Functional Behavior Analysis and Behavior Intervention Plan SHANITA
Functional Behavior Analysis and Behavior Intervention Plan SHANITA N. SCOTT SE 579 By Presenter. Media. com
Classroom Description • Suburban high school • Business Law class • 30 students in class, 7 are receiving special services • Class is held in a computer lab
Target Student: Cameron 15 year old sophomore Lives with both parents Autism Spectrum Disorder 2. 4 gpa Receives special education services Modified assignments Study guides Extra time on assignments Use of TC Room Socially awkward Very visual Small circle of friends Speech is monotone and robotic Has expressed that he doesn’t like school but is starting to like it better Loves to read comic books Loves to play video games
Key Players • Classroom teachers – 7 • Caseload teacher • Social Worker • Counselor • Parents
Target Behavior: Being Off-Task in Class • Cameron has a hard time staying on task during class time • He has to constantly be watched during independent work • Often gets caught playing on the internet, reading a comic book, or staring into space • Gives up on assignments that he feels are too hard • Has this issue in multiple classes
• Data Collection - Methods • ABC Chart – Used to see what precedes his being off-task • Scatterplot – Used to see how often the behavior is occurring and during what times of the day • Teacher Interview – Interviewed caseload teacher to gain more insight into Cameron’s behavior in other classes • Data Triangle Chart – Used to summarize all of the data that was collected and find trends
• Data Collection
Data Analysis and Hypothesis • Cameron engages in off-task behaviors on average 2 -3 times per class period • The behaviors all appear to occur during independent work time in class • When caught off-task, Cameron is redirected and/or sent to the TC room for extra help • Based on the analysis, the hypotheses is that Cameron exhibits off-tasks behaviors in order to avoid doing any type of independent writing assignments • He avoids these assignments because they are difficult for him
Intervention Strategy and Implementation • Cameron will work with the social worker and counselor to develop strategies to express his need for assistance during class • Modified writing assignments • Able to go to TC room for assistance • Behavior contract
• Rewards System • Points-based system • He will receive 2 points for every attempted assignment • He will receive 5 points for every fully completed assignment • He will also receive 2 points for appropriately expressing frustration or a need for assistance during class • He will be able to redeem his points each day for computer time and reading time • He will be given two prompts to start an assignment • If he refuses, he will be sent to the TC room for reinforcement • If he still refuses, he will receive zero credit on the assignment and a phone call home • From there, the school-wide progressive discipline system will be used
• Modified Writing Assignment
• Effectiveness of Plan • Plan has been implemented and will continue for four weeks • So far, the results have been positive • Scatter plot will be used and results will be compared to the baseline data previously collected • I expect that Cameron will complete at least 60% of his writing assignments and attempt at least 80% of the assignments based on this plan
• Reflection • Working on this plan has really helped me to dig deeper into a child’s behavior than what shows on the surface. Things are not always as cut and dry as they seem. A simple behavior issue can actually be an indicator of a more serious academic issue. I am glad that I had the opportunity to learn this process and I definitely see how it can be helpful in the future
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