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Follow the assignment rubrics

The data and everything should reflect a student who is antisocial and have difficulty in taking turns.

This assignment will be formatted using APA Guidelines that includes a title page with headers and page numbers. An abstract and reference page is not needed.

Part I: Functional Behavior Assessment

Summary of Student Profile Information

Name:

Date of Birth:

Grade:

Exceptionality:

Summary of 16 questions from Student Profile Information

Parent and Student Interviews

Provide a detailed summary of the parent and student interviews

Summary of Results of Social Skill Checklist and Motivation Assessment Scale

Target Behavior

State the behavior that you want to increase or decrease in one sentence

ABC Charts

Observation 1


A-B-C Recording Form

Date: _____________________Location: ____________________________________

Observer’s name _____________________________Length of time observed: ___________

Date / Time

Antecedent

Behavior

Consequence

Observation 2


A-B-C Recording Form

Date: _____________________Location: ____________________________________

Observer’s name _____________________________Length of time observed: ___________

Date / Time

Antecedent

Behavior

Consequence

Antecedent, Behavior, Consequence Summary Statement

1. The antecedent is…..

2. The behavior is……

3. The consequence….

Function of the behavior

Based on the ABC charts provided and the results of the Behavior Rating Scale the function of the behavior is……

Arkansas State University

College of Education and Behavioral Science

Department of Educational Leadership, Curriculum, and Special Education

Positive Behavior Interventions and Supports Project

Part I: Functional Behavior Assessment

Overview

In this assignment, candidates will selct a student that has been identified with a disability (student must have IEP) that exhibits ONE of the following social skills deficits: taking turns, conversational skills, interacting with peers, making positive choices, following directions, completing tasks/chores, organization and/or transition skills. Students will not address violent behaviors or work with students who demonstrate aggressive behaviors (hitting, elopement, profanity).

Learning Outcomes

Know and demonstrate professional roles and responsibilities relevant to ethical and legislative requirements as related to Council of Exceptional Children (CEC) Code of Ethics, professional certification standards, and confidentiality.

Gather, interpret, and communicate background and assessment information from a variety of sources to make educational decisions and design individualized instruction.

Administer and analyze appropriate formal and informal assessment to make educational decisions for exceptional learners.

Understand and adhere to legal and ethical guidelines for assessing, identifying, and monitoring diverse learners with exceptionable.

Directions

1. Select a student with an exceptional that displays a social behavior deficit listed above.

2. Complete parent survey, student survey, motivational assessment, and social skills checklists.

3. Complete Student Profile Sheet.

4. Complete Student Observation using ABC Chart (2 observations for a minimum of 30 consecutive minutes).

5. Write and turn in to Blackboard a Functional Behavior Analysis paper template with the completed student profile information, motivational assessment, and social skills checklist).

Candidates will use the template provided that addresses APA formatting (includes a title page, headers, and page numbers). The paper should be written as a report and not in first person.

a. Summarize the student’s profile.

b. Identify the student’s target behavior

c. Summarize the ABC (state the antecedent, behavior, consequence)

d. Hypothesize the function of the behavior

Functional Behavior Assessment

1. Parent Interview

2. Student Profile Information Sheet

3. ABC Student Observation

4. Student Interview

5. Motivational Assessment

6. Social Skills Checklist

FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA)

PARENT INTERVIEW

Directions: Please complete and return this form to your child’s school. The information will be used to help develop a

behavior intervention plan for your child. Please return the completed form to ______________________.

Please contact the school/teacher if you have any questions.

Child’s Name ___________________________________________ Age _______ Today’s Date _____________

Address ________________________________________________ Phone __________________________________

Person completing form ________________________________________ Relationship to child __________________

Does your child have any medical or physical conditions? __________________________________________________

List any current medications your child is taking: _________________________________________________________

Describe your child. (check all that apply)

· easily distracted cooperative talkative angry

· stubborn impulsive shy/quiet friendly

· self-abusive physically aggressive often fidgety shy

· overactive verbally aggressive bossy mean

· moody easy to please cries easily pouts

· polite/kind funny/clever prefers to be alone sad

· eager to please others withdrawn sociable passive

Self-concept: Good Fair Poor Relations with parents: Good Fair Poor

Relations with peers: Good Fair Poor Relations with teachers: Good Fair Poor

Relations with sister/brother: Good Fair Poor Accepts responsibility for behavior? Yes No Some

List his/her favorite things to do/places to go: ____________________________________________________________

What motivates your child to behave well? ______________________________________________________________

What usually causes your child to misbehave? ___________________________________________________________

How often does your child misbehave? _________________________________________________________________

List the specific problem behaviors your child has at home: _________________________________________________

List the specific problem behaviors your child has at school: ________________________________________________

What efforts have you taken to assist the school in dealing with your child’s behavior? ___________________________

________________________________________________________________________________________________

When were you first aware of behavioral problems at school? ______________________________________________

________________________________________________________________________________________________

List all community services, doctors, psychologists, social workers, etc that have been helping with these problems:

Agency

Address

Phone Number

Start/End Date

Please attach any additional information you would like the school to consider in planning a behavior intervention.

Parent/Guardian Signature _______________________________________________ Today’s Date _______________

Functional Behavior Assessment

Student’s Profile Sheet

(Complete ALL Sections)

Student’s Name: _______________________ Exceptionality: ______________________

Grade: ______________________ Date of Birth: _______________________________

1. List behaviors of concern.

2. What does the student do well and when does it occur?

3. What does the student struggle with and when does it occur? Does there appear to be a skill deficit or do you feel that the student sometimes chooses not to use the skills that they have?

4. What is reinforcing and enjoyable for this student?

5. Are there good days and bad days? If so, does there seem to be a pattern?

6. How does the student communicate his/her needs (verbally, nonverbally, written, etc.)

7. What is his/her learning style (visual, auditory, tactile, kinesthetic)?

8. What type of instruction is the most successful for the student (direct, group/cooperative learning, lecture, independent/seatwork)?

9. Does academic failure or difficulty with materials appear to produce behaviors?

10. What are settings that negatively affect the behaviors?

11. What are triggers that negatively affect behaviors (lack of social attention, demands/requests, task transition, setting transition, interruption in routine, negative social interactions, when limits are set or consequences are imposed, redirected, embarrassment, sleep patterns, eating routines, medications, health, life stressors, etc.)?

12. What are the warning signs that the student exhibits that indicate that a behavior is about to occur (restless, withdrawal, loud voice, blurting out, change in mood, etc.).

13. How does the student respond after the behavior has occurred?

14. What interventions/strategies have been used with the student?

15. What consequences have been implemented and which ones have been effective (warnings, timeouts, ignore behavior, loss of privileges, sent to office, suspension, write-up?

16. Is attendance or tardiness a concern?

FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA))

STUDENT INTERVIEW

Student _________________________________ Date ___________

I have many friends at school

Yes

No

Not Sure

I like coming to school

Yes

No

Not Sure

My classmates like me

Yes

No

Not Sure

I like the other students in my class

Yes

No

Not Sure

I complete my homework most of the time

Yes

No

Not Sure

My parents love me

Yes

No

Not Sure

I get into trouble at school

Yes

No

Not Sure

My home is a happy place

Yes

No

Not Sure

My teachers like me

Yes

No

Not Sure

I get in trouble at home

Yes

No

Not Sure

I get into fights

Yes

No

Not Sure

I have been suspended this year

Yes

No

Not Sure

I have been sent to the office for misbehaving

Yes

No

Not Sure

I usually do what my teacher(s) ask me to do

Yes

No

Not Sure

My classmates tease and pick on me

Yes

No

Not Sure

What do I do that gets me in trouble at school? ___________________________________________________

_________________________________________________________________________________________

What do I do that gets me in trouble at home? ___________________________________________________

_________________________________________________________________________________________

What would help me to behave better in school? __________________________________________________

_________________________________________________________________________________________

What would help me to behave better at home? ___________________________________________________

_________________________________________________________________________________________

*** IDENTIFYING REWARDS ***

Name 3 things you most like to do at school: Name 3 things you most like to do at home:

1. ______________________________________ 1. _____________________________________

2. ______________________________________ 2. _____________________________________

3. ______________________________________ 3. _____________________________________

Name 3 classmates with whom you would like to work: Name 3 special jobs that you would like to do at school:

1. ______________________________________ 1. _____________________________________

2. ______________________________________ 2. _____________________________________

3. ______________________________________ 3. _____________________________________

If you had 15 minutes of free-time at school to do what you wanted, what would you do? ________________

ELSE 6163 Positive Behavior Interventions and Supports

Adapted from LCD (6-1-99) 1

1

6


MOTIVATION ASSESSMENT SCALE

Name_______________________________________________ Rater________________________________________ Date___________

Behavior Description____________________________________________________________________________________________________

Setting Description______________________________________________________________________________________________________

Instructions: The Motivation Assessment Scale is a questionnaire designed to identify those situations in which an individual is likely to behave in certain ways. From this information, more informed decisions can be made concerning the selection of appropriate reinforcers and treatments. To complete the Motivation Assessment Scale, select one behavior that is of particular interest. It is important that you identify the behavior very specifically. Aggression, for example, is not as good as a description as hits his sister. Once you have specified the behavior to be rated, read each question carefully and circle the number that best describes your observation of this behavior.

Never=0 Almost Never=1 Seldom=2 Half the Time=3 Usually=4 Almost Always=5 Always=6

1. Would the behavior occur continuously, if this person were left alone for long periods of time, for example, several hours?

0 1 2 3 4 5 6

2. Does the behavior occur following a request to perform a difficult task?

0 1 2 3 4 5 6

3. Does the behavior seem to occur in response to your talking to another person in the room?

0 1 2 3 4 5 6

4. Does the behavior ever occur to get a toy, food, or activity that this person has been told that he or she can’t have?

0 1 2 3 4 5 6

5. Would the behavior occur repeatedly in the same way for very long periods of time if no one were around, for example rocking back and forth for over an hour?

0 1 2 3 4 5 6

6. Does the behavior occur when any request is made of this person?

0 1 2 3 4 5 6

7. Does the behavior occur whenever you stop attending to this person?

0 1 2 3 4 5 6

8. Does the behavior occur when you take away a favorite toy, food, or activity?

0 1 2 3 4 5 6

9. Does it appear to you that this person enjoys performing the behavior? (It feels, tastes, looks, smells, and sounds pleasing.)

0 1 2 3 4 5 6

10. Does this person seem to do the behavior to upset or annoy you when you are trying to get him or her to do what you ask?

0 1 2 3 4 5 6

11. Does this person seem to do the behavior to upset or annoy you when you are not paying attention to him or her, for example, if you are sitting in a separate room, interacting with another person?

0 1 2 3 4 5 6

12. Does the behavior stop occurring shortly after you give this person the toy, food, or activity he or she has requested?

0 1 2 3 4 5 6

13. When the behavior is occurring does this person seem calm and unaware of anything else going on around him or her?

0 1 2 3 4 5 6

14. Does the behavior stop occurring shortly after (one to five minutes) you stop working or making demands of this person?

0 1 2 3 4 5 6

15. Does this person seem to do the behavior to get you to spend some time with him or her?

0 1 2 3 4 5 6

16. Does this behavior seem to occur when this person has been told that he or she can’t do something he or she had wanted to do?

0 1 2 3 4 5 6

Scoring Sheet

Sensory

Escape

Attention

Tangible

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

Total Score

Mean Score

Relative Ranking

INSTRUCTIONS FOR USING THE MOTIVATION ASSESSMENT SCALE

Person filling out the form had to be familiar with the individual who has the behavior challenge. To direct our understanding of the behavior challenge to the intent of the challenge versus the way it appears or make use feel. To understand the correlation between the frequency of the challenging behavior and it’s potential for multiple intents. To identify those situations in which an individual is likely to behave in certain ways for example, placing work demands often leads to head banging. OUTCOMES: To assist in the identification of the motivation(s) of a specific behavior. From: Duran, V.M. & Crimmins, D.B. (1988). Identifying the variables maintaining self-injurious behavior. Journal of Autism and Developmental Disorders, 18, 99-117. Adapted by J.M. Cafiero


SAMPLE A-B-C Recording Form

Date: _____6/30/2020_______Location: _ ___3rd grade general education classroom_____

Observer’s name ___Exemplary Candidate Length of time observed: __30 minutes_

Date / Time

8/26/15

Antecedent

Behavior

Consequence

8:00-8:05

Setting: class had transitioned into classroom from morning meeting. Students sitting at tables for read to self while teacher takes attendance and takes care of morning business

Sitting quietly at table drawing with colored pencils from a book of cartoon characters

Teacher redirects to read to self. Suggests Tony pick another of his books.

8:05-8:10

Setting: same

Teacher redirected and went back to the front of class.

Tony knelt on floor next to chair at his table and continued to quietly draw from his book.

Other student at his table looks up from their reading and watches him for a few seconds then goes back to reading.

8:10-8:15

Setting: same

Other student at his table starts to arrange her area instead of

reading

Tony stops drawing to watch peer.

Begins to talk to peer quietly.

Peer redirects him and tells him to stop talking.

8:15-8:20

Setting: same

Continued read to self. Classroom continues to be quiet with majority of students on task with a few students off task

Tony continues to draw with colored pencils now with book closed. (8:15)

Tony continues to draw after redirection (8:16)

Tony stops drawing and watches peer at table play with hair while reading (8:17)

Teacher redirects while walking past to the door

Teacher redirects him again to read to self

.Teacher comes over to table, removes drawing, book and puts colored pencils back in center table

Tony’s head is down on the table with an upset face (8:19)

storage. Quietly talks to Tony about Read to Self-expectations. Picks out a book from his box for him and directs him to read quietly to self.

8:20-8:25

Setting: same read to self-time. Teacher is walking around room and preparing for next activity. Students are still at tables.

At about 8:24 teacher directs students to

“find a good place to stop in their reading”

Tony’s head is still on table (8:22)

Tony sits up. He is still frowning and his eye brows are knitted.

Tony begins to rearrange colored pencils in the center storage area.

Tony picks up his book and begins to flip the pages then stops when teacher directs to close books

No response from teacher or table mates.

No response from teacher or table mates.

Table mate watches him for a few seconds

and returns to reading.

No response from teacher or table mates.

8:25-8:30

Teacher gives directions to clear table and put baskets under chairs and then turn chairs towards front for smart board activity.

Tony follows directions and turns chair. Listens with eyes on teacher and sitting still. After a minute, Tony picks up his chair while still under his bottom and moves to the other side of his table closer to the front of the room.

No response from teacher or students.

Functional Behavior Assessment Rubric

Standards

Exemplary

15 points

Acceptable

13 points

Unacceptable

10

Summary of Student Profile Information

Candidate describes the student’s demographic and background information that includes relevant cultural and familial information that is related to the target learner’s educational needs and abilities that supports the need for the development of interventions with positive behavior supports.

Candidate describes the student’s demographic and background information, including pertinent cultural and familial information, related to the target learner’s educational needs and abilities.

Candidate fails to provide a description of the student’s demographic and background information that relates to the learner’s educational needs. Candidate also does not justify the need for the development of interventions with positive behavior supports.

Completed Assessment(s) and Interviews

Clearly and accurately summarized all completed the Social Skills Checklist and Motivational Assessment Scale and parent and student interviews. Completed assessments and interviews are uploaded to Blackboard.

Vaguely or inaccurately completed the Social Skills Checklist and Motivational Assessment Scale and parent and student interviews. Completed assessments and interviews are uploaded to Blackboard.

Unclearly completed the Social Skills Checklist and Motivational Assessment Scale and parent and student interviews and or fails to upload Completed assessments and interviews to Blackboard.

Target Behavior

The candidate identifies the student’s target behavior that is observable, measurable, and includes examples and non-examples of the behavior.

The candidate identifies a target behavior that is observable but does not include examples and non-examples of the behavior.

The candidate does not identify a target behavior that is observable and/or does not include examples and non-examples of the behavior.

ABC Recording

The candidate provides a collection of student’s behavior using observation notes; antecedents, behavior, and consequences are

defined with action words without the use of feelings, intentions, or inferences.

The candidate provides a collection of behavior notes using observation; antecedents, behavior, and consequences however, behaviors are defined with the use of feelings or inferences such as aggressive, angry, happy, excited, or lazy.

The candidate does not provide a collection of student behaviors using either observation notes or antecedents, behavior, or consequences.

ABC Summary Statement

The candidate identifies a hypothesis in one complete statement; the behavior listed in the hypothesis is the same one identified as the focus of the FBA, and all three components (antecedent, behavior, consequence) are linked to the FBA data.

The candidate identifies the hypothesis in a statement that includes the antecedent, behavior, and consequence; however, one does not link to the FBA data.

Candidate does not identify a hypothesis statement or the statement written only links one component (antecedent, consequence, behavior) to the FBA data.

Function of Behavior

The candidate identifies a function of the behavior that is valid, supported in research literature, and linked to FBA data.

The candidate identifies the function of the behavior that is valid and supported in research literature but is not linked to FBA data.

Candidate fails to identify function of the behavior that is related to the observations conducted.

Exemplary

10 points

Acceptable

8 points

Unacceptable

6 points

Overall Writing Guidelines

Candidate demonstrates professional writing that adheres to APA format and is free of errors in spelling, grammar, and punctuation

Candidate demonstrates professional writing that adheres to APA format; however, there are 5 or less errors noted in format, spelling, grammar, and punctuation.

Candidate demonstrates inadequate professional writing skills that does not adhere to APA format AND more than 5 errors noted in format, spelling, grammar, and punctuation.

Social Skills Checklist (Elementary) – 1 –

SOCIAL SKILLS CHECKLIST
(Elementary/Pre-K)

Name of child: ______________________ Date: _______________________

Birth date: __________________________ Assessor’s name: _______________

Instructions: For each question, check if that particular social skill occurs Almost Always, Often,
Sometimes, or Almost Never.

RATING SCALE
Almost always- the student consistently displays this skill in many settings and with a variety of people

Often- the student displays this skill on a few occasions, settings and with a few people

Sometimes- the student seldom displays this skill but may demonstrate it on infrequent occasions.

Almost Never- the student never or rarely exhibits this skill. It is uncommon to see this in their daily routine.

SOCIAL PLAY & EMOTIONAL DEVELOPMENT Almost Always Often Sometimes
Almost
Never

1.1 Beginning Play Behaviors
1. Maintains proximity to peer within 1 foot

2. Observes peers in play vicinity within 3 feet

3. Parallel play near peers using the same or similar materials

(e.g., playing cars near a peer who is also playing cars)

4. Physically imitates peer
5. Verbally imitates peer
6. Takes turns appropriately during simple games

1.2 Intermediate Play Behaviors
1. Shares toys and talks about the activity with peers, even

though the play agenda of the other children is different

2. Physically and verbally responds to interactions from peers
(accepts toy from peer, answers questions)

3. Returns and initiates greetings with peers
4. Know appropriate ways of joining in an activity with peers
5. Invites others to play
6. Takes turns during structured activities
7. Obeys game rules
8. Requests toys, food, and materials from peers

1.3 Advanced Play Behavior
1. Plays cooperatively with peers during imaginative play
2. Makes comments about what he/she is playing to peers
3. Organizes play (suggests ideas to peers on how to play)
4. Follows peer play plans
5. Takes turns during unstructured activities without a time

limit

6. Offers toys, food, and materials to peers

Social Skills Checklist (Elementary) – 2 –

EMOTIONAL REGULATION Almost Always Often Sometimes
Almost
Never

2.1 Understanding Emotions
1. Identifies likes and dislikes
2. Identifies emotions in self
3. Identifies emotions on others
4. Justifies emotions once identified (eating because I’m

hungry)

5. Demonstrates affection and empathy toward peers
6. Refrains from aggressive behaviors toward peers
7. Refrains from aggressive behaviors toward self
8. Does not exhibit intense fears or phobias
9. Interprets body language
10. Uses different tones of voice to convey messages

2.2 Self Regulation
1. Allows others to comfort him/her if upset or agitated
2. Self regulates when tense or upset
3. Self regulates when energy level is high
4. Deals with being teased in acceptable ways
5. Deals with being left out of a group
6. Accepts not being first at a game or activity
7. Accepts losing at a game without becoming upset/angry
8. Says “no” in acceptable way to things he/she does not want

to do

9. Accepts being told “no” without becoming upset/angry
10. Able to say “I don’t know”
11. Able to end conversations appropriately

2.3 Flexibility
1. Accepts making mistakes without becoming upset/angry
2. Accepts consequences of his/her behavior
3. Accepts unexpected changes
4. Continues to try when something is difficult
5. Ignores others or situations when it is desirable to do so

2.4 Problem Solving
1. Identifies/defines problems
2. Generates solutions to problems
3. Carries out solutions by negotiating or compromising
4. Understands impact his/her behavior has on peers

Social Skills Checklist (Elementary) – 3 –

COMMUNICATION SKILLS Almost Always Often Sometimes
Almost
Never

3.1 Conversational Skills
1. Initiate conversation when it is appropriate to do so
2. Initiates conversation around specific topic
3. Asks “Wh” questions
4. Responds to “Wh” questions
5. Makes a variety of comments, related to the topic during

conversation

6. Introduces him/herself to someone new
7. Introduces people to each other
8. Ends conversations appropriately

3.2 Nonverbal Conversational Skills
1. Maintains appropriate proximity to conversation partner
2. Orients body toward speaker
3. Pays attention to a person’s nonverbal language and

understands what is being communicated

4. Waits to interject
3.3 Compliments

1. Gives appropriate compliments to peers

2. Appropriately receives compliments

3. Asks for a favor appropriately

4. Apologizes independently

Social Skills Checklist (Elementary) – 4 –

SUMMARY OF SOCIAL SKILLS CHECKLIST

Total % Marked

as Almost
Always

Total %
Marked as

Often

Total %
Marked as
Sometimes

Total %
Marked as

Almost Never
1.1 Beginning Play Behaviors

1.2 Intermediate Play Behaviors

1.2 Advanced Play Behaviors

2.1 Understanding Emotions

2.2 Self Regulation

2.3 Flexibility

2.4 Problem Solving

3.1 Conversational Skills

3.2 Nonverbal Conversational
Skills

3.3 Compliments

Calculation: For each section, calculate the percentage of questions marked as Almost Always, Often,
Sometimes, and Almost Never. To calculate, total the number of questions checked under the category in
that specific section and divide by the total number of questions in the section, then multiply by 100.

Example:
To calculate the total % of components marked “Almost Always” under the Beginning Play
Behaviors section, first total the # of questions checked “Almost Always” in that section. Then,
determine the # of total questions under Beginning Play Behaviors. Divide the # of questions
checked by the total # of questions and then multiply by 100.

________ questions marked “Almost Always” ÷ 6 total questions, x 100 = _______ %

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