Behavioral Intervention Plan · Web viewDescription of the Observational Context/Setting (type of...

FBA/BIP Assignment Requirements

Grace FaoroCEP 449Spring 2014

Functional Behavioral Assessment: Craig

Functional Behavioral Assessment: Objectives ● Define functional behavioral assessment and describe the main steps in the functional

behavioral assessment process● Describe how functional behavioral assessment information is used to develop behavior

intervention and support plans that consider the factors that occasion and maintain the occurrence of problem behavior (function)

● Conduct a basic functional behavioral assessment and develop a measurable hypothesis statement based on that information

Description of Student and Strengths/Weaknesses. Using the student who was the focus of the teacher interview, provide background information on the student (age, grade, gender, types of classroom/program, functioning level, information about social skills and relationships, strengths and weaknesses, etc.). Be sure to discuss the student’s strengths and weaknesses (e.g., Kyle has a great sense of humor, and loves to make people laugh). Much of this information can be obtained in the student interview, teacher interview, and through a rating scale. Be sure to attach all of these documents (e.g., completed interview form) to your final report. Use pseudonyms (i.e., fake names) for people and places involved in the project (e.g., student, teacher, parent, school) in order to protect the confidentiality of all involved.

Reason for FBA/BIP. Describe the purpose or need for an FBA and BIP. In other words, validate that a problem exists and requires intervention. Consider cultural factors, medical issues, and normative peer behavior. Is the student’s behavior atypical and interfering in the classroom? Use data as appropriate.

Sources of Data. Discuss how you collected your information. This can be done by putting the data collection methods you used in a table.

Define and Describe the Target Behavior. Operationally define the target behavior in observable and measurable terms. Be as specific as possible. Remember, you want your definition to pass the “stranger test.” Describe what the behavior looks like, when it occurs, who is present, etc. Based on teacher’s report and initial observations, estimate the severity of the problem (frequency, duration, etc.).

Complete the ABC Analysis. Observe and record behavior using the A-B-C chart. Record data in the chart provided or another ABC chart provided to you in class. Record information in the

CEP 449, Spring 2014

respective columns, paying attention to antecedents, behaviors, and consequences. Observe the target behavior(s) with a focus on the antecedent and consequences that result in a chain of behaviors. In this analysis, you are basically observing what antecedents happen prior to the target behavior (contextual, communications, materials, stimuli, etc.), what the student does in response to the antecedents and when s/he engages in the target behavior, and then what happens after (consequences that follow) the target behavior (e.g., peers, teacher, student, etc.). You should observe the behavior long enough to get a picture of what’s going on, which will allow you to make your “best guess” as to what function the behavior might be serving (avoiding, gaining/seeking). You should write a thorough summary of your findings and your conclusions. Be sure to justify why you developed a specific hypothesis regarding the function of the behavior. Be sure to attach the completed ABC chart to your final report.

Collect Baseline Data using interval, frequency, duration, latency, or intensity recording. Provide a written summary of the data and what you think it means. Next, graph the data. Be sure to attach your data collection sheets to your final report.

Settings and Situation where Behavior is Most/Least a Concern: Write a summary discussing when and where the behavior is most likely to occur. Use the data you have collected to support your conclusions. Be sure to attach your scatter plot observation form to the final report.

Identify the Antecedents: Ask the following questions, but you are not limited to:

▪ When does the behavior occur?▪ With what person (teacher, peer, etc.) is the student MOST LIKELY to exhibit the target

behavior?▪ In what location is the student MOST LIKELY to exhibit the target behavior?▪ During what activity is the student LEAST LIKELY to exhibit the target behavior?▪ With what person (teacher, peer, etc.) is the student LEAST LIKELY to exhibit the target

behavior?▪ In what location is the student LEAST LIKELY to exhibit the target behavior?

Identify the Consequences Maintaining the Behavior. Answer these key questions regarding what happens after the behavior occurs. Be specific using data collected about consequences. General responses do not assist in the development of an effective behavioral intervention plan.

What follows the behavior (teacher, peers’ actions and reactions, etc.)? How does the activity change as a consequence? (student escapes/avoids work)?

Academic Factors. What academic information is related to the behavior? Does the behavior occur during a certain subject? Why might this be happening?

Social-Emotional Factors. What is important to know regarding this child’s mental health, social skills, family situation, etc.

Health/Medical Factors. (if relevant) For this report, you will need to gather information about any health or medical issues that might influence the student’s behavior (e.g., medication? dietary situations/conditions?). If health/medical factors are not relevant to the student or


behavior, you may state “Not relevant.” Alternatively, if you do not have access to health/medical information about the student, you may state “Not available.”

Previously used Behavior Intervention Plan. What has been tried before? What happened? Remember, too, that behavior is taught and learned. Are there factors in the context that might be supporting the behavior?

Hypothesized Function of Behavior: After combining all the information above, derive the function of behavior. Come up with your hypothesis.

Identify Replacement Behavior: Identify an alternative (replacement) behavior that you will teach the student that will SERVE THE SAME function as the prior behavior. Observe how many times the student performs alternative behavior(s) and information about antecedents and consequences.

Behavior Intervention Plan: List the teaching strategies that you will implement as part of the behavior plan. How will the replacement behavior be taught, reinforced, maintained, and faded? Detail strategies to teach replacement behavior.

Plans for Teaching Behavior▪ Describe basic instructional practices for teaching replacement social behaviors (establishing

stimulus control, reinforcement, seeking assistance)▪ Describe procedures for setting and teaching classroom procedures and behavior expectations▪ Describe procedures for encouraging and rewarding compliance to classroom procedures and

behavior expectations, for promoting maintenance and generalization of the replacement behavior, and fading of reward contingencies.

▪ Describe cautions and safeguards regarding the use of response cost procedures

Context Alteration: Describe how you will alter the environment to minimize the problem behavior and support the replacement behavior. These are the changes in the environment to support instruction and replacement behaviors (e.g., routines, grouping, work difficulty).

Consequences for Desired Behaviors: Describe how you will reinforce the desired behavior. What outcomes will be delivered when student uses replacement behavior, e.g. match to the function and scheduled delivery (GET teacher attention, earn free time with peers, special privileges; AVOID – task choice, as for assistance, peer tutor, “Take-a-break”, re-seated).

Consequences for Undesired Behavior: Describe how you will reduce problem behaviors via reinforcement/punishment. Develop a plan for the response to the problem behavior when it occurs. Think how the environment should be altered so that the problem behavior does NOT result in previous outcomes (gain/avoid). Problem behavior should not be as efficient or result in the outcome that the student seeks. During intervention, what will happen when the problem behavior occurs to break the behavior-outcome cycle?

Specify Behavioral Objectives: Describe what would indicate that your behavior was successful (e.g., only calling out in class once a day). The behavioral objective should include the desired


terminal behavior (the anticipated modified behavior), the conditions under which the behavior is to occur, a level of performance or behavioral criteria, and a specified number of consecutive observations during which the criteria is exhibited.

Discuss Plan for Monitoring Progress. What data will be collected to evaluate the program? By whom? Indicate what data is needed to evaluate success (e.g., frequency, duration, latency). Provide brief instructions to family and/or staff on how to collect this information, and when to collect this information. Specify who is responsible for which type of data collection.

▪ Define Goals▪ Define data collection method▪ Define data collection frequency and cycle

Data Representation. Graph the data collected including baseline data and continued intervention observations.

▪ Create a visual representation of the direct data collected using a line graph.▪ Include data from baseline and intervention conditions with a phase change line and target goal.▪ Label the graph with an appropriate title, axis labels, and condition labels.

Maintenance and Generalization Plan: Describe the necessary steps to ensure the intervention is maintained (e.g., how can you make the intervention feasible for the teacher on a continuing basis?). How can this intervention be used in other contexts? At one point should reinforcement for positive behaviors be reduced?

Conclusions: Was the intervention successful? Why or why not? What continued recommendations do you suggest?

Reflection: Identify challenges you faced while completing the assignment. Where were you successful? What would you do differently? How do you see yourself applying these skills throughout your career? (1-2 pages double spaced maximum)


Functional Behavioral AssessmentDefine the Problem

Description of Student:

Student Name:Craig

Age (years/months):5

Grade:Kindergarten

Report Date:

Name of Person Conducting Assessment:Grace Faoro

Description of the Observational Context/Setting (type of program, grade level, etc.) Craig is observed in his kindergarten classroom at the public Montessori school in his district.

Based on the interview with the teacher, please list strengths and weaknesses:Strengths:

1. Kind to others

2. Enthusiastic about school

3. Has a lot of energy

4. Talks to many people and approaches others easily

Weaknesses:

1. Gets out of seat frequently

2. Does not respond to teacher direction

3.[2.] Speaks out of turn frequently

4.[3.] Does not finish assignments efficiently

Reason for FBA/BIP: Craig is in need of FBA/BIP because their problem behavior inhibits his academic performance while at school. Student struggles to complete work and also distracts other students from completing their work. For example, he often is up and away from the task he is supposed to be completing due to this behavior. He will often be out of seat and not even be beginning an independent work because he is around the room. According to the teacher he is out of his seat


nearly every minute at some point. This prevents him from moving on to other works because he does not master the ones he is given due to being out of seat and not working on task at hand.


Sources of Data:Document Review: No document review done for this case study

student.

Interviews: Teacher and Student

Observations: Narrative, interval, video, scatterplot, antecedent-behavior-consequence sheet,

Rating Scales: Classroom checklist

Define and Describe the Target Behavior:Definition of Target Behavior

Craig struggles to sit still during class and frequently gets up and moves around the class room other than when he is instructed. He will flip around and roll on his back while in his seat as well as physically get up and walk or crawl away from the area in which he was instructed to be or his work is at. This happens at all points during the school day and is not limited to who is around him.

Description of the Target Behavior: (Including estimation of the frequency, intensity, etc.)

Student’s bottom leaves the ground or seat when they were not instructed to. This happens nearly every minute with student at least once. This can range from just standing up for a second, to getting up and walking around for minutes at a time.


ABC Recording Form

Student ___________________________ Observer __________________________

Teacher ______________________ Subject/Class/Context ________________

Date ________________________

Event/Stimulus/Setting

Antecedents Behavior Consequences

Summary of ABC Analysis:

Frequently the student receives some sort of attention from teachers or peers following his behavior. For example I noticed a theme amongst the student’s consequence for his behavior was someone paying attention to him. A frequent antecedent to the student’s behavior was also close proximity to others. This leads me to believe that they being around prompts him to want attention from them. This leads me to believe that student wishes to receive attention for his behavior. This behavior also occurs frequently within the 15 minutes observation. We also see that this behavior is not something that effects just him, he often is distracting others from their


tasks at hand which affects other students work. This leads me to believe that this is definitely a behavior that we should be focusing on.

Summary of Baseline Data:

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Intervention Data

Pre-Intervention

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Baseline Data: Interval RecordingDate Number of Intervals that behavior

occurred out of 60, 15 second intervals2/7/14 362/7/14 212/28/14 402/28/14 443/7/14 8


Dates Event RecordingDuration

RecordingInterval/Time

SamplingLatency

RecordingIntensity

Recording

Settings and Situations where Behavior is Most/Least a Concern:Behavior is most likely a concern during independent work time due to the nature that the student is not watched closely by teacher and it is easier for the student to walk around the distract others. I found this when I was doing my interval recording data because I would also write on the top of many of them if their was “circle time” or “independent work”. Doing this allowed me to notice that my lower interval data observations were often during circle time. My teacher also said in her interview that during circle time that she finds the behavior to be less intense. She said that independent work time is often when the behavior is the worst because she is often working with a number of students. I have found in my own narrative observations that this is correct as well because his problem behavior tends to increase during independent work time compared to circle time. The behavior is likely the least concerning during the circle time, because all students in the class are in front of the teacher and she can more directly address his behavior.


Identify Antecedents:

Who is present . . . When the behavior tends to occur? When the behavior almost never occurs?Peers and teachers It always occurs, even when alone.

What is going on . . .When the behavior tends to occur? When the behavior almost never occurs?Student tends to be working on classwork While student is listening to reading

When/Where does the behavior . . . Tend to occur? Almost never occur?In classroom In hallway


Identify Consequences Maintaining the Behavior:

When the behavior occurs, what are the reactions or actions . . .Teacher in the context?

Calls students name in front of the class and tells student to correct behavior or go to time out in chair outside of area where other students are, but still in room.

Peers in the context?

Tell him to go away. Move to be away from him. Look at what he is showing them.

Student to other people?

They will pay attention to him and ask him about what he is doing. They may also instruct him to sit down.

Parents? (if applicable)

Unable to reach parent for input on this case study.

Factors that may be influencing or maintaining the behavior include . . . Academic Factors

Work may be challenging for him and he avoids doing it by getting up frequently

Social-Emotional Factors

He is very young for his grade, since his birthdate is the day before the cutoff. He is an outgoing young boy to begin with so this behavior may be a result of his active personality.

Health/Medical Factors (if relevant)

None known.

What interventions have been tried in the past? What did you observe or teacher report? What happened?

Note home when student does exceptionally bad that day. This is typically when the student has repeatedly failed to listen to instructions and his teacher is unsure of how else to convince him to correct his behavior. I am unsure if these interventions make much of a difference but he does recognize that having this note sent home to mom is not a good thing. No other formal interventions attempted.


Develop a Hypothesis

Student: craig Date: 3/30/2014

The function of Craig’s getting out of his seat appears to be to gain attention or acknowledgement from peers in his class. Craig’s behavior appears to be triggered by close proximity to peers and independent work time when the teacher is not focused on him. ABC form shows consequence is often peers near him before target behavior occurs. Craig’s behavior appears to be reinforced and maintained when peers or teachers acknowledge him when he gets us from seat. For example, peer asking about his work or teacher telling him to sit back down. In summary, when Craig want’s attention or acknowledgement from others, he will leave his seat to obtain that attention.

Use the assessment information collected about the behavior and decide what purpose or function it has for the student. The following checklist may be helpful in developing a theory. Write a theory statement at the bottom.

Considerations: Determining the Purpose of a Problem Behavior The purpose of the behavior may be to Gain Attention if . . . It occurs when teacher is not paying attention to the student (e.g., talking to someone else in the

room, talking on the phone, too busy to have a chat, etc.). It occurs when teacher stops paying attention to the student. Student gets attention from others when the behavior occurs

The purpose of the behavior may be to Get/Obtain Something if . . . It occurs when teacher take away a favorite activity, food, toy, free time, etc. It stops soon after teacher gives the student what he or she seems to want or has recently

requested. It occurs when the student can’t have what he or she desires.

The purpose of the behavior may be Escape/Avoidance if . . . It occurs when teacher asks the student to do something (e.g., getting ready to change activities,

write assignments, speak in front of peers, read in class) that he or she doesn’t seem to like or want to do.

It stops after teacher stops “making demands.”

Develop your Hypothesis pertaining to the purpose or function of the student’s behavior:

When this occurs …..Craig’s behavior appears to be triggered by close proximity to peers and independent work time when the teacher is not focused on him. ABC form shows antecedent is often peers near him before target behavior occurs.


The student does ……Gets out of seat or moves from seat.

To get/avoid ….. Craig’s behavior appears to be reinforced and maintained when peers or teachers acknowledge him when he gets us from seat. For example, peer asking about his work or teacher telling him to sit back down.

Does the student possess the necessary skills? Yes No, needs instruction in …Correct behavior expectation in nearly all classroom situations as well as coping skills in calming his body.


Behavioral Intervention Plan

Student Name: Craig Date: 3/30/2014

Target Behavior: (State in observable terms, using action verbs, and identify the data collection system to measure progress)

Craig struggles to sit still during class and frequently gets up and moves around the class room other than when he is instructed. He often talks to or calls out to other classmates and will run and jump over their work on the floor or run into them and knock them down. He will also talk to other students when he gets up and not be focused on his own task at hand.

Identify the replacement behavior(s) that result in a same/similar outcome for the student.

Develop a PlanTeach: What other behavior or skill will be taught to the student so he or she can accomplish his or her

purpose in a more acceptable way?

Prevention: How will situations or the context be altered or changed to support the replacement behavior, or to minimize the problem behavior?

Response: How will people respond when the problem behavior occurs so that their response does not reinforce the inappropriate behavior or cause the person interacting with the student greater upset and stress?

Identify a Replacement Behavior: Replacement behavior is for student to remain seated or raise hand to receive attention from teacher.

Behavior Intervention Plan: Intervention Explanation


Student will be explicitly taught and then modeled with role plays, short stories, and videos on appropriate classroom behavior in particular situations. Student will be pulled out in the hall ways with me once a week (on Tuesdays) and have a quick 5-10 minute lesson. Student will then be told that I will be seeing if he is can stay seated and working for 1 minute straight. If student completes the goal, he gets a note that he can bring home to mom from me that says something along the lines of “Student was successful today in meeting the goal of sitting still and working consistently for an entire minute!” If student does not meet the goal of that day, there is no negative repercussion but they do not receive any note written home from me and are told to try to meet their goal the rest of the week.

Teaching Plan Who is responsible?

How often?

Tuesday 3/25 9:30-11 What to do when I finish my work…. Written Ninja Turtles book about what to do when I

finish my work in class

Tuesday 4/1 9:30-11 What to do when I am at the circle http://downloads.twinkl.co.uk/res_downloads/

minizapijeous69/T-L-156-Social-Story-About-Sitting-In-Class.pdf

Tuesday 4/15 9:30-11 What to do when I am at the circle and I want to tell Ms.

Angie something…. http://www.youtube.com/watch?v=JNYnEsHUMy0

Tuesday 4/22 9:30-11 What to do when I want to tell someone something but

they are busy talking to someone else…. http://www.youtube.com/watch?v=10cYt6xIw9Q

Grace is responsible for implementing lessons as well as collecting data for the note home.

Once a week on Tuesdays for an hour and a half.

Context Alteration Who isResponsible?

How Often/When?

If we are finding student is not improving, we will Grace is Data will be


change the lessons that the student is learning each week. We will also look at the student is still struggling at and continue to focus on that aspect.

responsible for looking at data and changing according to need.

evaluated each week.


Consequences for Desired Behaviors: Outcomes Who is

Responsible?How Often?

Note home from Grace saying goal was met for the day and how many times. I choose this outcome for my student because of the Montessori setting I am unable to use rewards for good behavior. This positive note home was about as close as I was going to get to reward with my student for his good behavior within the educational setting I was in.

Grace Every Tuesday

Consequences for Undesired Behaviors: Teach [response to problem behavior] Who is

Responsible?How Often?

Grace teaches lessons on appropriate behaviors during different times. (schedule noted above)

Craig may be reprimanded for undesired behavior by being corrected by the teacher or asked to go to a table which is in the room but away from other students to distract him.

Grace Every Tuesday


Specify Behavioral Objectives:We are aiming to reduce the frequency of time spent out of seat. It is not likely to eliminate it, but our goal is reduce it to spending less that 20% of observed time out of seat.


Analysis of the Behavioral Intervention PlanData Collection Plan

Student Name: craig Date: 3/30/2014

Timeline for the next meeting to review and evaluate effectiveness of the intervention: 4/15/2014

Date: 3/30/14

Data Collection Plan: What data will be collected to evaluate the program? by whom? Indicate what data is needed to evaluate success (e.g., frequency, duration, latency). Provide brief instructions to family and/or staff on how to collect this information, and when to collect this information. Specify who is responsible for which type of data collection.

Data Collection Plan: (What behavior should be recorded and what type of recording system)

Interval recording, 15 second intervals for 15 minutes. Record if student was out of seat or moved from original seat at any point in the interval.

Who:

Craig

When:Every Tuesday

Frequency of Review of Progress (select one)

Bi-Weekly Weekly Monthly

Data Collection Method (select one):

Event Recording

Duration Recording

Interval Recording

Time Sampling Latency Recording


Data Representation: (graph)

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Intervention Data

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Maintenance and Generalization Plan:

This intervention would need to be maintained by someone who had approximately 5 minutes a week to do a mini-lesson with Craig by himself as well as be present in the room to observe if he met his goal. I could make a schedule for my mentor teacher of dates and materials for mini-lesson from after I leave her class so that she could easily find them and continue the intervention. Since this intervention is essentially just teaching correct behaviors to the students this could easily be done with groups as well as individuals. I think that this could also be done across different grades because each teacher has different behavior expectations and freedom is often released as students get older making behavior expectations different. I think that this is an intervention that could be used easily as a whole class because anyone can benefit from the reminder of appropriate behavior expectations in class, not just a few students. You can also tailor the lesson to your individual student or classes needs easily. I think once student is receiving a note home every day, you should begin to make the reinforcement less frequent by increasing the student’s goal for the behavior.

Conclusions:

I am unsure if I would consider my intervention a success. I think for the most part I wouldn’t consider my intervention in its current form as a success. I think with alteration it could be very successful for a student, but unfortunately I think that the lack of rewards was difficult for this intervention. I think if perhaps I could have had reward I would have been much more


successful. I also think that since I only came in once a week and only wrote a note home once a week, it was rare for the student to keep the intervention in mind. I think I would add a reward component to the intervention to encourage participation with the student. I would also have this intervention take place much more frequently, daily, instead for once a week because I think my student honestly would forget about it by the next week.

Reflection:

I came across a number of challenges while completing this project. I think foremost I felt rushed during the process. I wish I had had more time to really gather data and implement a meaningful intervention. My intervention was only in place for 3 weeks and I think that since I only meet my student once a week this doesn’t allow for much instruction time. I felt very down to the wire on this assignment. Perhaps if I visited my placement more frequently I would not have had these problems. I also had to work around the fact that I am placed in a Montessori school and am unable to use rewards at all in my classroom due to educational idea of Montessori. This really limited what I could use from class for my intervention seeing as nearly all of the interventions use rewards to encourage student’s participation in positive behaviors. I had to come up with a reward that was not really a reward for my student. Unfortunately, my student didn’t find my reward rewarding so I felt that it was hard to get him to comply with positive behavior.

I think the lessons I choose were successful. They were all very short, never more than 5 minutes long and I tried to mix them up in order to keep my student intrigued as to what we were going to do out in the hall for his time. My student can be very noncompliant if he is not interested in the task at hand so I think by keeping it a surprise I kept his attention. Also, I knew that I could not have long lessons due to his activity levels, so I think I was successful in keeping them short and effective.

If I had to make changes to my intervention I would add a reward aspect such as mystery motivators or a reward menu for my student that he would get to see daily because he would need frequent reinforcement. I would also have my teacher do something daily with this intervention so that my student was repeatedly reinforced in the ideas of this intervention instead of just once a week. I think that with such a young student they need more frequent work on the intervention and unfortunately die to my schedule and nature of the arrangement of the placement I couldn’t be more frequent.

I think that as a special education teacher I will definitely use the skills from this assignment in the future. I think in particular I will use all the different types of observation often in my student’s settings in hopes that I will have enough data to begin making connections. I would also be using a similar format of the FBA as a special education teacher. I really liked the tough kid toolkit and really want to use those in my future classroom, general education or special education. I think that they give you a lot of different ideas for individual and whole class interventions that are easily implemented. I could see myself switching between the different interventions over the years based on my students needs that particular year.


Appendix:

**Attached to project as PDF fileMaintenance and Generalization Plan:

Conclusion:

Reflection:


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