Student: Heather Goodie

Plan Prepared by: Ms. Janice Reyes’

Date of initial plan: November 16, 2009

Planned length of time for the assessment: 3 to 5 days

Scenario

Heather is a third grader in Ms. Reyes’ classroom of 24 students. Heather enjoys school

and often arrives early so she can spend time on the playground with her friends. Ms.

Reyes, however, is concerned because Heather is disrupting the class. She reports that

Heather calls out answers during lessons, speaks over others during class discussion,

and talks to neighbors during group and independent work. For 25 minutes each day,

Heather and two peers receive resource room support in math. Heather’s resource room

teacher has not noticed any of these behaviors.

Identify and define problem and replacement behaviors

Heather will raise her hand and wait to be called on before speaking. Heather will

decrease interruptions and wait for others to finish before adding to discussions, and

lastly, decrease talking with neighbors during group and independent work.

Problem Behavior Replacement Behavior

Heather seeks attention by repeatedly

calling out answers during lessons, speaks over others during group work,

and talks to neighbors during group and

independent work.

Heather will decrease interruptions,

wait for others to finish before adding to discussions, complete work

independently, and will raise her hand

and wait patiently to be called on

before speaking.

Problem Behavior: Off-task

Definition: “Off-task” refers to engaging in distracting activities or side conversations

that are not part of the teacher-assigned instructional activity.

Examples: repeatedly calls out answers during lessons, speaks over others during class

discussions, and talks to neighbors during group and independent work without

permission.

Non-examples: actively engaged in learning activities, raising her hand and waiting to be

called on, waiting her turn to speak in class discussions, and focusing on her group and

independent work.

Replacement Behavior: On-task

Definition: “On-task” refers to actively engaging in activities or class discussions that are

part of the teacher-assigned instructional activity.

Example: participating in class discussions, completing assigned assignments by the

teacher (group/individual assignments, worksheets, writing task) waiting to be called on,

asking the teacher or neighbor for help with permission about an assignment.

Non-examples: talking to neighbors during group and independent work without

permission, speaking over others during class discussions, and calling out answers

during lessons.

Functional Behavioral Assessment Interview Form

Focus person: Heather Goodie Date of Birth: May 27, 2001 Sex: M F

Interviewer: Mr. Javius Galan Date: November 16, 2009

Person answering the interview questions: Ms. Janice Reyes’

Describe the Problem behaviors.

Define each problem behavior that is of concern. Include information about what it

looks like, how often it occurs (per day, week, month), how long the behavior lasts and

how damaging or destructive the behaviors are when they occur.

1. Seeks out attention by:

a. Calling out answers during lessons.

b. Speaking over others during class discussion

c. Talking to neighbors during group and independent work

Heather thoroughly enjoys school and socializing. She is a joy when she is on task

and following the rules. But I have noticed a change in her behavior. I am concerned

that a shift has occurred with Heather. Heather is socializing more during class

instruction, to the point that she is interrupting the class. I wouldn’t say this is a

consistent behavior throughout class but I have noticed similarities in others disciplines.

I would say Heather partakes in attention seeking behaviors twenty to thirty times a

day. This behavior goes on no longer than a few seconds, roughly about 5 to 10 seconds.

I am concerned most about the classroom community. Heathers actions are

affecting the classroom community. Most importantly, I am referring to the students that

Heather talks over during class discussions, and the students that engage in side

conversations. When Heather talks over students her actions would suggest that she is

discouraging them to answer questions. I have a noticed a drop in participation because

of this.

Describe the person’s social behaviors.

Define positive social behaviors you have observed the person perform. Include

information about what it looks like, how often it occurs (per day, per week, month) and

when you are most likely to see the behavior.

1.Positive social behaviors

a. Volunteers for classroom duties

b. Socializes with most if not all students

c. Greets teachers with a smile and is polite and accepting of others.

d. Enjoys helping others with work that she understands

I truly believe that Heather enjoys school. She is wonderful to have in class when

she is on task and following instructions. I particularly enjoy when she is courteous to

others and polite. Her positive behavior can be shown in many ways. She’ll greet

teachers with a smile, put materials back when asked, and cleans up after herself. These

are just a few examples. I would say I notice Heather showing sings of positive behavior

in the morning, the tale end of language arts, and the beginning of science. I observe

positive behavior ranging from about thirty to forty times a day.

Which of the behaviors described above are likely to occur together in some way? Do you

see positive behaviors occurring before problem behaviors occur? Do all of the behaviors

occur about the same time? If you see behaviors occurring in a sequence from least to

more problematic, describe the order in which they occur.

I haven’t noticed or seen a pattern or correlation of positive/problem behavior

together. I have noticed that there are peaks of positive/problem behavior. For example

when she first arrives to school and enters the classroom, she is happy, and eager to

start the day. Then after an hour or two in to instruction I notice that she is disrupting

others or calling out. These attention seeking behaviors seem to become more noticeable

when the clock shows that an elective or change is coming up in the schedule such as:

lunch, recess, or physical education.

Her behaviors seem to be sporadic and fluctuate as the day goes on. I would say

that her positive behaviors peak at the beginning of class and level out in the middle of

class and at about the tail of class her problem behaviors start to show. She is irritable,

antsy, and anxious to move onto the next class of interest.

Describe any setting events that you think are associated with a higher likelihood of

problem behaviors.

Physiological Setting Events

Is the person taking any medications that may have an effect on the person’s

behavior?

Heather is taking medically prescribe pills and ointment for eczema.

Does the person have medical or physical problems that may affect his or her

behavior (e.g., gastrointestinal problems, allergies, ear or sinus infections,

seizures, and headaches)?

None

Does the person have normal sleeping patterns or does he or she have any

problems getting enough rest each night?

I did speak with the parents and they replied by saying there are no problems

with Heather getting enough sleep at night.

Are there any dietary or eating problems that might have an impact on problem

behavior?

None

Environmental & Social Setting Events

Make a list of the activities where the person is successful and does not engage in

problem behavior. Include the times when these activities occur.

Successful Activities Problematic Activities

9:00a.m Calendar/problem of the day 9:50a.m Lang. Arts

11:00a.m Art, P.E., Music (independent Work- disrupts others)

11:30a.m Lunch 10:55a.m Transition

12:05p.m Recess 1:50p.m Science or Social Studies

1:00p.m Math (Support room) (Group Work- talks excessively and

talks over others)

Are the activities on the daily schedule predictable for the person? Does the person know

what to expect after one activity ends and the next begins? Is it clear to the person who

they will be spending time with and for how long?

I display the schedule on the board after the students leave in the afternoon. The

schedule is predictable in the sense that all of the subjects are at the same time. The only

thing that changes are electives (art, music, physical education)

In transition to and from different subjects or activities, I thoroughly explain the

procedure to students and also display it up on the board step for step. While I am

explaining I will model what they are to be doing. I will make reference on how long they

will be spending with there partner but I don’t display it on the board and or monitor the

time.

Does the person get a chance to make choices about what he or she will be doing each

day? Does the person choose what to wear in the morning, the activities that she will be

experiencing and when she will be able to engage in fun and reinforcing events?

I try to include students in the decision process as it relates to classroom instruction or

activities. But at times this can be rather difficult as it relates to standards and what I

need to get accomplished.

I have a behavior management plan set up to reinforce positive behavior. I use a tangible

program such as the “Behavior Bank” where I use a rewards program for students to

remind themselves of expected behaviors and consequences for breaking the classroom

rules. Each student has there own “Piggy Bank” and earns “Behavior Bucks” for good

behavior, grades, and manners. At the end of each week the student will get a chance to

spend the money they have earned at the classroom store.

Are there usually a lot of people around at home, school, or work (including staff,

classmates, family members or roommates)? How does the person respond to crowed or

noisy settings?

In our classroom we have approximately twenty four students. Distractions can

perpetuate or escalate a classroom environment. Heather responds to distractions by

talking to neighbors and seeks out attention.

What kinds of support does a person receive at home, school, work, and other settings?

Do you believe there may be issues related to the number of staff, level of family support,

staff or family training needs, or certain types of social interactions that may be related to

the person’s problem behaviors?

I do tend to give Heather one on one attention when she is struggling with a concept.

Heather seems to require a lot of attention seeking. I am not sure if it is not receiving

enough attention at home or to much attention and requires me to give the same amount.

Define specific immediate antecedent events that predict when the behaviors are likely

and not likely to occur.

Settings that are most and least likely to trigger problem behavior

Most Likely Less Likely

1. Noise level 1. Quiet environment

2. Time of day 2. Informing students about

3.Transitioning to another subject changes to the schedule

4. Asking for volunteer to answer questions 3. Directly asking questions

to specific students

Times that are most and least likely to trigger problem behavior

Most Likely Less Likely

1. When asked to work independently 1. Fun, stimulating activity

or in a group 2. Schedule doesn’t change

2. When answering questions in a group 3. Given detailed instructions

3. Working on difficult/boring activities

People who are most and least likely to trigger problem behavior

Most Likely Less Likely

1. Classmates that might dislike her 1. Friends of Heathers

2. Another student receives more 2. One on one attention from

attention from the teacher teacher

3. Announcements made on the loud speaker 3. Faculty

4. Students stopping in from other classrooms

Activities that are most and least likely to trigger problem behavior

Most Likely Less Likely

1. When asked to work on independent 1. Physical models

writing assignments 2. Peer or adult attention

2. Teacher instruction to line up for recess 3. Outlines displayed on board

3. Free choice of activities during recess 4. Modeling activities

Describe something that you could do or say that almost always results in problem

behavior. This may include tone of voice (authoritarian, aloof, overly concerned, etc),

particular words or phrases (e.g. (no, that’s not right, do it again.”)

One example that I have noticed is when I split the class up into cohorts of about four to

five students. I usually split the class up but every once in awhile I will give the students

the option of doing that themselves. So each student usually picks there friends which I

am okay with as long as they do there work.

I will give rules and guidelines for what I expect them to do. After I give directions, I will

allow the cohorts to go to a place in the room to work. After a few minutes into the

assignment I notice that Heather is showing some signs of off-task behavior. I will

confront the situation in one of two ways either by going up to her and asking the group

“If there is a specific question or thought they are stuck on.” Heather doesn’t react in a

problematic way. The group will adjust there problem behavior. Now if I am doing work at

my desk then I will ask the student that is causing disruptive behavior(s) to come up to

my desk. So in this case I will ask Heather to come up to my desk. In this instance she

almost always reacts in a reactive way. Her response is usually defensive, embarrassed

and at time will cry.

Briefly describe what the person would do in the following situations.

The person is asked to complete a difficult task.

Heather buckles when she is faced with a difficult task and in result of this become

frustrated and annoyed. Sometimes she will call out for help with the assignment

or she will seek out peers around her to assist with her assignment.

A highly preferred activity naturally ends or is interrupted.

Heather will try to stay engaged but if she sees others talking, she will join in on

the conversation or off-task behaviors.

There is a sudden and unexpected change in the person’s daily schedule.

Heather doesn’t take change very well. She gets anxious and problem behaviors

start to show. I remember when I forgot to announce that physical education was

cancelled because the teacher was out. Instead of physical education we finished up

an assignment. Heather did not want to do the assignment and instead she tossed

the paper on the floor and sat at her desk for the entire period.

A preferred item or activity is visible but the person needs assistance to obtain it.

Heather will call out without raising her hand.

The person is left alone (e.g., for 15 minutes).

Heather would try to complete her work so that she could go out for recess with her

friends

The person is in the room with other people but no one is interacting with him or

her.

Heather would engage in on-task behaviors and complete her work.

Identify the consequences or outcomes or the problem behaviors (what happens right after the

behavior occurs)

When a problem behavior occurs I will address the student that made the poor choice. At times I

may raise my voice. But one thing that has worked for me is my behavior management plan.

This plan reinforces positive behavior. This is a tangible program in which I reinforce students for

good behavior. Now if a student is not following the rules or is not doing that which is required of

them then they will be charged a “Behavior tax.” In this case I negatively subtract money from

their “Piggy bank.” When I ask the students to go up to there “piggy bank” to take out money

and give it to me, they are able to see this tangible object taken from them. At times they will

take this hard and will try to earn that behavior buck back by doing what they need to do.

Think of each of the behaviors you listed previously, and identify a specific routine (e.g.

getting up in the morning, going to the store, etc.) Describe what happens right after the

behavior. Does the person obtain something? Does the person escape or avoid

something?

What does the What does the person

Problem Behavior Routine person obtain? escape or avoid?

1. Disrupting class Work independently Attention Completing the assignment

2. Calling out Group discussion Attention Raising hand quietly

3. Talking over others Classroom instruction Attention Raising hand and allowing

others to talk.

4. Transitioning Switching subjects Attention Smooth transitioning to

other subjects

5. Raising Hand Answer questions Attention Raising hand quietly to

answer questions.

6. Talks to neighbors Complete assigned work Attention Completing the

Assignment

Consider how much effort it takes to engage in each of the problem and positive behaviors.

Think about (A) How much physical effort it takes to engage in each behavior, (B) how

often a behavior occurs before it is reinforced, and (C) How long the person has to wait to

get the reinforcer.

Low High

Problem Behaviors Effort Effort

1. Talking over others 1 2 3 4 5

2. Disrupting others 1 2 3 4 5

3. Calling out 1 2 3 4 5

4. Talking to neighbors 1 2 3 4 5

5. Distracting other 1 2 3 4 5

Low High

Positive Behaviors Effort Effort

1. Raising hand quietly/patiently 1 2 3 4 5

2. Wait for others to finish talking 1 2 3 4 5

3. Wait to be called on 1 2 3 4 5

4. Work independently 1 2 3 4 5

5. Work in a group 1 2 3 4 5

What functional alternative behaviors does the person already know how to do?

Well for starters, Heather really enjoys school. Also, she is able to

do many things such as: use her words to communicate kind words to convey a

message, and is invested in a lesson that is fun and stimulating.

Which socially appropriate behaviors or skills listed previously generate the same

outcomes or reinforcers produced by the problem behaviors?

1. Volunteers for classroom duties

2. Socializes with most if not all students

3. Greets teachers with a smile and is polite and accepting of others.

4. Enjoys helping others with work that she understands

How does the person communicate with other individuals?

Heather can communicate effectively with others in a kind and gentle tone. But at times

she can be pushy and rude. An example would be Heather talking over others in group

discussions or when she talks to neighbors while the teacher is talking.

Describe the most common strategies a person uses to express themselves and what

communication strategies are available to the person. Communication used may involve

speech, signs and gestures, communication boards, or electronic devices. Are there any

problems with assistive communication systems that are currently being used?

A person can communicate in many ways, such as sign language, body language, and

verbally. Some strategies when expressing ones self through communication, it is

important for the person to speak clear about what you want to express. Also, is

important to express yourself in positive manner and to express openly with one another

or with a group. Being truthful and honest when communicating is half the battle.

No there are no problems or needs for communication systems currently

Describe the person’s receptive communication skills and ability to understand others. Can

the person follow spoken requests or instructions that are simply stated? Give examples

of simple and more complicated (if applicable) requests or instructions that can be

followed.

Heather receives a message and understands messages fine. I guess the problem so to

speak is if she chooses to do the request or ignore it.

Heather can follow spoken request or instructions that are stated.

For example:

Simple

1. Take out your spelling book.

2. Lay notebook flat on the table

3. Open to a clean page.

4. Take out a pencil to write with.

5. Number you page up to fifteen.

6. Copy the new spelling words into you notebook

Complicated

Heather I need for you to follow these instructions:

1. Sit with your back against the back of your chair

2. Sit with your legs under your desk

3. Keep both feet on the floor

4. Look at the teacher when he or she is talking to the class

5. Keep your materials on top of your desk

Does the person seem to understand and respond to requests or instructions that are

signed or gestural? Give several examples of signed or gestural instructions that can be

followed.

Yes, Heather responds to requests or instructions that are signed or gestural.

Examples:

1. Open hand straight out = stop

2. Shaking of the head from side to side= no

3. Shaking of the head up and down = yes

4. Arms crossed = disappointment

5. Thumbs up = good job

6. Hand moving from side to side= can improve or needs work

7. One finger over the month= be quiet

Can a person imitate actions if you show the person how to do something? Give several

examples of the types of actions that can be imitated.

1. Raising your hand

2. Keeping feet flat on the floor

3. Sitting up straight in a chair

4. Pointing or using index finger to follow along in the book

5. One finger over the month is a gesture to be quiet.

How does the person typically communicate yes or no when given a choice or being told

to do something?

Heather will tell yes or no by the type of body language she is conveying. If she is

communicating yes to me she doing her work, sitting up straight, and asking questions. If

she is communicating no then she is doing the opposite of everything I just listed above.

Describe things that you should do and that should be avoided when working with and

supporting this person.

Describe what you would do to improve the likelihood that activities or other things will go

well when you are with this person.

I would start an incentive based or positive reinforcement program with Heather. I would

continue with my “Behavior Bank” but I think I would need to start something specifically

tailored for her. I would implement a positive behavior sticker chart. I would a have blank

piece of graph paper on her desk and every time she did something good I would place a

sticker on the chart. This would reinforce her good behavior and would be rewarded with a

prize for filling up the whole chart. This would be done weekly.

I think this would work out nice because as the teacher I could reinforce the behavior

discretely and I wouldn’t necessarily have to verbally reinforce her behavior each time.

Describe the things you would do to avoid interfering with or disrupting an event or

activity when you are with this person.

In addressing some of the problem behaviors such as attention seeking I would set up a

useful system for the both of us. This system would inform me of questions or concerns

she may have. This would also limit Heathers attention seeking behaviors. We use a non-

verbal code. The code would be a teepee like cone put out on top of the desk. Heather

would use this to signal me when she has a question or concern. There is a catch, the

catch is Heather can only use this teepee cone when she has raised her hand quietly and

for some reason I wasn’t able to attend to her in a quick manner.

Describe the things that the person likes and finds reinforcing

Favorite foods:

Gummy Bears, animal crackers, fruit and grape juice

Toys, games, or items:

Charades, role playing, Simon Says, and heads up seven up

In-home activities:

Reading a story, playing outside with friends, and riding a bike.

Community activities:

Cheerleading, and going to the stores with her mother

Consequence

Setting Immediate Antecedent Maintaining

Event (Trigger) Behavior Behavior

Disrupting the

class.

Ms. Reyes’s does

not call on

Heather

Talking over

other students.

Reprimand

Reprimand Calls out the

answer

or doesn’t raise

hand.

Ms. Reyes’ calls

on other students

Participating in

class discussion

Completing an

assignment as a

group

Ms. Reyes’

attends to other

groups needs.

Heather talks to

neighbors

Reprimand

Praise

Works on task.

Ms. Reyes’ gives

attention to

Heather.

One to one

instruction,

Frequent

attention

Raise hand

quietly and

patiently.

Ms. Reyes’ call on

Heather.

Heather ask

question.

Praise

Functional Assessment Interview Form- Young Child

Child with problem behavior(s): Heather Goodie Date of interview: November 17, 2009

Age: 8 years Sex: M F

Interviewer: Mr. Javius Galan

A. DESCRIBE THE BEHAVIOR

1. What are the behaviors of concern? For each, define how it is performed, how often it

occurs per day, week, or month, how long it lasts, when it occurs, and the intensity in

which it occurs (low, medium, high)

Behavior How is it performed? How often? How long? Intensity?

1. Yelling When adults are talking 3 times a day 3-5 secs. Low

2. Disruptive Making noises/seeking 2 times a day 5-10secs Medium

attention.

3. Talking back After request is made 2 times a day 3-5secs. Medium

2. Which of the behaviors described above occur together (e.g. occur at the same time,

occur in a predictable chain, occur in response to the same situation)?

Three behaviors discussed above have occurred in a predictable chain. When Heather

disrupts a parent conversation, this usually results in calling out, and the parent

addressing it the calling out or acting out and Heather talking back.

B. DEFINE POTENTIAL ECOLOGICAL EVENTS THAT MAY AFFECT THE BEHAVIOR(S)

1. What medications does the child take and how do you believe these may affect his/her

behavior?

She also stated that she is taking pills and ointment for eczema.

2. What medical complication (if any) does the child experience that may affect his/ her

behavior (e.g., asthma, allergies, rashes, sinus infections, seizures)?

Heather mentioned that she is on medicine that is prescribed to stop itching.

3. Describe the sleep cycles of the child and the extent to which these cycles may affect

his/her behavior?

Child stated that her parents put her to bed before 8:00p.m.

4. Describe the eating routines and diet of the child and the extent to which these

routines may affect his/her behavior.

She eats on off throughout the day. She eats breakfast, lunch, and dinner. She is able

to snack in between meals. Some of the snacks she likes to eat are fruit, popcorn, and

water.

5. Briefly list the child’s typical daily schedule of activities and how well he/she does

within each activity.

Daily Activities

Activity Childs Reaction

8:00a.m Wakes up/Brushes teeth Wakes parents up

9:00a.m Breakfast is served Quiet

10:00a.m Watches cartoons on the Television Lounges and talks to parents

11:00a.m Watches cartoons on the Television Lounges and talks to parents

12:00p.m Lunch is prepared Talkative

1:00p.m Plays outside Excited

2:00p.m Plays outside Excited

3:00p.m Comes in to get cleaned up Tired and quiet

4:00p.m Dinner is prepared Talks about he day

5:00p.m Takes a shower Gives a bit of a fight

6:00p.m Does homework Ask for help and continues

7:00p.m Does homework Ask for help and continues

8:00p.m Tucked in for bed Ready for bed

6. Describe the extent to which you believe activities that occur during the day are

predictable for your child. To what extent does the child know what he/she will be

doing and what will occur during the day (e.g., when to get up, when to eat breakfast,

when to play outside)? How does your child know this?

Well, Heather really decides she is wants to do during the day with parental guidance.

We do set parameters and rules for her. For example she is not allowed to leave the

back driveway. She must come in for every meal.

7. What choices does the child get to make each day (e.g., food, toys, activities)

Heather openly communicates with us the types of food she would like to eat. She

plays with whatever toys she wants. As far as the activities she partakes in, that is

solely up to her.

C. DEFINE EVENTS AND SITUATIONS THAT PREDICT OCCURRENCES OF THE BEHAVIOR(S)

1. Time of Day: when are the behaviors most and least likely to happen?

Most likely:

Problem behaviors are most likely to happen at the end of the day.

Least likely:

Behaviors are least likely to happen in the morning.

2. Settings: where are the behaviors most and least likely to happen?

Most likely:

Behaviors are most likely to happen in the kitchen or in the living room.

Least likely:

Behaviors are least likely to happen in the playroom or out in public.

3. Social Control: With whom are the behaviors most and least likely to happen?

Most likely:

Behaviors are most likely to happen to Mrs. Goodie. She tolerates Heathers behavior more

than I do.

Least likely:

Behaviors are less likely to happen to Mr. Goodie. I do not put up with or tolerate problem

behaviors. I tend to the firm parent.

4. Activity: what activities are most and least likely to produce the behaviors?

Most likely:

When eating a meal at the table.

Fussing about taking a shower

Complaining about doing homework

Least likely:

Playing outside with friends

Playing in the playroom

Watching television

5. Are there particular situations, events, etc. that are not listed above that “set off”

behaviors that cause concern (particular demands, interruptions, transitions, delays, being

ignored, etc.)?

One thing that was not mentioned raises a bit of concern. When Heather is not receiving

the right attention she will do things to get attention.

6. What one thing could you do that would most likely make the problem behavior occur?

Ignoring her attention seeking behaviors. This only perpetuates the situation.

7. What one thing could you do to make sure the problem behavior did not occur?

Reinforcing the rules and having a strong but effective conversation with Heather.

D. DESCRIBE THE CHILD’S PLAY ABILIITIES AND DIFFICUTLIES

1. Describe how your child plays (with what? how often?)

My child loves to be outdoors. She will play basketball, soccer, soft-ball, and any activity

that involves running around with friends. Heather goes just about every day unless

weather permits her from doing so.

2. Does your child have problem behavior(s) when playing? Describe

She tends to be the rule setter. At times she can be bossy when playing with friends.

3. Does you child play alone? What does he/she do?

Heather would rather play with a group of friends but she enjoys playing with her toys by

herself.

4. Does your child play with adults? What toys or games?

Heather has five uncles and loves to play sports with them. She will play catch, basketball

and will even go for bike rides on occasion.

5. Does your child play with other children his/her age? What toys or games?

Heather has a group of friends from the neighborhood that she plays. They are all around

the same age and interested in the same things. They will play sports, role play/acting,

and play with toys.

6. How does your child react if you join in a play activity with him/her?

Heather doesn’t mind when either of us come out to join in an activity. She actually

encourages it.

7. How does your child react if you stop playing with him/her?

Heather will ask me why I stopped playing with her and I will simply reply by saying that I

would rather watch her play or give a reason other then not wanting to play anymore.

8. How does your child react if you ask him/her to stop playing with a toy and switch to a

different toy?

At first she will question this because she does not understand the reasoning of such a

request. But after explaining and making her aware of the reasons she is okay with it.

E. INDENTIFY THE “FUNCTION” OF THE UNDESIRABLE BEHAVIOR(S)

1. Think of each of the behaviors listed in Section A, and define the function(s) you believe

the behavior serves for the child (i.e., what does he/she get and/or avoid by doing the

behavior?)

Behavior What does he/she get? Or What exactly does he/she avoid?

1. Talking back Attention and reactions Escaping a chore or task

from the parent

2. Disrupting Attention seeking Negative reinforcement

3. Yelling Attention seeking Negative reinforcement

2. Describe the child’s most typical response to the following situations:

a. Are the above behaviors(s) more likely, less likely, or unaffected if you present

him/her with a difficult task?

3.

a. Are the above behaviors(s) more likely, less likely, or unaffected if you interrupt a

desired even (eating ice cream, watching a video)?

b. Are the above behaviors(s) more likely, less likely, or unaffected if you deliver a

“stern” request/command/reprimand?

c. Are the above behavior(s) more likely, less likely, or unaffected if you are present

but do not interact with (ignore) the child for 15 minutes.

d. Are the above behaviors(s) more likely, less likely, or unaffected by changes in

routine?

e. Are the above behavior(s) more likely, less likely, or unaffected if something the

child wants is present but he/she can’t get it (i.e, a desired toy that is visible but

out of reach)?

f. Are the above behavior(s) more likely, less likely, or unaffected if he/she is alone

(no one else is present)?

F. DEFINE THE EFFICIENCY OF THE UNDESIRABLE BEHAVIOR(S)

1. What amount of physical effort is involved in the behaviors (e.g., prolonged intense

tantrums vs. simple verbal outburst, etc.)?

This happens very seldom but when it happens it is prolonged and outlandish.

2. Does engaging in the behaviors result in a “payoff” (getting attention, avoiding work)

every time? Almost every time? Once in a while?

If you engage in the behavior Heather is getting what she wants. In a sense she is getting

a “payoff” Her pay off being attention.

3. How much of a delay is there between the time the child engages in the behavior and gets

the “payoff”? Is it immediate, a few seconds, longer?

Depending on the seriousness of the incident I will try not to engage in the behavior but in

severe instances I will engage after a few minutes of the behavior starting.

G. DEFINE THE PRIMARY METHOD(S) USED BY THE CHILDREN TO COMMUNICATE

1. What are the general expressive communication strategies used by or available to the

child? (e.g., vocal speech, signs, gestures, communication books/boards, electronic

devices, etc.)How consistently are the strategies used?

Vocal speech

2. If your child is trying to tell you something or show you something and you don’t

understand what will your child do? (repeat the action or vocalization? Modify the action

or vocalization?)

Heather will repeatedly repeat what she said until it is understood.

3. Tell me how your child expresses the following

Means

Function Grab

& reach

Give Point Lead Gaze Shift Move to you Move away from you

Head nod/head shake

Requests an

objective X X

Requests an Action

X

Protests or Escapes

X X

Requests Help

X X

Request a Social

Routine X

Requests Comfort

X

Indicate Illness

X X

Shows you

something X

Function Facial expression

Vocalize Immediate echo Delayed echo

Creative single word

Creative multi. Word

Simple signs

Requests an

objective X

Requests an Action

X

Protests or

Escapes X X X

Requests Help

X X X

Request a Social

Routine X

Requests Comfort

X

Indicate Illness

X X

Shows you

something X

Function Complex signs

Self Injury Aggression Tantrum Cry or Wine Other None

Requests an

objective X

Requests an Action

X

Protests or Escapes

X

Requests Help

X

Request a Social

Routine X

Requests Comfort

X

Indicate Illness

X

Shows you

something X

4. With regard to receptive communication ability:

a. Does the child follow verbal request or instructions? If so, approximately how

many? (list, if only a few).

- Heather follows verbal request.

b. Is the child able to imitate someone demonstrating how to do a task or play with a

toy?

Yes

c. Does the child respond to sign language or gestures? If so, approximately how

many? (list, if only a few.)

No

d. How does the child tell you “yes” or “no” (if asked whether he/she wants to do

something, go somewhere, etc.)?

Heather replies with a “yes” or “no”

H. WHAT EVENTS, ACTIONS, AND OBJECTS ARE SUPPORTIVE OF PRESENT CHALLENGES TO THE

CHILD

1. Describe the things that your child really enjoys. For example, what makes him/her

happy? What might someone do or provide that makes your child happy?

Heather really enjoys school, playing sports, and just being a kid. The simple things in life

make Heather happy. Paying attention and listening to her thoughts speak volumes for

her.

2. What kinds of things have you or your child’s care providers done to try and change the

problem behaviors?

We have tried sitting down and talking to her about certain problems or things that she

can improve on. We have also, made it quite clear that we will not stand for disrespectful

behaviors or tendencies. As always, we try to address the issue at hand.

History of interventions for current behaviors of concern

Antecedent (prevention) strategies:

Alter events prior to the occurrence of problem behavior.

Decrease the likelihood of a desired behavior.

Implement correctly

Positive Consequence strategies

Work with a friend on homework Pick out a treat or toy

Earn a special day with your parent

Enjoy the company of a friend and sleepover

Direct Observation Summary (attach graphic representation of observation data collected)

1. Describe how often the behavior of concern occurs, how long it lasts, and at what

intensity it occurs?

The behavior of concern occurs or is more prevalent in the morning with a dab some incidents occurring in the evening. The behavior can last for a few seconds or can go on

for a few minutes. The behavior happens often enough for students to become disengaged

in the lesson being taught. According to my observation sheets I noticed intensity levels ranging from 2 to 6. More of the behaviors taking place in the middle of the intensity level

chart.

2. Describe any patterns to the occurrence of the behavior of concern.

Some patterns that I noticed as I mentioned up top were behaviors becoming more

noticeable in the morning during morning work, reading, and language arts. A concern for

me would the students’ reaction after the consequence. That raises a concern because after the consequence was issued the student at times engaged in another occurrence of

problematic behavior.

Person’s Name: Heather Goodie Date/Time: November 19, 2009

Activity: Transitions Observer: Mr. Javius Galan

DESCRIBE CHALLENGING BEHAVIOR:

What happened BEFORE?

Told or asked to do something Alone

Changed or ended activity Moved from one activity/location to another

Removed an object Told “No” “Don’t” or “Stop”

Object out of reach Attention given to others

Not a preferred activity Difficult task/other

Other (specify):___________

What happened AFTER?

Given social attention Punished or scolded

Given in object/activity/food Request or demand withdrawn

Removed from activity or area request or demand delayed

Ignored Given assistance/help

Other (specify):___________

PURPOSE of Behavior

To Get or Obtain: To Get out of or Avoid

Activity Attention

Object Food

Person Other (Student was engaging an off-task behavior)

Help Demand/request

Place Transition

SETTING EVENTS/LIFESTYLE CHANGES

Hunger Too hot or too cold

Sick Loud Noise

Absence of a person Extreme change in routine

Absence of fun activities Medication side effects

Unexpected loss or change in activity/object Lack of sleep

Uncomfortable Other (seeking attention from another student)

Notes/Comments/Unusual Events:

Behavior Checklist

Child name: Heather Goodie Dates/Week: November 16-21

Morning session F= Frequency (mark with a tally for each occurrence)

D=Duration in minutes (rounded)

Inappropriate Behaviors

(Functions)

Monday Tuesday Wednesday Thursday Friday Totals (Avg.)

R D F D F D F D F D F D

Talking to

neighbors during group

and

independent

work

3.5

min

2.5

min

1min 1min 2min 10

min

Calls out

answers during

lessons

20

sec

5

sec

10

sec

5

sec

15

sec

45

sec

Speaks over others during

discussion

1min 30 sec

1 min

Disruptive

Behaviors

Initials/ Time of Day

Notes:

I selected the most noticeable behaviors that took place during the week of my observation.

Interval Recording/ Scatter Plot Form

Used for: ___ Frequency count (tally each time behavior occurs within each interval)

___ Scatter plot (key: = 1 occurrence; = more than 1 occurrence; X = “crisis”)

Time Activity Monday Tuesday Wednesday Thursday Friday

+ = Total

Weekly total= ________________ Average per day = _______________

Page 33

Person name: Heather Goodie Behavior: Attention seeking

_______________ _________________ _______________

Date

8:00a.m

8:15a.m

8:30a.m

8:45a.m

9:00a.m

9:15a.m

9:30a.m

9:45a.m

10:00a.m

10:15a.m

10:30a.m

10:45a.m

11:00a.m

11:15a.m

11:30a.m

11:45p.m

12:00p.m

12:15p.m

12:30p.m

12:45p.m

1:00p.m

1:15p.m

1:30p.m

1:45p.m

2:00p.m

2:15p.m

2:30p.m

2:45p.m

3:00p.m

Page 34

Student: Heather Goodie

Dates: November 16-20

Behavior: Attention Seeking

Codes: +intense /moderate 0 mild

Time

Period

Monday Tuesday Wednesday Thursday Friday

Behavioral Scatterplot

Directions: Place an ”X” in the space that corresponds to the time and date of each observed

behavioral incident. Superimpose the student’s daily schedule on the scatter plot and look for

clusters of behavioral incidents suggesting meaningful patterns. Attempt to match behaviors to

possible influences related to time of day, settings, academic tasks, level of adult supervison,

and other instructional or environmental variables.

Student: Heather Goodie

Setting:

Date:

Dates: ______ _______ _________ _______ _____

Monday Tuesday Wednesday Thursday Friday

Comments

8:00a.m

8:15a.m

8:30a.m

8:45a.m

9:00a.m

9:15a.m

9:30a.m

9:45a.m

10:00a.m

10:15a.m

10:30a.m

10:45a.m

11:00a.m

11:15a.m

11:30a.m

11:45p.m

12:00p.m

12:15p.m

12:30p.m

12:45p.m

1:00p.m

1:15p.m

1:30p.m

1:45p.m

2:00p.m

2:15p.m

2:30p.m

2:45p.m

3:00p.m

Event Recording Form

Student’s Name: Heather Goodie Teacher: Ms. Janice Reyes’

Subject/Period: Language Arts Dates: November 16-20

Behavior Definition (in specific, observable, measurable terms):

Time Period of Observation:

Date Tally every time that the

behavior occurs

Total number of times

behavior occurs

Duration Recording Form

Student’s Name: Heather Goodie Teacher: Ms. Janice Reyes’

Subject/Period: Language Arts Dates: November 16-20

Date Enter time when the

behavior began

Enter time when

behavior stopped

Length of time that

the behavior lasted

Schedule Analysis

Target Behavior(s)

Time Class/activity Behavior

+ = mild/rare

-= excessive

V= varies

Grouping

I= independent 1:1= one on one

SG= small group

LG= large group

Task type:

P=paper/pencil O= oral

H= hands-on

C=computer

Staff

Motivation Assessment Scale

Name: Heather Goodie Rater: Ms. Janice Reyes’ Date:

Behavior description:

Setting Description:

Instructions: The Motivation Assessment Scale is a questionnaire designed to identify those

situations in which an individual is likely to behave in certain ways. From this information more

informed decisions can be made concerning the selection of appropriate reinforcers and

treatments. To complete the Motivation Assessment Scale, select one behavior that is of

particular interest. It is important that you identify the behavior very specifically Aggressive for

example, is not as good a description as hits his sister. Once you have specified the behavior to

be rated read each question carefully and circle the one number that best describes your

observations of this behavior.

Almost Half the Almost

Questions Never Never Seldom Time Usually Always Always

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

Motivation Assessment Scale Continued

1. Would the behavior occur continuously, over and over, if this person was left alone for long periods of time? (for example, several hours)

2. Does the behavior occur following a request to perform a difficult task?

3. Does the behavior seem to occur in responses to your talking to other persons in the room?

4. Does the behavior ever occur to get a toy, food, or activity that this person has been told that he or she can’t have?

5. Would the behavior occur repeatedly, in the same way, for very long periods of time, if no one was around? (for, example, rocking back and forth for over an hour)

6. Does the behavior occur when any request is made of this person?

7. Does the behavior occur whenever you stop attending to this person?

8. Does the behavior occur when you take away a favorite toy, food, or activity?

9. Does it appear to you that this person enjoys performing the behavior? (It feels, tastes, looks, smells and/or sounds pleasing.)

10. Does this person seem to do the behavior to upset or annoy you when you are trying to get him or her to do what you ask?

11. Does this person seem to do the behavior to upset or annoy you when you are not paying attention to him or her? (For example, if you are sitting in a separate room, interacting with another person.)

12. Does the behavior stop occurring

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

0 1 2 3 4 5 6

Sensory Escape Attention Tangible

1. ___________ 2. __________ 3.__________ 4. _________

5. ___________ 6. __________ 7.__________ 8. _________

9. ___________ 10. _________ 11. _________ 12. _________

13.___________ 14.__________ 15. _________ 16. ________

Total

Score = ___________ __________ _________ _________

Mean

Score = ___________ __________ __________ _________

Relative

Ranking=____________ __________ __________ _________

Page 44

Hypothesis Regarding Function(s) of the Behavior of Concern

shortly after you give this person the toy, food or activity he or she has requested?

13. When the behavior is occurring does this person seem calm and unaware of anything else going on around him or her?

14. Does the behavior stop occurring shortly after (one to five minutes) you stop working or making demands of this person?

15. Does this person seem to do the behavior to get you to spend some time with him or her?

16. Does the behavior seem to occur when this person has been told that he or she can’t do something he or she had wanted to do?

When (antecedent to problem behavior), (student) (Behavior of concern) in order to

(perceived function of the behavior)

When (antecedent to behavior of concern), (student) (behavior of concern) in order to

(perceived function of the behavior of concern)

Notes