Review the
FBA Sample Assessmentand
What Special Educators Need to Know About FBAsattached as files at the beginning of the discussion activities.
Also review the vide0
Complete the Functional Behavioral Assessment after viewing the film.
https://www.youtube.com/watch?v=8eCfnrGu5xo From Ron Taylor, Assessment of Exceptional Students, Fifth Edition. Copyright 2000 by Allyn & Bacon.
Used with permission. Further use of this material is prohibited without written permission from the publisher.
The publishers website address is abacon.com/education/home.html.
1
Appendix D
Functional Behavior
Assessment Form
FUNCTIONAL BEHAVIOR ASSESSMENT
Part One: Assessing the Behavior
1. Specific Target Behavior (include topography; include frequency, duration, or intensity)
2. Setting(s) in Which Behavior Occurs
3. Activities during Which the Behavior Occurs
4. Time of Day Behavior Occurs
5. Person(s) Around Whom the Behavior Occurs
6. Factors That Appear to Set Off or Precede the Behavior
Teacher Factors
Task Explanation Performance Feedback
Lesson Presentation Teacher Reprimand
Teacher Praise Individual Attention
Lack of Attention Task Demands
Teacher Request Consequence Imposed for Negative
Behavior
Other
Peer Factors
Peer Attention (Positive)
Peer Attention (Negative)
Other
From Ron Taylor, Assessment of Exceptional Students, Fifth Edition. Copyright 2000 by Allyn & Bacon.
2
Setting Factors
Transition (Task; Routine) Transition (Setting; Routine)
Transition (Task; Unexpected) Transition (Setting; Unexpected)
Elevated Noise Levels Presence of Unfamiliar Adults
Presence of Unfamiliar Peers
Other
7. Factors That Appear to Be Present When the Behavior Occurs
Student Factors
Drowsy/Sleepy Appearance Physical Complaints (e.g., hunger, pain)
Disturbed Affect ( e.g., sad, angry) Excessive Motor Activity
Other
Setting Factors
Independent Seat Work Group Instruction
Crowded Setting One-to-One Instruction
Unstructured Setting Unstructured Activity
Other
8. Factors That Appear to Follow the Behavior
Teacher Factors
Teacher Reprimand Teacher Praise
Task Removal Withdrawal of Attention
Teacher Warning Time-Out
Response Cost Sent to Office
Communication with Parent Predetermined Contingency Imposed
In-School Suspension Out-of-School Suspension
Other
Peer Factors
Peer Attention (Positive)
Peer Attention (Negative)
Other
9. Behavioral Intent or Function(s) That the Behavior Appeared to Serve
Power Control
Over Teachers
Over Peers
Over Parents
Other
Escape/Avoidance
From an Activity/Task
From a Person
From the Classroom
From the School
From Ron Taylor, Assessment of Exceptional Students, Fifth Edition. Copyright 2000 by Allyn & Bacon.
3
Other
Attention
Teacher
Peer
Parent
Other
Expression of Self
Gratification (Self-Reward)
Acceptance/Affiliation (More Formal Than Immediate Peer Attention)
Justice/Revenge
Other
Part Two: Formulation of Hypotheses
Based on Information from Part One:
1. What Appears to Be the Predominant Setting/Activity in Which the Behavior Occurs?
2. What Time(s) of Day Does the Behavior Typically Occur?
3. Around What Person(s) Does the Behavior Typically Occur?
4. What Seems to Immediately Precede or Set Off the Behavior?
5. What Seems to Be the Immediate Consequence of the Behavior?
6. What Function or Purpose Does the Behavior Seem to Serve?
Functional Hypothesis
Indicate both (a) the conditions in which the behavior occurs and (b) the function that the behavior
seems to serve.
4
Part Three: Development of Behavior Intervention Plan
Prevention of Behavior
Based on the available information, list steps that could be taken to prevent the target behavior from
occurring (e.g., avoidance of certain tasks and/or types of instructional delivery, searing arrangement)
Replacement Behavior
Based on the available information, what behavior needs to be taught to allow the student to have a
successful adaptation (e.g. requesting assistance to replace tantruming as a means of gathering
attention)
Identification of Reinforcers
List all reinforcers, including preferred activities that are appropriate for this student
Implementation of Behavior Intervention Plan
Goal
Prevention Strategies for Target Behavior
Strategy Date Person(s) Responsible Outcome
Intervention Strategies for Replacement Behavior
Strategy Date Person(s) Responsible Outcome
Criteria for Program Discontinuation
From Ron Taylor, Assessment of Exceptional Students, Fifth Edition. Copyright 2000 by Allyn &
Bacon. Used with permission. Further use of this material is prohibited without written permission
from the publisher. The publishers website address is abacon.com/education/home.html. T
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5
What Beginning
Special Educators
Need to Know
About Conducting
Functional Behavioral
Assessments
Timothy J. Lewis, Heather L. Hatton, Courtney
Jorgenson, and Deanna Maynard
Behavior
http://doi.org/10.1177/0040059917690885
232 CounCil for ExCEptional ChildrEn
Newand often veteranteachers find
managing significant inappropriate
student behavior a formidable
challenge. Inappropriate student
behavior can range from externalizing
challenges (e.g., acting out, disrupting)
to internalizing challenges (e.g.,
depression, anxiety, social withdrawal;
Lewis, Jones, Horner, & Sugai, 2010).
Teachers report that students who
engage in high rates of inappropriate
behavior are the most difficult students
to teach, especially those who engage
in externalizing patterns of
inappropriate behavior (Harrison,
Vannest, Davis, & Reynolds, 2012).
Although more severe inappropriate
behaviors, such as aggression, often
receive attention in the professional
literature, survey research has shown
that the high frequency of milder
inappropriate behaviors (e.g.,
disruptions, hyperactivity,
distractibility, excessive movement,
talking without permission) creates
considerable challenges for educators
(Harrison et al., 2012; Westwood &
Graham, 2000).
Managing inappropriate student
behaviors forces teachers to spend
more time focusing on the behavior of
a few students and less time on
academic instruction and social-
behavioral interactions with the
majority of students (Gottfried &
Harven, 2015). When challenging
behavior does occur in the classroom,
many teachers feel unprepared to
intervene and alter student behavior
(Wehby & Kern, 2014). In addition, the
poor academic and postsecondary
outcomes among students with
significant behavioral challenges have
been well documented, including poor
academic achievement (Wiley,
2008),higher rates of school dropout
(Rice & Yen, 2010), high rates of
unemployment postschool, and higher
rates of manifesting mental health
concerns (Bradley, Doolittle, &
Bartolotta, 2008).
Fortunately, a strong body of
evidence-based practices, grounded in
the principles and practices of applied
behavior analysis (ABA), allow
educators to address inappropriate
student behavior. Understanding that
behavior is functionally related to the
learning environment gives educators
the key to understanding inappropriate
student behavior (Lewis, Mitchell,
Harvey, Green, & McKenzie, 2015).
Student behavior refers to
observable, measurable student
actions. The learning environment
includes everything occurring before
and after student behavior (Baer, Wolf,
& Risley, 1987). A functional
relationship means that if the student
engages in inappropriate behavior, the
environment (e.g., teachers, peers) will
most likely respond in a predictable
manner. In other words, students
engage in inappropriate behavior
because they can predict that teachers
and others will respond in ways that
meet their needs (i.e., their behavior
serves a function). Therefore,
addressing inappropriate student
behavior involves hypothesizing the
function of the inappropriate behavior
by conducting a functional behavioral
assessment (FBA) and designing plans
that teach students appropriate
behaviors to access the same or similar
functional outcome.
Proven Practices
Decades of ABA research has
demonstrated that behavior falls into
regular and predictable patterns (Gage,
Lewis, & Stichter, 2012). Student
behavior can appear complex; however,
viewing behavior as a series of
interactions between a student and the
surrounding environment reveals two
underlying patterns: Students engage
in behavior (inappropriate and
appropriate) either to obtain what they
find reinforcing or to escape what they
find aversive (Gable, Park, & Scott,
2014). Although the consequences
following a behavior may increase or
decrease the frequency of the behavior,
it is important to keep in mind that
there are no such things as universal
reinforcers or universal aversives.
When determining the possible
function of a students behavior, it is
important to suspend preconceived
notions of what most students may
find reinforcing or aversive.
Reinforcers and aversives are always
defined by the action of the surrounding
environment and its effect on the
students behavior (Alberto & Troutman,
2013). If, following a student behavior,
the environment gives something to the
student (e.g., attention, access to
preferred items or activities) and the
behavior maintains or increases in
frequency, whatever the environment
gave was, by definition, reinforcing. If,
following a student behavior, the student
is allowed to avoid or escape an
environmental event or if the behavior
results in the removal of the student from
the setting and the student continues to
engage in inappropriate behavior under
similar conditions, whatever was
happening or expected of the student
prior to or during the episode of
inappropriate student behavior is
aversive to the student.
In addition to identifying the
consequences (or outcomes)
maintaining inappropriate student
behavior, it is essential to identify any
antecedent events prompting
inappropriate student behavior
(ONeill, Albin, Storey, Horner, &
Sprague, 2015). When teachers can
accurately hypothesize the function of
inappropriate student behavior and
describe the context in which the
behavior occurs, they can plan and
implement effective interventions
much more efficiently (Newcomer &
Lewis, 2004).
FBAs allow special educators to
create more efficient and effective
behavior interventions. Using FBAs to
guide behavior intervention plans is
also a legal requirement of the
The high frequency of milder inappropriate
behaviors . . . creates considerable challenges for
educators.
TEACHING ExCEptional ChildrEn | MarCh/april 2017 233
Individuals With Disabilities Education
Act (2006). Specifically, if a child with
a disability is suspended beyond 10
days of school due to problem behavior
and it is determined that the problem
behavior was a manifestation of the
childs disability, the individualized
education program team must do the
following:
(1) Either
(i) Conduct a functional
behavioral assessment, unless the
LEA had conducted a functional
behavioral assessment before the
behavior that resulted in the change
of placement occurred, and
implement a behavioral intervention
plan for the child; or
(ii) If a behavioral intervention
plan already has been developed,
review the behavioral intervention
plan, and modify it, as necessary, to
address the behavior; and
(2) Except as provided in paragraph
(g) of this section, return the child to
the placement from which the child
was removed, unless the parent and
the LEA agree to a change of
placement as part of the modification
of the behavioral intervention plan.
(IDEA Regulations, 2012, 34 CFR
300.530[f])
Unfortunately, the current regulations
requiring the completion of an FBA
behavior intervention plan (BIP) are
linked to exclusionary discipline
practices. However, as implied in the
regulations (34 C.F.R. 300.503[1][i]) and
in a recent letter from the U.S.
Department of Educations Office of
Special Education and Rehabilitative
Services (August 1, 2016), FBAs should
be used prior to reaching a chronic
pattern of problem behavior leading to
the removal of the student from a free
and appropriate public education.
Practice 1: FBA
FBAs assist educators in uncovering
predictable patterns of antecedents,
behaviors, and consequences (ONeill
et al., 2015). Analyzing data collected
through an FBA allows educators to
hypothesize the possible function that
inappropriate behavior serves for the
student (Lewis et al., 2015). FBAs
typically involve gathering indirect
data, generating a preliminary
hypothesis, and using direct
observation data to strengthen or alter
the hypothesis (Weber, Killu, Derby, &
Barretto, 2005).
Step 1: Gather indirect data. Prior
to collecting any data, the teacher must
operationally define the inappropriate
behaviors in which the student
engages. When operationally defining
inappropriate behaviors, the teacher
should break the behavior (e.g.,
disruption) into observable,
measurable actions in which the
student engages (e.g., talking without
permission, tapping pencil, whistling;
Sulzer-Azaroff & Mayer, 2012). See
Table 1 for examples.
Indirect data collection may include,
but is not limited to, rating scales,
interviews, and archival reviews (Weber
et al., 2005). Interviews allow educators
to more precisely pinpoint when
inappropriate student behavior is likely
to occur, which increases the likelihood
that direct observation assessments will
note the context of the inappropriate
behavior. Rating scales allow for the
teacher and others to suggest a
hypothesized function. Table 1 provides
some resources for indirect data
collection instruments. Archival data,
such as attendance or behavioral
infractions, can be useful in identifying
possible setting event patterns. Setting
events are things that happen outside the
classroom or school day but may
increase the likelihood of inappropriate
student behavior occurring.
Step 2: Preliminary hypothesis
development. The next step in the
process is to examine the indirect data
collected to develop a hypothesis about
the function of the students
inappropriate behavior. When
analyzing interview or rating scale
data, follow the directions provided
with the instrument to synthesize the
collected information. When analyzing
archival data, look for patterns across
the school week or school day that
have high rates of inappropriate
student behavior, and then explore
possible events that might be
contributing (e.g., following weekends
that a student is with a noncustodial
parent, following nights that the
student works late at a part-time job,
following mornings that the student
has had an argument with the parent
about what to wear to school).
Hypotheses should be limited to
statements regarding the conditions in
which the student displays the
inappropriate behavior and the possible
functions of the behavior (i.e., attain
reinforcement or escape aversives).
Educators are often tempted to insert
judgment or perceptions about patterns of
behaviorfor example, hypothesizing that
the student is engaging in inappropriate
behavior to gain power or control
(Maag & Kemp, 2003). Unfortunately,
beyond attaining reinforcement and
escaping aversives, other possible
functions have not been confirmed
through research and do not lend
themselves to intervention (i.e., educators
do not want to give students the power
to disrupt class). Strong FBA-based
hypotheses should be structured as
follows (with data collected to fill in the
blanks; see Table 1 for examples):
During/when [insert condition]
Student will [insert observable,
measurable inappropriate student
behavior]
To attain/escape [insert functions]
FBAs typically involve gathering indirect data,
generating a preliminary hypothesis, and using
direct observation data to strengthen or alter the
hypothesis.
234 CounCil for ExCEptional ChildrEn
Step 3: Direct data collection. In
addition to indirect data, FBAs should
always include a direct observation
component conducted by someone
with ABA expertise, such as a behavior
analyst, school psychologist, or special
education teacher. Having an additional
person conduct the observation allows
the primary educator to continue to
teach and focus on all students, not
just the student who is being assessed.
Direct observations allow educators to
strengthen or alter the possible
functions of inappropriate student
behavior as well as note under what
conditions inappropriate student
behavior and appropriate student
behavior are more likely to occur.
Direct observation will also help in
identifying when inappropriate student
behavior serves multiple functions. For
example, a student may learn to be
disruptive in class to be removed
(escape/avoid), and, during the
disruption, the student also receives a
lot of teacher and peer attention
(reinforce). See Table 1 for sample FBA
development scenarios.
Practice 2: Positive Behavior
Support Plans / BIPs
Once a hypothesis about the function
of the students inappropriate behavior
is established, a positive behavior
support plan (BSP) or BIP can be
developed. All BSPs/BIPs should
incorporate the following basic steps
(Scott & Kamps, 2007):
1. Teach an appropriate replacement
behavior that can lead to the same
or similar function.
2. Alter the teaching environment to
include prompts to use the
replacement social behavior and
allow the replacement behavior to
achieve the same function (i.e.,
outcome) as the inappropriate
student behavior.
3. Alter the teaching environment to
withhold the previous maintaining
consequence, such as removing
teacher attention following the
inappropriate behavior or not
allowing the student to avoid work.
Teaching a replacement skill should
follow effective social skill instruction,
consisting of the following: (a) telling
what the appropriate behavior is and
when to use it (e.g., When you get
angry, the first thing to do is stop), (b)
showing what the skill looks like (e.g.,
examples and nonexamples of
stopping), and (c) having the student
practice through role-plays (Sugai &
Lewis, 1996). If direct observation
indicates that the student already
demonstrates the appropriate behavior
in some contexts, the teaching process
may be less intensive.
The bigger challenge, and yet
crucial for success, is altering the
learning environment so that only the
Table 1. Sample Functional Behavioral Assessment Scenarios
Element Barb Nancy Mark Eric
Inappropriate
behavior
Disruptive
Talks out
Taps pencil
Verbally assaults
peers
Uses profanity
Screams
Off-task
Out of seat
Physically assaults
peers
Hits with closed
fist
Kicks
Indirect observation
methods
Anecdotal reports Functional
Assessment Interview
Form
Informants Interview Preliminary
Functional
Assessment Survey
Preliminary
hypothesis
When asked to
complete a written
task, Barb will talk
to peers and tap her
pencil to get peer
attention.
During recess, Nancy
screams profanity to
keep other students
off the slide.
During direct
instruction, Mark is
out of his seat to gain
peer attention.
During PE, Eric hits
and kicks his peers to
be sent to the office
avoiding having to
exercise.
Direct observation
methods
A-B-Ca model Functional
Assessment
Observation Form
A-B-Ca model and
event recording
Functional
Assessment
Observation Form
Summary statement When asked to
complete a written
math task, Barb will
talk to her peers and
tap her pencil to avoid
doing the work.
During recess on
Thursdays and every
other Monday, Nancy
screams profanity to
get adult attention.
During direct
instruction, Mark is
out of his seat to gain
peer attention.
During PE, Eric hits
and kicks his peers to
be sent to the office,
avoiding having to
exercise.
aAntecedent-behavior-consequence model.
TEACHING ExCEptional ChildrEn | MarCh/april 2017 235
replacement behavior can now access
the function or outcome that the
inappropriate behavior previously
received. The student had learned that
inappropriate behavior was often more
efficient than appropriate behavior for
obtaining the desired outcome. The
learning environment should no longer
allow students to access the previous
outcome (i.e., function) if they engage
in the inappropriate behavior. In other
words, the environment should not
feed the function of the inappropriate
student behavior. In essence, BSPs/
BIPs should contain multiple
intervention points to compete with the
current learned pattern of behavior,
making it more efficient and effective
for the student to use the appropriate
behavior to get the desired outcome
(McIntosh & Av-Gay, 2007; Scott,
Anderson, & Spaulding, 2008).
The competing pathways and
intervention plan worksheet (see
Figure 1) guides teachers in planning a
comprehensive BSP or BIP (Sugai,
Lewis-Palmer, & Hagan-Burke, 1999). It
is completed in three steps: filling in
components from the FBA (i.e., setting
events, antecedents, inappropriate
student behavior, and consequence/
function), determining replacement
behaviors, and selecting appropriate
interventions. Once the hypothesis is
developed, educators must include
interventions across the sequence of
behavior events.
Step 1: Fill in the components from
the FBA. Begin by filling in the
antecedent, behavior, and consequence
(function) from the hypothesis
generated in the FBA process. If any
setting events were identified, add
them to the worksheet. See Figure 2 for
an example of an FBA summary within
the flowchart.
Step 2: Determine replacement
behaviors. To complete the behavior
pathway, identify replacement behaviors.
The desired behavior refers to what the
student should do instead of the current
inappropriate student behavior. To
identify the desired behavior, think of
flipping the inappropriate student
behavior into an appropriate one.
Determine the consequences (function)
associated with the desired behavior.
Unless the function of the desired
behavior matches the function of the
inappropriate student behavior, an
alternative behavior must be identified.
Select as an alternative behavior an
appropriate student behavior resulting in
the same consequence (function) as the
inappropriate student behavior (see
Figure 2).
Figure 1. Competing pathways functional behavioral assessment summary and behavior intervention plan worksheet
Functional Behavioral Assessment
Function-based intervention plan
Setting event
strategies
Manipulate antecedent to
prevent problem and prompt
alternate/desired behavior
Teach behavior
Explicitly teach alternate
and desired behaviors
Alter consequences to
reinforce alternate and desired
behavior and extinguish negative
behavior
Consequence/functionAntecedentSetting event
Alternative behavior
Inappropriate
behavior
Desired behavior Consequence/function
236 CounCil for ExCEptional ChildrEn
Step 3: Select appropriate
interventions. Based on the
completed competing behavior
pathway, develop a function-based
intervention plan for the student.
Begin by identifying antecedent
manipulations, which include any
changes to the learning environment
necessary to prevent inappropriate
behavior and to prompt the desired
and alternative behaviors. Next,
identify procedures for explicitly
teaching the desired and alternative
behaviors. Then, identify necessary
alterations to the consequences for
all behaviors in the pathway.
Consequence alterations include any
changes to the learning environment
necessary to maintain the desired and
alternative behaviors that will
extinguish the inappropriate student
behavior (see Figure 2).
Throughout their careers, teachers
will continue to acquire knowledge and
skills regarding FBAs and BSPs/BIPs.
The competing behavior pathway
model described here can serve as a
strategy to map out essential features
of interventions based on the function
of the students inappropriate behavior.
The intent of this article is to provide
the basics of FBA and behavior plan
development. Fortunately, there are
several great resources that can provide
more depth and breadth of information
that will assist teachers in developing
fluency in conducting FBAs and
building strong function-based
intervention plans (see Table 2).
A Few Words of Advice
Both veteran and beginning special
education teachers will face behavioral
challenges throughout their careers.
Unfortunately, addressing inappropriate
student behavior continues to be one
of the leading reasons why educators
leave the profession (Sass, Seal, &
Figure 2. Example of a completed competing pathway and intervention plan
Functional Behavioral Assessment
Manipulate antecedent to
prevent problem and prompt Explicitly teach alternate
and desired behaviorsalternate/desired behavior
Teach behavior Alter consequences to
reinforce alternate and desired
behavior and extinguish negative
behavior
Prior to start of
independent work time,
teacher will remind Barb of
the appropriate behavior
and the related outcome
(earned free time with
peers).
Teacher will also prompt
the entire class to stay
focused on their work and
ignore students who are not
being responsible.
Teach social skills to
appropriately access peer
attention.
Teach student how to self-
monitor on-task.
Teacher will periodically
provide Barb feedback related
to staying on-task.
Teacher will provide feedback
to the class for also staying on-
task and ignoring disruptions.
If Barb meets daily self-
monitoring goal she can access
a few minutes of free-time with
peers.
Consequence/Function
Peer attention
Antecedent
Independent work
Setting Event
None noted
Alternative Behavior
Self-monitor to earn
free time w/ peers
Inappropriate
Behavior
Disruptions, out of
seat
Desired Behavior
Complete tasks
quietly
Consequence/Function
Work completion/ Grades
Function-based intervention plan
Setting event
strategies
,
.
.
Consequence/function
Peer attention
Antecedent
Independent work
Setting event
None noted
Alternative behavior
Self-monitor to earn
free time w/ peers
Inappropriate
behavior
Disruptions, out of
seat
Desired behavior
Complete tasks
quietly
Consequence/function
Work completion/ Grades
Do not take students behavior personally. Sure,
they are calling you and your mother horrible
names and threatening to trash your classroom, but
try to view it is as a learning error.
TEACHING ExCEptional ChildrEn | MarCh/april 2017 237
Martin, 2010). As teachers encounter
challenges presented by students, it is
really important to remember three
things. First, do not take students
behavior personally. Sure, they are
calling you and your mother horrible
names and threatening to trash your
classroom, but try to view it is as a
learning error. You would not take
students making math errors as a
personal affront; you would assess why
they are making the error, reteach the
concept, provide opportunities to
practice, and acknowledge and
celebrate when they master the skill.
Second, keep the focus on what can be
controlled wi
SHOW MORE…
Jaba programming
Ship, CruiseShip, CargoShip Classes, and Displayable Interface
Design an abstract Ship class that has the following members:
A field for the name of the ship (a string). A field for the year that the ship was built (a string). A constructor and appropriate accessor and mutators. A toString method that displays the ships name and the year it was built.
Design a CruiseShip class that extends the Ship class. The CruiseShip class should have the following members:
A field for the maximum number of passengers (an int). A constructor, a copy constructor, and appropriate accessors and mutators. A toString method that overrides the toString method in the base class. The CruiseShip class’s toString method should display only the ships name and the maximum number of passengers.
Design a CargoShip class that extends the Ship class. The CargoShip class should have the following members:
A field for the cargo capacity in tonnage (an int). A constructor, a copy constructor, and appropriate accessors and mutators. toString method that overrides the toString method in the base class. The CargoShip class’s toString method should display only the ships name and the ship’s cargo capacity.
In a driver program (shipDemo.java)
Demonstrate the classes in a Ship array. Assign various CruiseShip and CargoShip objects to the array elements. The program should then step through the array, calling each object’s display method. (polymorphism) Create an ArrayList of Ship objects and add various CruiseShip and CargoShip objects to the array list. The program should then step through the array list, calling each object’s toString method. (polymorphism) Test your copy constructors in both CruiseShip and CargoShip in shipDemo.java
Interface to your lab 3 (Ship implements Displayable).
public interface Displayable
{
void display();
}
Resource:
UML Sample Program (OOP_example_2)
Deliverables:
Displayable.java (10%) Ship.java (20 %) CargoShip.java (15%) CruiseShip.java (15%) ShipDemo.java (30%) Screenshot (10%)
Note: Sparingly comment your java source code, save all the files in your_lastname_lab_3 folder, zip it, and upload for grading.
Thank you!
INSY 4305 Lab 3 Instructions
Ship, CruiseShip, CargoShip Classes, and
Displayable Interface
Design an
abstract
Ship class that has the following members:
A field for the name of the ship (a string).
A field for the year that the ship was built (a string).
A constructor and appropriate accessor and mutators.
A
toString
method that displays the ships name and the year it was built.
Design a
CruiseShip class that extends the
Ship class. The
CruiseShip class should have the following members:
A field for the maximum number of passengers (an int).
A constructor, a copy constructor, and appropriate accessors and mutators.
A
toString
method that overrides the
toString
method in the base class. The
CruiseShip class’s toString method should display only the ships name and the maximum number of passengers.
Design a
CargoShip class that extends the
Ship class. The
CargoShip class should have the following members:
A field for the cargo capacity in tonnage (an int).
A constructor, a copy constructor, and appropriate accessors and mutators.
toString
method that overrides the
toString
method in the base class. The
CargoShip class’s
toString
method should display only the ships name and the ship’s cargo capacity.
In a driver program (shipDemo.java)
Demonstrate the classes in a Ship array. Assign various
CruiseShip and
CargoShip objects to the array elements. The program should then step through the array, calling each object’s
display method. (polymorphism)
Create an ArrayList of Ship objects and add various
CruiseShip and
CargoShip objects to the array list. The program should then step through the array list, calling each object’s
toString method. (polymorphism)
Test your copy constructors in both
CruiseShip and
CargoShip in shipDemo.java
Interface to your lab 3 (Ship implements Displayable).
public interface Displayable
{
void display();
}
Resource:
UML
Sample Program (OOP_example_2)
Deliverables:
Displayable.java (10%)
Ship.java (20 %)
CargoShip.java (15%)
CruiseShip.java (15%)
ShipDemo.java (30%)
Screenshot (10%)
Note: Sparingly comment your java source code, save all the files in
your_lastname_lab_3
folder, zip it, and upload for grading.
Thank you!
image1.tiff