Identification Information
Greg Smith
Date of Birth: May 1, 2003
Elmer Elementary
121 Lincoln Street
Boston, Massachusetts
Reporter: Name
Chronological Age: 9 years 10 months
Referring District: Elmer Public Schools
Greg, age 9, lives in Boston with his mother Eileen, his father visits a few times a year and he has no other siblings. Greg has lived with Eileen since birth and only lived with his father until after the divorce when he was 7. Mother has recently remarried. Currently he attends an integrated-preschool classroom at the Briarcliff School in the Elmer Public School district.
Descriptions of Problem Behavior Operationally Defined
This functional behavior assessment is being completed at the request of the Elmer Public Schools Special Education department in response to Mrs. Smith's request for recommendations to assess Greg's behavior regarding sensory integration and behavior disorder.
Measure the Problem: Exhibits lack of desire to socialize with peers along with impulse control. This is measured through number of off-task behaviors during socialization.
Problem Routines Identified
Inappropriate Comments: anytime Greg teases or threatens, screams at, or yells towards another person. Example: "You're stupid." "I think you stink." Non-example, "Can I use that?" (Neff & Iwata, 1994)
Physical Non-compliance: instances in which Greg does not physically respond to adult-directives within 20-seconds of the request. Example: Greg is told to take the bathroom pass and he remains seated. Non-example: Greg is told to pick up the bathroom pass and he goes to pick it up and says, "Fine, whatever."
Functional Assessment Hypothesis Stated
Immediate triggers of Greg's behaviors are socializing with peers and when someone imposes limits. The behaviors include inappropriate comments and physical non-compliance. When he commits these behaviors he is avoiding socializing and attempting to gain back power or control. Being around peers triggers the behavior as well as when an authority figure such as a teacher tells him what to do. The issue of anxiety triggered by socialization within peer groups can be solved through positive reinforcement and desensitization.
Completed Pathways...
Off-task behavior was noted roughly 3-4 times daily. The off-task behavior of inappropriate comments occurred the most with three times. Once during each instance. (morning, lunch, afternoon) The off-task behavior of physical non-compliance occurred only once and usually occurs only once when student feels intimidate, reprimanded, or limited.
Intervention (Antecedent/Prevention)
-When Greg is in class and has to be in a group for a task, before assigning him to a group, ask him with who he would feel most comfortable. If no reply, assign him to a group and encourage him to participate while giving him breaks whenever he feels too anxious.
-Identify reasons Greg wants to avoid or escape situations.
Intervention
A. Replacement Skills: It is recommended that social interaction be increased as well as social lessons be provided to Greg as his behaviors indicate a need for clear instruction and facilitation during social situations. Group socialization specifically would be beneficial for Greg.
B. New Adaptive Skills: Allowing Greg to talk more with peers increases his communication skills.
-- A formal Behavior Intervention Plan [BIP] should be developed in order to provide Greg with consistent behavior expectations. (Risley, 2005).
Brief Protocol of Procedures: If student becomes anxious give him a break. If student isolates himself, have him join a group. Allow for self-direction from student to improve confidence.
Intervention (Consequences)
Reductive Consequences: Offer Assistance
Instructional Consequences: Reward with stickers or stamps
Progress Monitoring and Evaluation
Data Collection Procedures
A. Timelines for Data Collection and Review
Interview with Eileen Smith, Mother, April 2, 2013
Interview with Frances Johan, School Psychologist, April 3, 2013
Interview with Gladys Ford, Greenwood Principal, April 4, 2013
Letter Request for FBA, Mrs. Eileen Smith, March 2013
Psychological Evaluation, Elmer Public Schools, Frances Johan, March 2013
B. Indirect…
References
Barnhill, G.P. (2005). Functional behavioral assessment in schools. Intervention in School and Clinic, 40(3), 131-143.
Fox, J.J., & Conroy, M.A. (2000). FBA for children and youth with emotional-behavioral disorders: Where we should go in the twenty-first century. Preventing School Failure, 44(4), 140-142.
Neff, N.A., & Iwata, B.A. (1994). Current research on functional analysis methodologies: An introduction. Journal of Applied Behavior Analysis, 27, 211-214.
Risley, T. (2005). Montrose M. Wolf (1935-2004). Journal of Applied Behavioral Analysis, 38(2), 279-287.
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