Functional Behavior Assessment
Student:
School:
Date:
Historical Information:
STUDENT is an 8 year old student in Mrs. Smith’s class at ABC Elementary School. He began attending school in
the ABC School District during the XXXX school year. His school IEP team members have been struggling to
effectively address his behavioral challenges since his first semester with ABC District, initially identified as:



Difficulty with transitions
Sensory needs
Social deficits
A Behavior Intervention Plan was added in November 2011 with the target behavior identified as “STUDENT
will comply with teacher requests, indicating (with words and signals) when he needs a “time out” to release
energy and re-group.” The BIP consisted of positive reinforcement as follows: “STUDENT will have a menu of
reward items of his choosing, taken from the 'what do you like' survey done with STUDENT. He will have
immediate rewards throughout the school day, and larger rewards when he has an "A" day; less attractive
rewards (foregoing the "A" day reward list)when he has a "B" day.”
His November 28,2011 IEP goals included:
Category: Behavioral
STUDENT will demonstrate communication skills, by listening/attending during a teacher directed
activity, scoring 4 out of 5 attending marks, as measured by staff observation and a STUDENT behavior
check sheet, daily.
Category: Social/Emotional
Across all settings, STUDENT will ask for help when he begins to feel out of control, 4 out of 5 times
during targeted sessions as measured by data collected weekly.
Behavioral challenges and supports continued, as noted on his October 2012 IEP:
STUDENT is easily over-stimulated and distracted and may require redirection back to task. STUDENT
may require preferential seating, monitoring of on-task time and task completion along with a work
area with reduced distractions. Appropriate means of requesting assistance and social behaviors should
be modeled for STUDENT as the need arises. Visual aides such as but not limited to a
1
visual/manipulative schedule with picture icons and prompts such as "first & then" or "I am finished &
next is"; story-mapping, pictures for feelings/appropriate behaviors, math manipulatives, or models of
end products for a particular activity should be provided with consistency. STUDENT may need
assignments shortened, additional time to complete difficult/complex assignments, directions read or
re-worded for him. Preface directions/instructions with cues such as "Are you listening" or "show me
you are listening, please" in order to gain STUDENT's attention. Directions should be short and
distinctive and may need to be divided up. Check for STUDENT's understanding of instructions by
having STUDENT re-verbalize directions. Extra time should be given for STUDENT to verbalize his
understanding and needs. Prepping for changes in routine/schedule, what topic/ activity is coming
next.
STUDENT has had many interventions implemented assist him in the general education classroom,
school specials and around the school community. These interventions include:
safe place
stress breaks
verbal/gesture prompts (first, then, acceptable,
unacceptable)
social thinking prompts (thinking with your eyes,
whole body listening, etc.)
treasure chest check sheet
sensory menu (gadgets, happy ball, scooter board,
slow rocking, belly on ball, gentle helper squishies,
mini pushes of desks, chair and wall, joint
compressions, heavy lifting, climbing, crab walk,
bear walk, tunnel, jumping)
reading a book
social stories
whiteboards as a visual aid
picture schedule
working with peers
sitting next to teacher
sitting on chair next to the group
this or this choice making
inflation cushion for chair
dot-to-dot writing
coloring bottom portion of lined paper with blue
marker
Angry Bird eraser toppers
smile faces to mark paper
snacks when working
token economy system: Angry Birds, bubbles,
stickers, bouncy ball, working in the hallway,etc.
eraser challenge (writing incentive OT)
sensory diet
putty
call Mom and have her talk with him
calling resource teacher for assistance with off
task behavior
positive encouragement
task is done
I will try (phrase to continue when resisting task)
use of blue pencils and eraser with pencil grip
re-wording directives in academic and nonacademic situations
high fives
resource room treasure chest
five minutes free time
magnetic letters for writing
computer
STUDENT has displayed a need for redirection in order to begin and complete most classroom tasks.
STUDENT needs to have frequent breaks to "de-stress" from the task at hand. These breaks assist him
to further growth as an academic learner.
STUDENT's delay in the area of social language has the potential to impact his ability to interact in the
general education classroom, as well as his ability to communicate appropriately with his peers and
adults.
2
His October 2012 IEP Goals included:
Category: Behavioral
STUDENT will demonstrate communication skills, by independently listening/attending during a teacher
directed activity, scoring 4 out of 5attending marks, as measured by staff observation and a STUDENT
behavior check sheet, daily.
Category: Social/Emotional
Across all settings, STUDENT will ask for help independently when he begins to feel out of control, 4 out
of 5 times during targeted sessions as measured by data collected weekly.
Behavior Management supports included:
-Safe place
Verbal, physical, visual, auditory cueing
planned student work area
identify strategies to increase skill
acquisition.
repetition
Review student's daily work schedule.
Special Ed Teacher
Written Expression Resource Room 2.50 per
week 10/19/2012 10/18/2013
-Multi-Sensory Approach
highlighted paper
Sentence starters
sentence strips, color diagramming, color
cues, sentence builders, word banks, student
made dictionary
Student white boards
planned student work area
small groups
identify strategies to increase skill acquisition
multiple means of presentation (visual, auditory,
kinesthetic)
timer
give immediate and specific feedback
repeat instructions and check for understanding
Special Ed Teacher
Self Advocacy Skills Campus/Community 1.00 per
week 10/19/2012 10/18/2013
-Use verbal cues (gestures, Indirect/direct)
Use of sensory menu to assist in self- regulation
Timer
social stories/lessons
Special Ed
In November of 2012, a Functional Behavior Assessment was conducted. At that time the Functional
Assessment Informant Record for Parents (FAIR-P) and Functional Assessment Informant Record for Teachers
(FAIR-T) interview guides were used to gain a better understanding of behaviors of concern, as well as the
Questions about Behavioral Function (QABF). Classroom observations were also conducted. The results of the
FBA were:
Behavior concerns identified included difficulty with completing work assignments, staying on task,
complying with demands, refusing to write, and interrupting classroom instruction, all labeled as “noncompliance”. (Tantrums and elopement were also referred to as problematic behaviors in the FBA).
Hypothesis 1
When a task demand or transition to a non-preferred activity is presented, STUDENT engages in the
problem behavior to escape/avoid task demands. He is given access to other areas in the school which
delays work completion in the classroom environment. Escape or avoidance from tasks is negatively
reinforcing STUDENT’s behavior.
3
Hypothesis 2
STUDENT engages in problem behavior to gain access to tangibles. Access to tangibles is positively
reinforcing STUDENT’s behavior.
Recommended Interventions provided included:





Posting clear rules and expectations
Teaching social skills
Classroom environmental modifications (seating, breaking work into smaller steps, first-then schedule)
3-step prompting hierarchy
Token economy
Interventions listed above were implemented to some extent. However specific schedules for teaching social
skills, token delivery, etc. were not defined, and therefore may not have been implemented in a consistent
systematic fashion.
Current Information:
For the purposes of this current (October 2013) FBA, the focus is centered on detailed observations of
STUDENT’s behavior relative to environmental conditions, a review of current and previously recommended
intervention strategies and their effectiveness based on current data, and on current teacher reports. The
FAIR-P and FAIR-T were not re-administered.
In the current school year, STUDENT continues to have non-compliant behaviors similar to those identified on
his current and prior IEPs. An additional current target behavior is aggression, mainly towards peers.
Observations were conducted during several activities, including recess, classroom instruction in the morning,
classroom instruction in the afternoon, speech therapy, interactions with peers, and direct testing during 3
antecedent conditions: No demands or attention, math demands, and writing demands. Detailed observation
notes are attached, which the following summary and data extracted.
Classroom data were collected using one-minute partial interval recording measures (i.e. the behavior
occurred at any point in time during the interval). The following behaviors were identified and examined:







Prompts for Teacher or Instructional Assistant
Off-task comments
Off-task non-verbal behavior
Non-compliance
Verbal protests
On-task responses
Physical contact with a peer
4
Results of classroom observations:
9/20/13
Recess:
# intervals = 14
No problem behaviors, no opportunities for compliance
Transition from recess to class:
# intervals = 1
Peer aggression = 1 = 100%
Afternoon instruction in the classroom:
# intervals = 35
# intervals with prompts from IA/T = 20 = 57% = average every 1.75 minutes
# intervals with off-task comments = 10 = 28% = average every 3.5 minutes
# intervals with off-task non-verbal behavior = 21 = 60% = average every 1.66 minutes
# intervals with non-compliance = 12= 34% = average every 2.9 minutes
# intervals with on-task responses =8 = 22% = average every 4.375 minutes
# intervals with physical contact = 0%
# intervals with verbal protests = 5 = 14% = average every 7 minutes
9/25/13
In class:
# intervals = 48
# intervals with Prompts from IA/T = 20 = 41% = average every 2.4 minutes
# intervals with off-task comments = 27 = 60% = average every 1.77 minutes
# intervals with off-task non-verbal behavior = 20 = 41% = average every 2.4 minutes
# intervals with non-compliance = 5 = 10% = average every 9.6 minutes
# intervals with On-task responses =19 = 39% = average every 2.52 minutes
# intervals with physical contact = 2 = 4% = average every 24 minutes
# intervals with verbal protests = 6 = 12% = average every 8 minutes
In Speech Therapy: During this observation STUDENT was expected to listen to a short story read aloud by the
speech therapist and answer comprehension questions. It was observed that he made minimal eye contact, so
data related to eye contact was also collected.
Auditory comprehension responses:



Correct responses = 2 = 20%
Incorrect responses = 5 = 50%
Partially correct responses = 3 = 30%
5
Eye contact: Rates are compared for eye contact with and without initiations and responses
Percent of Occurrences
Comparative Rates of Eye Contact
100
90
80
70
60
50
40
30
20
10
0
Response
w/EC
Response Initiation w/ Initiation
w/o EC
EC
w/o EC
Results of direct testing of math, ignore (no demands or attention), and writing:
Percent of Trials
Behaviors by Condition
100
90
80
70
60
50
40
30
20
10
0
Compliance without
protest or lack of prob
bx
Verbal protests or
inappr bx(with
compliance)
Math
Ignored
Complete task
refusal/problem
behavior
Writing
Condition
Completed writing
transcription tasks only,
no journal entries
Summary of Results and Recommendations:
Based on the information provided above, the following behaviors of concern are identified and should be
addressed through IEP goals and/or a Positive Behavior Intervention Plan:
1. Off task: includes not visually or physically engaged with appropriate instructional stimuli, not in
assigned area, which functions to escape classroom demands and access preferred stimuli.
2. Verbal protests and task refusals with task completion: Includes saying “No”, negotiating terms, etc.,
which function to communicate dislike, avoid task demands, and gain adult attention.
6
3. Complete task refusal: Includes verbal protests with no work completion, which functions to avoid
writing assignments
4. Inappropriate physical contact with peers, which functions to gain peer attention.
5. Eye contact/avoidance
Recommendations:
Many of the previously listed intervention strategies continue to be valid (offering choice, positive
reinforcement for appropriate behavior, etc.), but should be implemented in a more systematic and consistent
fashion, with a reinforcement schedule that reflects his current baseline of performance. Independent
responses and appropriate behavior must be reinforced frequently and immediately. Currently STUDENT
receives prompts from and adult approximately every 2 minutes, is off-task approximately every 2 minutes,
and is on-task appropriately every 3 minutes, often with no immediate reinforcement.
1. A token economy is recommended that reinforces STUDENT following one minute of independent
appropriate behavior. A token board allowing 10 tokens should be developed. When STUDENT earns
10 tokens he can choose a reinforcer, or choose to save them for a better reinforcer later (exact
reinforce menu and token values to be determined). Gradually increase the response requirements to
2 minutes, three minutes, etc., following one week of progress at the current rate. Ignore
inappropriate behavior, including verbal protests. Write a simple list of “expected behaviors” or
“instructions” for EVERY activity, and use gesture prompts (point to the relevant behavior/instruction
on the list vs. verbal reminders). The goal is to provide STUDENT with adult attention as often as he
gets it now, but in the form of a token delivery for appropriate behavior rather than a prompt to
redirect off-task behavior. All requests for assistance should be considered appropriate behavior.
2. Conduct a reinforcer assessment (provided) and develop a menu of reinforcement options with varied
values.
3. Task analyze ALL writing assignments, and start by only requiring that STUDENT transcribe spoken
sentences or copy text that is relevant to the assignment. Gradually introduce demands for him to
write self-generated text (i.e. every 4th sentence, then every 3rd sentence, etc.. Note: STUDENT has
difficulty with verbal conversation and answering intraverbal comprehension questions verbally, so
intraverbal writing assignments will be very difficult for him.
4. When STUDENT provides a verbal response, do not deliver feedback or reinforcement until he makes
eye contact with you. Eye contact is a pivotal response necessary for relationship building, an area
STUDENT struggles with.
5. Give STUDENT something to carry during transitions to prevent inappropriate contact with peers (i.e.
balls in from recess. If he has inappropriate contact with a peer add an additional token requirement
for reinforcement (i.e. he now needs 12 tokens rather than 10 to earn a back-up reinforer).
6. Build a history of reinforcement for compliance to adult directions by asking STUDENT to do a simple
high –probability task at least 5 times per day (i.e. wipe the board, pass out papers, etc.)
7. Practice flexibility. Give STUDENT 2-3 instructions per day that require a new response and reinforce
highly (exaggerated praise, extra token, etc.). Examples include “Line up behind the 4th person”, line
behind someone dressed in blue”.
8. Collect data daily using the 5-point data sheet provided.
Please direct any questions concerning this report to ………..
7
Observation 1
S. at recess upon arrival, rolling a hula hoop on the ground and onto a table
Time
Environment, Staff Behaviors,
Student Behavior
Antecedents and Consequences,
etc.
S. and peers visible form hallway window outside at recess
Comments
12:10
Group of peers, one peer by his side
12:11 rolling a hula hoop
12:12 Continues, IA standing near
12:13 Continues
Continues
IA walks away and back
12:14
12:15 IA throws
Hula hoop, peer sits
12:16
12:17 Peer gets up and rolls hoop
Then sits, whistle blows
12:18
12:19 Peer hugs IA
Next to peer, rolling hula hoop
Continues
Continues
Continues
Speaks to peer
Laughing, rolling hula hoop
Continues
Looking at peer, comments to
peer, raises hoop over his head
triumphantly, “yeah”
Telling peer to go “right here”
14 intervals at recess, no
problem behaviors
Puts hoop away, runs to line up
under tree, grabbing tree branch
Pulling branch
Hugging tree at front of line
IA fanning hands over students,
12:20 yelling to them (line up, quiet, etc.)
12:21
Teacher joins group, taps S. on
12:22 shoulder
12:23 T and IA talking to class
Students in class
12:24 Peers straggling in
12:25 IA directs S. to sit quietly
All on carpet, T asking ?s re: story
from yesterday
IA approaches, directs S. to sit, quiet
12:26 discussion
T reading to group
T
corrects “Nothing in your hands
please…”, directs S. back to carpet
Under tree, hugging tree, pulls
branch
Gives branch to IA
Lines up
Lines up
Not in room yet
Enters room, loudly
Sitting nicely at carpet
Gets up, “Where’s my water
bottle?”, “I want to hold it”,
whines, hands in mouth
At sink, rubs head, gets drink from
fountain, returns to carpet, sits,
touching head, shaking hands,
gets up and goes to table,
touching pencil/tool holder in
center of table
Had aggressive incident
at transition to class.
OTC, IA P/A
OTC, IA P/A
OTNV
OTNV
T P/A
12:27
8
“I want to hold something”, sits,
biting finger, looking at fingers
OTC
T reading
12:28
T reading
Sitting nicely near back of group,
touching ears and head, shaking
hands,
looking at fingers, biting, turns
and speaks to peer, moving near
peer
OTNV
OTC
OTNV
12:29
IA approaches and speaks to S.,
12:30 Directs S. to move back to sit
IA speaking quietly directing S to sit
IA approaches to take pebbles, quiet
12:31 discussion
IA takes pebbles
Quiet discussion
IA holding out hand
12:32
“Sh”
Quiet discussion
T reading, IA “listen”
T stops reading
12:33 IA “sh”
T discussing journal assignment
T asks group ?, peers raise hand
IA “If you’re done show me”
12:34
T still talking, peers at carpet
12:35
Directs S. to sit and get out writing
12:36 journal
IA directs S. to take out journal, “I’m
going to get it out”, takes out his
12:37 journal
Classmates have journals out
Peer directs S. to get his journal
IA at T desk
12:38
T writing on board near S.
12:39
T giving group directions for writing
assignment, IA returns with pink
memo note
12:40 T approaches and speaks to S.
Sitting, looks at peer, smiles and
comments, speaks to IA
At carpet, moving about, reaches
to peer
Collecting pebbles on floor
Goes to table and sits
Quiet discussion
Reluctantly hands over pebbles,
whining
Playing with pencils
Quiet discussion
“No”
In chair, tipping chair
“Can we shop?”
“No”, shaking head back and
forth, tells IA he “did it”, “it’s a
secret”
Fidgeting with items in pencil/tool
holder
“Hmm”, looks at IA
Still in seat next to IA
Touching things on table (name
tag and “go” sign)
“No I already wrote it”, “It’s a
secret”, looking at book
(unrelated to journal assignment)
Closes book, “No, uh, uh, I’m not
interested in Matilda, I’m not
interested”
Looking at book
Laughs, shows book, flipping book
pages
Flipping book pages
IA P/A, OTC
IA P/A, OTNV
OTNV, IA P/A
IA P/A, OTNV
NC
OTC
NC to writing demand, IA
P/A
OTNV
OTC
OTNV, T P/A
NC, OTC, OTNV
NC, OTC, OTNV
OTNV
OTNV, T P/A
9
T “… put book away please”, shows
IA Expected/Unexpected”, IA gently
12:41
Coaxing him back, attempts to slide
it to S.
12:42
IA discussing what to do
IA giving him ideas
12:43
IA discussing ideas, “… good plan?”,
“... sound good?”
Directs S. to writ asks several
12:44 questions, makes several comments
IA takes out future glasses sheet
from backpack, “OK”, lots of coaxing
12:45
Flipping pages of book
Argues
Repeats “I’m not interested”,
pushes seat back from the table,
“I’m not interested”
Jerking chair back to table
Slides chair in, overreacts, looks at
pink paper, “OK one sentence”
Repeats “OK one sentence”
several times, “That’s it”
“Catcher?”
Whining, “I don’t want to”, “I’m
not interested”
Speaks to IA
“We should find out”
Responds “No we are not in that
school”, Arguing
“Come on, come on, come on,
come on”
“… Matilda should…”
IA puts finished glasses back
“5 sentences.”
T approaches, tells S. “We’re gonna
give you a break and come back in 5
minutes”, speaks to IA
“Were you not listening?”
“No one.”
Peers all thinking and writing
T at desk, IA out of room
Writes, looks around (looks like he
has one sentence written), closes
journal
OTNV, NC
VP, IA P/A
IA P/A
Negotiates, on-task No
R+
On task, No R+, IA P/A
NC, VP
IA P/A, NC, VP
IA P/A, NC
IA P/A, NC T P/A
On task, No R+
Writing in journal, erases
12:46
T approaches and opens journal,
“That’s cute”, “OK that’s…” (talking
about where periods go)
12:47 “OK that’s what Matilda would
12:48 Do now what would STUDENT do?”
No one near
12:49
T walking around, IA enters
12:50
12:51
12:52
12:53
12:54
T P/A, On task, VR+
Period.
“Oh no”, sitting, not writing
“OK…”, talking to self. Drops
pencil, writes
Pencil in hand, looking off, writes,
“So I am getting 5 of these
things…, to give to…, 5, excuse me
5
IA “OK”, sits and comments. Looks at smiling, writes
his paper
“I am
Getting …”, talking to IA, silly
noises, “.. and a comma doesn’t
go in front of and”, looking off,
pencil in hand
Peer approaches IA and asks her to
hear hers, reads from her journal,
peer approaches IA crying, the 2
writing
leave the room
Takes journal walks toward
NC
OTNV, On-task
OTNV, On-task
On-task, No R+, IA P/A
On task, OTNV
IA P/A
On task, No R+
10
T directs S. to sit
12:55 T “S. have a seat”
IA approaches and directs S. to sit
12:56
IA takes journal out, coaxing him to
finish “If you .. you get a superstar”
12:57 Back and forth discussion
12:58
IA “S. we are not done yet”
IA looking at his journal, “Ok we are
out of time we’re gonna finish
Monday”
teacher, turns back and puts in
backpack, walking around room,
walks to table
Ignores
Walks to desk and walks away and
around room, back to desk, “I
want to …”
“No not a few more things, No,
No, I already wrote my paragraph
Back and forth discussion
“Ok that’s all. I know. Now don’t
worry about it”.
Writing
Puts journal in backpack, “NO”
Has book, flipping pages
T P/A, OTNV
T P/A, NC, OTNV
IA P/A, OTNV, OTC
IA P/A, VP, NC
IA P/A, NC
IA P/A, VP, NC, OTNV
12:59
Observation 2
Time
Environment, Staff Behaviors,
Student Behavior
Antecedents and Consequences,
etc.
Students entering, T directs them to get out work
7:53 IA prompting
Talking to IA
VP, GP, GP, VR+
Pencil to paper, speaks to IA,
pencil to paper, making squeaking
7:54
sounds
VP, GP, VP, VP, GP
Pencil to paper, VR, VS (clucking
sounds), PS (tapping), “I know I
7:55
know”
V, V (undetermined function)
Announcements start
Jumps up instantly (first up,
before announcement instructed
7:56
students to please stand…)
7:57 Announcements, IA speaks to S
Speaks/smiles at IA, sits
GP, VP, pointing to paper
Shaking head
V, V, V (“sh”),
V
T “STUDENT”
V, V
7:58 IA V, V
V
V, GP, “sh”, VP, V
Pencil to paper, tapping pencil
(announcement mention Ms.
VS, noises, V, tapping pencil,
Shiflette’s class)
pencil to paper, stands to look at
7:59
tv, “yes”,
Comments
IA P/A
IA P/A
OTC
OTC, OTNV
IA P/A
On-task
On-task? IA P/A
IA P/A
OTC
T P/A
On-task
OTNV
OTC
IA P/A
11
V, V, V (discussion with S)
T “sh”
8:00
8:01 VP, GP, V, VP, V, V
V, V, “sh”
8:02
V, V, PP, GP
V
Coffee machine noise
8:03 VP
V, V, GP, V, (IA is sitting next to S.,
continuously reading and pointing
8:04 to worksheet to keep him on task)
V, GP, V
8:05
8:06
8:07
8:08
8:09
8:10
8:11
8:12
8:13
8:14
V, V, V
Pencil to paper, V (sounds like he
is talking back)
Clucking, drops pencil, picks up,
pencil to paper
V, V, laughs, tapping pencil, V
V, erases, pencil to paper,
“what?”, V, pencil to paper,
clucking
Looking around
Eyes on paper, pencil to paper, V,
Stands “Hi Mr. Coffee”, repeats
several times, sits
Pencil to paper, taps paper
Pencil to paper
“No”
Stands, clucking, puts work in
backpack, gets book, approaches
JN in chair
JN “uh-uh”
“Well can I have that seat?
Makes face, sits on floor with
book
IA at sink, most students still
Sitting on floor with book, looks at
working
JN frequently
Eyes on book, flipping pages,
appears to be looking at pictures
more than reading, not reading
every page, flapping bookmark,
oral motor noises
T “5 minutes”
Oral motor noises (clucking), puts
bookmark in shirt, behind
head/neck, flipping pages
Class quiet, IA and T walking around Scanning page, tilting head
Occasionally goes back to
previous page
Class quiet, IA and T walking around Talking to self, flipping pages,
IA “STUDENT
sounds like he may be reading out
loud
“Read quietly”
Eyes on book, VS
V (words from book?)
Looking at pages 3-4 seconds
before turning, VS (oral motor
noise)
Flapping bookmark
Fanning self with bookmark
Oral motor noises (“fshoofshoo,
etc.)
Flapping bookmark at book
Oral motor noise
OTC, T P/A
OTNV
OTC, OTNV, IA P/A
IA P/A. On-task, No R+,
OTC
OTNV
On-task, No R+
OTC
IA P/A
On-task, No R+
OTNV, IA P/A
On-task, No R+
OTC, IA P/A
On-task, No R+
On –task No R+
OTNV
OTC
OTC, OTNV
On-task No R+, OTNV
OTC, IA P/A
OTC, On-task
OTC
OTNV
OTC
OTNV
12
T directs him to seat
8:15
IA V, GP
T VD to sit
T has sheet projected on
8:16 smartboard
IA sitting at loveseat near desk.
Gives VD to look at smartboard, T
asks a ?
8:17
8:18 T “Too, to, two”
T “STUDENT are you checking these
honey?” “Please put the glue
away”
IA sits at desk next to S., VP, V, V, V,
GP
T G? G?
8:19
T talking to group and looking at
board
S?
8:20 T “please stop”
V VV
8:21
T directs students to “Put away…”
Waiting for quiet class
8:22
T gives “buddy reading”
instructions to group,
8:23 G? peer shakes head no
T giving class directions “… reading
fluency folder and find your
buddy…”
8:24 T “STUDENT your partner was …”
Peer V
Peer walks by with chair
V, V or oral motor noise (“hey
there red. What you say blue?”
Verbal protest (“Oh no I want…”)
“NO”, walking around, V protest
“I am putting this in my pocket”
Goes to seat, head in hands
In seat at desk, flipping through
workbook sheets, shakes head
“No”
“Three 2’s” (not asked to
respond)
Sitting, spinning head around
“Uh yeah”, playing with glue
sticks
Puts in bin
Standing, fidgeting with
pencil/tool holder, V, sits, “NO”,
fidgeting with tool holder,
- fidgeting with tool
holder
PS, stretching, raises fingers to IA
face, raises hand, “CD” (correct
response)
Banging hand under table
Fidgeting with sock and sneaker
V V , “They itch me”, pulling on
sock, V, V
Looks at board
Puts folder in backpack, sitting
quietly
8:26
Comments to peer
V to peer, making faces
Gets up, walks to peer, “I’m your
partner”
“No”, “No”, joins peer
Moves chair next to peer
V
Kicks peer chair, kicks at peer
sitting (not reading buddy), kicks
at peer sitting, kicks at peer
sitting, pushing peer’s backpack
Points to ST
Points to ST, “Can I go…”, verbal
protest about class, VS, tapping
pencil on head
T “Ready, set, go”, students reading
8:27 aloud
Reading aloud, folder on face, odd
Speech Therapist enters room
8:25 T near
T P/A
OTC
VP
OTC
T P/A, IA P/A
On-task out of turn
comment
OTNV
OTNV
T P/A
IA P/A
VP
On-task response, No R+
OTNV
T P/A
IA P/A
OTNV, OTC
On-task, No R+
OTC
OTNV
T P/A
VP
On-task – No R+
Peer inappropriate
contact, OTNV
OTC, OTNV, VP
On-task, No R+
OTC
13
T directs class “Stop, Go ahead and
calculate”
T “I like how STUDENT is whispering
8:28 to his partner”
T “Reader B…”, class quiets. ½
students reading aloud
8:29 IA helping others, T walking around
T approaches S
T VD to S
tones
Shows paper to peer, “Now look”,
“I’m just trying to…”
Sitting
Tries to interrupt peer
Taps peer shoulder, reading,
pointing to his own paper
“Well you said…”, “I heard it!”
(hadn’t been listening to peer
read and counting along as he
was supposed to do)
T P/A
On-task No R+
OTC
OTC
VP
T P/A
VP
8:30
T explaining and directing S
(supposed to track # of words read
8:31 by peer)
T “that’s right” to peer
8:32
T “Last one for reader A”, peer
8:33 marking as S. reads
T “Stop, calculate score…”
Peer V
8:34
Peer V
T claps hands
8:35
T “…reader B…”
Peer reading, T near
T “circle where he stopped”, T
directing S. how to score peer
“Well when you make a line that’s
when you stop”
“But you can’t understand it”
“84”
“You got 84”
Showing paper to peer
Reading aloud
Reading aloud
“85”
Laughs, “yes”, raises arm up
(happy with score)
“Yeah I’m gonna love my score”
“I’m gonna love my score”,
repeats again
“I’m so impressed of …”
Looking at paper as peer reads
“well, well, I said some bats like
my thing…”
“Where, where, I don’t know”
On-task, No R+
On-task, No R+
On-task, No R+
OTC
OTC
On-task
8:36
T VD to subtract scores
Peer V
8:37 T “quietly class…”
T directs students to seats to chart
reading scores
8:38
IA at desk, VD to chart it
8:39
IA near, ST “STUDENT…”””
8:40
8:41 Transition to speech therapy room
8:42
8:43
8:44
8:45 St gives instructions re: whole body
Oral motor noise, “well, No it’s
not, Oh man I was so close to …”,
repeats
Goes to seat, comes back for
chair, slams chair into peers chair
on way
Standing at desk, puts folder in
backpack, sitting, desk clear
Tapping pencil
“well, well, well, I wanna…,
well…”
Sitting, listening, feet swinging and
OTC
Peer inappropriate
contact
IA P/A, OTNV
OTC, OTNV
VP
------------------------4 minutes
-------------------------On-task No R+
14
listening, reading a passage aloud
?
?
“were you using whole body
8:46 listening?”
Gives corrective feedback, re-reads
(story about a surprise arriving, a
8:47 cat in a basket), ?
?
?
?
?
8:48
?(“what do you think… name his
kitten?”
?
?
Reminds S. about whole body
8:49 listening
Reads new story
?
?
8:50
Reminds S. about whole body
listening
?
8:51 ?
2 adults enter room, minor
8:52 interruption
“Ready?”
? (“…if it rains…?”
“2 more stories”
8:53
New story (Lucky Bear)
8:54
?
?
?
? (inference ?)
tapping
Hands on chin
R
R (“him, a, a, he, he’s getting a
birthday cake?
“I’m just a bit confused.”
R (“be be be because his mom
sent him a surprise”)
“After breakfast his dad carried a
basket”
“a meow” because he… was
wishing for … a cat”
“I dunno”
“I dunno”
“well I don’t have…”
“patches””
Sitting
R, claps hands
R (“they would earn more prizes
and have ice cream”)
R (be because they’re gonna be in
teams”)
OTNV
Unable to answer auditory
comprehension question
Unable to answer aud
comp ?
Partially correct aud comp
? answer
Unable to answer
inference ?
Unable to answer aud
comp ?
Partially correct response
Sitting
Now you have a crazy brain right
now
R (“Friday. They won’t have a field
day and they would have inside
field day”)
Attempt at humorous
comment
Claps “oh yeah”
OTC
“Ah, well”
“It got struck by lightning because
he’s hungry”
“Berries when he’s exhausted”
“He heard thunder”
“He was might eat it”
“Yeah”
Partially correct and
correct aud comp ?
answers.
Correct aud comp ?
answer.
“Last story… Marice’s Big Day”)
8:55
?
?
?
?
8:56
Sitting listening
R
R
R
R
On task, No R+
Correct response to aud
comp ?
15
?
?
8:57
Directs S to get “Feed the Kitty”
game
Directs S. to explain how to play
8:58 the game
? jokes
8:59
Playing game, rolling dice
?
?
9:00
After noticing that S. rarely makes
eye contact, data collection
switched to eye contact with
Responses (to ST initiations) and
with Comments (self-initiations)
R+ = response with eye contact, R9:01 = response without eye contact
9:02 ST gets lights (red, yellow, green)
9:03
9:04 Playing game
9:05
Going over feelings chart
9:06
9:07
9:08 “Eyes on me”
Going over feelings chart, expected
9:09 vs. unexpected behavior, etc.
9:10
9:11
R (looking and smiles at JN,
giggling)
R (incorrect response)
R (incorrect response) (No eye
contact, odd facial expressions –
wide eyes and mouth)
Explains game with some minor
difficulty, some eye contact,
Incorrect response to aud
comp ?s
On-task, No R+
Laughs, “ha ha”, “How about blue On-task, game R+
and purple”
R
On-task, game R+
R
(Does make occasional eye contact
__________________
when initiating to draw attention
to himself)
C+=comment with eye contact, C=comment without eye contact
R-, C-, R-, C+
R-, C-, C+, R-, CR-, R-, C+, R-, C+, R-, RR-, R+, listening R-, C+, R-, listening without
responding
R-, R-, R-, R-, R-, R+, R-, C+
C+ (off-task attention-seeking.
“hey look”with traffic light signal
stuck on hand)
RR+
R-, C+, C+, R-, R- (LOTS of
fidgeting)
R+, R-, R-, R-, R-, C+, (“talk a walk”
should be “take a walk”)
R- (fidgeting with string from
shorts)
R-, R+, R-, R+, R- (rubbing string on
table)
R-, R+
9:12
9:13
9:14
9:15
9:16 Transition to P.E.
9:17 Mildly upset that they are not on ropes
9:18
See analysis in summary
section, eye contact with
initiations exceeds eye
contact with responses
7 minutes
16
9:19
9:20
9:219:41
9:42
9:43
9:44
Mild pestering of peers touching them with cone that should be on the
floor
Left S. in P.E.
In L.M.’s classroom, peer enters
and says hi
Inappropriate peer
contact
Reading, “Hi” (sounds forced)
Picking nose, reading, picking nose
then putting fingers in mouth
VD to put book away to do some
math
This behavior may want to
be addressed.
Checked recess schedule, sent S. to
recess
9:45
“Well, well, I want to go to recess
9:46
right now)
Recess and Ms. Smith’s room, gathered S. and 2 boys he is reported to have
difficulties with and brought the 3 boys into Ms. M.’s room.
Boys are asked to describe their interactions and are coached in ways to
interact and respond to each other appropriately, are allowed to
practice saying “I don’t like that”, “Excuse me”, etc., then they are
10:15- allowed to play a game of catch together, the 2 boys return to Ms.
10:30 Shiiflette’s class, S. stays for direct testing
Went to recess.
Boys get along with
supervision and
facilitation.
_________________
Data by condition – 10 trials of each condition, with conditions alternating on and
off for one minute intervals
Math: STUDENT was given a demand to complete a math problem, a + was
scored if task avoidance behaviors occurred within one minute of the task
demand, a – was scored if no task avoidance behavior occurred within one
minute of the demand (after several trials it became apparent that 2 behaviors
needed analysis: 1. Verbal protest while still completing task demand – indicated
with 1/2, and 2: Full task refusal
No demand/No attention: STUDENT was completely ignored for one minute, if
inappropriate behavior (comments, elopement, etc.) occurred a + was scored,
otherwise a – was scored
Writing: STUDENT was given a demand to complete a writing task, a + was scored
if task avoidance behaviors occurred within one minute of the task demand, a –
was scored if no task avoidance behavior occurred within one minute of the
demand (after several trials it became apparent that 2 behaviors needed analysis:
1. Verbal protest while still completing task demand – indicated with 1/2, and 2:
Full task refusal
The nature of the writing task was altered on some demands to be dictation vs.
transferring his own thoughts to paper
17
Math
Trial
1
2
3
4
5
6
7
8
9
10
No demand/No
attention
Result
+
+
- (1/2)
- (1/2)
- (1/2)
- (1/2)
-
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Trial
1
2
3
4
5
6
7
8
9
10
Result
+
-
Writing
Trial
1
2
3
4
5
6
7
8
9
10
Result
+
+
+
+
1/2
1/2
+
+
+
+
Data by one minute interval
Writing , ignoring
Biting nails
And picking at fingers, and
Dropping pencil repeatedly onto
table, biting nails
“Do problem number 5” (math)
Vocalizations, “What?”, “OK, done
already” (correctly)
“Do problem # 6” (math)
Writing, “done already” (under 510 seconds,
Biting nails
“What did you do last weekend?”
No response
“I think that’s all”
Writing demand presented
“No, No, No, No, No,”
Demand removed
Writing demand presented (based “I already did that see I already did
on class assignment, title of tv
that”
show or movie)
“Do the first problem on this page” Doing math problem
(math)
“Done already”
“Write this sentence...
“hey hey hey I already did
I’m…” (continue writing prompt)
That, No, No, No”
I want you to write “The sky is blue Writes
today”
I want you to write “The weather is Shakes head “no” but writes
getting cooler”
I want you to write “I love fall”
“How many minutes til I go back
to the classroom?”
Writing
“Done”
Ignored
Biting nails
“Do the next problem” (math)
“No” but completes problem
“Do the next problem on the
“again?”
worksheet”
Completes problem
No attention or demands,
no problem behaviors,
some stereotypical
behaviors.
Complies with math
demands.
Unable to engage in
conversation.
Non-compliance to writing
demands.
Compliance to math.
Verbal protest but
compliance to
transcription demand.
Verbal protest with
compliance.
Non-compliance to journal
writing.
18
“Ok let’s go back to witches…, Mrs.
Smith said…” (writing journal
18 assignment)
19 Journal removed
20 “Do the next problem” (math)
Writing journal presented
21
“Do the next problem on your
22 math sheet”
Writing journal presented
23
I’m going to tell you a sentence to
24 write.” I can’t wait for Halloween.”
“I already did that, No, Uh-uh, I
know what it is, only once
sentence”
Playing with pencil
“Oh no not again”, does problem
“No, no, no, I already did that, I
already did that”
“Yay”, does problem, slides paper
to me
“Do I have time for computer?”
“No I already did that”, slapping
hand on table, “OK fine, not
writing
“No.”
Writes. “I’m done”.
19