FBA & PBSPRebecca ManriquezFall 2013Meet Rainbow Dash!7 year old girl1st grade student at Equestria ElementaryHas many friendsSupportive familyLOVES art, reading, and dancingQuotes:When I grow up, I want to be an astronomer.Look how fast I can run!!That is so AWESOME!!!

In the classroomOnce she starts a task, she usually will complete itCompetitive, wants to be the bestGets along well with othersWhen presented non-preferred tasks:ArgumentativeAngrySays she will do the taskLong periods of latencyAvoidanceDifficulty transitioning

Behavior of ConcernLatency:Directions givenReplyNo actionNon-complianceGrunting, sighing loudlyYellingSlumped shouldersOff-taskActivityMinutes off task10/21 10/25Morning Activity33SSR0Reading Groups0Social Studies15Specialists30Math88Math Groups17End of day clean-up33

ANTECEDENTBEHAVIORCONSEQUENCETeacher is finishing up math instructions. Asks students to pull out their math journals.Begins drawing in reading journal.Teacher gives personal verbal instructions to Rainbow DashTeacher asks students to give examples of addition problems that require regrouping.Rainbow Dash slouches, grunts, and continues drawing. Teacher ignores Rainbow Dash.Teacher instructs students to begin working on page 21 in math journal.Rainbow Dash says "Fine, I'll do it." Continues drawing. Teacher walks up to Rainbow Dash and quietly instructs her to put away her drawing and to take out her math journal.Teacher stands by Rainbow Dash's desk, reminds her that she could lose some recess time. Rainbow Dash replies "Ok! Ok! Ok! Ok! I got it! I'm doing it!" Puts away her drawing, takes out her math journal and stares at it without moving anymore. Teacher opens journal to correct page, and begins modeling the work that Rainbow Dash needs to do. Teacher tells Rainbow Dash it is her turn to do a math problem, hands her the pencil. Takes the pencil, but does not begin working.Teacher tells Rainbow Dash that she needs to stay in from recess for 3 extra minutes. Teacher walks away to help another student.

Hypothesis Regarding Function of Behavior.When (antecedent to behavior of concern) given a non-preferred task or transitioning tasks (student) Rainbow Dash (behavior of concern) will angrily say she will do a task but then not do it or have long periods of latency prior to beginning task in order to (perceived function of the behavior) escape or delay the non-preferred task.

Positive Behavior Support Plan!!!Steps for transition posted on student desk: 1) Finish this task2) Get ready, put away items 3) Get set, get out what you need 4) Go, ready to learn!

Program Modifications and Specially Designed Instruction for the Positive Behavior Support Plan

A Antecedent (prevention) strategies5 minute reminder, to help prepare student for transition: "Rainbow Dash, we will begin working on math in 5 minutes".1 minute reminder, to help prepare student for transition: "Rainbow Dash, we will begin working on math in 1 minute. Please start taking the steps to get ready, start on step 1".Introduce "Jammin Minute" for whole class transitions (quick, fun exercises for 1 minute), to help engage all students and create a break between activities.Reward system visual reminder, chart displayed where Rainbow Dash can clearly see it.Table group teams, can earn points that result in awards when all students are on task. "Stoplight" circles, green, yellow, and red to indicate if Rainbow Dash needs help with math.

B Replacement behaviors to replace problem behavior(s)

Actively using the transition steps 1, 2, 3, and 4. If teacher asks which step the student is on, she says the corresponding step.When reminder is given, acknowledging teacher with a thumbs up when Rainbow Dash knows she will be ready in time, or a thumbs sideways when she is not sure and may need help getting ready.Placing a sticker on behavior reward chart at the end of work period when the student stays on task (with teacher 'ok').Coordinating with desk teammates to stay on task and earn team points. Use "Stoplight" circles, green, yellow, and red to indicate if Rainbow Dash needs help with math.Participate in Jammin Minute.

C Consequences (including procedures to follow) when person displays problem behavior(s)

Warning: "Rainbow Dash, what should you be doing right now?"Letter/phone call home at the end of each week with update on student behaviors. Loss of recess time, each minute of latency = minute lost of recess timeLoss of preferred activity time, each minute of latency = minutes lost of preferred activity time. Loss of points in reward system, removal of sticker

C Consequences (reinforcement) for when person displays replacement/appropriate behaviors:

Reward system:A) When Rainbow Dash stays on task during work time and transitions without significant latency, she will receive a sticker and points for that work period on her behavior reward chart (see attached).B) At the week, Rainbow Dash will receive a reward depending on how many points she has earned that week. Rewards will vary, but will range from a trip to the treasure chest (pencil, eraser, ruler, etc.) to an extra period of art, to an excused homework assignment, lunch with the teacher, and more.

(more) C Consequences (reinforcement) for when person displays replacement/appropriate behaviors:

Praise for being on task, acknowledging teacher, using steps to prepare for transitions. Team rewards reached when team gets 25 points, include team choice of extra recess time, extra free time, job choice for the week, etc.Appropriate teacher guidance when student needs help with academics or getting ready (using stoplight, thumbs sideways, or raised hand).