of behaviour will be more effective in meeting her needs. While the extinction
burst is occurring, the family must not provide her with the tangible that she is aiming for. If at
any point when aggressing the parent gives her the item, it will create a new baseline of
behaviour, and making extinction of the aggressive behaviour more difficult.
14.
When Clara engages in the aggressive behaviour in any form, provide a reminder of how
she should approach her problem (i.e. use your words, show her the reminder card). If possible,
allow her time to use her skills. If she continues to aggress, a verbal direction of Hands
Down may be effective. If Clara continues to aggress, tell her you need to calm and take her
to a place where she can do this without access to tangibles (stairs were previously used).
Given her time to calm in a safe place, returning when she has shown to be calm for 1 or 2
minutes.
15.
When Clara has calmed, debrief with her about why she was upset and rehearse how she
could use her words to communicate her wants and needs. If needed, reread the social story on
how she can control her emotions and what to do when she is upset.
Evaluation Procedures:
Anecdotal parent records will identify changes in behaviour as well as A-B-C data collection
sheets.
Materials needed for program implementation:
The family will need a reminder card of rules, a social story, and ABC data collection sheets.

Frida
y
1/30
17:3
0

NAME
STAFF

TIME
DATE &

Incident

Appendix A: ABC Behaviour Chart

LM

Setting
Event

Antecedent

Behaviour

What happened
IMMEDIATELY
before?
Child was told
that they couldnt
have/do something

Child said
No, I dont
want to

Child
was tired

Child was not

engaged in an
activity

Child hit,
kicked, threw
object, pushed

Child is
injured

Child was
watching TV

Child walked

Child
is
hungry

Child asked for

something and was
told no or later

Child yelled or
screamed

What
could be
affecting

Child is
sick/
appeared
ill

Other __Clean
up its time for
dinner____

What was the

person doing?

away

Consequence

Function

What happened after

the behaviour?

If you were the

person, what
message could
you
be trying to

Get
Attention

Child was given

what they asked for
Something was
taken away from the
Child (e.g., a
privilege)
Child was
scolded (e.g., said
Dont do that!,
raised voice, or
yelled)
Child was sent to
their room/another
area to calm down

Escape/Avoid
Something
Get
Something
they wanted
Sensory
Other:

 Other
_________________

2 Sun

LM

2/1
9:00

Child is
sick/
appeared
ill

Child was told

that they couldnt
have/do something

Child said
No, I dont
want to

Child
was tired

Child was not

engaged in an
activity

Child hit,
kicked, threw
object, pushed

Child is
injured

Child was
watching TV

Child walked

Child is
hungry

Child asked for

something and was
told no or later

Child yelled or
screamed

away

Child was given

what they asked for

Get
Attention

Something was
taken away from the
Child (e.g., a
privilege)

Escape/Avoid
Something

Child was
scolded (e.g., said
Dont do that!,
raised voice, or
yelled)
Child was sent to
their room/another
area to calm down

Other ___Stop
playing and get
dressed ___

Get
Something
they wanted
Sensory
Other: to
keep playing

Other
_________________

3 Mon
2/2
14:0
0

LM

Child is
sick/
appeared
ill

Child was told

that they couldnt
have/do something

Child
was tired

Child was not

engaged in an
activity

Child is
injured

Child was
watching TV

Child is
hungry

Child asked for

something and was
told no or later
Other ___playing with
other child who
tried to make
the rules__

Child said No,

I dont want to

Child was given

what they asked for

Get
Attention

Child hit,
kicked, threw
object, pushed

Something was
taken away from the
Child (e.g., a
privilege)

Escape/Avoid
Something

Child walked

away
Child yelled or
screamed

Child was scolded

(e.g., said Dont do
that!, raised voice,
or yelled)
Child was sent to
their room/another
area to calm down
Other
_________________

Get
Something
they wanted
Sensory
Other:

4 Wed
2/4

JM

19:3
0

Child is
sick/
appeared
ill

Child was told

that they
couldnt have/do
something

Child
was
tired

Child was not

engaged in an
activity

Child is
injured

Child was
watching TV

Child is
hungry

Child asked for

something and was
told no or later

Child said
No, I dont
want to

Child was given

what they asked
for

Child hit,
kicked, threw
object, pushed

Something was
taken away from the
Child (e.g., a
privilege)

Child walked

away
Child yelled or
screamed

Child was scolded

(e.g., said Dont do
that!, raised voice,
or yelled)

Get
Attention

Escape/Avoid
Something
Get
Something
they wanted
Sensory
Other:

Child was sent to

their room/another
area to calm down

Other ________________

Other _allowed
to keep watching
TV for 10 minutes

5 Thur
s 2/5
15:3
0

LM

Child is
sick/
appeared
ill

Child was told

that they couldnt
have/do something

Child said
No, I dont
want to

Child
was tired

Child was not

engaged in an
activity

Child hit,
kicked, threw
object, pushed

Child is
injured

Child was
watching TV

Child walked

Child is
hungry

Child asked for

something and was
told no or later

Child yelled or
screamed

Other ___Finish
playing with
friend___

away

Child was given

what they asked for

Get
Attention

Something was
taken away from the
Child (e.g., a
privilege)

Escape/Avoid
Something

Child was scolded

(e.g., said Dont do
that!, raised voice,
or yelled)
Child was sent to
their room/another
area to calm down
Other
__Explained they
would play another

Get
Something
they wanted
Sensory
Other:

day__

6 Fri

JM

2/6
20:0
0

Child is
sick/
appeared
ill

Child was told

that they couldnt
have/do something

Child said
No, I dont
want to

Child
was tired

Child was not

engaged in an
activity

Child hit,
kicked, threw
object, pushed

Child is
injured

Child was
watching TV

Child walked

Child is
hungry

Child asked
for something
and was told
no or later

Child yelled or
screamed

away

Other ________________

7 Sun
2/8

LM/
JM

13:0
0

Child is
sick/
appeared
ill

Child was told

that they
couldnt have/do
something

Child
was tired

Child was not

engaged in an
activity

Child is
injured
Child is
hungry

Child was
watching TV
Child asked for
something and was
told no or later

07:3
0

LM

Child is
sick/
appeared
ill

Child was told

that they couldnt
have/do something

Child
was tired

Child was not

engaged in an
activity

Child is
injured

Child was
watching TV

Child is
hungry

Child asked
for something

Get
Attention

Something was
taken away from the
Child (e.g., a
privilege)

Escape/Avoid
Something

Child was scolded

(e.g., said Dont do
that!, raised voice,
or yelled)
Child was sent to
their room/another
area to calm down

Get
Something
they wanted
Sensory
Other:

Other _Allowed
to stay up 5
minutes then sent
to bed
Child said No,
I dont want to
Child hit,
kicked, threw
object, pushed
Child walked

away
Child yelled or
screamed

Child was given

what they asked
for
Something was
taken away from the
Child (e.g., a
privilege)
Child was scolded
(e.g., said Dont do
that!, raised voice,
or yelled)

Get
Attention

Escape/Avoid
Something
Get
Something
they wanted
Sensory
Other:

Child was sent to

their room/another
area to calm down

Other

8 Tues
2/10

Child was given

what they asked for

Child said No,

I dont want to

Child was given

what they asked for

Get
Attention

Child hit,
kicked, threw
object, pushed

Something was
taken away from the
Child (e.g., a
privilege)

Escape/Avoid
Something

Child walked

away
Child yelled or
screamed

Child was scolded

(e.g., said Dont do
that!, raised voice,
or yelled)

Get
Something
they wanted
Sensory

Child was sent to

their room/another
area to calm down

and was told

no or later
Other ________________

9 Thur
sday
2/12
18:0
0

JM

Child is
sick/
appeared
ill

Other
_________________

Child was told

that they couldnt
have/do something

Child said
No, I dont
want to

Child
was tired

Child was not

engaged in an
activity

Child hit,
kicked, threw
object, pushed

Child is
injured

Child was
watching TV

Child walked

Child is
hungry

Child asked for

something and was
told no or later

Child yelled or
screamed

Other _told to
clean up for
dinner__

Other:

away

Child was given

what they asked for

Get
Attention

Something was
taken away from the
Child (e.g., a
privilege)

Escape/Avoid
Something

Child was
scolded (e.g., said
Dont do that!,
raised voice, or
yelled)
Child was sent to
their room/another
area to calm down
Other
_________________

Get
Something
they wanted
(keep
colouring)
Sensory
Other:

Appendix B: QABF Forms