Professional Documents
Culture Documents
EPSE 433
Stephen Chinn
Steve Holmberg, Christine Hulme, Eva Perez
July 19th, 2013
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Functional Assessment Summary
When W.K. is presented with work, he destroys materials in an attempt that the
adults around him wont give other work materials or to gain help from others,
which makes the work easier (i.e., escapes the demands of the work). W.K. is
more likely to destroy materials during periods where he is expected to work
independently, where he has little choice, and in subjects where his poor literacy
skills impact his work (e.g. language arts).
When W.K. is left alone in unstructured social situations (e.g., recess, lunch, and
transitions), he engages in disruptive and physically aggressive behavior in order
to gain the attention of peers and adults (e.g., reprimands, negative attention).
W.K. is more likely to engage in problem behaviors due to his lack of social skills
and competence.
Behaviors of Concern
Destroying Materials- high intensity paper ripping and breaking pencils (high
intensity)
Physical Aggression- pushes desks and tables, fights (e.g., pushing, punching
and wrestling) with high intensity
Completes
task
independentl
y
Routine:
Desired Behaviour
-literacy skills
deficit
-little/no choice
-independent
work periods
Setting Event(s)
Asked to
complete a
task
Destroys
materials
Get preferred
activity or
free time
Maintaining
Consequences
Sent to the
office
ESCAPE
Antecedent Trigger(s)
Problem Behaviour
Maintaining
Consequences/
FUNCTION
Ask for a
break
Ask for help
(raise hand)
Alternative Replacement
Behaviour
Setting Event
Strategies
Preventive
Strategies
Provide targeted
literacy instruction
(eliminate or minimize
SE)
Positive contingency
statement to reinforce
completion of task
(enhance signals and
prompts)
Provide visual
schedule
Adapt or modify
curriculum (remove,
modify, or cues for
PB)
Teaching
Strategies
Teach W.K. how to
ask for a break or
help (FCT)
Teach W.K. to
request and use
adapted methods
for writing
Teacher check-ins
to ensure
understanding and
W.K. on task
Consequence
Strategies
Give break or help
contingent on request
Contingently remove
minutes of preferred
activity or free time
(response cost)
If minor PB, prompt
to ask for help
Line up
without
touching
peers
Routine:
Desired Behaviour
-social skills
deficit
-lack of
confidence
Asked to line
up
Physical
aggression
Assign him as
line leader
Teacher
praise
Maintaining
Consequences
Teacher
reprimands,
students get
involved
ATTENTION
Setting Event(s)
Antecedent Trigger(s)
Problem Behaviour
Maintaining
Consequences/
FUNCTION
Give a job
carrying
things
(teacher
helper)
Alternative Replacement
Behaviour
Setting Event
Strategies
Provide social skills
instruction (eliminate
or minimize)
Provide expectations
to line up
Preventive
Strategies
Use verbal precorrect to remind
W.K. what to do if
antecedent occurs
(enhance signals and
prompts)
Positive contingency
statement to ensure
W.K. follows
instructions (enhance
signals and prompts)
Teaching
Strategies
Teach line up skills
Consequence
Strategies
Teach relaxation
routine (PRT)
Teacher praise
contingent on
respectful peer
interaction
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Consequence Strategies
1. Teacher praise. Teacher will praise W.K. contingent on respectful peer
interaction (e.g. Wow! I noticed how nicely you lined up.)
2. Line leader or special helper opportunities. Teacher will provide W.K. line
leader or special helper opportunities contingent on lining up appropriately (e.g.
Since you were able to line up so nicely, would you like to help me with carrying
the gym equipment next block.)
Crisis Intervention
Not applicable
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Evaluation Procedures
An implementation checklist can be used to collect data and monitor and
evaluate the adherence to strategies, problem behaviours, procedures and
outcomes. Each adult working with W.K. will have a copy of the checklist to
monitor and evaluate the plan. These checklists should be completed daily until
progress is seen and then once a day. All who work with W.K. should meet and
review the plan and modify if necessary. Once progress is established, teachers
can meet monthly to review adherence and progress of the plan.
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