Rutherford FBA/BIP 1 Functional Behavior Assessment & Behavioral Intervention Plan Name: Luke Skywalker Birthday: 01/08/06 Date:

10/21/13 1. REFERRAL AND IDENTIFYING INFORMATION 1.1. Background: Luke is a 7 year-old student in the 2nd grade at Tatooine Elementary school. Luke qualifies for special education services with a diagnosis of Autism. Reports indicate that Luke began receiving specialized services when he was 2 years old. 1.2. Current Home Situation: Luke currently lives in Aurora, Colorado with his mother Amidala, her boyfriend Anakin, and his 6 year-old brother Han. Luke and Han visit their biological father, Lando, every other weekend. In the last 2 years Lukes parents have divorced, he has moved from a house to an apartment, and his mothers boyfriend has moved in with the family. 1.3. Likes and Dislikes: Interviews and direct observations indicate that Luke enjoys playing with cars, video games, and building with Legos. Luke does not like to be told no, and struggles with transitions. 1.4. Rationale for functional behavior assessment: Luke has been exhibiting physical aggression, such as kicking, spitting, biting, hitting, and throwing objects toward the ILC staff and other students. It appears as if Luke lacks the necessary skills to express his needs. Because these behaviors are negatively affecting Lukes access to learning, a functional behavior assessment is necessary to determine the function of the behaviors and provide Luke with appropriate replacement behaviors. 1.5. Medications: Luke is currently not taking any medications. 2. DATA SOURCES: 2.1. Interview with Meghan Bergman, Special Education Teacher 10/15/13 2.2. Direct observation in the ILC room by Heather Rutherford using an ABC data chart 2.3. Direct observation in the ILC room by Heather Rutherford using a Frequency data chart 3. SUMMARY OF FINDINGS FUNCTIONAL ASSESSMENT:

Rutherford FBA/BIP 2 3.1. Target Behaviors: Physical Aggression: This behavior will be operationally defined as Luke engaging in the following physical acts: hitting, kicking, biting, spitting, and throwing objects at another person with the intent to inflict harm. Each individual behavior will be counted as one occurrence when recorded using a frequency data collection chart. 4. BASELINE DATA: 4.1. Physical Aggression:
15 14 13 12 11 10 9 8 7 6 5 10/15/2013 10/16/2013 10/17/2013 Physically Aggressive Behaviors

5. Functional Assessment Data: 5.1. During the days of observation, Luke demonstrated an average of 18 aggressive acts towards the ILC staff or students. Possible Setting Events: The setting events that could precede Lukes aggressive behaviors include, but are not limited to: spending the weekend with his biological father, inadequate sleep, and the effects of Autism. Antecedents: Direct observation and interviews suggest that Lukes aggressive behaviors are most likely to occur when he is given a directive by one of the ILC

Rutherford FBA/BIP 3 staff members, he is transitioning from one activity to another, or when another student is engaging in one of Lukes preferred activities. Consequences: Direct observation and interviews show that the consequences for Lukes behavior vary. ILC staff members report that they will redirect Luke to another activity, send him to a time out rug, or take away time from his recess. Environment where the behavior is likely to occur: Direct observation and interviews indicate that Lukes physical aggression is most likely to occur when he is receiving small group instruction in the ILC room. Environment where the behavior is least likely to occur: Direct observation and interviews indicate that Lukes physical behaviors are least likely to occur on the playground, at recess. Current strategies that have been used to control Lukes behavior: Direct Observation and interviews indicate that the ILC staff has used redirection, a time out rug, and losing recess time to control Lukes behavior. Hypothesis: Lukes physical aggression appears to be an attempt to escape from the non-preferred activity to which he has been directed. Direct observation and interviews indicate that the behavior persists because Luke is reinforced with the ability to escape the non-preferred activity by being sent to a time out rug. 6. BEHAVIOR INTERVENTION PLAN: The intent of the behavior intervention plan needs to focus on making the physical aggression behaviors irrelevant, inefficient, and ineffective. The behavior plan will implement a positive-based approach and provide Luke with appropriate replacement behaviors. 7. Setting Event and Antecedent-based Interventions: It is recommended that Luke receive an adequate amount of sleep each night. Receiving the appropriate amount of sleep will help Luke to be more alert and engaged during the school day. It is recommended that Luke participate in a daily Check In/Check Out type of program with a trained professional.

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8. Environmental Redesign: It is recommended that Luke receive his academic instruction apart from the group in a one-on-one setting with a visual schedule. Direct observation and interviews have shown that Luke is most likely to show physical aggression when in a small group setting. 9. Instructional Strategies: It is recommended that Luke be directly taught coping skills, such as how to ask for help, or how to communicate his needs without physical aggression, by a trained professional. 10. Consequent Interventions: It is recommended that a social story on communicating his needs be read to, and with, Luke three times a day. This social story should address all of his physically aggressive behaviors and show him the appropriate way to communicate his needs without being physically aggressive towards the ILC staff or his peers. 11. Replacement Behaviors: It is recommended that the ILC staff directly teach Luke a more appropriate way to ask for a break (i.e. escape) when he needs one. The replacement behavior would replace the need for physical aggression to receive the break Luke is seeking. The ILC staff will introduce a visual schedule with structured breaks. Next to this schedule will be a visual break symbol that Luke can give to his teacher if he needs a break before the structured/scheduled break. Luke will be provided a timed 5 minute break and then must return to the activity on his schedule. The replacement behavior needs to be directly taught, practiced, reinforced, and modified so that Luke can learn how to ask for a break without physical aggression.