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This is a huge grade. Please create data sheets to match paper, although you aren’t able to observe a student you can make up the information. Please include all data sheets and forms with 3 page paper. I will tip upon received assignment

Guidelines for Course Project:

Phase 1: Conducting an FBA


The practicum project for this course consists of two parts: Phase 1, Conducting a Functional Behavior Assessment (FBA) and Phase 2, Designing a proposed Behavior Intervention/ Support plan (BIP/BSP). Both phases of this project must be conducted with a student identified for specially designed instruction that is, receives services specified in an Individualized Education Plan.

The Functional Behavior Assessment (FBA) is a process that identifies a behavior of concern (target behavior), the environmental conditions under it occurs and results in a hypothesis statement of why the behavior occurs or functions. The FBA in turn informs a

” script” of steps to be taken to replace that hypothesized function with a socially valued behavior. That script is the proposed Behavior Intervention plan.

The FBA process consists of the following steps. First a target behavior is identified that interferes with learning socially important behavior. This target behavior is operationalized; precisely defined in terms of observable and measurable student actions. In addition, a desirable replacement behavior is identified. Second, data is collected to identify where and when the behavior occurs. This data is drawn from both indirect and direct methods. Discussion examples and options of each method are described and reviewed during the first half of the course.

The role of the data collection process is to identify the following:


  1. antecedent events that possibly occasion, serve as setting events, or motivational operations for the target behavior,
  2. the possible consequences or payoffs that account for the occurrence and strength of the target behavior, and
  3. the circumstances and situations under which the target behavior does not reliably occur.

The third step is to summarize your data collection into both a narrative description of the above and through graphic representation of direct observations. Step four is your hypothesized function of the behavior (hypothesis statement) and how your proposed replacement skill serves the same function.


The Phase 1 Report.

The information above is compiled and submitted for grading. All elements and supporting documents are to be submitted in the following order:

  1. Description of the target and replacement behavior. Each are to be operationally defined followed by a statement of how the target behavior impacts the learning/access to the educational environment and the value of the identified replacement behavior/skill,
  2. List and describe your data sources. Include at least one indirect method and one direct method from the options discussed and provided in class. For the Indirect method identify the tool used and the respondents who supplied the information. For the direct method, describe the unit of measurement, the specific data collection method and why you selected that method,
  3. Data Analysis. Describe and synthesize your Indirect and Direct data sources. This description should be a succinct, objective narrative description organized as follows:
  4. Setting events, or slow triggers. Where does the behavior occur, where does it not occur? Are there any biological/physiological, family, or academic skill history associated with the occurrence of the target behavior?
  5. Antecedent events, or fast triggers. What are the environmental events (e.g., activities, materials, people, actions of others) that immediately precedes the target behavior?
  6. Consequences of the target behavior. What has been observed or reported to be observed immediately after the occurrence of the target behavior?
  7. Graphic summary of observed occurrence of the target behavior and replacement skill. A minimum of 5 data points is required. Provide a graphic representation of your direct observational data. A line graph depicting both the target behavior and replacement skill is preferred. Labelled both the x- and y- axes. If during your observations a noteworthy change in the situation occurred (e.g., student changed from remote to in-person instruction, medication change), insert a phase line to denote the onset of this situation or variable. Describe any trend (or lack thereof) evident in your data. Are there abrupt changes between observations? Describe any potential variable that may have preceded or occurred concurrent with your observation.

       If your data includes observations across multiple staff or tasks, you can add a supplemental bar graph summarizing observations across these conditions. Additional credit will be applied for this additional detail.


  1. Hypothesis statement. Summary you’re finding in the following form:



Setting Events Antecedents Behavior Consequences Function
Target Behavior
Replacement Behavior


Conclude with a written hypothesis statement.


The above narrative report should be concise, generally no longer than three typed pages (preferably less) with the following documents attached:

  1. sample direct observation data sheet,
  2. copy of completed indirect data form,
  3. copy of raw direct observation data,
  4. graphed direct observation data

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