Muskegon Area ISD Functional Assessment/Behavior Intervention Form

General Information
Student: School: James Birthdate: Medication: Previous Funct Assess? Eligibility Status: N/a Yes No When: ASD Date:

Caseload Teacher:

I. Student Strengths, Skills, and Difficulties

List Student Strengths and Skills: Uses iPad to indicate wants and needs. Follows a visual schedule. Understands when he is being corrected. Enjoys interacting and often initiates positive physical contact. List Student Difficulties: Poor verbal communication. Sometimes initiates bad physical contact with other individuals. Difficulty transitioning between activities. Difficulty participating in undesired activities. Duration Varies based on outburst. Intensity High Problem has E x i s t e d (l e n g t h o f ti m e ) S i n c e s p ri n g o f 2 0 1 3

II. Behavior(s) of Concern

Description - Observable/Measurable
Biting- "Angry grab". The student bites another individual, usually an adult, when distressed over a classroom issue. Student grabs flesh, hair, or clothing of others. Typically adults. How Often Once per two weeks.

Is this behavior addressed in the School Handbook? Y

III. Environmental Issues and Situational Variables

What triggers or causes the behavior? What happens before the behavior?
Transitions and undesired activities. James grabs the individual before he bites them, indicating that grabbing is a trigger behavior. Emotional state before an incident is agitated and/or stressed. Common antecedents include transitions between activities, changed in routine, and structured teaching tasks.

What happens immediately after the problem behavior occurs?

(student reactions, staff reactions, environmental changes) Prompted to remove the grab and follow up with a "break" option, either break, food, or recess.

In what settings/situations is the behavior of concern most and least likely to occur? Settings/Situations Most Likely Least Likely Adults?
(personality characteristics, teaching style, gender, disciplinary style, etc., no names) Peers? (personality characteristics, gender, etc., no names) Certain Activities? (independent work, Paraprofessionals, other individual helpers and unknown adults. Transitions and schedule changes and difficult Any peers. Planned schedule.

lecture, writing activities, small group)

work. Unstructured time (hallways for transitions) and general education classroom After lunch and afternoon. 1-1 Discussions Handbooks Other Conflict Resolution Anger Management Check One or More and Indicate Frequency Peer Mediation Staff/Student Awareness Regarding BIP Recess, scheduled breaks. Morning and pre-transition. Check One or More and List How Often Behavior Plan Posted Classroom Rules

Settings?

(playground, math, science, lunch, school bus, unstructured time) Time of Day or Class (morning, end of class, afternoon) Other? (home issues, bus, medication, health, sleep, etc.) Class Discussions Assemblies Check Sheet Social Work Support Behavioral Support Contracts Other

IV. Childs Exposure to Rules Governing This Behavior

V. Previous Interventions and Supports

VI. Previous Consequences and Disciplinary Measures

Time Out Loss of Privilege Parental Notification Other Demonstrates avoidance when he is attempting to get out of an activity. Demonstates anxiety in certain situations. Referred to Office In-School Suspension/Suspension Behavior Ignored

Check One or More and Indicate Frequency of Use Detention Work Detail/Restitution Reprimand/Warning *Attached Documentation

VII. Needs Being Met Through This Behavior

Escape/Avoidance Attention Is able to get the teacher's attention by doing this behavior.

Check One or More and Explain Shows frustrations through this behavior.

Expression of Anger/Frustration Tangible

Sensory Stimulation Relief of Fear/Anxiety

Power/Control Other

VIII. Goal to Appropriately Address Need(s)

Goal: James will use appropriate strategies (stress ball, chewable item, soothing blanket) to manage his frustration with his teachers within the general education setting, three out of five situations by the end of the school year as recorded by the teacher. Examples of strategies rather than agitated grabbing: Soothing blanket or chewable items.

IX. Preferred Activities and Reinforcers

List preferred activities: J prefers to go outside for recess (oppose to staying in), prefers to go on the swings, he likes to use an ipad, choice time, and he enjoys interacting with adults List preferred reinforcers: Providing more choice time and allowing him to use the ipad for communication,

X. Skills Needed to be Taught to Replace Behavior of Concern

What Behaviors Do You Want the Student to Engage in to Replace the Behavior? J will be taught how to touch and interact with adults gently and communicate with them without biting when upset or confused. J will also be taught to use his words rather than the ipad (that he uses buttons to communicate) 2/5 times.

XI. Behavior Plan Preventative Strategies

Classroom Accommodations, Approach Strategies, Seating Arrangements, Instructional Strategies, etc.

Reinforcement Strategies
Methods of Teaching and Reinforcing Appropriate/Replacement Skills

Procedures to Follow When Behavior Occurs

Specific Steps to Take When Behavior Occurs

-J should be given something to chew on (gum, candy, etc) after lunch (when biting mostly occurs) to substitute for biting. - J's schedule will be changed as little as possible - J will be provided with an ipad throughout the day to allow him to communicate effectively (by using buttons on the ipad with words on them.) - Use two blankets (two different

- Not drastically reacting to J's innapropriate behaviors and acting out when he is upset. - Introduce behavior contract after 8 weeks of cooperation. This will allow J to not be overwhelmed or frustrated by any new and overwhelming tasks or information. - Positive feedback/praise for good and appropriate behavior - Sticker chart (for reinforced postive behavior) that leads to extra choice

- Be sure that another adult is around by asking someone to assist you or asking someone to go get an adult. - Directly tell J to stop biting. - Once he has not followed this instruction, hold onto both his wrists. - Ask other adult for assistance to (as gently as possible) pull J away from the person being bitten - Sit J down and give him time to think. - Discuss the behavior with J

colors with different textures) to allow J to express his feelings.

time
Deviation of School Handbook? Yes No

XII. Data Collection

Describe how systematic/measurable data will be collected for Behavior Plan:
J's behavior with be documented by each of his teachers and paraprofessionals. Each teacher will take notes on J's behavior each day, giving the behavior and it's cause. This data will be reviewed weekly by his resource room teacher. The data will be compiled and discussed by teachers and then reported to J's parents. The data sheet will be done online (spread sheet google doc) so that it is easily put together and organized.

Attach Sample Data Sheet MacKenzie Brady will inform the following staff of BIP: Harriet Lyno, Danny Cole, Ali Coyne, Katie Gabriel

Signatures below indicate the plan has been reviewed and agreed upon for implementation:

Parent/Guardian Social Worker/Psychologist Student Other Date(s) plan reviewed:

*Attachments may include point sheets, contracts, token cards, progress notes, referrals, parent contacts.

Teacher Special Education Teacher Administrator Other Date plan terminated:

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