Functional Behavior Assessment – Behavior Intervention Plan

A paper presented to

Dr.

Metropolitan State University of Denver

Department of Education

For

SEDM 6250

Effective Behavioral Support Systems

Submitted by

October 27, 2013

General Information

Today’s date is September 6, 2013 and the person that will be used for this behavior

intervention plan will be my 5 year old son “Rocket”. Rocket just started kindergarten this year and

has proven to be just as busy in class as he is at home. The word “busy” I would define as follows;

constant movement either in his hands or his feet, unable to be still for short periods of time, makes

loud unsolicited noises during moments of quiet or silence, has difficulties following more than two or

three instructions at a time, needs to know “what is next”, when frustrated with a task or new tasks he

will blurt out “it’s too hard”, “I don’t know how” or “I can’t”, he will also run if he is embarrassed or

knows he might be in trouble for something, he seeks out activities that require very large movements

(i.e. jumping off playground equipment, climbing roofs and fences, etc.), no regard for personal space,

and does not keep his hands to himself.

At the age of 3, Rocket was asked not to come back to his pre-school, his behavior was too

much for the school and they were unable (unwilling) to work with him. That is when I found the Tiny

Tim Center in Longmont. Rocket attended Tiny Tim for two years and it was a roller coaster of highs

and lows, failures and successes. It was here that Rocket received occupational therapy twice a week,

which seemed to help…at least for a while. Nothing that was implemented by Tiny Tim was consistent

or held lasting results. His occupational therapist diagnosed him with sensory integration and behavior

problems, which lead to him being approved for a 504 at his elementary school.

In addition to occupational therapy, other types of behavioral intervention plans were

introduced (but never followed through with). Rocket was given a PECS board to help communicate

his feelings and what he might need at that exact moment. The language that was introduced to Rocket

and used throughout the school was helpful in some ways. Rocket was asked to describe how he was

feeling using the words, “my engine is running high”, referring to an overload of energy. There were

times when he expressed that he had a lot of energy and the teachers would take him outside for a run

or physical activity. Again, none of these things seemed to be consistent or followed through with

enough to make an impact.

Since I am unable to be in his classroom, I have only received reports from his teachers that the

above information is also taking place in his elementary school. We are in the process of establishing

what his 504 will entail within the next two weeks. With that being said, the focus of this behavior

intervention plan will be on Rocket’s daily evening routines at home. With the intervention plan in

place, the goal is to create consistency, routine and support of when and where specific behaviors are

appropriate. If we are able to establish consistency and model behavior, I hope this will translate into

classroom support and provide a baseline for Rocket’s 504.

Rocket is a very sweet, loving and sensitive boy who has the physical abilities of a 10 year old.

He goes out of his way when he sees someone who needs help and is able to pick up on when someone

is sad, or having a bad day. If someone drops something, he will sprint to pick it up for them.

Whenever he does something that he is proud of, he has the brightest twinkle in his eyes, the biggest

smile and he even stands taller with his little chest puffed out. For example, we were in Estes Park

playing in the water and a family with three children came to the river’s edge. Rocket noticed that one

of the boys was scared and unsure, so Rocket walked over, held out his hand, verbally encouraged the

boy not to be afraid, and then offered to help him in the water.

The physical abilities my son possesses are just shy of miraculous. At the age of 4 he was

asked to play on a 5/6 year old flag football team, he led the team in touch downs and was the fastest

kid on his team. Rocket can scale a 6 foot fence in a blink of an eye, not only can he do cartwheels, he

can do one handed cartwheels, and he learned to ride a bike without training wheels within five minutes

of trying. When I mentioned Rocket climbs roofs, I wish it weren’t true. There have been several

times when I have walked out back and he is perched up on our garage roof like a rooster. Although he

is extremely coordinated and athletic, a five year old does not belong on a roof. His physical abilities

and his behaviors do not match his level of maturation.

Operational Definition of Target Behavior

The behaviors that we are going to address at home will be his bedtime routine; brushing his

teeth, getting his pajamas on, and going to bed. Every night we start getting ready for bed at about 7:45

or 8:00 with the goal of being in bed by 8:30. If it is bath night (usually every other night) we will start

the bath at 7:45, it will take me 20 minutes to get him into the bathroom with me to get him into the

tub. After he is done washing, he doesn’t want to get out, and another battle begins. When it isn’t bath

night, we start with reading at 8:00, he is either totally into the book and will sit, listen and talk about

what is happening in the book (this is our best quiet time activity together). If he is not interested in the

book we chose to read that night, he is all over the place; getting toys out, trying to close the book on

me or pull it out of my hands.

Every night getting teeth brushed, pajamas on, and into bed is quite an ordeal! I have to keep

reminding him and asking him to stay on task. Finally, bed time…I will tuck him in, and snuggle for a

few minutes. Very rarely is that the last I see of him, he will get out bed sneak toys under his covers

and play. He’ll lie in bed and kick the walls, not out of anger, but just to kick and make noise. He

thinks he is sneaky; he’ll creep out of bed and peer around the corner to see if I notice him in my

doorway, or he’ll dash into his sister’s room to bother her. Although Rocket is in bed by 8:30pm, he is

hardly ever asleep before 10pm. By addressing his nightly routines I hope to create better sleep habits

which in turn might help his focus at school.

Problem Behaviors:

• Rocket does not stay on task when asked to take a bath, get on pajamas or brush his teeth

• Rocket does not stay in his bed once he is tucked in at night, or will play around

Ecological Analysis

• Rocket lives with his 7 year old sister, his grandmother and myself (his mother),

• Rocket is presented with only one or two tasks at a time

• Transition times are structured, Rocket receives 10, 5, 3 and 1 minute warnings when we are

switching tasks (i.e. “Rocket you have five minutes until dinner time” or “Rocket you have

three more minutes until it is time to get out of the bath and get your pajamas on.”) – Although

not as consistent as they could be, there is room for improvement

• Parent to child interaction could be improved on, lacks consistency

• Rocket does not remain on-task for appropriate time periods

• Rocket rarely completes tasks

• Rocket rarely follows more than one or two directions

• Rocket always inhibits irrelevant stimuli

Direct Observation of Baseline

For a total of one week I presented Rocket with one task at a time, using Interval Recording to

tally the number of times he was asked more than once to stay on task. Once I asked Rocket to do

something, I used hash marks for each time I asked in addition to the original request. I then tallied the

hash marks for each task for a seven day period.

The first task presented to Rocket was taking a bath (if it was bath night, baths are represented

by the color blue in the graph and only three baths were taken this week). While the bath water is

running I asked Rocket to get out of his clothes and come into the restroom with me. Each night he

took a bath I had to ask him at least two to four times before he was ready to get into the bath.

Once we are out of the bath, he has no problem getting into his pajamas (he is too cold to

refuse). However, if it not bath night, that is a different story. This seems to be one of the most

challenging tasks for Rocket, not that he is unable to get his pajamas, but this is where he really

struggles following through (the task of putting on his pajamas is represented by the color red on the

graph).

00.5

11.5

22.5

33.5

44.5

Bath

Bath

02468

10

Pajamas

Pajamas

When it is time to brush teeth, this too is a major undertaking. One night I had to ask him seven

times to brush his teeth before he even put toothpaste on his toothbrush. Notice on the graph that I only

had to ask once on the 28th and the 29th (brushing teeth is represented by green on the chart). Well, on

Friday night we were at the grocery store and Rocket found some toothpaste he was really excited

about. This box of toothpaste looks like a box of Crayola crayons and has three tubes of toothpaste in

it, red, green, and blue. So he can color the toothpaste onto his toothbrush, and he loves it. We will see

how long this lasts, but it has defiantly made things easier when it comes time to brush his teeth.

Finally, it is time for Rocket to get into bed, and hopefully stay there for the remainder of the

night (getting into bed is represented by purple on the chart). Going through the data on the graph, I

had what I hope to be a break through. The two nights when I didn’t have to ask Rocket to get into

0

2

4

6

8

Brushing Teeth

Brushing Teeth

01234567

Getting Into Bed

Getting Into Bed

bed, or only had to ask once, were nights that followed very busy and physical days. Maybe that is

something I need to consider throughout the week, Rocket may need more physical activity.

There are a few conclusions that can be made from the baseline data and knowing Rocket

without having to collect additional data. Rocket’s behavior is not linked to a skill deficit, or that he

does not know how to perform the skill. I have seen him attempt and execute each one of his bed time

routines with efficiency. Showing that he does in fact have the skill, but he lacks consistency in

completing each task or moving from one task to another. Eliminating some of the possible causes of

the problem behavior will allow more specific data collection.

Data Collection

At this point and time, only speculations can be made surrounding other possible causes of

Rocket’s problem behaviors. In order to gain awareness of those problem behaviors, more data will

need to be collected. The first data collection method used was an A-B-C descriptive analysis, this will

“provide a structure for noting behavior and the environmental events that surround it, as it is being

observed” (p. 187 Alberto & Troutman, 2013).

The A-B-C data was collected on a bath night so all four tasks could be observed and recorded.

Each one of the tasks required a verbal prompt by Heidi (Rocket’s mother), none of which were

initiated by Rocket. In three out of four tasks Rocket was tapped on the shoulder and then asked again

to complete one of the tasks. A tap on the shoulder is as follows: 1) Rocket will be tapped on the

shoulder while the words “tap, tap” are said, (this was introduced by his pre-school and has created a

common language) 2) as “tap, tap” is said eye contact should be made at Rocket’s level 3) once there is

eye contact the request is repeated, or Rocket is asked if he knows what task he was asked to complete.

The task of brushing teeth required more antecedents, showed all five target behaviors and

required a higher level of consequence. All data thus far shows more behavior problems surrounding

Rocket brushing his teeth.

Since Rocket has such a hard time starting a given task, a form of latency data collection will be

useful in “measuring the length of time it takes to start doing something” (p. 187 Alberto & Troutman,

2013).

After recording and graphing the number of minutes it takes Rocket to initiate any one of the

four tasks, getting into the bath took the longest. However, gathering data on more bath nights would

be provide more accurate data.

It takes Rocket an average of 5.2 minutes to get his pajamas on, again the nights where there

isn’t a struggle are bath nights (he’s cold when he gets out of the bath and can’t wait to put them on).

While collecting this data, it became apparent that either bath or pajamas are the first task of Rocket’s

bed time routine. When averaged together it takes Rocket an average of 8.2 minutes, so starting his bed

time routines in general is what takes him the longest to initiate.

Rocket takes an average of six minutes before he initiates the task of brushing his teeth. The

latency data confirms the previous statement, “All data thus far shows more behavior problems

surrounding Rocket brushing his teeth.” This is also the most frustrating task for me as well, he will

get into the cabinet, make messes, bother his sister, make excuses, you name it and it all comes out in

the bathroom.

Although Rocket averages 2.8 minutes to get into bed, it seems a lot longer. It is by this time

that I have run out of patients, and I feel like it has taken him forever to go through his bed time

routines. Reviewing all of the latency data, Rocket adds an average of 29 minutes to his bed time

routines by not initiating tasks when prompted. None of the latency data include the time it actually

took Rocket to complete a task from start to finish. Data that records the length of time for each task

would help paint a clearer picture of how long it actually takes for him to get ready for bed, or to

complete each task. In order to capture that information, the next chart and graph reflect Duration

Data. “The duration of a behavior is a measurement of how long a student engages in it” (p. 69

Alberto & Troutman, 2013).

After the collection of the data it became apparent that Rocket takes longer to initiate the task

than he actually takes to do the task (with some exceptions). The information from the latency data

collection showed that Rocket struggles with teeth brushing, while the information from the duration

data shows him to be on task. That trend continues throughout the duration data, once Rocket decides

to do the task he is capable of completing the task in an age appropriate amount of time.

There are huge time gaps between the times Rocket spends putting on his pajamas. I believe this

to be true because it is the first task of his bed time routines, he would rather be doing something else

or continue to do what he is doing.

As mentioned before, it seems that Rocket struggles with the task of brushing his teeth. Again,

this data shows that he struggles with starting the task of brushing his teeth, but completes the task

without too much difficulty.

The duration data measured for bed time started from the time he got into bed and the recording

stopped when he stayed in bed for the remainder of the night. Once he has gotten into bed and I have

tucked him in, he has a tendency to get out of bed for a drink of water, to get a toy, to see what I am

doing, or to tell me something. The latency data collection shows how long it took for him to actually

get into bed when asked, while the duration data shows how long it takes before he stays there.

After review of the data from the latency data collection and the duration data, Rocket takes an

average of 42 minutes to complete his bed time routines. The data shows that Rocket has a harder time

starting a new task, or transitioning from one task to another. Once he has initiated the task he is able

to stay on task majority of the time.

Different strategies have been tried in the past to create a smoother transition into bed time, or

to make our night (my night) less stressful. We have been unsuccessful thus far, and would welcome a

plan to help us execute our transitions. Maybe this is a good time to have a conversation with Rocket

and his sister around bed time, our routines, and what some of their observation are. In order to avoid

targeting Rocket, I am going to ask both his sister and him to join me for a conversation where I will

interview them both.

Interviews

I would have asked more questions, but I lost their attention. As I asked each question, I asked

Rocket first so he was not prompted by his sister’s answers. He said “I don’t understand” with

almost every question, so I had to reword them trying not to give examples or prompt an answer

either. What I was able to get out of interviewing them is that they both look forward to snuggle

time. I will usually tuck them in and lay down with them for a few minutes and snuggle. There

have been nights that have either been too trying, or I have had a lot of homework and I won’t be

able to snuggle. I now see that snuggling is something that they both look forward too, and I will

take the time to snuggle every night.

The other thing they agreed on was the answer to question two, both of them commented on

how upset I get during our bed time routines. This prompted me to ask the third question, this

question was not originally included in my interview but added after they answered question number

two. The answer Rocket gave was scripted; it is the same answer he gives whenever we are talking

about what could have been done differently, or what he could do next time. He will always answer,

“Listen” or “think before I act”, he has the “right” answer every time, and I’m just not sure he

believes it.

Data Synthesis and Hypothesis

Student: _Rocket___ Date: 11/03/13

Source 1 Source 2 Source 3 A-B-C Descriptive Data Latency Data Duration Data

Rocket needed both a verbal prompt and a tap on the shoulder for 3 out of the 4 tasks. The task of brushing teeth required all of the antecedents; he displayed all five target behaviors and required a higher level of consequence.

Rocket adds an average of 29 minutes to his bed time routines by not initiating tasks when prompted.

Rocket takes an average of 42 minutes to get ready for bed. Rocket has difficulties starting a new task; once he decides to do the task he is capable of completing the task in an age appropriate amount of time.

Interpretation:

1. Precipitating events: Home, every evening while getting ready for bed.

2. Maintaining consequences: Rocket gains attention when he gets off task, or refused to initiate a task.

3. Function(s): Rocket’s behavior allows him to get attention, and avoid going to bed.

Interview 1 Interview 2 Interview 3

Rocket Soraya Heidi

Rocket does not like anything about bed time except for snuggling with me. I could barely keep him in the same room with me to answer any of the interview questions.

Soraya likes bed time, especially when she gets to snuggle me. She wishes bedtime was quieter some nights; she does not like how upset I get.

Heidi stated that simply stating it was bed time can send Rocket into a meltdown. Moving from one task to the next is difficult for Rocket in most instances.

Hypothesis

Hypothesis Statement

When Rocket is asked to start getting ready for bed, to take a bath, put on his pajamas, to brush his teeth, and go to bed

he plays with toys, has a tantrum, ignores the request, screams, and/or bothers his sister.

Rocket does these things to gain attention, and avoid going to bed. The collection of information from the three forms of data and the three interviews, shows that

bedtime is one of Rocket’s least favorite things. There is one thing that he enjoys, snuggling with me.

When it is time for bed, I am met with resistance in many forms. However, once he starts the task and

is engaged, he is capable of completing the task in a timely manner.

Data Analysis

Problem Behavior Pathway - Data Synthesis

Student/Subject: Rocket Grade: Kindergarten ____ School/Location: Home Date: 11/03/13 _______

Setting Events Triggering Antecedent Problem Behavior(s) Maintaining Consequence(s)

Home, when it is time for a bath, to put on his pajamas, brush his teeth, and get into bed.

Rocket is told that it is bedtime, asked to get into the bath, put on his pajamas, brush his teeth, and/or get into bed

Rocket will play with toys, ignores, screams, has tantrums, and does not begin task when asked to do so.

Rocket gets attention from me and tries to avoid going to bed.

Competing Behavior Pathway – Desired Behavior

Setting Events

Accommodations

Triggering Antecedent

Accommodations

Desired Behavior(s)

Maintaining Consequence(s)

At home, before we begin our bedtime routines, and during.

Heidi will give 10, 5, 2, and 1 minute warnings before transitioning into bedtime routines. While working to stay on task, Heidi will use calm talk and the “tap, tap” method to help Rocket stay on task.

Rocket will transition into bedtime without incident, and will complete a task when asked to do so.

Rocket will get attention from me and will look forward to snuggling once he is in bed.

Competing Behavior Pathway – Replacement Behavior

Setting Events

Accommodations

Triggering Antecedent

Accommodations

Replacement Behavior(s)

Maintaining Consequence(s)

Home, before bedtime routines, and during.

A timer set for the time our bed time routines need to start.

An accessible checklist will be developed for Rocket to use, so he can check off what he has completed and he knows what task is next.

-Rocket will hear the timer and start to get ready for bed

-Rocket will move from one task to the next without incident, checking each task off of his bedtime routine checklist

- Rocket will ask for help when needed

Rocket will get attention from me and will look forward to snuggling after getting into bed.

Rocket may benefit from more consistent expectations and guidance from me when it comes

time for bed and completing each bedtime routine. Through the implementation of giving time cues

the use of a timer, and a check list, Rocket will be able to transition into bedtime without so much

resistance. He will still receive my attention and we will have more time to snuggle once he gets into

bed.

Behavior Goals and Plan for Instruction

The behavior goals that have been set in place for Rocket’s bedtime routines are: 1) Rocket will

transition into bedtime routines after a verbal countdown and the use of a timer. 2) Rocket will start

and finish each task within a five minute time period. 3) Rocket will ask for help when needed. In

order to accomplish these goals I will need to pre-teach the expectations as well as give verbal

reminders until the new routines have been established. Since Rocket and his sister are so close, I

will be implementing the plan for instruction for both of them. This will hopefully create a little

friendly competition, give them the opportunity to hold each other accountable, and allow Soraya to

support her brother.

Their bed time routines will start at 7:45pm with a verbal ten, five and two minute warning.

After the two minute warning, a timer will sound to signal the beginning of bedtime routines. A

checklist has been created with pictures of a shower, pajamas, a toothbrush, and a bed. They will

have access to their own bedtime routine checklist and will be able to check tasks off the list as they

are completed.

Soraya and Rocket will have their own timers pre-set for five minutes. When they start and

complete a task within the allotted time, they will be given a sticker to place on their checklist. If

they complete the task, but not within the five minutes, they will only be able to check the task off

list as completed and will not receive a sticker. After the completion of each task, I will verbally

praise Rocket and Soraya for completing the task. I will also give him verbal praises and high-fives

when he asks for help without tantruming/screaming; I will assist him as needed and, thanking him

for asking nicely.

The process and goals of Soraya and Rocket’s new bedtime routines will need to be taught to

their grandma Helen. Their grandma is with them for bedtime on Mondays while I am in class and

will be implementing the routines, all other nights they are with me so no other training will be

needed. After the first Monday night their grandma goes through bedtime routines, I will follow-up

with her in order to ensure we are working together and will remain available for support.

Description of Success

We have implemented the plan for instruction, and have been following our new routines for

four nights now. Both Rocket and Soraya are having fun with their new way of accomplishing what

used to be such a daunting task for all of us.

Throughout the process of implementing new bedtime routines, data will be collected using a

few different methods. The main form of data collection will come from Rocket’s bedtime check

list. His check list will reveal which of the tasks were completed, and which ones were completed in

less than 5 minutes. Success or mastery will be measured by Rocket completing all nightly tasks

within 5 minutes 5 out of 7 nights for two consecutive weeks.

Another form of measurement can be done by counting the stickers Rocket receives in one

week. The bedtime checklist gives Rocket 24 opportunities in a seven day time frame to complete a

task in less than 5 minutes. Success or mastery can also be measured by the number of stickers

Rocket is awarded. If Rocket receives 18 out of 24 stickers within 7 days, for two consecutive

weeks will also be considered mastery.

Once rocket has achieved the level of mastery, prompts will begin to fade. However, the one

prompt that will not fade (at least for the next few years) is me telling him it is time for bed. I also

feel that giving Rocket verbal prompts that he will be expected to transition to a new task will also

remain in place, as it is being used for every transition throughout his day (i.e. In 10 minutes it will

be time to get ready for bed… In 5 minutes... In 2 minutes…). The verbal prompts signaling

transition will only be used before he is told that it is time to get ready for bed, so he can transition

smoothly into his bedtime routines.

The checklist and the timer will be used on a nightly basis, but will be faded into a self-

monitoring process so Rocket can keep himself on task. I will hold onto maintaining the

consequence of getting my attention through snuggling for as long as possible, as I too enjoy this

time with him.

Behavior Intervention Plan

BEHAVIOR INTERVENTION PLAN (BIP)

1. Sources of Information:

List sources of information used in FBA, both formal and informal, to develop this plan.

Heidi – mother

Helen – grandmother

Soraya - sister

Alberto, P., & Troutman, A. (2013). Applied behavior analysis for teachers. (9th ed.). New Jersey: Pearson Education, Inc

2. Strength Based Profile

Identify skills and interests, positive relationships, pro-social behaviors, family and community supports, and other protective factors.

Rocket is a very sweet, loving and sensitive boy who has the physical abilities of a 10 year old. He goes out of his way when he sees someone who needs help and is able to pick up on when someone is sad, or having a bad day. If someone drops something, he will sprint to pick it up for them. Whenever he does something that he is proud of, he has the brightest twinkle in his eyes, the biggest smile and he even stands taller with his little chest puffed out.

3. Functional Behavioral Assessment (FBA) Summary Statement

Describe specific problem behavior and summary/hypothesis statement from FBA.

When Rocket is asked to start getting ready for bed, to take a bath, put on his pajamas, to brush his teeth, and go to bed, he plays with toys, has a tantrum, ignores the request, screams, and/or bothers his sister. Rocket does these things to gain attention and avoid going to bed.

4. BIP Strategies/Outcomes Worksheet

Based on hypothesis, in the table below, identify the strategy, what will be done, when and where the strategy will occur.

Setting Event Strategies

(Reduce impact of setting events)

Antecedent Strategies

(Decrease likelihood that behavior will occur)

Behavior Teaching Strategies

[Alternative Behaviors]

Increase the likelihood that the appropriate replacement behavior

will occur through instruction)

Reinforcement Strategies

[Consequence]

(When student demonstrates the desired behavior, the need behind the behavior is met –e.g. obtain or

avoid)

Home, before bedtime routines, and during.

-Elimination of television on school nights

-Consistent bedtime

-A timer set for the time our bed time routines need to start.

-An accessible checklist will be developed for Rocket to use, so he can check off what he has completed and he knows what task is next.

-Rocket will hear the timer and start to get ready for bed

-Rocket will move from one task to the next without incident, checking each task off of his bedtime routine checklist, receiving a sticker if task is completed under 5 minutes

- Rocket will ask for help when needed

-Rocket will get attention from me and will look forward to snuggling after getting into bed.

-Rocket will be able to choose an activity after he has earned stickers

5. Crisis Intervention Plan

If the student’s behavior has the potential to produce harm, attach a crisis intervention plan.

N/A

6. Evaluation

Indicate how the plan will be measured and by whom. Identify the desired performance level for either increasing the occurrence of the identified alternative behavior(s) or decreasing the occurrence of the behavior of greatest concern (criterion for success).

Continuous Progress Monitoring Method: Self-monitoring checklists will be used to record data on number of tasks completed and tasks completed in less than 5 minutes. In addition to a Scatter Plot Worksheet, and a Functional Analysis Worksheet

Person Responsible: Heidi

Criterion for Success: 5 out of 7 nights Rocket will successfully complete each bedtime task within 5 minutes.

Follow-up Meeting Date: November 20, 2013

7. Contextual Fit

Supports, resources and training needed for personnel to implement this plan in the current educational environment.

Rocket’s grandmother is with him on Monday nights, she will need to be taught the new bedtime procedures and expectations.

8. Communicating the Behavior Intervention Plan

The plan will be communicated to the following people (i.e. bus driver, clinic aid, school resource officer, etc.)

Person to be contacted: How contact will be made: Person responsible for contact:

Date/Frequency of contact:

Helen In person Heidi 11/04/13 / As needed

Who will communicate revisions and updates internally and externally? Heidi Cline

9. Team Members:

Teacher, parent, student, mental health worker, community agency personnel, related service provider etc.

Parent Heidi Other Helen (Grandmother)

Parent Other

Student Rocket Other

Case Manager Heidi Other

PARENT PROVIDED A COPY OF PLAN

APPENDIX

Informal Environmental Analysis Observation Form

Student: Rocket _________________________ School: N Elementary

Grade: Kindergarten ____________________ Date: 09/06/13

Setting: home _________________________ Time/Duration: 7:45pm – 10:00pm

I. Check/remark on items observed during the informal environmental analysis observation.

Classroom Demographics/Set-Up

2 Total number of children in home

1 Number of parents in home

1 Number of additional support -grandparents

0 Home rules posted (no more than 5, measurable, observable, + voice)

0 Home consequences posted (fair, hierarchal order, warning system)

0 Home schedule pasted (large enough for all to see, pictures/icons)

Other

Instructional Materials used by children

N/A Workbook/worksheet

N/A Chalk/white board

N/A Audio-visual aids

Other

Teaching Format

N/A Lecture

N/A Textbook

N/A Independent seatwork

N/A Utilizes a variety of multi-sensory techniques (auditory, visual, tactile, kinesthetic)

N/A Small groups

N/A Large groups

N/A Reasonable amount of content presented at one time

Reasonable amount of time allotted for instruction

Reasonable amount of time allotted for directed practice

Pace of instruction was appropriate for task

N/A Teacher circulates among students

Other

Teaching Methods

Clear directions and questions

Attention elicited before instruction

Demonstration/modeling provided

Visual and/or verbal prompts used

N/A Learning strategies incorporated into instruction

Monitoring practice following instruction

N/A Independent level materials for independent seatwork

Transition times structured

Home routines are dear, routine, and structured (could be improved/inconsistent)

Precision commands utilized when giving directions

Other

Seating Arrangements

Seated near parent

Seated with family

Seated on the periphery

Assigned seats

N/A Open classroom

N/A Closed wall classroom

Other

II. Rate items listed below as:

1) Rarely 2) As much as the 'average' student 3) More than the 'average' student

Learning Activity of Student

1 Working independently

1 Listening to parent

N/A Working with other students

N/A Copying from board, overhead, or text

Free-time activity

Other

Parent to Student Interaction

Immediate feedback

Corrective feedback

1 Model correct response

1 Student repeats correct response after modeling

1 Tangible reinforcers

1 Social praise/approval of at least 4:1 positive to negative

(take a 5-minute frequency count)

1 Positive social 2 Negative social

Other

Child’s Attention to Task

1 Remains an-task for appropriate time periods

1 Completes tasks

1 Follows directions (1-step?, 2-step?, multiple step?)

1 Inhibits irrelevant stimuli

Other

Child’s Interaction With Family

1 Follows rules regarding social interactions

2 Relates positively with peers

3 # of positive interacts

1 # of negative interacts

2 Engages cooperatively in fmaily/independent activities

Other

Other comments regarding the informal environmental analysis.

Baseline Data

0

1

2

3

4

5

Bath

Bath

02468

10

Pajamas

Pajamas

0

2

4

6

8

Brushing Teeth

Brushing Teeth

01234567

Getting Into Bed

Getting Into Bed

Data Collection

A-B-C Descriptive Data

Subject: Rodrick Date: 10/20/13 Location: Home

Observation Period: 7:45pm-8:30pm

Observer: Heidi

Time/Duration Context/Activity Antecedent Target Behavior Consequence Reaction 7:30pm 1, 5 A, B, C 2, 5 B 2, 1

2, 5 A 1 3, 5 A, B, C 4, 2, 3, 5 A, B, C 2, 1

8:30pm 4, 5 A, B 1, 4, 5 A, B 1

Recording Codes 1 = bath A = Verbal queue 1 = ignored request A = Redirect/guide 1 = Got on task

2 = pajamas

B = Tap on shoulder 2 = scream B = Calm Talk 2 = Escalated

3 = brush teeth C = Physical direct 3 = tantrum

C = Asked about task

3 = New behavior

4 = Getting into Bed 4 = distracted 4 = Move/Run

5 = mother 5 = refusal

Latency Data Subject:

Rocket

Behavior:

Delay in getting ready for bed routines Observation Period: Each night 7:45pm-8:30pm

DAY: TASK: NUMBER OF MINUTES:

Sun. Bath N/A I did the A-B-C data collection

Pajamas N/A "

Teeth N/A "

Bed N/A "

Mon. Bath N/A Not a bath night

Pajamas 8 put on bottoms, played, the put on top

Teeth 6 bugging his sister in bathroom

Bed 2 got in and out of bed

Tues Bath N/A Not a bath night

Pajamas 10 playing cards with his sister

Teeth 7 just didn't want to do it

bed 4 the covers weren't right

Wed. Bath 15 didn't want to/then didn't want to get out

Pajamas 1 got them on right away

Teeth 5 didn't want to do it

Bed 3 playing cars in bedroom

Thurs. Bath N/A Not a bath night

Pajamas 6 the TV was on in the family room

Teeth 8 distracted by what his sister was doing

Bed 4 bugging his sister

Fri. Bath N/A Not a bath night

Pajamas 1 rented movies, put on pajamas before

Teeth 4 wanted to go to bed without brushing

Bed 1 went to bed right away, I let him stay up later

Graphs of Latency Data Number of minutes before initiating task

Number of minutes before initiating task

Number of minutes before initiating task

0

5

10

15

20

Monday Tuesday Wednesday Thursday Friday

Bath

Bath

0

2

4

6

8

10

12

Monday Tuesday Wednesday Thursday Friday

Pajamas

Pajamas

0

2

4

6

8

10

Monday Tuesday Wednesday Thursday Friday

Brushing Teeth

Brushing Teeth

Graphs of Latency Data (con’t.) Number of minutes before initiating task

0

1

2

3

4

5

Monday Tuesday Wednesday Thursday Friday

Bed

Bed

Duration Data

Subject: Rocket Task: Bed Time Routines

Monday Pajamas 14 minutes Teeth 3 minutes Bed 4 minutes Tuesday Pajamas 2 minutes Teeth 5 minutes Bed 6 minutes Wednesday Pajamas 1 minute Teeth 3 minutes Bed 5 minutes Thursday Pajamas 9 minutes Teeth 2 minutes Bed 6 minutes Friday Pajamas 2 minutes Teeth 2 minutes Bed 1 minutes

Graphs of Duration Data Number of minutes spent putting on pajamas from start to finish (average 5.6 minutes)

0

5

10

15

Monday Tuesday Wednesday Thursday Friday

Pajamas

Pajamas

Graphs of Duration Data (con’t.)

Number of minutes spent brushing teeth from start to finish (average 3 minutes)

Number of minutes spent until he stayed in bed for the night (average 4.4 minutes)

0

2

4

6

Monday Tuesday Wednesday Thursday Friday

Brushing Teeth

Brushing Teeth

01234567

Monday Tuesday Wednesday Thursday Friday

Bed

Bed

Interviews

Student-Assisted Functional Assessment Interview *

Student: ______Rocket_________________________________

Date: ______________11/1/13___________________________

Interviewer: _____________Heidi_________________________

SECTION I

1. In general, is getting ready for bed too hard for you? xAlways Sometimes Never

2. In general, is getting ready for bed too easy for you? Always Sometimes xNever

3. When you ask for help appropriately, do you get it? xAlways Sometimes Never

4. Do you think it takes too long to get ready for bed? xAlways Sometimes Never

5. Do you think you don’t have enough time to get ready for bed? xAlways Sometimes Never 6. When you get ready for bed, do you do better when mommy helps

you? xAlways Sometimes Never

7. Do you think mommy notices when you do a good job? xAlways Sometimes Never 8. Do you think you get the points or rewards you deserve when you do

good work? xAlways Sometimes Never 9. Do you think you would do better getting ready for bed if you received

more rewards? xAlways Sometimes Never

10. In general, do you find getting ready for bed fun? Always Sometimes xNever

11. Are there things that distract you? xAlways Sometimes Never

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SECTION IV What is your favorite thing about getting ready for bed? Rocket: My favorite thing is to snuggle with you. Soraya: That I get to go to bed and hold my mom. What is your least favorite thing about getting ready for bed? Rocket: I don’t like having mommy get upset. Soraya: I don’t like it when you get mad either. What do you think it would take to avoid mommy getting upset? Rocket: Listen to you Soraya: I can try to be more responsible. What do you like about putting on your pajamas? Rocket: Nothing Soraya: It gets me ready for bed. What don’t you like about putting on your pajamas? Rocket: I think it’s boring Soraya: There’s nothing I don’t like about putting my pajamas on. What do you like about brushing your teeth? Rocket: I hate doing it Soraya: That I get me teeth clean What don’t you like about brushing your teeth? Rocket: Everything Soraya: The taste of some of our toothpastes What do you like about going to bed? Rocket: Snuggling Soraya: That I get to rest What don’t you like about going to bed? Rocket: That I have to go to bed Soraya: When you don’t get to snuggle me because you have so much homework. Can you think of anything about bed time that you would like to change? Rocket: I don’t know (very whiney and stomping his feet) Soraya: I would like to change bed time to be quiet nights, read and enjoy being together. What is the hardest about getting ready for bed? Rocket: I don’t know Soraya: When you say no snuggling, I can’t stand it.

36

If you could tell me anything about bed time, what would it be? Rocket: (He just went back to answer question 4) I would like to change to having one minute of TV time” (I don’t allow either of them to watch TV during the week) Soraya: I would say that I like going to bed, because I’m always tired at the end of the day

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FUNCTIONAL BEHAVIORAL ASSESSMENT INTERVIEW Respondent: Heidi (parent) __________________ Date: 11/1/13 _____________

Student: Rocket __________________________ Interviewer: self _____________

1. Please describe the behavior of concern. Tell me exactly what the student does (ask for clarification if the respondent does not describe behaviors that are specific and observable or if the description contains judgments about the nature of the behavior). The area of concern for me is that getting ready for bed is such a daunting task. All of Rocket’s challenging behaviors come out in the last hour of our day together. When I say it is time for bed, I am greeted with cries of refusal. Rocket will make it into his room, but never put on his pajamas. I ask a few different ways before I get frustrated, and we still have to brush teeth and get into bed.

2. When does the behavior seem to occur (elicit descriptions of settings and activities)? Is there a pattern regarding when the behavior occurs (e.g., more often on Mondays, after lunch, or during writing periods)? This type of behavior exists throughout the day, but it is concentrated around bedtime. The pattern is clearly displayed when I ask him to get into the bath, put on his pajamas, brush his teeth, and get into bed. He may start out with blatant disregard for my request, play with his toys, lie on the floor and scream “It’s too hard” or “I don’t want to”.

3. Please tell me about any events outside the setting that seem to increase the likelihood that the behavior of concern will occur (e.g., altercations with others, lack of sleep). Honestly, this happens every night! The tantrums may be worse if I have him turn off the TV to go to bed, or if he is doing something and is not ready to quit. I can definitely see a difference when he is exhausted, things are much more intense and escalade more quickly

4. What seems to happen immediately before the behavior of? All I have to say is, “It’s time for bed” and Rocket will start his routine of screaming, “I don’t want to” and tantruming.

5. What typically happens immediately after the behavior? Rocket will eventually do the task at hand, I will not let him win and get out of any of his bedtime routines. We manage to come to an understanding one way or another and Rocket is able to complete the task.

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Documents for Monitoring Progress

BEDTIME WED THU FRI SAT SUN MON TUES WED

CHECKLIST 11/6 11/7 11/8 11/9 11/10 11/11 11/14 11/15

5 minutes to get undressed and into the water, allow 10 minutes in bath, for a total of 15 minutes.

X Not a bath night

X Not a bath night

X Not a bath night

5 minutes to get undressed and into the water, allow 10 minutes in bath, for a total of 15 minutes.

X Not a bath night

X Not a bath night

5 minutes to get undressed and into the water, allow 10 minutes in bath, for a total of 15 minutes.

Total tasks completed in 5 minutes of less

Total tasks completed and took longer than 5 minutes

39

Student:____________________ Starting Date:____________________ □ = No occurrence / = 1 occurrence ■ = More than 1 occurrence Time of day Activity Su M T W Th F Sa Su M T W Figure 6. Scatter plot. (Adopted from Anderson, Mesaros, & Neary, 1991.)

40

Functional Analysis Worksheet

Name:

School:

Date and Time of Day

Setting (Describe

activity, people involved, etc.)

Antecedent (What triggers or

precedes the behavior?)

Behavior

Consequence (What happens

after the behavior occurs?)

Presumed Function of the Behavior

Completed By:

Date:

41

Reference

Alberto, P., & Troutman, A. (2013). Applied behavior analysis for teachers. (9th ed.). New Jersey: Pearson Education, Inc.