Kaitlin Thrapp EDUG 781 11/25/13 Functional Behavioral Assess ent !

hil"#s na e$ %avier &' Tar(et Behavior$ tantru s Environ ent$ 2n" (ra"e inclusion classroo Antece"ents Di" not (et calle" on *hen he raise" his han" Teacher tol" hi his *or, to correct Behavior +tarts poutin( an" stops participatin( +tarts cr.in( an" puts ar s an" hea" in his shirt Date$ 11/12/13

!onse)uences Tells stu"ent he *ill not (et a stic,er -ecause he "i"n#t participate Teacher threatens to call his other

!oul"n#t /i(ure out the ri(ht +tarte" cr.in( an" -an(in( ans*er in ath /ist

+ent hi to *or, *ith /or e0tra help

The tar(et -ehavior o/

. stu"ent is that he constantl. (ets an(r. an" carries on' 1 *oul"

li,e to see a si(ni/icant "ecrease in this -ehavior -ecause it has a ne(ative a//ect on his school*or,'

To ta,e a -aseline o/ the -ehavior2 1 o-serve" the stu"ent /or three "a.s' 1 ,ept trac, o/ ho* lon( each tantru laste"' 1 loo,e" at the "uration o/ the -ehavior2 since the tantru s

laste" /or e0cessive a ounts o/ ti e' 1 use" a (raph to ,eep trac, o/ ho* lon( each in"ivi"ual tantru laste"'

The stu"ent 3s challen(in( -ehavior -e(ins *hen he /eels that the teacher "oes not his nee"s or *hen he is una-le to co plete his *or, in"epen"entl.' For e0a ple2 he -eco es upset *hen the teacher "oes not call on hi

eet

*hen he has his han" raise"' &e

(ets e0tre el. /rustrate" an" starts poutin( an" stops participatin(' Also2 i/ a teacher tells hi that he is "oin( his *or, incorrectl.2 he -eco es /rustrate" an" puts his ar s an"

hea" insi"e his shirt so he "oesn3t have to /i0 his *or,' &e is also easil. an(ere" *hen he has to ove his na e "o*n on the -ehavior chart /or is-ehavin(' &e thin,s that -.

cr.in( an"

a,in( lou" noises that he *ill (et the attention that he "esires' 1 also thin, he his *a.' &e continues to thro* tantru s -ecause the to have an. a//ect on hi ' &e li,es (ettin( sent to the

/eels that cr.in( *ill (et hi

ne(ative conse)uences "on3t see

principal3s o//ice -ecause he li,es tal,in( to the assistant principal' This is (rantin( hi the attention he *ishes /or'

&.pothesis$ Givin( %avier positive an" i

e"iate conse)uences /or his actions *ill

result in shorter "uration o/ tantru s as *ell as the nu -er o/ tantru s' 1 *oul" tr. to "ecrease the "uration o/ the -ehavior -. a,in( hi a personal stic,er chart on his "es,' cr.in(2 he *oul" (et a

For ever. ti e that he starts to (et upset -ut stops hi sel/ /ro

stic,er' The stic,er *oul" -e (iven ri(ht a*a.' &ope/ull. receivin( a re*ar" *oul" chan(e his oo" an" prevent the tantru or lessen its "uration' Then a/ter receivin( 14 a,e hi *ant to repeat this (oo" his other o/ his (oo"

stic,ers2 he *oul" receive a pri5e' This *oul"

-ehavior in or"er to (et another pri5e' 1 *oul" also in/or -ehavior' 6a.-e this *oul" cause his "esires' other to (ive hi

the praise an" attention he

1 evaluate"

.sel/ a/ter 2 *ee,s o/ i ple entin( the stic,er chart' 1 loo,e" -ac, at

. .

-ar (raph to see ho* "rasticall. the "uration o/ the tantru s "ecrease"' 1 notice" that

intervention plan *as *or,in( so 1 "eci"e" to continue the stic,er chart until he coul" control his -ehavior an" not have an. tantru s at all'

25 20 15 10 5 0 Day 1 Day 3 Day 5 Day 7 Tantrum 1Duration Tantrum 2 Duration Tantrum 3 Duration