ABC Observation Form

Student Name: Daniel		Observation Date: 7/9/07
Observer: Jennifer		Time: 8:00 – 8:50
Activity: Multiplication with manipulatives		Class Period: Math
ANTECEDENT	BEHAVIOR		CONSEQUENCE
The teacher did several examples of using mainpulatives to solve a multiplication problem. She gave each child manipulatives and told them to find the answer.	Daniel didn’t even attempt to do the problem and yelled “I need help!”		The teacher helped Daniel figure out how to do the problem.
The teacher gave the class another multiplication problem to solve.	Daniel yelled “I need help!” again		The teacher went to help Daniel again but saw he didn’t try. She told him to try it himself. He said he still didn’t know so she helped him once again.
The teacher gave the class a page of multiplication problems to do on their own.	Daniel sat at his desk not doing the work for about 5 mins.		The teacher told Daniel to get started.
The teacher was walking around the room to help students that needed help.	Daniel yelled “I don’t know how to do this”.		The teacher went to Daniel and helped him through a few of the problems.

Functional Assessment Interview Form

Interviewers: Dates: 7/9/07

Student: Daniel

Describe the behavior of concern: Daniel has the ability to do his work but refuses to even try it without 1-1 assistance.
How often does the behavior occur?: The behavior occurs on a daily basis. Often 2-3 times a day. Mostly during math and reading time.

How long does it last?: Usually throughout the activity. If it is a worksheet, he needs “help” to complete the whole worksheet.

How intense is the behavior? He won’t do the work unless someone is helping him.

What is happening when the behavior occurs? It is usually independent work time and the teacher is circulating helping students as needed.
When/where is the behavior least/most likely to occur? It happens during independent work time during math and reading. It happens less if he is working with a partner.
With whom is the behavior most likely to occur? He is by himself when this happens.
What conditions are most likely to precipitate the behavior? When Daniel has to work independently.
How can you tell the behavior is about to start? Daniel sit at his desk for a few minutes without doing anything once an assignment has been given.
What usually happens after the behavior? The teacher helps Daniel do his work.
What is the likely function of the behavior? I think Daniel wants attention from the teacher.
What behaviors might serve the same function for the student that is appropriate within the environmental context? He needs to learn that he has to work independently. He can do the work he just wants someone with him when he does it.
What other information might contribute to creating and effective intervention plan? He doesn’t ask for help when he’s working with partners.
Who should be involved when planning and implementing the intervention plan? The classroom teacher and parapro.