FBA/BIP – B – 1
EDSP 670 Summer
Name and Age of Student:
Christopher Robin
5 years 5 months
Team Members:
Christopher is a 5 year old student who attends an ECSE classroom at his home
elementary school?. He lives at home with his parents and 11 month old brother. It has
been noted in Christopher’s report card that he takes objects (usually toys) from other
children instead of obtaining his own object. In my opinion, Christopher demonstrates
the target behavior during unstructured time in order to socialize or obtain selfgratification.
At school, Christopher does not have any friends. He does not display reciprocal
interaction with the other children. He would rather play by himself. Christopher’s
attention span is an average of 3 minutes even with a toy that he chooses himself.
One type of data that I collected was the Motivational Assessment Scale II. This
assessment was completed by two of the paraprofessionals that are assigned to the
classroom and myself, the teacher. Each of the raters works with Christopher in an ECSE
setting. The ranking of the motivations was quite consistent from all three of the raters.
From the data collection I found that Christopher’s motivation for this behavior was
sensory. All of the raters ranked this motivation a score of 1. Escape Attention was the
motivation that had a score of 2 (2 out of 3 raters) while Tangible had the score of 3 (2
out of 3 raters). The ranking on this scale did not surprise me as Christopher is an
FBA/BIP – B 2
individual with frequent self-stimulatory behavior. We have recently referred
Christopher for an oral motor screening because of his eating and chewing habits. The
type of motivation that was ranked second was Escape Attention. This ranking does
surprise me as I would have thought that the child, by exhibiting the target behavior,
would be seeking the attention not wanting to escape it.
Along with the Motivation Assessment Scale, I also conducted the
Communication Log. Data was collected on three consecutive days, fifteen minutes each
day. The setting for all three days was the classroom. During these times, it was
observed that the child did not demonstrate any knowledge of how to interact with the
other children. He would sit near the other children but did not engage in any
conversation with the other children. It was observed that Christopher would take a toy
from another child instead of getting his own. During the fifteen minutes, it was
observed that Christopher would demonstrate this behavior at least two times from
different children. This displayed requests in the category of interactive functions. The
requests were for social or play interaction and requests for objects.
I also conducted interviews to collect indirect data. I filled out the teacher
interview and had the Speech Language Pathologist (SLP) complete the second
interview. Both of the adults that completed the interview commented that Christopher
has a short attention span. Another observation that was made from these interviews was
the fact that Christopher was content after taking an object away from another child and
showed signs of self gratification. While the behavior was only observed to happen
during an unstructured time and with many children in the classroom, the SLP observed
the behavior to occur during one-on-one situations. These one-on-one situations could
FBA/BIP – B 3
either involve Christopher with another child or Christopher relating to the SLP. In both
of these situations, the behavior could be sensory (self gratification) or one of
socialization. While looking through his report cards, I noticed that the OT, PT, SLP and
teacher all stated that Christopher had a very short attention span. This could be why
Christopher needs to self-stimulate. This behavior could also be linked to a means of
trying to fit in and gain attention from his peers in the classroom. Unfortunately, this
behavior does just the opposite. Christopher’s classmates rarely play with him.
In collecting direct observational data, I completed a scatter plot and the ABC
Observation Form. I chose the Scatter plot in order to see if this behavior when this
behavior occurred more often. I used the ABC Observation Form because I felt it would
be better to observe and recognize the antecedent, behavior and the consequence
regarding this behavior.
After observing and conducting a scatter plot for three consecutive days, it was
noted that this behavior mostly occurred during an unstructured time of the daily
schedule. The behavior occurred on all three days between 8:15 and 8:30. During this
time of the daily schedule, the children are allowed to make their own choices as to what
puzzle they will complete or what books they would like to read. On the first day, the
behavior occurred three times during a fifteen-minute period. On the second and third
day, the behavior occurred twice in a fifteen minute time period. The situation was the
same as noted before. Christopher did not interact with the children; he just took their
toys. The other time of day that this behavior occurred on all three days was at work time
which started at 11:20. On the first day, it was observed that the behavior occurred eight
times during a one hour period. On the second and third day, the behavior happened five
FBA/BIP – B 4
and six times respectfully. Again this is an unstructured time when the children were
allowed to choose for themselves an area where they would like to play. It seems that
this is the only way Christopher knows to communicate with other children. Please see
the attached scatter plot for a visual display of this data.
I completed the ABC Observation Form also for three consecutive days. The
observations lasted fifteen minutes and were done during different unstructured times of
the daily routine. It is noted that on all three days, Christopher went to the area and then
instead of playing, he would immediately either lie down, sit there and do nothing or
rapidly clap his hands. After Christopher was redirected from these activities, he would
then go and take a toy from another child. I am not sure if this behavior is done for self
gratification, Christopher’s way of trying to socialize or a combination of both. I am
leaning toward the latter as I see that Christopher needs to learn social skills and that
Christopher needs self-stimulation (self-gratification). The consequences that happened
when the target behavior occurred were usually that Christopher was redirected. The
teacher redirected Christopher by asking him what he would like to do and then doing
that activity with Christopher. Even when this happened, Christopher had a very short
attention span and did not stay long playing with the teacher.
While looking through Christopher’s medical records, it was noted that
Christopher does not sleep well at night. He is now taking melatonin and this seems to
help him sleep. It was also mentioned that Christopher’s pediatrician recommended that
his parents take him to see a neuro-developmental doctor. They did not do this.
It has also been observed that Christopher likes to chew on his clothing.
Who: This behavior occurs regardless of individuals present???
FBA/BIP – B 5
What: This behavior occurs more frequently during free selection time.
Where: Classroom, speech therapy room, or other room
When: ????
When: Firs thing in the morning….r
Other factors influencing behavior: You have info here.
Hypothesis: this behavior appears to occur as a means of seeking interaction with peers
and as a method to get sensory needs met……..
FBA/BIP – B 6
Behavioral Intervention Plan
Target Behavior :
The student takes objects (toys) from other children instead of getting his own
object.
Hypothesis:
The following preventive strategies will be used:
1. Adults should provide support for peer play by sitting with/near C and facilitating
appropriate interactions.
2. Encourage Christopher to engage in conversation with his peers. An example of this
would be to have Christopher be a waiter in a restaurant (house area) and have him
take food orders.
3. Prompt peers (perhaps 1 per play period) to respond appropriately to C’s
communication attempts.
4. Give Christopher positive attention for appropriate behavior.
5. Design situations for maximize student engagement.
6. Have a basket of puzzles/books available in advance of free play to which C is guided
for a choice. Rotate the choices frequently.
7. Provide C a selection of “fidget toys” to use during other work times, or that he can
hold during speech therapy sessions.
8.
9.
10.
FBA/BIP – B 7
Replacement skills that the teacher, paraprofessional, and speech therapist will
teach C include:
1. Teach him how to use words.
2. Teach him how to ask a student to play with him. (e.g play please?)
3. Teach him how to play a game with an adult and another student.
4. Teach C imaginary play “scripts” (e.g. how to take an order for breakfast)
5. Teach C to “trade” toys/ask to trade toys???
The following reactive strategies will be used by the teacher and
paraprofessionals as the behavior will continue to occur while we are teaching new skills
and putting prevention strategies in place:
1. When Christopher takes an object from another child, redirect him to another toy in
the same area.
2. An adult will sit down and play with C for __minutes after the behavior occurs and
will model asking other students to trade, and retrieving toys from the choice basket.
3. If behavior occurs, have other peers help Christopher to the basket of toys available
for choices.
4. If behavior does not occur, let Christopher be line leader for the day.
5. Talk to Christopher about why taking objects from other students makes the student
feel unhappy and therefore does not want to be his friend.
6. Encourage Christopher to observe a classmate who exhibits appropriate social skills.
7. Pair Christopher with another student who has been taught how to interact with C.
Global Supports:
FBA/BIP – B 8
C will receive speech/language therapy 3 times per week for 30 minutes per session.
Speech lessons will be supported in the classroom and at home. Alternative
communication methods will be explored for tense situations (e.g. pictures that he can
use when upset and his words fail him).
Crisis Plan
This behavior can escalate if the other child rapidly takes back a “stolen”
toy/object from C. C may try to bite or hit the other child. If this occurs the other child
will be redirected to another play area and an adult will ascertain that this child is unhurt.
The child will be consoled as necessary. In the meantime C will be redirected to a
sensory table (e.g. the sand box). After both children are calm discuss the situation singly
and then together. Do not force C to apologize, but ask him if he would like to apologize
to the other child. Christopher took another object away from another child. The child
then took back the object. Christopher started to bite and hit the other child. I removed
Christopher from the situation and redirected him to another area. I then played with
Christopher in the sand box. I then talked to him about his baby brother.
Progress Plan:
What data will you collect
On what behavior(s)
On what strategies.
Evaluation Plan
The team, to include J…and..., will meet after the first two weeks of
implementation. We will examine the data to determine if adjustments to the plan are
necessary. After two weeks the plan will be considered successful if he is using
FBA/BIP – B 9
words…..at least twice a week to request play…….and if taking toys from peers without
asking has decreased to ____times per day. After a month we will deem success as…….
Who will meet, and other pertinent information.
FBA/BIP – B 10
BIP at a Glance