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Signature Assignment

Priscilla Maciel

EDUU 602

Dr. Thelmisha Vincent

Brandman University
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Assessment of Behavior

According to the very little information we have on Joaquin, his target behavior includes

poking/pushing, laughing and then running away from peers for attention. In order to see if this

is for attention, I would observe Joaquin with frequency data to measure how many times these

behaviors are occurring. The assessment with be able to give me the frequency and duration of

his behaviors. Observing will also allow me to see any other behaviors we can incorporate into

his plan.

Classroom environment(s)

a. Since we do not have much information on his classroom environment, I would

suggest to have Joaquin sit in a single desk. This will allow Joaquin to have space

in-between his peers rather than sitting close by on a double desk setting. When it

comes to social interaction in the classroom, like getting in groups, Joaquin will

be able to sit with his peers at least one seat away until his accuracy of using his

device increases. This will give Joaquin opportunities to

b. Data collected from permanent product will first identify the behavior. In this

case, our permanent product would be pushing, poking, and touching. This will

consist of the number of times it occurs, and the number of opportunities that was

presented.

c. An assessment I found that would seem great for Joaquin is called The Goldman-

Fristoe (GFTA3). This assessment is an interview based, as you will be asking

Joaquin questions. Since Joaquin’s primary language seems to be Spanish, this

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assessment is to measure the validity of his speech to see how he will be able to

perform in a classroom environment. Although the results can be impacted due to

imperfect testing reliability. Reliability is sensitive to stability of influences. For

example, his mood and attitude of the day can play a big role of the results.

(Rubin,2018).

Functions Based Behavior Goal

By January 2021, Joaquin will appropriately interact with peers while maintaining hands

to himself with 80% accuracy with 3 out of 5 opportunities. Joaquin will independently use AAC

device to gain attention from peers and staff with 80% accuracy with 4 out of 5 opportunities.

These goals will be measured by staff using a data collection sheet to keep track.

Monitoring and Communicating Progress

When it comes to monitoring Joaquin’s progress and communicating the information to

all team members, first I would start with a weekly observation. Since we have very little

information about Joaquin, having these weekly visits will help us determine what are his strong

areas as well as his weaknesses. If any new major changes are being made, I would follow up in

an email to all team members on what has been changed or added to his BIP. To keep everyone

informed, I would like to hold two IEP meetings monthly. One at the beginning of the month to

go over his goals we would like to see being made, and another one at the end of the month to

see his progress and make any new changes or to add in any new behaviors. This meeting will be

mandatory for all staff and guardians involved with Joaquin. A follow up email with everything

discussed in the meeting will be followed.

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Teaching Social and Behavioral Skills for Generalization

When it comes to teaching social skills, it is a way to encourage common language with

all peers and staff. According to the article by Hermer, informal teaching is “teaching all day

every day” and includes using the language of your school’s matrix, non-classroom procedures

and classroom rules and procedures.” (Herner, 1998. Pg.134). We want teachers and staff to

model appropriate behavior when needed. After placing a mand, the staff will use a model

prompt before Joaquin interacts in any behaviors while always praising every step of the way.

According to Bandura, by doing this it will increase Joaquin’s confidence on what is possible,

enhancing the ability to accomplish the task with no behaviors. (Bandura, 1997).

Opportunities to Practice the FERB

Some opportunities Joaquin can practice social skills will be by having a teacher’s

assistant/ staff member model any social opportunities Joaquin may come across. This will allow

Joaquin to see how to get his peers attention without making them feel uncomfortable.

Addressing Communication and Language

a. When working with a Speech and language Pathologist as well as an English

Language Learning specialist, there are a few things I would do about when working

with them to help Joaquin’s communication needs. Since Joaquin is nonverbal, I

would get in touch with a SLP, Special Language Pathologist, to help provide extra

support for Joaquin. With having speech therapy, Joaquin can benefit from Pragmatic

Language. Pragmatic language is the use of appropriate communication in social

situations like knowing what to say, how to say it, and when to say it (Cincinnati
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Children’s Hospital, 2015). With English language learning it is a recursive process,

teachers will integrate listening, speaking, reading, and writing skills into instruction

from the start (Garcia, et all. 2000).

b. Two devices that can benefit Joaquin is using a tablet/iPad with software’s installed

to help Joaquin communicate. This will be an AAC. An AAC is a (tablet like) tool

and strategy to help support any form of communication. With this device I would

advise to get the communication application to have Joaquin point to pictures of what

he’d want to say or do. With this device you are even able to push a button mid-

sentence to create a mixture of both dual languages. (Fanourgiakis, 2016).

c. Two English language support might be beneficial is making Joaquin take an ELPAC

assessment. ELPAC is the English Language Proficiency Assessments for California.

This will help us figure out how much English Joaquin understands. Another support

will be having Joaquin have his AAC repeat his mands in both English and Spanish.

Conclusion

Since we do not have a lot of information on Joaquin, I decided to work with all the

information we do have to get him started on a few goals. While we continue working and doing

frequent observation, we will first make his accommodation in the classroom environment and

eliminate any antecedent behaviors. We will be able to set up an AAC device for Joaquin to start

appropriately gaining peers and staffs attention. He will have support from the speech pathologist

along with the special education teacher and team to guide him towards his goals. Overall,

Joaquin will have numerous support and goals to keep him focused on his behavioral goals

towards his peers.

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References

C. (2015). Speech-Language Pathology. Retrieved December 10, 2020, from

https://www.cincinnatichildrens.org/service/s/speech

Fanourgiakis, Vanessa. (2016). “High Tech AAC for Spanish Speakers.” The ASHA Leader:

News for and about Audiologists, Speech-Language Pathologists, and Speech, Language

and Hearing Scientists, 7 Mar. 2016, leader.pubs.asha.org/do/10.1044/high-tech-aac-for-

spanish-speakers/full/.

Garcia, G. E. (2000). Bilingual children’s reading. In M.L. Kamil, P.B. Mosenthal, & P.D.

Pearso(Eds.), Handbook of reading research, (Vol. 3, pp. 813-834). Mahwah, NJ:

Lawrence Erlbaum Associates

Kelly, Kate. (2014). Speech-Language Pathologist: What you need to know. Understood

New York, NY 100013-2150

https://www.understood.org/about?_ul=1*meeuqd*domain_userid*YW1wLUxNQld6cU

GZmw2QzBmTnE4SmNMOHc.

Rubin, Ben. “Importance of Validity and Reliability in Classroom Assessments.” The Graide

Network, The Graide Network, 10 Sept. 2018, www.thegraidenetwork.com/blog-

all/2018/8/1/the-two-keys-to-quality-testing-reliability-and-validity.

Soraya August, et al. “How PECS Brings ‘Speech’ to Non-Verbal Children.” Speech And

Language Kids, 21 June 2019, www.speechandlanguagekids.com/picture-exchange-

communication-system-pecs-non-verbal-children/.
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