The article I researched was about using a Functional Behavior Assessment to increase on-task behavior in a high school setting. Three main questions were explored: To what extent was the functional assessment-based intervention effective in improving on-task behavior of a high school student taught in a co-taught, inclusive classroom? Was the intervention implemented as planned and viewed as acceptable by the participants? Was it feasible for the special education teacher to assist with collecting data on student behavior in a reliable and feasible manner?

            The student observed, Andrew, was observed using momentary time sampling for 25-minute sessions per day. To ensure that the observer had accurate data, a Motivator or timer vibrated every thirty seconds to remind the observer to record data. If Andrew were on task the observer would record a 1 and if Andrew were exhibiting a behavior or replacement behavior the observer would mark 0. This system of data collection was chosen because the behavior could be easily identified and occurred at a high frequency within the setting. Throughout the data collection, the observer also interviewed the classroom teacher and mad home visits. This relates to our classroom material and information about Functional Behavior Assessments. In order to get a comprehensive analysis the teacher or observer must reach out to all of the facets of the child’s life. 

            Furthermore, throughout the observations the observer noted that Andrew liked the process of apologizing because it made him feel closer to the person. This specific statement reminds me of my student who hears the word “no” and relates it to being in trouble or having a negative connotation and immediately apologizes after hearing the word. He will not continue with his work until the teacher responds by verbally saying hello. Based on the results of the Functional Behavior Assessment, Andrew was on task for about 48% of class time. According to this data, the questions raised about a Functional Behavior Assessment improving the effectiveness of on-task behavior held true. The interventions were feasible for a special education teacher to collect data. However, the data collection would probably occur at a longer interval than 30 minutes given the amount of attention a teacher has to pay to several other students throughout the day. Overall, this article gave me an introduction to the three tier model of a Functional Behavior Assessment and guidelines to follow when gathering data.


Caitlyn.M. Walder.J., Improving On-Task Behavior Using a Functional Assessment-Based Intervention in an Inclusive High School Setting. Pg. 56-67