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5 Student Profile with FBA and PBS – Ariel Su

Student Profile

Name: Bobby Jo School: Jane Doe Elementary School Class: Division 2 Gr. 7

Some words that describes me are:

- I am kind
- I am thoughtful
- I am generous
- I am friendly and helpful
- I am cheerful

Some things that I am interested in are:

- I enjoy dancing, singing and watching YouTube
- I am good at or interested in Art and playing volleyball
and badminton
- I like to read funny books like Dogman
- I am very good at video games
- I like to play checkers, play charades or listen to music
- With my family, I like to play board games

The best ways for me to show what I know are:

- I am a visual learner
- I learn best in a non-distracting environment with one-on-one adult support
Some things that I need you to know about me are:
- The easiest way for me to show what I know is by drawing it or saying it
- I like to jump around and take movement breaks
- When I get agitated, over=excited, or frustrated, I sometimes bite my fingers or rub my
teeth
Some things that I want to get better at this year are:
- I want to get better at reading and understanding what I have read
- I want to work on being patient and waiting for my turning
- I want to work on making good / nice comments

My Goal Areas Strengths Stretches

(What I am good at / know a (What I still need support with
lot about) / need to get better at)
- I can show a sense of - I have difficulty in utilizing
accomplishment and joy strategies that help me
Personal Goals - I can usually tell what is manage my feelings and
(Things I can do on my own) important to me emotions; is often anxious
- I have become better at during drills at school (fire
waiting for my turn drills, earthquake, lock-
downs, etc.)
- I can respond to direct - I sometimes find it difficult
and simple directions to work co-operatively in
- I can state when I think a group
Social Goals something is unfair
 (Things I can do with other - I can recount simple
people) experiences
- I can develop a body of
creative work over time in
an area I am interested in -
Intellectual Goals or passionate about
(Things I can learn and think - I can generate new ideas
about) as I pursue my interests
- I continue to find it
difficult to be an active
listener in a classroom
setting (better one-on-
one)
- I am still reluctant to ask
for a break
- I have difficulty building
upon the ideas of others
I have difficulty asking
open-ended questions
and gathering
information
- I have difficulty
considering views that do
not fit with my own

Supports and Plans

Essential Supports Technology - Use of computer for word processing
- Provide oral instructions
- Seat close to teacher
- Reduced amount of work
- Seat next to capable peer
- Reword instructions
- Information read to student
Universal Classroom Environmental - Provide extra time
- Provide structured writing outlines
- Allow use of spell checker
- Provide formula sheets
- Provide manipulatives
- Provide calculator
- Use of visual supports
- Access to quiet workspace

Functional Behavioural Assessment (FBA) Plan

A Functional Behavioural Assessment is “an approach to figuring out why a student acts a
certain way” and it “uses different methods to understand what’s behind behaviour
challenges” (The Understood Team, 2021).

According to the Understood Team, the following people should all be part of this process:
- Teacher(s)
- School administrator(s)
- Professionals who work with the student (counselors, SLP, etc.)
- Student and their family

People Involved Roles

Teacher(s) - Collect information and make “best guess about the cause of
the behaviour” (The Understood Team, 2021)
- Apply positive behaviour strategies
o Allows teacher to “proactively reduce [challenging
behaviours]” rather than “reacting to [them]” (Morin, 2021)
o Shifting from wanting to fix the child’s behaviour to wanting
to understand them – becomes more a collaborative
relationship
o Find out why student(s) are acting out
▪ Is it to get attention? Or to get what they want?
▪ Are they reacting to the environment?
▪ Is it due to cultural differences?
o Strategies:
▪ When – then
▪ Pre-correcting and prompting
▪ Respectful redirection
▪ Nonverbal signals
▪ Brain breaks
- Find out why the student is acting out as a way to
communicate their needs and wants
School Administrator(s) - Observe child outside of classroom settings, make notes, and
share finding with the rest of the team
Other Professionals - Observe child and communicate finding to the rest of the team
Student and Family - Observe child and tell the school what is happening at home
- Can use a “frustration log” to keep track of behaviour patterns
o Note down when it happens (time, day of the week)
o Before the behaviour occurred, what was the child doing?
o What are some signs of frustration?
o Were there other people around during that time? Did they
do something to calm or agitate the child?
o What calming strategies worked? How long did it take for
the child to fully calm down?

Targeted Behaviour
Challenge: anxiety level spikes when school Wanted Behaviour: remain calm and stay
is doing a drill (fire, earthquake, lock-down) with the class during drills
 Who What
Classroom Teacher - Prepare Bobby and class ahead of time, warning them that
Resource Teacher there will be a drill at what time and what day
Educational Assistant(s) - Go over the procedure as a class so everyone is aware of what
is going to happen and how the process will go
- Sit down one-on-one with Bobby and draw out what will
happen and where the whole class will be
o Fire drill: class will be expected to go to the field to line up
quietly
o Earthquake drill: whole class will be in the classroom, under
each of their tables, counting slowly to 60 when instructed
to over the PA by the principal. May have to go outside –
weather dependant
o Lock-down drill: whole class will be hiding in the far corner
of the classroom, away from the door, quietly
- Stay close with Bobby during the drill
Parents - If emergency situations (ex. if fire alarm is pulled) ever happen
at home, to make sure school is aware of it as soon as possible
- Remain calm and remind Bobby to stay calm when they hear
the alarm
School Administrator(s) - Check-in on Bobby before, during or after the drill
o Can be done as a whole class check-in to not isolate Bobby
or make him stand out too much (unwanted attention)

Question: How does the FBA/PBS connect in a meaningful way to other aspects of the
student’s life?

This connects meaningfully to the student’s life because they may face different types
of emergency situations as they grow up. Knowing what the proper procedure is during
different drills will help them stay safe in all types of circumstances.

Positive Behaviour Support (PBS) Plan - (PBIS World, n.d.)

Method 1: Social Stories

Resource Teacher - Read Fire Drill Social Story (Drennen, 2016) with Bobby, prior to
Classroom Teacher the event, to go over procedure and expectations
 Educational Assistant - Watch YouTube videos to show Bobby what the alarm sounds
Student like (start on low volume first and work the volume up)
- Prepare noise cancelling headphones
- Remind students the importance of doing drills and that it’s
done to protect all students and staff
- Practice breathing techniques

Example of a Fire Drill Social Story below:

Social Stories Series

Preparing for Fire Drills.

Method 2: Reward System
 Resource Teacher - Give Bobby a reward (sticker, stamps, tokens) when he
Classroom Teacher completes each part of the drill well with the class
Educational Assistant - Reward Bobby every time he participates in the drills
Student successfully
Parents - Bobby collects stickers / stamps / tokens on a reward card
o Exchange for an activity or toy when Bobby collects ___ of
stickers / stamps / tokens

Question: How is this PBS going to be communicated to various members of the school-based
team? How will its effectiveness be assessed? What is the mechanism for changing it?

- This can be shared during the weekly School-Based Team (SBT) meetings
o If any changes need to be made, suggestions can be made here, when everyone is
present
- Communication through email between school and home
- Make sure social story is prepared for ahead of time and who will be reading and
debriefing with student
o Social story can also be sent home (physical or electronic) so parents are also part of
the process
▪ Modifications can be made for the ones that parents read to the student at home
o Behavioural Interventionalist, Behaviour Consultant, etc. can be informed of the
social story and the same story can be shared with the other professionals – continuity
between all can help student better understand expectations
- Effectiveness can be assessed by seeing if there is a change in the student’s reaction
when told there’s a drill coming up and behaviour during drill

Possible Uses of the Student Profile

- Serve as a mainframe that the whole team (teacher, administrators, other professionals,
families) works with
- Finding a common goal that all parties can work on and help student in
- Shared document amongst all parties that can be added to at any time and
communicated with

Safety Plan

- Depending on the severity of the student’s behaviour, a safety plan may be written up
o Are they harming themselves or others?
o Are they running away?
o What are the triggers? Signs?
- Everything that leads up to the behaviour should be noted down (to see pattern) and so
that all parties can anticipate and be prepared to deal with the situation correctly and
calmly
- Not all students with IEP will have a safety plan

Works Cited
Drennen, P. (2016). Preparing for a Fire Drill Social Story . Retrieved from Kidmunicate:
https://kidmunicate.com/fire_drill_social_story/
Morin, A. (2021)). Positive Behaviour Strategies: What you need to know. Retrieved from
Understood: https://www.understood.org/en/school-learning/for-educators/universal-
design-for-learning/what-are-positive-behavior-
strategies?_ul=1*13mgiik*domain_userid*YW1wLWotU0hIa0JKblBJTUkzSmpqRWRTT0E.
PBIS World. (n.d.). Welcome to PBIS World! Retrieved from PBIS World:
https://www.pbisworld.com/
The Understood Team. (2021). Functional Assessment: What it is and how it works. Retrieved
from Understood: https://www.understood.org/en/school-
learning/evaluations/evaluation-basics/functional-assessment-what-it-is-and-how-it-
works