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Jack’s Story. Participants. Student Grandmother Sister Pastor Boys Club Mentor Juvenile Intake Officer Guidance Center Case Manager KIPBS facilitator General Education Teacher Special Education Teacher School Counselor Assistant Principal. HISTORY. Born: March 19, 1991. - PowerPoint PPT Presentation
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Jack’s Story
ParticipantsStudent
GrandmotherSisterPastor
Boys Club MentorJuvenile Intake Officer
Guidance Center Case ManagerKIPBS facilitator
General Education TeacherSpecial Education Teacher
School CounselorAssistant Principal
•Never lived with dad•1995- mom went to jail•2000- hit by a truck and put in hospital broke his leg•2000- grandma takes custody•2004- great grandma died•2005- brother murdered•2006- arrested for 2 offenses and put on probation
HISTORY
Born: March 19, 1991
Dreams Jack wants to attend the Technical
College to study the field of Auto Collision Repair.
Jack would like to have more contact with his mom.
Jack wants to make it out of his home town.
Preferred LifestyleJack lives in low income housing with his
grandmother, sister and cousin, but would like to live with his mom.
In the future, he wants to work in the field of auto collision repair.
He enjoys socializing with his sister and his friends.
Jack enjoys listening to Rap music, “bustin a flow”, “chillin with the boyz”, and attending church with his family.
VIP’s
Friends
Family
Community
School or Work
•Jill•Nana •Fred •Jerry
• Sally A.• Cathy M.• Linda H.• School counselor• Assistant Principal• Para
• Jason• Jimmy• Jeff• Jorge• Jacob
• Pastors• Boys & Girl’s Club Mentor•Guidance Center, Case manager
Things you like to do
School Or WorkSleepLunch
Socializing in between classes
Research on computers
History
Home
SleepEat
Watch Movies
CommunityPlaying
basketball at the park
Playing PS2 with friends
Strengths Friendly Respectful Leader Good friend
Weaknesses Easily angered Does not like to be corrected Does not like authority Does not always follow through
with promises and tasks
What works
What doesn’t
Giving correction by one to oneTalk to him like an equalGive him respect
Calling him out in publicYelling at himDisrespect
Fears
Hopes
Does not want to wind up an unsolved murder victim like his brother or in prison like his mom.
To prove everyone wrong and make something out of his life.
Priorities Maximizing instructional time Improving personal relationships with
legal authorities Calling grandma when staying at a
friends house or coming home on time Staying awake in class
Goal To attend the technical college to
study Auto Collision Repair
How I Will Meet My Goal Decrease Office Referrals Complete all assignments Follow (city) curfew and stay awake in
class Increase positive relationships with
legal authorities Get accepted into the Technical College
Functional Behavior Assessment
Operational Definition: Refusing to comply defined as lack of performing
requested tasks arguing with the person who made the request, cursing, or verbal/physical aggression
Indirect assessments:Functional Assessment InterviewQuality of Life Evaluation
Record review Direct assessment:
Functional assessment observation
Based on Functional Assessment
When Jack is given a request, he becomes verbally aggressive, escalates and walks out in order to escape the demand of an authority.
Competing Behavior Diagram PBS Brainstorming Tool
Step 1: Write down the hypothesis statement, the desired behavior and consequence, and a new replacement behavior.
Antecedent Demand or request is made by person in authority
Setting Event He is not in control of many aspects of his personal life.
Problem Behavior
Jack refuses to comply, becomes verbally aggressive, escalates and
walks out.
Maintaining Consequence
Escapes demands or requests by person in authority
Desired Behavior
Follow the request immediately
Maintaining Consequence
Receives verbal thanks from person in authority
Replacement Behavior
Jack chooses to quietly walk away.
Step 2: As a team, brainstorm interventions that are directly linked to each part of the hypothesis statement.
Setting Event
Antecedent
Problem Behavior
Consequence
He is not in control of many aspects of his life.
Demand or request is made by person in authority
Jack refuses to comply, becomes verbally aggressive,
escalates and walks out
Avoids losing control
Setting Event Interventions Antecedent Interventions Replacement Behavior & Other Related Social and
Communication Skills Consequence Interventions
Guidance Center case manager will help family set routines.
Jack will be given choices at home.
Pre-correction (teach him
he does have control of his choices)
Teachers and PCP
team members will give Jack requests in a
positive way.
Provide choice of activities to Jack.
Modify
AcademicTasks so they are presented naturally
Explain why the task is meaningful to Jack and
his future and goals.
If Jack chooses not to comply, teach him to quietly walk away.
Jack will complete a Daily Rating Point
sheet that both he and each of his teachers to
evaluate.
Teach Jack to disagree appropriately.
Daily rating sheet will allow Jack to see the
control he has during his day.
Reinforcement for replacement behavior will be given. Reinforcement for desirable behavior will be give.
When asked about PBS… Jack says,
“It’s copasetic.”
Brainstorming ActivityDiscuss with the person next to you:• What questions should the team discuss
with Jack at the next meeting to create a transition plan?
• What kinds of plans should Jack and his team consider immediately and which activities might help Jack reach his goal (auto-collision repair person)?
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