EDUL6024
Freda
Doster
The following is a sample
Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP)
created for partial fulfillment of requirements for EDUL6024 Student Discipline
in Schools. These documents were discussed with the administrative team in an
effort to better meet the needs of students with
disabilities.
The student is an
African-American Female, age 7. A summary of the students behavior and
discipline problems include the following:
The student has been
diagnosed with Attention-Deficit Disorder and currently qualifies for services
through the Department of Exceptional Education under the Emotional Behavior
Disorders category. She is very territorial, does not like to have the teachers
attention focused on anyone other than herself and will sometimes exhibit
outbursts characterized by a loud voice and defiant behaviors directed at both
the authority figure and other students.
When her behaviors
escalate she exhibits a marked inability to rationalize and understand others
perspectives. She is sometimes aggressive to other students who she perceives as
threats. Her work area and materials are quite disorganized and she has
difficulty following directions.
She is currently under a
treatment plan for her Attention-Deficit Disorder which includes oral
medication. When her treatment plan is followed appropriately, she is better
able to rationalize and interact socially with others. However, she has been
known to flush her medication and mislead authority figures when they question
if she actually took the medication. She has stated that she doesnt like the
way the medication makes her feel.
Once the FBA is completed,
the teacher is able to better understand why this student misbehaves and then
assist the student in developing alternative behaviors that are more
appropriate. In particular, this behavioral assessment indicates that the
students inappropriate behaviors seem to manifest themselves when she is
interacting with peers and seem to be attention-seeking behaviors. Therefore, a
behavioral intervention plan should focus on building appropriate social
skills.
Positive social skills are
developed through opportunities which allow the child to interact with others in
a non-judgmental trusting environment. The teacher could help this student by
providing opportunities for cooperative and collaborative group work which allow
the student to interact with others.
In addition, the childs
kinesthetic skills should be encouraged. The teacher can work with the other
teachers in the school to develop opportunities for the student to interact with
peers. For example, the school has a Garden Club which meets once a week. This
would allow the student express herself while also building relationships with
others.
Functional Behavior Assessment
(SAMPLE)
Behavioral Intervention Plan
(SAMPLE)
|
Specific
Goal(s) Student will exhibit
increased cooperative relationships with peers. Student will decrease
aggression toward others. |
Proposed
Intervention(s) Contract for collaborative
group work which includes: positive comments toward others, collaborating
when using materials, and refraining from confrontational
comments. Checklist which monitors the
number and type of inappropriate interactions with
others. |
Positive
Reinforcer(s) Participate in school Garden
Club activities. Participation in social
skills group. |
Negative
Consequence(s) Student will be removed from
the classroom by an administrator or the in-school suspension
coordinator. Conference with Assistant
Principal if behaviors escalate. |
Person(s)
Responsible Student Teacher Counselor In-School Special Education
Coordinator Garden Club
Sponsor Student Counselor Assistant
Principal |
Evaluation | ||
|
Methods Contract
Form Discipline
Referrals Checklist Discipline
Referrals |
Criterion 3
positive comments per day Group collaboration at
80% Less
than 5 confrontational comments to peers No
aggressive incidents over a 4 week period |
Progress P-Progressing M-Mastered D-Discontinued Schedule Date
Code Implementation 1/4/05 First
Assessment 1/30/06 Second Assessment
2/27/06 Implement alternative interventions if
targeted changes are not noted Third
Assessment 3/20/06 Implement alternative interventions if
targeted changes are not noted 4/24/06 Fourth
Assessment | |||||
|
Special
Considerations: Social Skills group should
include students who are good models of appropriate social
skills. | |||||||
|
Alternative Behavioral
Interventions to Implement if Behavior does not
improve: 1.
Provide an individual area
for time-out where the student can de-escalate. The area should include a
comfortable chair, pillows, stress balls, music,
etc. 2.
Implement the 3x20 strategy
(http://www.atiseminars.org/).
The student receives 3 minutes of individualized attention from the
teacher for 20 consecutive days. During this time frame the teacher and
student discuss topics related to how the student is feeling and the
things they enjoy doing. 3.
Color-Coded Breaks (http://www.atiseminars.org/). The teacher pairs with a peer who
will serve as a break station for the child. When trigger events or
inappropriate behaviors occur, the homeroom teacher will give the child a
color-coded card to deliver to the other teacher. The color indicates the
amount of time the childs break should last. Example: Yellow Card = 3
minutes, Blue Card = 5 minutes, Red Card = 10
minutes. | |||||||
Resources:
(2002). Take Control
of Out-of-Control Students: Resource Handbook. Appelbaum Training Institute.
Buck, G. H., Polloway, E.
A., Kirkpatrick, M. A., Patton, J.R. and McConnell Fad, K. (200). Developing
Behavioral Intervention Plans: A Sequential Approach. Intervention in School and Clinic,
36(1), 3-9. www.ldonline.org/ld_indepth/behavior/behavioral_intervention.htm.