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Functional Behavior Assessment

9 year old boy
by

Jey V

on 27 November 2012

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Transcript of Functional Behavior Assessment

Functional Behavior Assessment by Jessica Vergara 9- year old boy named Phillipe Problem Investigation & Analysis classification of Speech and Language Impaired Teacher expressed concerns Tantrums- throwing himself on the floor, kicking, banging hands on the floor or desk, crying, or screaming,
and Target Behavior
&
Defenition Problem Identification Mrs. Young explains that Philip often ignores her verbal request.

Mrs. Young, would then follow up by providing Philip with a prompt; by tapping him on his shoulder.
Attends a Bronx elementary school Receiving Speech & Language, And counseling therapy Part of an ICT class Teacher Referral Mrs. Young states that the disruptive behaviors occur several times a week, usually after directions are given to work independently. It was decided that tantrums, & noncompliance would be targeted due to significant safety issues in the classroom. Teacher attempts; calming student down by talking with him,
practice some relaxation techniques such as; deep breathing. Frequency Documentation indicate that tantrums on average occur at least three times per week.
Lasting 12 minutes with
generally high intensity. Analysis were conducted in three classroom
observations using an ABC format Teacher Completed a daily behavior log to document compliance (ave of 1.3, out of 5) &
A behavior log to document tantrums (average of three per wk, 12 min duration, high intensity) Informal Interview Student Background Information Student is struggling academically (unable to encode, decode). His expressive language is significantly below expected levels for his age & grade. Lives in an intact home
(mother, father, and younger brother). His younger brother has a Speech & Language Impaired classification, and attends the same school. However, he is successfully passing his classes. The teacher will continue using the behavior
logs, given it is a weekly frequency. Hypothesis Revealed that Phillipe's tantrum behavior
appear to be escape-related: escape the task,
demand, or setting. Goals will be developed to address the Intervention design. These goals are to do the following within two weeks;

decrease the frequency of tantrums to no more than one time per week,
with a duration no greater than 6 minutes and
intensity reduced to medium - low. Evaluation Strategies.... 1st STAGE: Problem Identification Background information
List of challenging behaviors
Prioritizing behaviors & selection of specific targeted behaviors
Defining the target behavior(s)
Collected data on the targeted behaviors (ABC's) Non-compliance- failing to follow teacher direction within 10 seconds Since the precursor to tantrums was often non- compliance...it was decided both would be addressed! Compliance with teacher requests was assessed using a daily behavior report card (DBRC), completed by the teacher twice a day. Phillipe earns an average compliance rating of 1.3 on a 5 point scale (in the poor range). Therefore,
decreasing frequency, intensity, and duration of tantrums and
increasing compliance ratings become the focus of the intervention. several instances of noncompliance during transitions when the teacher issued a group directive ("class please take out your books & turn to pg 9). Consequences observed included
reprimands
name written on the board
and loss of incentive time. Only one tantrum was observed by evaluator however, teacher logs indicate tantrums often occurred during instruction towards academic activities. Literature Review Intervention Plan Martella, R. C., Agran, M., & Marchand-Martella, N. E. (1992). Problem solving to prevent work injuries in supported employment. Journal of Applied Behavior Analysis, 25, 637-645.

Van den Pol, R. A., Reid, D. H., & Fuqua, R. W. (1983). Peer training of safety-related skills to institutional staff: Benefits for trainers and trainees. Journal of Applied Behavior Analysis, 16, 139-156.

Neumann, J. K. (1978). A classification scheme of social conditions of reinforcement with group operant systems. Journal of Applied Behavior Analysis, 11, 435.

Vollmer, T. R., & Hackenberg, T. D. (2001). Reinforcement contingencies and social reinforcement: Some reciprocal relations between basic and applied research. Journal of Applied Behavior Analysis, 34, 241-253.

Dunlap, L. K., & Dunlap, G. (1989). A self-monitoring package for teaching subtraction with regrouping to students with learning disabilities. Journal of Applied Behavior Analysis, 22, 309-314.

Plavnick, B. J, Ferreri, J. S, & Maupin, N. A. (2010). The effects of self-monitoring on the procedural integrity of a behavioral intervention for young children with developmental disabilities. Journal of Applied Behavior Analysis, 43, 315-320. GRAPH The behaviors identified as problematic for Philip are defined as disruptive, tantrums, poor academic skills, and noncompliance.
Shortly after began prompting those students' who did not follow directions.
When Phillipe did not comply he was directed again, and noticed to begin sinking in the seat lower and lower until a full tantrum evolved. Consequences This often leads him to increase his disruptive behavior which does not end until he is tired.
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