D229 task 1

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Psychology

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Jan 9, 2024

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Functional Behavior Assessment (FBA) Name: Eric Date: 05/24/2023 Target Behavior: Eric’s target behavior is refusing to engage in independent school work. According to interval recording data taken by Eric’s general education teacher, in one 20-minute observation period with 60-second intervals, the target behavior was recorded during 11 intervals and not recorded during 9 intervals. 55% of intervals were observed with the target behavior occurring, while this behavior did not occur in 45% of the intervals observed. On November 11 th , Eric’s special education teacher conducted a classroom observation. She observed Eric for 57 minutes and took Antecedent Behavior Consequence (ABC) data during this time. At the beginning of her observation, Eric appeared engaged and interested in working with his peers to complete a math worksheet. At 9:42, when the teacher transitions the class to working on an independent assignment, Eric retrieves his pencil and worksheet but then proceeds to doodle on his paper. For the remainder of this observation, Eric continues to ignore prompts from the instructor to complete the worksheet and eventually is moved to a “safe seat,” where he goes willingly and he is not required to complete the assignment. Reinforcement Behaviors The reinforcement of the target behavior is seen when the instructor assigns Eric an independent learning activity. Eric does not engage in the target behavior when he is working in a group. The target behavior continues after the instructor attempts to keep Eric on task by providing two verbal prompts to begin working on his assignment. When the two prompts are ignored the instructor removes Eric from his desk and has him sit in a “safe seat” for students who refuse to do their work. Hypothesis When the teacher transitions the whole class from group work to independent work, Eric will refuse to engage in the work on his own. The target behavior is refusing to engage in independent school work. When Eric is assigned a nonpreferred independent activity, he will lay his head down, doodle on his paper, stare out the window, and persistently ignore his teacher prompting him to begin the task. The function of the target behavior is to escape or avoid a non-preferred independent learning activity. His consequence was that he was moved to the “safe seat” for work refusal. In the safe seat, he was not required to work on the assignment. The target behavior is reinforced by ultimately allowing him to escape the independent task. PAGE 1 of 3

Behavior Intervention Plan (BIP) Name: Eric Date: 05/29/2023 Target behavior The target behavior is refusing to engage in independent school work. Eric will doodle on his paper, stare out the window, lay his head down/pretend to be sleeping, and ignore all prompting to begin his work. The function of the target behavior is to escape or avoid engaging in nonpreferred independent school work. Replacement behavior Instead of refusing to engage in independent work, Eric will place a specific visual aid on top of his desk to signal to the instructor that he is feeling overwhelmed with the task. The instructor will recognize the student’s need for an aide, make a quiet stop by his desk without drawing unwanted attention, and pick up the visual cue card. This will signal to Eric the beginning of a 5-minute brain break. During this time, he may choose to do one of the following: free draw/read, play a short learning game on a classroom tablet/device, or listen to music with his headphones. When the student’s break is over, the instructor will place the visual cue card back on his desk to signal that his break is over and he should resume working on the assignment. This strategy will be modeled and role-played with Eric in a one-on-one environment with the general education teacher and the special education teacher before implementation. The instructors will communicate clear and concise expectations to Eric before introducing the replacement behavior. Once he is successful using the strategy, the push-in service provider and classroom instructors should practice the replacement behavior with Eric during class time. Providers should focus on practicing during transitions from group work to independent work. Once Eric has begun using the intervention during class, the instructor can use gestural reminders such as holding up the same visual card to Eric if they recognize him beginning to become overwhelmed or frustrated with a task. Interests Cultural Factors Reinforcers PAGE 2 of 3

 Reading  Collects bookmarks and puzzle erasers  Music and art  Learning about other cultures and travel  Interactive video games  Socializing with peers  Lives in a two-parent household with 2 older siblings and 1 younger.  Mom works as a paraprofessional and dad is in the military.  Family has moved around a lot, this is Eric’s 3 rd school in 6 years.  Father is set to deploy in 2 months.  Eric has trouble connecting with his older siblings.  Shopping for art supplies  Bookmarks  Puzzle erasers  Listening to music  Free art time  Social interactions  Group/partner work The implementation of the replacement behavior will be supported by the use of a token/reward system. Eric will Earn a token for every independent assignment that he completes. At the end of the week, his tokens can be cashed in for access to preferred reinforcers (extra music/art time, extra group work, bookmarks, puzzle erasers, Shopping for art supplies with mom, etc.). Appropriateness of reinforcement procedure According to the case study Eric enjoys art, music, bookmarks, puzzle erasers, meeting new people, and working in groups. This reinforcement procedure will allow Eric access to his preferred reinforcers when he engages in the replacement behavior and completes his assignments. If Eric is consistently rewarded for engaging in the replacement behavior, then he will be more likely to use the replacement behavior in the future. Behavioral Management Team Parent/Guardian: Amanda Smith  Role: support the learner by providing consistency and positive reinforcement at home. Ron Richardson-School Psychologist: Role: Check on student Melissa Mortin- School Counselor: Role: Observations Susan Schmidt-General Education Teacher: Role: Observations, Intervention Support and Teaching replacement behavior Ana Wallace-Special Education Teacher: Role: Intervention Support, Teach and model replacement behavio PAGE 3 of 3

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