SPCE 609 Mock FBA Intervention Recommendation Assignment

Mock FBA and Intervention Recommendation Assignment Brooke Couch SPCE 609 Introduction to ABA

Activity #1: Highlight the observable and measurable behaviors in the video with Joseph in Module 2: Functional Behavior Assessment . Speaking out of turn Chewing his pencil Getting mad Getting out of seat Not holding still Lack of social skills Being fidgety Being disruptive Activity #2: Watch Videos Modules #3, 4 and 5, and create behavior definitions for each video. There is a link on the Virtual Relias in Activity #2 that you click on to watch the video. It is one video with the three definitions. Cleaning. What is a good definition for Cleaning from the video? Any case where someone is using a broom to remove dirt from the floor, washing down kitchen surfaces with a damp towel, or storing dishes on a cleaning rack. Example: Removing dirt off the floor with a broom and dustpan then putting it away correctly. Non-Example: Putting the dishes in the closet out of the kitchen. Tantrum What is a good definition for a Tantrum for this student? Any case in which a person has fallen on the ground and/or is making upsetting noises with their voice, such as yelling or screaming for more than 5-10 seconds. Example: Student gets out of his seat and throws himself on the floor screaming for more than 5-10 seconds. Non-example: Student is sitting on carpet area not doing work, but not making an noise.

ABC DATA SHEET INSTRUCTIONS: Record antecedent and consequence data for 3 seconds before and after the behavior. You may check off more than one from any category. Antecedent Behavior Consequence Demand situation by teacher talking to the class. Client was speaking out of turn Redirection was given verbally Demand situation by teacher talking to the class. Client was getting out of his seat without permission Given verbal redirection. Social attention by peers. Physically guided to comply. Task was removed. Demand situation teacher asked to raise hand to speak. Client speaking out of turn Redirection was given verbally. Social attention by peers. Demand situation as Joseph can only see the chalkboard partially. Client gets out of his seat Redirection was given verbally. Social attention by peers Task was removed. Given access to preferred item/activity. Peers respond to client’s behavior. Client speaking out of turn Redirection was given verbally. Social attention by peers Physically prompted. Demand reversed. Sent to the principal’s office

SCATTERPLOT CHART (HYPOTHETICAL DATA) Time Activity 1 2 3 4 5 6 7 8 9 10 8:00-8:15 Bell Work X / X X / 8:15-8:30 English 8:30-8:45 English / / X X / 8:45-9:00 English X / / 9:00-9:15 Independent Reading X / / X 9:15-9:30 Math / / X X 9:30-9:45 Math X / / / 9:45- 10:00 Math / X X 10:00- 10:15 Art X X / / 10:15- 10:30 Art X / / X 10:30- 10:45 Art X / 10:45- 11:00 Lunch / / X X 11:00- 11:15 Lunch X / / X 11:15- 11:30 Lunch X X / 11:30- 11:45 Recess 11:45- 12:00 Restroom Break / X / X 12:00- 12:15 History X / X / 12:15- 12:30 History X / / X 12:30- 12:45 History / X X 12:45- 1:00 Science X / / X 1:00-1:15 Science X / / X 1:15-1:30 Science X X X 1:30-1:45 Restroom Break / X X / 1:45-2:00 Homeroom / X 2:00-2:15 Homeroom X / X X 2:15-230 Homeroom X / /

DATA TRIANGULATION CHART STUDENT: Joseph DATE: 12/8/2023 SOURCE ONE SOURCE TWO SOURCE THREE ABC Data Functional Assessment Summary Scatterplot *Joseph spoke out of turn; the teacher would frequently correct him, and peers give him social attention. *When a demand was made, Joseph 100% of the time talked out of turn. *Joseph attracted attention from others when he either got up from his seat or spoke inappropriately out of turn. * Joseph is a 12-year-old male in eighth grade who has been exhibiting getting up out of his seat during school days specifically in English and math class. * Joseph is getting out of his seat and talking out of turn and gets attention from his peers. *Playtime, free time, or computer class are not the times when behavior takes place. *The behavior primarily serves two purposes: getting attention and getting tangibles. *Following ten days of observation, 115 instances of him rising from his seat were noted. *22 out of the 115 the behavior occurred during math class *Most of Joseph’s behavior occurred during art, history, and science. PRECIPITATING EVENTS: * Precipitating events is when the teacher making a demand on Joseph to complete a challenging task, the teacher talking to other students, the teacher pausing or ignoring Joseph, the teacher telling Joseph he cannot have what he wants, the teacher telling Joseph he cannot do something he wants, group instruction/work, and independent tasks. .

MAINTAINING EVENTS: * Maintaining events is when noncompliant behaviors is achieved through obtaining tangibles and social attention by peers. FUNCTION: * The function is when Joseph's out-of-turn speech serves two purposes: to attract attention from others and to evade the demand.

COMPETING BEHAVIOR PATHWAY STUDENT: Joseph GRADE: 8th SCHOOL: DATE:12/8/2023 Replacement Behavior(s) Desired Behavior(s) Triggering Antecedent Triggering Antecedent Accommodations Setting Events Problem Behaviors *Getting out of his seat *Talking out of turn * *Joseph will raise his hand when he is wanting to speak to the teacher *Joseph will appropriately ask for a break. *Joseph will raise his hand before speaking out. *If Joseph wants a break, he will either utilize the provided "break card" or ask for one verbally. * *When a demand situation is presented to Joseph *Joseph is going to be reminded to raise his hand and ask permission before speaking out. *Teacher will use a timer that will allow Joseph to know when he can get out of his seat. *Remind everyone in the class to raise their hands and hold off on speaking until they are called upon. *Give Joseph "break cards" to refer to in case he gets overburdened or wants a moment to himself. Setting Events Accommodations Maintaining Consequence(s) * *Teacher will verbally redirect Joseph. *Gain attention from peers Maintaining Consequence(s) *Provide Joseph with recognition for staying seated during group projects, math, and English. *Joseph will learn to raise his hand and wait until the teacher addresses him before speaking. *When Joseph raises his hand and waits for the instructor to address him, he will receive a lot of positive feedback from the teacher. * *When the teacher is addressing the class and giving instruction.

FUNCTIONAL ASSESSMENT SUMMARY A. Behavior(s) being evaluated: Speaking out of turn. B. Review the information from the Functional Interview(s) and the observation to complete the areas below: 1. Behavior Definition: Any situation in which a student speaks out of turn during class without first obtaining the instructor's permission. 2. Identified environmental conditions/MOs (e.g. sleep deprivation, medications, medical conditions, etc.): Joseph has been identified as having ADHD and Asperger's syndrome. When Joseph skips his morning ADHD medication, according to his English teacher, he becomes more impulsive. 3. Antecedents (demand, termination, no attention, not engaged, etc.): Demand given by the teacher and gained social attention by peers. 4. Consequences (e.g. removal of a demand, attention, prompting, etc.): Verbal redirection by teacher, social attention from peers, removed task from Joseph, gained access to task or activity. 5. Function of the behavior (e.g. gain or avoid something, gain automatic reinforcement, gain attention): _Joseph main function is gaining access to task or activities and secondary function is to gain social attention from his peers. 6. Hypothesis Statement: Joseph will speak out of turn (behavior) in response to a demand made by the instructor (antecedent) in an attempt to get attention from his peers, the teacher, or both, or in an attempt to get out from under the demand (consequence). 7. What are some functional behaviors the person has that may serve as replacement behavior? Use of break cards to request a certain activity, raise hand when wanting to speak or gain attention from teacher. 8. What are some functional behaviors that need to be taught to replace the problem behavior? Joseph is capable of making acceptable vocalizations. Any contextually suitable vocalization, such as a request for attention, a break, physical activity, or discussion, is considered an appropriate behavior. 9. What are some things the individual likes that are reinforcing to him/her that may be used in the behavior plan? Joseph loves his free time in computer class. Joseph might be more inclined to participate in less demanding activities, such as leaving his seat without permission, if he is given the option to work during computer class or during free time.

The teacher will ignore inappropriate behavior that Joseph displays, for example, speaking before raising his hand. Data collection method: The best way to collect data is through frequency since it can be easily measured because out- of-seat activity has a beginning and conclusion and occurs at a rate that can be measured.

BEHAVIOR BASELINE AND INTERVENTION GRAPH (HYPOTHETICAL) 1 2 3 4 5 6 7 8 9 10 0 2 4 6 8 10 12 14 16 Speaking Out of Turn Baseline Treatment Sessions Frequncey of Speaking of of Turn Baseline: Speaking of turn (Frequency) Session Baseline Treatment 1 10 2 14 3 11 4 9 5 10 6 6 7 4 8 2 9 2 10 3