Functional Assessment Essay

Over the course of the school year, I have noticed several situations where Matt demonstrated concerns with staying on task. The purpose of the functional assessment is to operationally define behaviors of concern, identify events that may trigger or maintain these behaviors, learn about attempted interventions, and identify strengths and skills that Ricky possesses. Upon conducting interview with many teachers that Matt associated himself with on a daily basis, I have assimilated a report that includes the details of the functional assessment and a behavior support plan. When Matt’s teachers were interviewed, they used a modified version of the Functional Assessment Checklist for teachers and Staff (FACTS). After the interview was conducted,
Both teachers stated that Matt’s academic strengths are in math and reading fluency, meaning reading material within his reading groups. They also stated that Matt loves anything related to skateboarding and likes to be accepted by peers, which is why he is so sociable. The teachers generated a summary stating that, When Matt is in a group setting with peers and is expected to transition or is given independent work, he talks out and is off task, which appears to be maintained by attention, particularly from peers. Even though the behaviors occur throughout the day, the teachers noted that the outbreaks in talking and off tasks behaviors occur more frequently and for longer periods of time after Matt has taken part in activities that are stimulating such as recess and towards the end of a longer instructional period. The general education teacher also stated that she has tried to place Matt in an area of the room where he would not be so distracted. She has even given him a seat ball to sit on to distract him from moving so much. In addiction, both teachers have created a point chart, which is sent back home to Matt’s mother. It is noted that Matt often forgets to bring home his point chart for his mother to