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STUDENT: C, Female, 20 years old, autism, anxiety, spatial and visual processing
issues. C is very smart with very good manners. However, because of her spatial
anxiety, C tends to hit if people get to close to her. Similarly, C will hit to avoid doing
work. C has trouble beginning tasks, but once she has started she does very well.
1. 8:30 AM-3:00 PM
5/16/16, 5/17/16, 5/24/16
(5/17/16)
1
attention
back to the
front.
Teacher
addressed
the incident
with the Before
student handwriting,
after student fills
opening out Good
sequence. Day chart.
Student
refused and
scribbled on
paper. Staff
retrieved a
new paper and
used hand
over hand to
assist student
with staying
on task.
Staff Student Staff then
escorted refused to redirected
student to move closer student Student was
gym area to treadmill. towards the usually
where When staff treadmill compliant
treadmill is walked and student about doing
located. around C to stepped onto the treadmill,
walk behind the device. however would
her, C occasionally
turned and display
hit staff on avoidant and
arm. aggressive
behaviors.
2
papers. and walked
Student away.
complied.
Student
then
scribbled
on papers.
There were no
behaviors on
5/24/16.
3
5/17
4
the iPad.
No behaviors
5/24
5
Staff set out Student did Staff
dry erase not pretended to
clock to participate take turns
practice in telling with
time time, and student,
concepts refused to which
select the worked and
correct student
answer. completed
her task.
6
box, when
she
continued to
refuse staff
opened
lunch for
her. Student
sat for
another
minute then
began
eating
lunch.
5/16 Home Ec Teacher Student Staff Student went
passed out swiped prompted to PT on 5/17
5/17 and 5/24 Art bingo cards card off of C to pick up and 5/24
to entire the desk. her card.
class. Student
picked up
card and
participate
d fully in
class
activity.
5/16 Social Skills Students When Staff
sat at student sat intervened,
5/17 and 5/24 Health center next to C, redirecting
table at she leaned behaviors
assigned over and and using
seat. hit student de
in arm. C escalation
began to techniques
cry such as
because breathing,
she saw the counting,
teacher and
was mad at eventually
her. C separating
began to her from
try and rip group.
her shirt, Student
while eventually
hitting self calmed
in head. down.
7
Student
participated in
both Health
activities. The
class begins
with yoga in
which student
seems to enjoy.
Dismissal Student While Staff went
walked out waiting for out into
to hallway. bus to be hallway,
called, C hit redirected
a peer with student to
her back
backpack. hallway to
board onto
the bus. Staff
checked
other
student and
student self
reported
they were
fine.
Tally of behaviors
Behavior (below)
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STEP 1: FBA INTERVIEW
Instructions: When the answer is YES, add details on the lines provided.
II. Physiological and Medical Factors:
1. Could the behavior be the result of a medical or psychiatric condition or any form
of physical discomfort?
X NO
YES
2. Could the behavior be related to a side effect of medication?
X NO
YES
3. Could the behavior be the result of some physical deprivation condition (thirst,
hunger, lack of rest, etc.)?
X NO
YES
3. Does the behavior occur only (or more often) during particular activities?
NO
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YES all work related activities. If it is a leisure activity she is less likely to have a
behavior.
4. Does the behavior occur only with( or more likely with) certain people?
X NO
YES
6. Does the behavior occur only (or more likely ) during a certain time of
day?(morning, afternoon, end of school day, evening)
X NO
YES
.
IV. Skill Deficits Related to Behavior of Concern:
Could the behavior be related to any skill deficits? (check* all that apply)
X Social Skills: The student has difficulty acquiring and/or maintaining peer
friendships. The student often withdraws from social interaction. The student is
often verbally and/or physically aggressive in social interactions.
Only if proximity is too close. Student thrives on social interaction when
doing good work and have positive behavior.
Communication Skills: The student has difficulties with requesting what they need,
including items, activities, attention, information, changes in the environment, or
help. He/she has difficulties in conversational skills and answering questions,
understanding non-verbal or verbal language, or following directions.
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Organizational Skills: The student has difficulty with organizing school supplies,
study area, time, or projects, organizing class notes, or dividing assignments into
task.
X Self-Regulation Skills: The student has difficulties with staying on-task, completing
work assignments, handling stressful situations, calming self when agitated,
following rules, or difficulty transitioning between activities/places or people.
Difficulty with problem solving.
Study Skills: The student has difficulty with studying for tests, taking tests, taking
notes from lectures, or using studying techniques.
Motor Skills: The student has difficulty with gross motor skills (e.g. running, raising
arms, putting feet together, squatting, bending at waist, etc.) or fine motor skills (e.g.
pointing, counting with fingers, holding a pencil/pen, holding a fork/spoon, pressing
a computer key, using a mouse, etc.). S/he has difficulty with imitating others
actions.
X Functional Skills: The student has difficulty with performing activities of daily
living (e.g. eating, dressing, toileting, grooming).
Student is able to successfully complete task, however occasionally refuses to
complete task.
Play Skills: The student has difficulty with actively exploring activities/toys in their
environment (inside or outside) to play with during leisure time, playing with the
items as designated, or engaging in interactive play with peers during activities.
*If checked, please refer for further assessment (i.e. Speech & Language evaluation,
Occupational Therapy evaluation, curriculum-based assessments, specific skills
assessments)
V. Consequence Factors:
1. Does the behavior allow the student to gain something? A. Preferred activities or
items?
Indicators: The behavior often occurs when the student sometimes or always
regains an item or activity that has been taken away or terminated. The behavior
often occurs when the student sometimes or always gains access to an activity or
item that he was told he couldnt have. The behavior rarely occurs when the student
is given free access to his or her favorite items or activities.
NO
X YES When staff walks away after student has behavior, student is content sitting
and people watching. Also is receiving attention from teacher and staff
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interacting with the student in some way (i.e. verbal reprimand, redirection,
comforting statements). The behavior rarely occurs when the student is receiving
attention.
NO
X YES Staff and teacher attention with redirection or de-escalation.
2. Does the behavior allow the student to postpone, avoid, or escape something such
as task demands, social interaction, etc.?
Indicators: The behavior often occurs when the student sometimes or always
postpones or escapes the task demands placed upon him. The behavior rarely
occurs when few demands are placed on the student or when the student is left
alone. The student is often noncompliant when asked to complete tasks and the
student sometimes or always postpones or escapes the tasks. The behavior often
occurs prior to predictable demands and the student sometimes or always avoids or
postpones the tasks.
NO
X YES-for the time being. Staff will try to return to task later on if time allows.
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each data collection session (i.e. frequency counts, identifying antecedents and/or
consequences).
Outline the schedule including where, when, how often, and who will collect data.
Design tools that will result in the collection of the type of data needed and that
are
functional with clear coding systems.
Transfer the data to a visual representation (graph) and analyze it for trend, level
and variability.
Data collection methods (Appendix A)
Record frequency and/or duration indicating time of day, location, activities
occurring, and people present.
Write a description of the students behavior as well as the antecedents and
consequences using an Antecedent - Behavior - Consequence (A-B-C) format. This
type of data must be collected multiple times across settings when the behavior of
concern occurs as well as when the behavior of concern does not occur.
Appendix A contains sample data collection tools for use during direct observation
followed by a graphic (visual) representation of the data to facilitate data analysis.
Appendix B contains blank data collection forms for you to use directly or adapt to
fit your needs.
STEP 3: SUMMARY
History of interventions for Current Behavior of Concern
Antecedent (prevention) strategies: Verbally prompt student before next task, use
visual schedule, use reward chart to track tasks completed
Consequence strategies:
Either receive reward or not depending on student behavior during assigned
tasks.
1. Describe how often the behavior of concern occurs, how long it lasts, and at what
intensity it occurs?
Varies in length, but no more than 5-10 minute intervals.
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Antecedent and Consequence Factors
1. Describe the antecedents that are present when the behavior of concern occurs.
Lack of prompting, attitude of staff, presentation of materials
I have chosen hypothesis number two when describing this student. When
starting a task, C displays avoidant behaviors in order to not begin or complete the
task. I feel that this is an issue that can be helped in some way. With the aggressive
behaviors, it usually starts with the hypothesis I have chosen, and then gradually
builds up to hypothesis one, and then eventually hypothesis three depending on the
situation. With her aggression, she does hit when people are too close to her
because she has severe spatial anxiety. At her age now, there is not much to do that
would really eliminate this behavior. Overstimulation and anxiety are bound to
reward system as well as behavior of the aide or teacher can change. C feeds off of
others energy and emotions. Part of the issue is that C does not have any significant
motivators. She does enjoy our snack time, as well as playing on the computer. As
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an intervention, I would like to use a behavior chart that she helps control to keep
track of her progress in order to earn a reward. She also thrives on social interaction
with her favorite staff and peers. In one study researchers observed the brain
functioning in participants with autism during the anticipation and receiving phase
outcomes. This was a similar hypothesis when using social rewards. Researchers
also suggested that social rewards have a decreased salience and did not hold
motivational properties (Dichter, 2012). During the study, there was a significant
rewards. This outcome determined that the faces held motivation relevance
(Dichter, 2012). This study further proves how interaction with students on the
spectrum and how you interact are important. Although it is common with those
lack of caring (does not want to do work), or a sensory issue. Because C has
limited verbal skills, there is no way to self report on why she does or does not want
the given setting (Schmidt, 2013). The study was done on a sixteen year old boy who
avoided three areas of the school, the music room ,gym, and gross motor exercise
room. Through the study, there was one task to be done in each setting. During the
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research it was only the participant and one staff member that entered the room. If
the student displayed aggression, the staff would remind him it is time to go back
into the classroom. After researchers conducted an FAI, they concluded that he
disliked these areas due to minimal exposure (Schmidt, 2013). For the
intervention, one staff member stood a certain distance from the door. If the student
made it that far without a behavior, positive reinforcement was given. Eventually if
he crossed the threshold, a food reward was given. A timer was used to prompt
student to engage in the specific activity, and after the timer was done the student
was allowed to exit the setting. By using physical guidance, verbal instructions and
independently. Within the study there were staff trainings as well. By combining
Dichter, G.S., Richey, J. A. , Rittenberg, A. , Sabatino, A., & Bodfish, J. (2012). Reward
1221-1.
Schmidt, J. , Luiselli,J., Rue, H., & Whalley, K. (2013). Graduated exposure and
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adolescent with autism. Behavior Modification, 37(1). Doi:
10.1177/0145445512456547.
task/reward chart. Combined with the chart, certain techniques will be used while
communicating with student. For example, instead of simply explaining the task
(which becomes too much talking), using a system of taking turns. Staff will
demonstrate the task in a positive manner, then offering a turn to the student. Not
only will turn taking assist in task completion, it will improve her appropriate
socialization skills with her peers. In a study done in 2014 researchers found that
students that had language age equivalents above 60 months indicated a need for
modeling and contingency to occur within the same exchange for optimal
responding (Reith, 2014). The type of turn taking is also dependent on the
developmental level and target skill for the students (Reith, 2014). In the book
Communicate With Your Child, it states Adults who use directive, controlling style
with their child may inhibit the child from learning to control him/herself and
encourage the child to be passive and expect others to do hi/her life work for them
(Macdonald, 2002). The author suggests to let the child have a say in what they want
to do, and approaching situations in a more open manner. Using comments more
than questioning or commands and show the child the communication rather than
testing him (Macdonald, 2002). Keep this in mind, staff while working with C can
ask her, Which activity should we do next, handwriting, reading, or spelling? Then,
the student will have control over which work she chooses to do, then implementing
17
the positive verbal prompting and using the reward chart. With the reward chart, it
Velcro. On piece of Velcro on top to show the current task, then the rest of the pieces
underneath to place the pieces of the reward picture. Four will be used to create the
snack bag (given the time of day and the schedule set up), and six pieces of the easy
bake app or YouTube link for the end of the day computer time. A basic visual
representation is attached on next page of what a reward chart would look like is on
Macdonald, J. , & Mitchell, B. (2012). Communicate with your child. Columbus, OH:
Reith, S., Stahmer, A., Shrheinrich, J., Schreibman, L., Kennedy, J., & Ross, B. (2014).
Identifying critical elements of treatment: examining the use of turn taking in
autism intervention. Focus On Autism and Other Developmental Disorders,
29 (3). Doi: 10.1177/1088357613513792.
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19
POSITIVE BEHAVIOR SUPPORT PLAN (PBSP)
STUDENT NAME: C. D.
20
POSITIVE BEHAVIOR SUPPORT PLAN (PBSP)
Student Name: C.D.
Refer for further assessment: (Check here and describe plan for assessment if skill deficits
have not previously been assessed and identified.
Describe: ________________________________________
Educational deficits addressed in other areas of IEP: (check here if deficits have previously
been assessed and identified and addressed in the IEP).
Describe:_________________________________________
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POSTIVE BEHAVIOR SUPPORT PLAN (PBSP)
Student Name: C.D.
VI. Short term learning outcomes are required for students who are gifted. The short
term learning outcomes related to the students gifted program may be listed under
Goals or Short Term Objectives.
SHORT TERM OBJECTIVES Required for students with disabilities who take
alternate assessments aligned to alternate achievement
standards (PASA).
22
POSITIVE BEHAVIOR SUPPORT PLAN (PBSP)
Student Name: C.D.
B Replacement Behavior
Student will begin task with displaying minimal to zero avoidant behaviors.
Student will eventually begin tasks independently.
When student begins task, staff will offer immediate verbal praise for good
work.
Whenever task is successfully completed, student will earn one piece of reward
picture. Once the reward picture has completed the student will earn the reward.
23
C Consequences (including procedures to follow) when student performs the
behavior of concern.
Student will receive no puzzle piece for the incomplete task, or the task that
involved avoidant, aggressive behaviors.
If there is a missing piece, student will complete another task successfully to
earn it.
Redirection of task and behavior through verbal prompts will be given.
Note: In developing the Positive Behavior Support Plan (PBSP) the IEP team must
consider Program Modifications and
Specially Designed Instruction, Related Services, and Supports for School Personnel
Provided for the Child. These items
should be described within Section VI of the IEP.
24
behaviors due
to spatial
anxiety.
Student will Classroom, During work 6/11/16 6/06/17
have visual with aide or time
aides to help teacher
maintain a
schedule
during her
morning work
and afternoon
class schedule.
Student may Classroom, During work 6/11/16 6/06/17
physically be transitions times.
in charge of between
her own classes and
reward chart tasks.
as long as no
destructive
behaviors are
visible.
B. RELATED SERVICES- List the services that the student needs in order to benefit
from his/her special education program.
Service Location Frequency Projected Anticipated
Beginning Duration
Date
Speech Room 201 Twice a week, 08/18/16 06/06/17
Therapy half hour
sessions
Occupational Room 106 Once a week, 08/18/16 06/06/17
Therapy forty five
minute session
Physical Room 108 Once a week, 08/18/16 06/06/17
Therapy half hour
session
C. SUPPORTS FOR SCHOOL PERSONNEL- List the staff to receive the supports and
the supports needed to implement the students IEP.
School Support Frequency Location Projected Anticipated
Personnel Beginning Duration
to Receive Date
25
Support
Classroom In service Twice a Conference 08/18/16 06/06/17
104 Staff trainings school year room
with (more if
behavior needed)
specialist
All PCAs Online Once a School or 08/18/16 12/31/16
and TAs autism school year home
trainings (must be computer
(Computer completed
program) before
December
of current
school
year).
26
Self Management Plan
I COMPLETED MY WORK
I RESPECTED MY
BELONGINGS
I AM WORKING FOR:
27
Since C is lower functioning, developing a self management plan was a bit
difficult. So, I created a chart (which I would prefer was laminated so notes could be
written with marker, or else on a marker board), and the student would use Velcro
picture cards of the above images to place on each day they successfully master that
skill. At the end of the week, the student can count the number of pictures they have
which will determine if they receive the reward at the end of the week (possibly a
special club activity, or set aside iPad time to play with an app). The student will self
monitor everyday and consult with the teacher who will administer the picture card
that C will put on herself. In a study done by _________, students during a self
management intervention were able to successfully self record their behavior. Since
just task avoidance. Also stated by the researchers, that without appropriate social
significantly greater difficulty being socially integrated into their schools and
place on the chart herself, she would also be rewarded with interaction and
attention from the teacher by going to receive the image to place on the chart as well
as verbal praise. In another study that used pictures to record self management,
authors found that with the introduction of the pictorial self management package,
decreased (Pierce, 1994). Hopefully a similar chart could be used at home with
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Koegel, L. Koegel, R., hurley, C. & Frea, W. (1992). Improving social skills with
disruptive behavior in children with autism through self management.
Applied Behavior Analysis, 25 (2). Retrieved from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1279715/pdf/jaba00016-
0107.pdf.
Pierce, K. & Schreibman, L. (1994). Teaching daily living skills to children with
autism in unsupervised settings through pictorial self management. Journal
of Applied Behavior Analysis, 27(3). Retrieved from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1297828/pdf/jaba00009-
0053.pdf.
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