Functional Behavior Assessment
Student: Ricky di
DOB: 4-17-95
Report Date: May 5, 2006
Background Information
Ricky is an eleven-year old boy who attends 5th grade at Little Elementary School. He currently has
an Individualized Education Plan for reading and receives instruction for reading with Cheryl
Hershey in a group of four students in the special education classroom. Ricky is placed at the
beginning of the curriculum in Reading Mastery Plus level 4, which places him almost two years
behind in reading when compared to the placement of typical peers. His general education teacher,
Christina Carson, identified Ricky for functional assessment concerning his disruptive behavior in
the classroom, which she noted have been a problem throughout the year. Amber Molten, the
special education teacher, was also concerned about his lack of progress in reading, which she felt
may be related to his off task behavior during reading group.
Functional Assessment
The purpose of the functional assessment was to operationally define behaviors of concern, identify
events that may trigger or maintain these behaviors, learn about attempted interventions, and
identify strengths and skills that Ricky possesses. The functional assessment consisted of interviews
with Ricky’s special education teacher, general education teacher, and reading group instructor,
direct observations during reading instruction and during participation in the general classroom, and
an interview with Ricky. This report includes the details of the functional assessment and a behavior
support plan.
Functional Assessment Interview
On April 20, 2006, Amber Molten, Christina Carson, and Cheryl Hershey were interviewed using a
modified version of the Functional Assessment Checklist for Teachers and Staff (FACTS). The
purpose of the interview was to note Ricky’s strengths, identify behaviors of concern, and better
understand the environmental variables that Ricky’s teachers believed could be predicting or
maintaining his inappropriate behaviors, and create a summary statement about the behavior that
could be used to build a plan of behavior support.
Amber Molten, Christina Carson, and Cheryl Hershey stated that Ricky’s academic strengths are in
math and reading fluency (when reading material within his reading group). They also stated that
Ricky loves anything related to skateboarding and likes to be accepted by peers. The following
summary statement was developed: When Ricky is in a group setting with peers and is expected to
transition or is given independent work, he talks out and is off task, which appears to be maintained
by attention, particularly from peers. Although the behaviors occur throughout the day, Amber
Molten, Christina Carson, and Cheryl Hershey noted the talking out and off task behaviors occur
more frequently and for longer time periods after Ricky has participated in a stimulating activity
such as recess and toward the end of long instructional periods. Cheryl Hershey stated that she has
tried seating Ricky in a different chair and desk during reading and currently is giving “K-bucks”
(school-wide contingency) more frequently. Christina Carson has recently started a point chart and
sends frequent notes back and forth to mom. She stated Ricky has not been very successful with the
point chart, and Ricky often forgets to bring the notebook back and forth.
Behaviors of Concern
Based on information from the interview with Amber Molten, Christina Carson, and Cheryl
Hershey on April 20, 2006, the target responses chosen were talking out, non-compliance, and off
task. Talking out was chosen because it occurs frequently and is disruptive to the teachers and the
other students. Talking out was defined as any vocalizations that are not teacher initiated and are
disruptive to others, out of turn, or unrelated to academic context. Non-compliance was defined as
not following directions within 5 seconds and included arguing with the teacher’s instructions.
Ricky’s teachers also stated he exhibits several off task behaviors (such as getting out of seat,
staring) that are likely interfering with the amount of time he spends actively engaged in academic
work. Therefore, off task was also determined to be a behavior of concern. Off task was defined as
the student is not engaged physically/ verbally with materials, is not looking at the board/overhead
/teacher/seatwork, is not contributing to or writing/reading the assigned task, is not following along
and on the correct page during reading, and is not quiet when the expectation is to work
independently.
Functional Assessment Direct Observation
Seven direct observations were conducted using an ABC (antecedent behavior consequence)
functional assessment on April 12 through April 28. Problem behaviors were recorded across tensecond intervals using partial interval recording. In other words, the occurrence of a target behavior
was recorded once in each interval that it was observed. All observations were 20 minutes and took
place during times Ricky’s teachers had previously identified as difficult for him (i.e. small group
reading and language arts/math just after morning recess). Throughout the observation, the ongoing
activities and events were coded in each ten-second interval. Typical events recorded for Ricky
were independent work, large group instruction, small group instruction, and transitions. If a
problem behavior occurred, the event following the problem behavior was also coded. Possible
events included teacher attention, peer attention, or escape. For operational definitions, see Table 1
below. The purpose of the observations was to better understand the events that precede and follow
Ricky’s disruptive, off-task and non-compliant behaviors. The observations were also used to
confirm the previously developed hypothesis statement concerning Ricky’s behaviors. Problem
behaviors were recorded across ten-second intervals using partial interval recording. Teachers
confirmed the observations were representative of typical activities and behavior in the classroom.
Table 1
Ongoing events/ Events occurring prior to problem behavior (Antecedents)
Large group instruction
Teacher is instructing 8 or more students
Small group instruction
Teacher is instructing 2-7 students
Independent work
Students are to engage in work without teacher or peer
guidance/interaction
Transition
Teacher is changing activities
Events following problem behavior (Consequences)
Teacher
Teacher verbally or physically responds to the student, can be positive or
attention
negative but does not include restated the direction or instruction (e.g. “stop
that,” “good job,” “shh,” teacher shakes head as if saying no or yes to student)
Peer attention
Peer verbally or physically responds to the student, can be positive or negative
(e.g. laughing at student, smirking, talking to student)
Escape
Student is not completing required task (e.g. is off task, out of seat) or student
is no longer required to complete task
Instruction:
During the observations, Ricky exhibited problem behavior in approximately 37% of the intervals
in which instruction (either small or large group) was taking place. Approximately 63% of Ricky’s
off task and disruptive behaviors during instruction were followed by escape, while 41% were
followed by peer attention, 15% were followed by teacher attention, and 23% were followed by
peer attention and escape (see Figure 1 and Figure 2). It appeared that much of Ricky’s off task
behavior during instruction was working on other (usually forthcoming) work when the expectation
was to be seated at a clean desk and have eyes on the teacher. This resulted in a new hypothesis:
During instruction, Ricky is off task and disruptive, which appears to be maintained by escaping the
instruction and receiving attention from peers.
Figure 1
Escape
Proportion of
behaviors followed by
consequence
Instruction
1.00
0.80
Teacher
Attn
0.60
Peer Attn
0.40
PA &
Escape
0.20
0.00
1
2
3
4
5
6
7
Observation
Average
proportion
Figure 2
Instruction: Avg. Proportion of Problem Behavior
followed by Event
1.00
Escape
Teacher Attn
0.80
Peer Attention
0.60
Escape & PA
0.40
0.20
0.00
1
Consequence
Independent work:
During the observations, Ricky exhibited problem behavior in approximately 35% of the intervals
in which independent work took place. Approximately 71% of Ricky’s off task and disruptive
behaviors during independent work were followed by attention from peers, 28% were followed by
teacher attention, 25% were followed by escape, and 19% were followed by peer attention and
escape (see Figure 3 and Figure 4). Only 6% of Ricky’s off task and disruptive behaviors were
followed by escape alone during independent work, which resulted in a new hypothesis for
independent work: During independent work, Ricky is off task and disruptive, which appears to be
maintained by receiving teacher and peer attention and escaping work.
Figure 3
Independent Work
Proportion
1.00
0.80
Escape
0.60
TA
0.40
PA
0.20
PA & E
0.00
1
2
3
4
5
6
Observation
Figure 4
Independent work
average proportion
1.00
0.80
Escape
0.60
Teacher Attn
0.40
Peer Attention
Escape & PA
0.20
0.00
1
consequence
Transitions:
During the observations, Ricky exhibited problem behavior approximately 40% of the intervals in
which transitions took place. All (100%) of Ricky’s off task and disruptive behaviors during
transitions were followed by attention. Peer attention followed Ricky’s problem behavior during
transitions 89% of the time and teacher attention followed the remaining 11% (see figure 5). This
resulted in a new hypothesis: During transitions, Ricky is off task and disruptive, which appears to
be maintained by receiving attention from peers and teacher.
Figure 5
Competing Behaviors Pathway for Instruction & Independent Work:
Desired Behavior
More work, earns
points toward free
time with peers
Participates by having
appropriate materials
out, following
directions, and working
quietly on independent
work
Setting
Events
Triggers
Instruction,
Independent
work
Problem
Behavior
Disruptive, Off
Task
Consequenc
es
Peer
attention,
teacher
attention,
avoids work
Function
Get peer
attention,
escape work
Earns short
breaks w/peers
Replacement Behavior
Competing Behaviors Pathway for Transitions:
Desired Behavior
More work,
earns points
toward free
time with
peers
Begins transition
within 5 seconds
of request and
completes
transition quietly
Setting
Events
Triggers
Transition
Problem
Behavior
Disruptive,
Not
following
directions
Conseque
nces
Peer
attention,
teacher
attention
Completes
transition
within 10 sec.
of last peer
Replacement Behavior
Function
Get peer
or teacher
attention
Summary and Recommendations
Ricky is an 11 year-old boy who attends 5th grade at Little Elementary School. His general
education teacher, Christina Carson, identified Ricky for functional assessment concerning his
disruptive behaviors in the classroom, which she noted have been a problem throughout the year.
Amber Molten, the special education teacher, was also concerned about his lack of progress in
reading, which she felt may be related to his off task behavior during reading group. The target
responses chosen were talking out, non-compliance, and off task. Talking out was defined as any
vocalizations that are not teacher initiated and are disruptive to others, out of turn, or unrelated to
academic context. Non-compliance was defined as not following directions within 5 seconds and
included arguing with the teacher’s instructions. Off task was defined as the student is not engaged
physically/ verbally with materials, is not looking at the board/overhead/ teacher/seatwork, is not
contributing to or writing/reading the assigned task, is not following along and on the correct page
during reading, and is not quiet when the expectation is to work independently. The results of the
functional assessment suggest that off task and talking out is triggered when Ricky is in a group
setting during instruction or independent work. Talking out and off task during instruction and
independent work appears to be maintained by peer attention, escaping the work, and possibly
teacher attention as well. The results also suggested that transitions trigger disruptive and noncompliant behaviors, which appear to be maintained by attention, primarily from peers. The
following hypotheses statements were developed: During instruction and independent work, Ricky
is off task and disruptive, which appears to be maintained by escaping the instruction and receiving
attention from teacher and peers. During transitions, Ricky is off task, disruptive and noncompliant, which appears to be maintained by receiving teacher and peer attention.
Previous interventions have included changing Ricky’s seating during small group instruction and a
point card used in his general education classroom. However, during a brief interview with Bod , he
stated that he felt it was taking too long to earn the candy bar (almost a month), and that he’d rather
earn rewards more often. When asked what he’d like to work toward, Ricky suggested a classroom
snack time at the end of each day and a Dr. Pepper at the end of the week.
After reviewing the functional assessment, possible intervention strategies were identified based on
the results of the functional assessment. This involved developing a competing behavior pathway
(see Figure 4) depicting the results of the functional assessment and alternate behaviors that Ricky
might engage that would be more acceptable than talking out and being off task. Using the
competing behavior pathway, replacement behaviors (responses that were not ideal but were more
appropriate than talking out) and desired behaviors (what Ricky should be doing) were identified.
This information was used to develop a behavior support plan.
Based on the results of the current assessment and a collaborative meeting with Christina Carson,
the following are specific recommendations for improving Ricky’s talking out, off task, and noncompliant behaviors.
Behavior Support Strategies
Student: Ricky
Implementers: Christina Carson & Cheryl Hershey
Date: May 12, 2006
Preventative (antecedent) Strategies: The purpose of these strategies is to address events that predict
or evoke problem behavior to minimize the likelihood of the problem behavior (talking out)
occurring.
 Pre-correcting: Prior to instruction and independent work, Ricky should be reminded what
he should do (not just that he should not talk out or work ahead on assignments). Because
Ricky’s behavior may be maintained by peer attention, it is important that the other peer(s)
in the group are given pre-corrections concerning the rules and how to help Ricky exhibit
appropriate behavior (by not responding to his talk outs). For example, just before group
instruction begins, the teacher can review the expectations (and can involve the class by
asking them to produce the rules, give examples, etc.) with the group. The expectations
should include being respectful (e.g. talking only when it is your turn). It may also be
important to remind the group of the rewards (e.g. “K bucks,” points toward popcorn party,
free time with peers or teacher) that can be earned for successful rule following during group
instruction.
 Post assignments after instruction: Because Ricky has often been off task and working ahead
on assignments during instruction, he often misses important information about how to
complete assignments and makes mistakes or elicits teacher help for questions he should
have answered during large group instruction. One way to prevent Ricky from working
ahead is to make sure upcoming assignments are not posted ahead of time and that
upcoming assignments are not always the same (e.g. always doing odd-numbered problems
in the math text). Other strategies may include keeping his reading workbook or other
independent workbooks until instruction is finished and independent work begins.
Consequence Strategies: The purpose of these strategies is to increase occurrence of desired
behavior (appropriate academic engagement) and decrease the occurrence of problem behavior
(talking out, off task, non-compliance).
 Point Card: Because Christina Carson has experience with using a point card system, she
decided that she would be willing to re-implement the card with Ricky. We discussed how
to modify the system so that the reward is more reinforcing to Ricky (based on the perceived
functions of his behaviors and an interview with him) and so that he receives access to the
reward more often.
o Rationale: The goals of this program are to (a) increase the amount of time that
Ricky spends actively engaged with academic tasks, (b) make it more likely that he
will follow teacher instructions in a timely manner and (c) decrease Ricky’s
disruptive behaviors. To accomplish these goals, we need to make sure that Ricky
gains access to valued items or activities when he works on tasks quietly, pays
attention during instruction, and follows directions. It is also important that he
receives access to the items/activities regularly.
o Overview of Program
 A point card will be used to track Ricky’s appropriate engagement and
direction following. This will ensure that (a) incentives are linked directly to
appropriate behavior and (b) we have a way of tracking whether he is
successful.
 The school day will be broken into 4 sessions, which are natural transitions
throughout the day: reading (until 9:35), language arts (until 11:30),
math/science (until 1:15), and end of day activities (until 2:05). Because
Christina Carson was concerned about forgetting to check in with Ricky, we
decided that he can be responsible for the check in with her and Christina
Carson (reading). Responsible check-ins will also be reinforced with a point
(for a total of 5 each day). Ricky can also earn up to 10 points until 9:35, 10
points until 11:30, 10 points until 1:15 and 10 points until 2:05 for a total of
45 points per day.
 Trading points
1. If Ricky earns all 2s during a time period, he will receive a short (2
minute) break with peers.
2. If Ricky earns 30/45 points throughout the day, he will earn class
snack time for the last ten minutes of the day (2:05-2:15).
3. If Ricky earns 200/225 points for the week, he can earn a Dr. Pepper
during “Friday Celebration” time at the end of the week.
4. Options were identified from talking to Ricky, and he can choose to
work toward the same or different rewards each week.
 Christina Carson will retain copies of Ricky’s point cards in a file folder at
her desk. Billie Jo will review the cards each week and provide a graph of
Ricky’s points earned and direct observation data to Christina Carson weekly.
 Christina Carson & Cheryl Hershey will review Ricky’s progress every two
weeks and make adjustments as needed. If there are 3 consecutive days where
Ricky does not meet his daily goal, the program will be evaluated to
determine causes.
Before Beginning:
Christina Carson & Billie Jo will explain the program to Ricky by telling him:
o What the expectations are (for each setting), modeling appropriate
behavior, giving him examples and non-examples, and practicing.
o How the point card system will work at school. Explain how the card
works, his options for rewards, and how he will trade the points.
o Teach Ricky that he will be responsible for remembering to check in with
both Christina Carson & Cheryl Hershey, and he will earn points toward his
goal for remembering to do so independently.
Ricky’s Expectations
Ricky will earn points for meeting the following expectations:
 Be responsible
o Check in with teachers. Ricky will remember get his card from Christina
Carson during morning roll call and take it to reading. He will check in with
Cheryl Hershey by showing her the card, remind her to check out with him,
and then will show his card to Christina Carson at 11:30, 1:15, and 2:15.
o Following directions within 10 seconds (by the time Christina Carson gets to
0 on her countdown). This includes all teacher-initiated instructions. Ricky
must either complete the instruction within 10 seconds (if it is a simple task)
or begin working on completion within 10 seconds (if it is a longer task, such
as completing an assignment).
o Wait until direction is given to begin independent work. Ricky will start
assignments after instruction is completed and Christina Carson or Cheryl
Hershey has instructed the class to begin independent work.
 Be respectful
o Only materials related to the subject are on the desk or on his person. Ricky
will have available only items directly related to the subject currently being
taught.
o Pay attention. Ricky will face forward, have his eyes on the speaker, listen
quietly, and be ready to answer questions when called on.
o Work quietly. Ricky will complete independent work without talking. If he
completes his work before his work group, the “Bad Boys,” he will choose an
appropriate task to work on quietly and independently until all four members
of his work group have completed assignment.
Long-Term Plan
The initial goal is to develop a program within which Ricky will work for incentives. If the
program is effective we will:
1) Gradually increase the requirements for earning rewards
2) Add a home-school component
3) Talk to 6th grade teacher about implementing next fall to ensure Ricky starts off the
year successfully.
Ricky’s Point Card
Date:_______________
Scores:
0 = not meeting, 1 = mostly meeting, 2 = always meeting
30/45 points= snack time at 2:05 200/225 points by Friday= Dr. Pepper
8:25
Responsible: Check in
Y N
Responsible: Follow directions by
time Ms. Carson gets to 0 (or within
10 seconds during reading).
Responsible: Wait until teacher
gives direction to begin independent
work before starting assignments.
Respectful: Only materials needed
for task on desk or person.
Respectful: Pay attention by facing
forward, eyes on speaker, listening,
and being ready to answer questions.
Respectful: Working quietly until all
“Bad Boys” are finished.
9:35
Y N
11:30
Y N
1:15
Y N
2:05
Y N
TOTAL
/5
/8
/8
/8
/8
/8
Consequence Strategies to Decrease Problem Behavior: These strategies are designed to limit the
amount of reinforcement that follows problem behavior (particularly talking out). However, because
Ricky’s behavior is maintained by adult and peer attention, these strategies alone will not be
enough. Therefore, they must also be used in conjunction with the previously stated strategies to
increase appropriate behavior.
1. Removal of Attention Following Inappropriate Behaviors (talking out): When Ricky talks
out, adults and peers should ignore the behavior. Ignoring the talk outs must be consistent.
Ignoring the behavior may be especially challenging for peers. Therefore, it is important
that the peers are rewarded for their ignoring of Ricky’s behavior. This can be done both
by immediately reinforcing the peer’s ignoring and by incorporating the peer’s behavior
into the group reinforcement system. (Christina Carson already has a point system in
place where the entire class is working toward a popcorn party at the end of the year).
Therefore, she can use this system to ensure peers are ignoring talk outs by specifically
stating the expectations to earn the points. (e.g. “For the next 15 minutes, you should all
be working quietly and independently. If I do not hear any talking during this time, the
class will receive a point for the popcorn party.”)
Evaluation of Behavior Support Plan
Efficacy of plan: Teachers will keep a copy of Ricky’s point cards, which will show how often
Ricky reaches his goal in each setting, how often he meets his daily goals, and total points earned
each week. This will allow us to see which expectations Ricky is consistently meeting and which
expectations he may be struggling to meet. Direct observations (like those conducted during
assessment) will also be continued once to twice a week to assess Ricky’s appropriate academic
engagement, disruptive, and non-compliant behaviors. The behaviors will continue to be graphed
and reviewed with the teacher to determine success of the plan. In addition, peer comparison data
will be collected during each observation to determine how Ricky’s behavior compares to that of his
peers. This will be done by observing a random peer in the classroom once every 7 of the 10-second
intervals.
Integrity of Implementation: Teachers will fill out a self-assessment concerning implementation of
the plan elements (see below).
Social Validity: Teachers will report if they believe the plan is working and if they feel it is worth
continuing its use. Ricky will also be asked if he likes the point card system. Billie Jo Rodriguez
will conduct this short interview in approximately three weeks (June 5, 2006).
Teacher Interview Questions:
1. Have you seen an increase in Ricky’s appropriate behaviors (e.g. paying
attention, working quietly, following directions)?
2. Have you seen a decrease in Ricky’s disruptive, off task, and non-compliant
behaviors?
3. Is the point card difficult to use?
4. What do you like/dislike about the card?
5. Were you able to implement the point card program with consistency?
6. Has the intervention been worth the effort?
7. Would you consider this type of intervention again?
Generalization and Maintenance: Is the plan being used across settings? Is Ricky reaching his goals
consistently? Are Ricky’s goals being systematically increased? Can the system be faded into a selfmonitoring system?
Evaluating Data & Modifying Plan: Christina Carson, Cheryl Hershey, and Billie Jo will use the
teacher checklist logs, the point cards, and direct observations of Ricky and peer behavior to
determine if Ricky has (a) increased the amount of time that he spends actively engaged with
academic tasks(b) become more likely that he will follow teacher instructions in a timely manner,
and (c) decreased the number of disruptive behaviors. If Ricky fails to receive his daily reward
for 3 consecutive days, the program will be re-evaluated to determine his lack of success. The
integrity of implementation forms will first be assessed to determine if fidelity is the problem. If
fidelity is not the problem, we will further investigate and monitor the plan to make goals and
rewards more accessible to Ricky.
Outcome and Recommendations of Behavior Support Plan
Student: Ricky
Date: June 5, 2006
Efficacy of plan: The following outcomes and recommendations are based on a review of Ricky’s
completed point cards, which show how often Ricky reaches his goal in each setting, how often he
meets his daily goals, and total points earned each week, direct observations (like those conducted
during assessment) with peer comparison data (randomly selected peer observed every 7th 10 second
interval), observations and self-reports of teacher fidelity, as well as a interview to determine
contextual fit.
Direct Observation: Direct observation of Ricky’s disruptive, off-task, and non-compliant behaviors
has revealed a decrease in problem behaviors since beginning the intervention. The figure below
shows Ricky’s disruptive, non-compliant, and off-task behaviors have decreased from an average of
42% to 13% during language arts instruction. Ricky’s average percent of problem behaviors is
actually lower than his peers, which have shown problem behavior in 25% of observation intervals.
Proportion of intervals
Bodi's problem behavior
Point Card
Baseline
1.00
Bodi
Peers
0.80
0.60
0.40
0.20
0.00
0
1
2
3
4
5
6
7
8
9 10 11 12 13 14
Observation
Points Earned Toward Goal: Since direct observations have consistently occurred during language
arts, which is in the morning, and Ricky’s point-card is meant to improve his behavior across the
day, it is also important to review his daily points earned toward his goal. The following figure
shows the proportion of points Ricky earned on a daily basis. Overall, Ricky has earned 64% of his
total points (ranging from 49% to 80%), which is just under the 67% expectation set by his teachers.
However, Ricky has not experienced 3 consecutive days of failure to meet his goal, meaning
modifications may not be necessary at this point but that the plan should be evaluated and closely
monitored.
Proportion of points
earned
Bodi's Points Earned Toward Goal
1.00
0.90
0.80
0.70
0.60
0.50
0.40
0.30
0.20
0.10
0.00
Daily Goal
0
1
2
3
4
5
Day
6
7
8
9
10
Integrity of Implementation: Teachers filled out a daily self-report concerning their implementation
of critical features of the intervention. Christina Carson rated all components of the intervention as
being implemented daily, except the initial check-in to receive point card. Christina Carson noted
that Ricky sometimes arrives at school late and goes directly to reading group without checking in
with her. Other days she noted that she was busy, and the student did not remind her about the card.
Because of this Cheryl Hershey (the reading teacher) was given some extra cards in case Ricky
arrived to reading without a card. Cheryl Hershey rated all components of the intervention as being
implemented daily. Direct observation of teacher integrity of implementation revealed both teachers
were implementing the behavior plan with at least 90% fidelity. However, neither of the teachers
was observed pre-correcting during instruction or independent work by reminding either Ricky
individually or the entire class specific expectations for the time.
Social Validity: Teachers reported if they believed the plan is working and if they feel it is worth
continuing its use. Ricky was also asked if he likes the point card system. Billie Jo Rodriguez
conducted this short interview on May 31, 2006. During the interviews with Christina Carson &
Cheryl Hershey both strongly agreed that they had the knowledge and skills to implement the plan
and that it was consistent with their values. Both moderately agreed that the school had enough
resources and administrative support available to implement the plan. Both moderately agreed that
the behavior support plan is effective and strongly agreed it is in the best interest of the student.
Christina Carson believed the behavior support plan was slightly stressful to implement but strongly
agreed the amount of time, energy, and resources needed to implement the plan was reasonable.
Cheryl Hershey believed the behavior support plan was not stressful to implement and that the
resources needed to implement were reasonable. Ricky stated he likes to point card system and the
goals he is working toward. He (and Christina Carson) stated he has more difficulty meeting the
goals in the afternoon.
Generalization and Maintenance: Is the plan being used across settings? Yes. Both of Ricky’s
teachers have implemented and are consistently using the point card. Is Ricky reaching his goals
consistently? Sometimes. Ricky has met his daily goal 5 of 9 days but has not experienced 3
consecutive days of failure to meet his goal. Christina Carson has noted that Ricky has experienced
more difficulty earning points in the afternoon, which may be due to activities becoming more
unstructured. Until Ricky meets daily points more consistently, the goals will not be increased. As
Ricky experiences success with the point card, it may be phased into a self-monitoring card. When
it is time for Ricky to receive points, Christina Carson reviews the card with him and asks Ricky
how many points he believes he’s earned in each category. Christina Carson stated Ricky usually
suggests points that are appropriate, showing signs that this system may be eventually phased into a
self-monitoring card.
Summary and Recommendations:
Overall the behavior support plan shows a high level of contextual fit and teacher integrity of
implementation with success in decreasing problem behavior during the morning. However,
Christina Carson, Ricky, and a review of completed point cards, suggest that Ricky is still
struggling to meet behavioral expectations in the afternoon. Christina Carson has stated she believes
this struggle is partly due to the end of the year’s unstructured afternoon activities. Since Ricky is
experiencing success in the mornings and struggling in the afternoon, Christina Carson may find it
beneficial to divide Ricky’s rewards into a morning and afternoon reward, allowing him to reach his
goals more consistently. It is also important that both Christina Carson and Cheryl Hershey
explicitly review expectations for success during the start of instruction and independent work so
that Ricky knows exactly how to earn points and to minimize the peer attention he receives for
inappropriate behavior.
The review of the outcome data suggests this plan may work effectively for Ricky, particularly if he
begins 6th grade using the point card right away and experiences success in the new setting. Starting
the program in the fall will also allow for increased maintenance and potential generalization into a
self-monitoring system.