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Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP

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Daphnie Peterson EDSE 326 Dr. Joy 10/20/13

Functional Behavior Assessment & Behavior Intervention Plan Format Name: Sarah Smith Birthday: 8/10/06 Grade Level: 2 Date: 10/19/13

Assessment conducted by: Daphnie Peterson 1.0 REFERRAL AND IDENTIFYING INFORMATION: 1.1 Family background: Sarah is a 7 year, 5 month old student attending Red Hawk Ridge. Sarah lives with her mother Jennifer and her father Jose and an older sister. Sarah’s family is caring and devoted in her education and treatment. Sarah was diagnosed with Autism at the age of 2 from Children’s Hospital. 1.2 Likes & dislikes: Interviews and direct observations show that Sarah likes engaging with adults and has an emerging interest in her peers. Sarah’s mother said that Sarah enjoys jumping on the trampoline, playing in her sand box and play rough with her father “rough housing”. Sarah doesn’t like to be told “No”, doing any activity that looks like or feels like work and engaging in group activities. 1.3 Diagnosis information: At the age of 2, Sarah was diagnosed with autism from Children’s Hospital. She also has a diagnosis of Autism and Mixed Receptive- Expressive Language disorder from Developmental Pathways. 1.4 Rationale for functional behavior assessment: Sarah will throw herself on the ground and cry. She has also taken off her clothing. Sarah involves in selfinjurious behaviors, which included: pulling her hair and picking at her lips. Sarah will also engage in aggressive behaviors these include: hitting, kicking, throwing and pushing objects at staff. 1.5 Medications: Currently Sarah is not on any medications. 2.0 DATA SOURCES 2.1 Interviews: Interview with mom on 10/17/13 Interview with teacher 10/17/13 2.2 Observations: Direct Observation done by Daphnie Peterson 10/15/13- 10/17/13. 2.3 IEP Review: 10/20/13 2.4 Motivation Assessment Scale (MAS): ILC teacher conducted Motivation Assessment Scale on 10/17/13 3.0 TARGET PROBLEM BEHAVIOR(S): Target Behavior (s) Physical Aggression: hitting, kicking, throwing and pushing objects at staff. Each of these behaviors will be counted as one event using event recording/frequency counting.

3.1 Target Behavior table: ABC Data collection sheet Physical Aggression

Date:

10/15/13

10/16/13

10/17/13

# of Events:

7

4

6

Mean Duration (if applicable) Hours:

8 minutes

6.5 minutes

5.3 minutes

3

2.75

3

Baseline Mean: ---- 2.3 events per hour Baseline Duration Mean: ----18.6 minutes/hour Motivation Assessment Scale Results: Sensory 3 3 1 5 12 3 6 1 5 6 18 4.5 Escape 4 4 2 2 12 3 Attention Tangible 5 6 2 4 17 4.25

Total Score = Mean Score = Relative Ranking =

5.0 Functional Assessment Data: Summary of behavior frequency/duration chart: The frequency of Sarah’s physical aggression (hitting, kicking, throwing and pushing objects at staff) appears to happen on average of 2 times every hour for approximately 19 minutes while in the school setting. These behaviors occur when a non-preferred activity/ task is to take place, during a transition or denied access to a preferred activity.

Possible Setting Events: The possible setting events that could progress the problem behaviors may include but are not limited to: change in routine, following a demand, initiating a non-preferred activity, being denied access to a preferred activity or item, and transitions.

Antecedents: From the interviews and my direct observation prove that routine tasks, transitions and being told no are the factors that increase the likelihood that the desired behavior is unlikely to occur. Consequences: From the interviews and my direct observation demonstrate that the consequences for Sarah’s behaviors vary. The consequences resulting in stopping the behaviors were changing the activity, ignoring, redirection or a choice was given of a preferred activity. Environment where the behavior is likely to occur: Observations and interview results showed that Sarah problem behaviors were most likely to occur in any area where she is asked or given instruction on a less desirable task or activity. Being told “No” or “Stop” a preferred activity to move onto the next activity or task was likely to trigger problem behaviors. Environment where the behavior is not likely to occur: Observations and interviews results showed that Sarah problem behaviors were not likely to occur when engrossed in an activity or task she prefers. For example, on 10/16/13 in the classroom the teachers sub was unaware of Sarah’s schedule; therefore, Sarah was able to stay engaged on the activity of her choosing. During these times of Sarah’s day she was happy and compliant. Current Strategies that have been used to control the behavior: Sarah’s school day will be broken up into 15 to 30 minute increments throughout her day. This schedule will provide structure and routine. A “first”, “then” visual schedule, along with verbal prompting will be used by the staff. At first Sarah will work, and then will have a preferred activity. Staff will use minimal language in a neutral tone when placing a demand on Sarah. Staff will ignore negative behaviors and will re-direct Sarah when frustrated. Hypothesis: In the classroom, Sarah exhibits aggressive behaviors, these include: hitting, kicking, throwing and pushing objects at staff for the purpose of escaping a less preferred task or activity. What is occurring when the student does exhibit compliant behavior in the absence of the problem behavior? Reward system is set with “if “”then”, work activity then preferred activity. Staff will assess continually if rewards are functioning as an incentive. Rewards that are effective from time to time include: you tube video (baby Einstein, Nemo), swinging, and playing on the IPAD.

BIP Primary behavior of concern: Sarah engages in aggressive behaviors, these include hitting, kicking, throwing and pushing objects at staff.

Desired replacement behavior: Given reinforcement strategies, and predicable routine daily schedule, Sarah will comply for increasing amounts of time and frequency. Sarah will be provided with choices when appropriate to provide her with a sense of control. Setting events strategies: To reduce the impact of setting events, Sarah’s school day will be as follows:  Her school day will be broken up into 15-20 minute increments o This will provide structure and routine o Use of a picture/visual schedule  Staff will use minimal language in a neutral tone when placing a demand on Sarah.  Sarah will use picture/visual choice board when making requests  Sarah will have movement breaks placed into her daily routine Antecedent Strategies: To decrease the likelihood that the undesirable behavior will occur, or increase the likelihood that the desirable behavior will occur, the use of the following: Picture/visual symbol schedule along with a structured predicable routine, scheduled movement breaks and sensory input. Alternate Behaviors: Staff will teach and support Sarah to properly request preferred items and/or activities, object demands appropriately either verbally or by use of picture/visual choice board. Staff will re-direct and ignore undesirable behaviors as these methods have proved to be effective. Reinforcement Strategies/ Consequences: When Sarah demonstrates the desired behavior the reward system will continue to use “if”, “then”, work activity the preferred activities. Rewards will be continually assessed to determine if they are functioning as an incentive. Rewards that have proved to be effective include: IPAD, snacks and YouTube videos ( Nemo, Baby Einstein’s ), and swinging. Reliability of Treatment, Monitoring and Evaluation: All staff working with Sarah will be informed of the behavior plan and provided an ongoing opportunity to discuss, provide feedback, problem solve and ask questions. Evaluation: Continuous Progress Monitoring using the FBA data collection sheet focused on target behavior. Criterion for Success will be determined by continued decrease in target behavior.