C Majcher - Fba
C Majcher - Fba
Christina Majcher
February 21, 2015
kindergarten and once this year in grade one. She feels that Oliver is better with his classroom
teachers as he respects them and sees them as authority figures. He does not seem to have this
same level of respect for specialist teachers. Mrs. Smith indicated that there is an educational
assistant in Olivers classroom that Oliver often talks about her at home. She is unsure of how
much time Oliver spends with her. She indicated that she chose ABC school as Olivers school
because of its small class size, the community feel of the school, the kindness of the staff and the
academic standards. Lately, she has been wondering if a nature-based classroom might have
been a better fit for Oliver. Mrs. Smith stated that she knows Oliver struggles when there are
changes in his routine, when he is playing with his classmates, and during the assemblies. Lately
Mrs. Smith has been keeping Oliver at home when he seems tired or is having difficult days.
She indicated that she is worried to send him to school on those days. Instead, she keeps him
home and they have special time together.
Moms Household
Mrs. Smith described him as loving, kind, and helpful. They spend a large amount of time
reading books every night. She noted that they walk to and from school four days a week to try
to increase Olivers level of physical activity. He participates in karate, swim club and cubs
outside of school. Oliver does not like team sports and has had challenges with peer interactions
when he has been registered in programs in the past. Mrs. Smith stated that Oliver has at least
two play dates a week. She indicated that she does not feel comfortable with consequences and
prefers to speak with Oliver about his behaviour and shower him with attention. She stated
that she uses role-playing at home. Occasionally, she will prompt Oliver to have down time in
his bedroom. She commented that Olivers father is very strict and has a very different parenting
style. She is most concerned about his lack of friends and the rightness of fit with his current
school.
Teacher Interview:
Olivers two classroom teachers were interviewed. Mrs. Brown teaches Oliver in the morning
and Mrs. Black teaches Oliver in the afternoon.
Both classroom teachers expressed frustrations with Olivers behaviour. Both classroom
teachers use the same token economy incentive system class-wide called Banana Bucks (named
after the class mascot who is a monkey). This system is not used by specialist teachers. Olivers
behaviour is most challenging with specialist teachers. It is clear that he respects his classroom
teachers and sees them as the authority figures. There is an educational assistant in Olivers
current class. She assists him occasionally with time on task, and being physically and verbally
safe with his peers. Oliver requires a significant amount of redirection throughout his school
day.
Olivers teachers indicate that he responds very well to positive feedback. He likes hugs and has
a great sense of humour. Oliver experiences the most challenges during assembly, during times
of transition, classes with specialist teachers and on the playground. He makes lots of explosion
noises while making fast motions with his hands. He does not stop when asked. His teachers are
unsure if Oliver is acting out to gain attention or if he is unable to control these impulses. They
are unsure if he has adequate self-regulation and social skills. Oliver has considerable challenges
on the playground. They described his behaviour as impulsive, he angers easily, struggles with
the rules of gameplay, and can act inappropriately when adults are not within earshot. They
stated that they either ignore Oliver or redirect him when he is disruptive in class. They feel his
behaviour is better when he is interested in the topic. They noted that he really struggles to stay
quiet during class instruction if he is not interested in the topic. They are particularly frustrated
with Olivers frequent interruptions that can be very disruptive to the classroom learning
environment. They indicated that recently they attempted giving Oliver fidgets, but broke them
or used them inappropriately. They stressed that they are seeking more support and strategies for
Oliver.
Previous Behavior Interventions:
Oliver has a class wide token economy system where he earns or loses banana bucks throughout
his school day. The students are then able to buy items from the banana bucks store at the end of
the month. Oliver has participated in three, five-week friendship groups with the school
counsellor. Two sessions were in kindergarten and one session was in the fall of grade one.
Data Collection:
Office incident reports
Information obtained through school-based team meeting notes
Interview with Mother
Interview with classroom teachers
Review of Antecedent Behaviour Consequence (A-B-C) Data January 19- 22nd, 2015
Behaviour Data collected January 23rd, 2015
Data collected January 23rd, 2015 from 10:35- 1:15
Observation took place in Olivers grade one classroom during instruction at the carpet followed
by seatwork for spelling and math, lunchtime in the classroom, indoor recess in the kindergarten
room and then his transition from lunch to art class in the art room.
Definition of Behaviors:
Physical Behaviour: pulling at peers clothes, pushing peers, grabbing toys/objects away
from peer, swatting at peers
Non-compliance: refusing to work, not following directions, failure to comply with class
routines, saying no, moving to areas without permission, wandering around the classroom
during seatwork.
10
9
8
7
6
5
4
3
2
1
0
Predictor of Behaviour
18
16
14
12
10
8
6
4
2
0
Demand/request
Perceived Function
30
25
20
15
10
5
0
Actual Consequences
50
40
30
20
10
0
Summary of data:
1. Oliver would benefit from further social skills instruction. As he has already participated
in three social skills classes, it may be worthwhile to consider having him work with the
school counsellor one-on-one. Oliver appears to have some skill deficits. It may be
useful to complete a brief social skills inventory with Oliver to gain a clear understanding
of his level of social-cognitive functioning. Oliver may also have a performance deficit,
as he did not ask for help from any adults during the entire observation period.
Sessions could focus on Michelle Garcia Winners Social Thinking curriculum
(http://www.socialthinking.com) and begin with the following:
Oliver will learn how to get attention or help from peers in an appropriate way
(expected and unexpected behaviors) by using calm down strategies or walking
away when he is angry or frustrated 8 out of ten times.
Oliver will learn how to get attention or help from adults in an appropriate way
(expected and unexpected behaviors) by asking for breaks or help 8 out of ten
times.
Oliver will learn the expected behavior on the playground, in the classroom and in
all settings at school. This piece could be done with the support of the
educational assistant. All of the expected behaviour cards could be turned into
visuals that can be used with Oliver to help prompt him to use expected behavior,
get help or request breaks in appropriate ways.
Cognitive-behaviour therapy strategies on how to calm down when he is angry or
frustrated (relaxation and anger management techniques). It will be helpful to see
if Oliver is able to recognize and label his feelings as well as identify potential
triggers. He would also benefit from learning how to ask for breaks or walk away
from challenging situations. Breaks could include going to the OT room, a quiet
time to read, a walk around the school or a visit to the learning centre. Frequent
breaks would be more beneficial than longer extended breaks. The 5 point scale
(see attached) can be a helpful tool.
Reinforcement:
1. Please review the rules of the playground and expected behavior with Oliver before he
goes outside. It would be helpful to have Oliver receive direct instruction regarding the
play structures and expectations for play for each structure. This could be supported
through role-play and followed up with an EA, if available. In addition, Oliver would
benefit from a check-in/check-out procedure with an educational assistant to review the
expected rules. The check-in/check out procedure is listed in more detail at
http://www.interventioncentral.org/behavior_management_check_in_check_out.
2. Oliver should be given extra banana bucks when he remembers to work quietly or focus
on his job or when he asks for help from his teacher or the educational assistant in the
classroom. When giving him the banana buck, explicitly state the reason why. For
example: Oliver, I love how quietly you are working at your desk or Oliver, I love it
when you ask for help. It helps me teach you. Feedback is best when it is provided
quickly. Consider having Oliver use banana bucks to earn some time at the end of the
day to do an activity of choice. Ideas might include spending some time in the learning
centre or reading a book with a younger child or a set amount of time on the iPad. This
might decrease the amount of time that Oliver will need to wait to cash out his
reinforcement. Also, please consider having Oliver (and other students) provide a few
ideas for items to be purchased at the banana buck store. Try to ensure Oliver will be
able to work towards his chosen item. This might help increase his motivation to earn
banana bucks.
3. Oliver is very motivated by positive feedback. Consider sending home positive notes or
positive phone calls when Oliver is showing improved compliance in the classroom and
on the playground.
4. As it appears that Oliver is attempting to gain peer attention, we want to find ways for
him to earn this appropriately. Consider using a contingency map with Oliver. He could
be given a list of the task or tasks he must complete (keep them short and manageable)
and then he can play Lego or on the iPad with a peer. For example, Oliver I need you to
write your name on the page, do the questions I have circled and then put your hand up
and wait for me in your desk to check that you are done (you could write these steps on a
whiteboard). If you are able to do this all on your own, then you can have 5 minutes to
play a game with a friend. The amount of work could then be increased gradually as
Oliver demonstrates an increased ability to sustain his attention.
Consequence:
1. Consider using a contingency map visual with Oliver (see attached). If Oliver raises his
hand to ask for help, asks for a break or works quietly at his desk, he will get a set
amount of banana bucks and time to play with a peer. However, if Oliver is noncompliant (break it down to be explicit for him) then he will not get a break, and the
natural consequence is that he will be expected to complete more work to complete. Be
sure to provide regular attention when Oliver is showing expected behaviors and limit
interactions and responses when he is not demonstrating expected behavior (this is
because attention and escape are likely the function of his behavior).
2. When Oliver is physical with a student (as outlined in description of behaviour), Oliver
should be immediately removed from the situation and asked to fill in a behaviour think
sheet. The sheet will be sent home to be signed by his parents. If he is in class and
misses class work, that work must be completed at a later time. If he is on playground,
then he will miss time to play with peers, but may be provided with time to play by
himself at the end of the play time, provided an EA is available. As Olivers behavior is
driven by peer and adult attention, it is hoped that removing this attention will decrease
the likelihood of the behaviour.
Materials needed for program implementation:
A-B-C data sheet, contingency map sheet, behaviour think sheet
Tracking Effectiveness of Plan
Teachers will be asked to use A-B-C data collection sheets, anecdotal teacher records and the
behavior think sheets to track the effectiveness of the plan.
10
Contingency Map
You can use the above outline to help create a contingency map. This is a visual that
demonstrates that when something happens (seatwork), if the student engages in the expected
behaviour (raising his hand to ask for help or works quietly at his desk), he or she will get a
consequence they enjoy (ie. Banana bucks and time to play on a ipad with a friend). If he or she
engages in the negative behaviour (wandering around or not doing his seatwork), then he will not
11
get the break. Contingency maps can be created for settings such as playground time, seatwork
time and transition time.
12
13
14
Information
gathering
(5/70)
Identify
triggering
antecedent
events
(5/70)
Identify
maintaining
consequence
events
Identify possible
setting events
(5/70)
Develop
summary
statement
(5/70)
Satisfactory (43-55)
Good description of
individual, but minimal
description of context.
Description of the
problem behavior
includes two of the
following
characteristics:
Clear, observable,
measureable
Gathered some
information on
antecedents and
consequences. Missing
data gathering
techniques and/or how
information was
collected.
Antecedent events are
identified but not
described in sufficient
detail to inform
intervention planning.
Gathered minimal/no
information on
antecedents and
consequences. Did
not use appropriate
data gathering
techniques and/or did
not include completed
data collection forms.
No antecedent events
identified
Score
5/5
5 /5
5/5
Consequences are
identified but not
described in sufficient
detail to inform
intervention planning.
No consequences
identified
No indication setting
events were
considered
5/5
5/5
Summary statement
does not exist or one
exists that was not
based upon the FBA
4 /5
Identify desired
replacement
behavior
(5/70)
Identify
alternative
replacement
behavior based
on function of
problem
behavior
(5/70)
Identify common
reinforcing
consequences
for desired
replacement
behavior
(5/70)
Select strategies
&/or
environmental
manipulations
that neutralize
impact of setting
events
(5/70)
Select strategies
&/or
environmental
manipulations
that make
triggering
antecedents
irrelevant
(5/70)
Select strategies
that teach
individual skills
that will
effectively
replace problem
behavior
(5/70)
Select strategies
for reinforcing
appropriate
behavior
(5/70)
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No replacement
behavior is
identified
3/5
No replacement
behavior is
identified
4/5
No reinforcing
consequence is
identified or
reinforcing
consequence
does not result
in same function
as problem
behavior
No strategies
and/or
environmental
manipulations
are identified or
they are not
linked to FBA
data
No strategies
and/or
environmental
manipulations
are identified or
they are not
linked to FBA
data
Strategies and/or
environmental
manipulations are
identified, linked to FBA
data but lack sufficient
detail for implementation
Strategies and/or
environmental
manipulations are
identified, linked to FBA
data but lack sufficient
detail for implementation
No teaching
strategies are
identified
Reinforcement strategies
are identified but lack
sufficient detail for
implementation
No
reinforcement
strategies are
identified
5/5
5/5
5/5
5/5
5/5
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Consequence strategies
are identified are
identified that meet some
of the following:
Minimize the impact of
the problem behavior on
other individuals
Reduce the
reinforcement of the
problem behavior
Minimize damage to
the individuals reputation
No consequence
strategies are
identified are
identified or they
focus on
punishments
and/or reinforce
the problem
behavior
Total: _66 / 70
Grade: _ 94%__
Really nice job, Christina. Your data collection and summarization in the first section were fantastic well done.
For the Behaviour Intervention Plan, try to focus more on developing specific plans of action with
measurements tied explicitly to them rather than recommend a whole bunch of things the teacher can choose
from. It can be hard for teachers to decide what to do first, so as the specialist, it can be important for you to
recommend the first line of action and then measure it to see whether its effective before moving to a different
strategy. Just food for thought. Nice work!
5/5