05-28-2008, 08:34 PM
My son's counselor just sent this to me, since I am meeting with them tomorrow:
Purpose:
The purpose of this Functional Behavioral Assessment (FBA) is to analyze Noah’s behaviors and response to interventions which have been implemented, and to formalize his Behavior Intervention Plan where the goals have been to increase on task behaviors, quality work production, and pro-social behaviors.
Data Collected through the following:
_x__record review _x__parent correspondence
_x__teacher interview _x__student interview
___ABC chart ___structured observations
___anecdotal records _x__behavior management system
_x__academic skill levels _x__other: 504 Plan, IEP
Background Information:
Noah has had several diagnoses. In October 2007 Dr. Conlon, Noah’s neurodevelopmental pediatrician, diagnosed Noah with a Developmental Motor Coordination Disorder and a General Anxiety Disorder.
Noah has had two private psychological evaluations. The first was conducted at Mt. Washington Pediatric Hospital by Dr. Kimberly Derrickson in February 2007. Noah was diagnosed with Nonverbal Learning Disorder and Attention Deficit Hyperactivity Disorder. Based on recommendations from the report, work completion issues, and parental concerns, a 504 was developed and implemented beginning in April 2007. The counselor also developed a daily check-in system with Noah and worked with him on self soothing techniques.
Noah participated in a social skills group this school year, but discontinued at the request of Noah’s mother after Noah expressed discomfort in the group.
In January 2008 the school IEP team determined that Noah needed special education services and an IEP was developed and implemented. Noah receives 4.5 hours per week of special education services as well as accommodations.
A second psychological evaluation was conducted through the Autism Spectrum Disorders Team at Children’s National Medical Center’s Montgomery County Regional Outpatient Clinic in February 2008. Noah was diagnosed with Asperger Disorder. Recommendations were made for a speech/language evaluation which was conducted at the Children’s National Medical Center in Montgomery County in April 2008.
Recommendations were also made for an occupational therapy consultation and classroom accommodations. Noah was to begin occupational therapy in April 2008. Classroom accommodations were implemented.
Noah is on grade level in reading, PE, and art. He is just on grade level in math with much support. Noah is below grade level in writing and music.
Student Strengths:
• Retains much knowledge in areas of interest
• Exhibits a large vocabulary
• Demonstrates good reading skills
• Demonstrates interests in cars, dogs, gourmet food
• Demonstrates a sense of humor
• Exhibits some social skills
• Demonstrates ability to make friends
Description of Behaviors which Interfere with Learning and/or Achievement:
• Difficulty maintaining attention during instruction
• Difficulty initiating and completing tasks
• Difficulty asking for help
• Demonstrates lack of respect when expressing frustration to teachers
• Demonstrates off-task, disruptive behaviors such as joking with other students (particularly one student), laughing, talking about peers
• Demonstrates lack of effort on tasks he could previously perform
• Misperceives social cues
• Does not participate in PE activities at times
Predictors of Identified Behaviors:
• When Noah walks in to the class acting “silly” (laughing or giggling continually, wandering)
• When he has to focus more than 10 minutes
• When he is trying to gain peer attention
• When he puts his head on the table
Patterns of Identified Behaviors:
It appears that the behaviors of concern have increased over the past four months. Noah started a work contract which required him to complete 60% of his work. The contract began at the end of October and he responded well to this intervention as well as to others which were implemented at the time. He met his work completion goal and beyond 80% of the time until mid-December. His contract was then changed to include the following target behaviors: complete 70% of the work, do quality work, and begin his work before asking for help. Noah has not achieved 70% on any of those goals.
Noah’s behaviors of concern are demonstrated daily in every setting with the exception of PE. Noah expresses that he does not want to participate in certain activities about one out of every four classes. On a scale of 1-5, teachers have rated the intensity 4/5 with the exception of PE where Noah’s response to re-direction lasts longer than in other classes. However, Noah has had difficulty with substitute teachers in PE.
Teachers have expressed that with multiple and varied explanations of the directions and with individual teacher assistance, Noah’s effort to task and use of self control not to engage in off-task behaviors with other students (particularly one student) have decreased. Over the past few weeks, Noah has wanted to call his mother to report what he perceives as injustices when he is not happy with work or behavior expectations or when he feels hurt or frustrated.
These behaviors are less likely to occur when an adult is doing a formal observation of a student in his class even when it is not him, when he is with girls, when the activity is of high interest to Noah, when he is working with an adult individually, working in the principal’s office, or when he is at recess.
The concerning behaviors are most likely to occur during whole group instruction, small group instruction, and during independent work time. The behaviors occur when Noah is required to actively participate, follow directions, or complete work with accommodations. Behaviors are most likely demonstrated with boys, particularly one student.
Consequences (positive or negative) that may Influence Behavior(s):
• Students ignore
• Students become annoyed
• Teacher conferences
• Teacher ignores
• Teacher cues back to task
• A few students (particularly one) join in or initiate and Noah joins in the misbehavior
Possible Function(s) of Behavior(s):
• To gain peer attention
• To avoid work or work frustration
• To gain control of the group
• To get adult help or attention
Interventions Tried (effectiveness rated on scale of 0-5, 5 being very effective)
student conference 5-math & PE, 3-other classes
Modifying teacher methods/ materials 2-music, 5/6 math & special ed., 9-reading & writing
extended time for task completion 5/6- most classes, 7-PE, 7-special ed. (when focused, motivated, and asking for help)
hurdle help when ”stuck”
4-music, 8-math, 5-reading & writing, 7-PE, 7-special ed. (when focused, motivated, and asking for help)
timer with breaks for written work 8 (when focused, motivated, and asking for help)
peer tutor 8
adjusted workload
5-math, 7-reading, writing, special ed. (when focused, motivated, and asking for help)
alternative seating
4-music, 6-math, 9-reading & writing, 7-special ed. (when focused, motivated, and asking for help)
high interest learning activities 10 (when the activity is of particular interest to Noah)
infused social skills instruction 5
teacher ignores inappropriate behaviors 2
peers ignore inappropriate behaviors 8
a hierarchy of established consequences and reinforcers 6 (when focused, motivated, and asking for help)
adult one-on-one time 7, 6-special ed.
counselor involvement 7, 5-special ed.
parent contacts 6
team consultations 5
reinforcement of students demonstrating desired behaviors 3
proximity control
5-music&math, 7-reading&writing, 6-PE, 4-special ed.
structured breaks 4
wiggle seat (for controlled movement and aid in writing helping feet touch floor) 8 for wedge seat, 1 for round seat as requested by mother at OT recommendation –feet don’t touch floor and movement increased
daily work or behavioral contract 7 (when focused, motivated, and asking for help)
time out 0
disciplinary referrals 8
Summary:
It seems that Noah has many positive qualities and the potential for developing his unique interests. He seems bright and congenial. At this time, however, his needs are preventing him from producing the quantity and quality of work that is optimal, although he is only below grade level in writing and music. He has maintained grade level work in other subjects only with the use of many accommodations.
Several interventions to increase time on task and reduce distracting behaviors and increase social awareness have been implemented. The effectiveness of these interventions varies greatly. The success seems largely dependent upon Noah’s ability to focus, his willingness to ask for help, his use of self control with peers, his interest in the subject matter, and his current mood. Over the last few months Noah has often commented to teachers and the counselor that he just doesn’t want to be at Beall. He says he wants to go to Ivymount School.
Noah may do well in a small class where the many accommodations will continue to be implemented, effort is rewarded, and social skills are explicitly taught and clearly infused into the curricula. Since Noah responds to adult behavioral expectations under certain conditions (during observations and when working in the principal’s office), Noah seems to need a very structured behavior system with incentives and consequences. Immediate processing and problem solving when Noah is frustrated or disrespectful may prove beneficial.
Using a female peer tutor seems to be an accepted strategy to continue. Allowing Noah to share some facts about his subjects of interest when he has completed work and shown self control with peers may satisfy his need for attention and control. Consequences for disrespectful words or actions will help him understand his boundaries.
Purpose:
The purpose of this Functional Behavioral Assessment (FBA) is to analyze Noah’s behaviors and response to interventions which have been implemented, and to formalize his Behavior Intervention Plan where the goals have been to increase on task behaviors, quality work production, and pro-social behaviors.
Data Collected through the following:
_x__record review _x__parent correspondence
_x__teacher interview _x__student interview
___ABC chart ___structured observations
___anecdotal records _x__behavior management system
_x__academic skill levels _x__other: 504 Plan, IEP
Background Information:
Noah has had several diagnoses. In October 2007 Dr. Conlon, Noah’s neurodevelopmental pediatrician, diagnosed Noah with a Developmental Motor Coordination Disorder and a General Anxiety Disorder.
Noah has had two private psychological evaluations. The first was conducted at Mt. Washington Pediatric Hospital by Dr. Kimberly Derrickson in February 2007. Noah was diagnosed with Nonverbal Learning Disorder and Attention Deficit Hyperactivity Disorder. Based on recommendations from the report, work completion issues, and parental concerns, a 504 was developed and implemented beginning in April 2007. The counselor also developed a daily check-in system with Noah and worked with him on self soothing techniques.
Noah participated in a social skills group this school year, but discontinued at the request of Noah’s mother after Noah expressed discomfort in the group.
In January 2008 the school IEP team determined that Noah needed special education services and an IEP was developed and implemented. Noah receives 4.5 hours per week of special education services as well as accommodations.
A second psychological evaluation was conducted through the Autism Spectrum Disorders Team at Children’s National Medical Center’s Montgomery County Regional Outpatient Clinic in February 2008. Noah was diagnosed with Asperger Disorder. Recommendations were made for a speech/language evaluation which was conducted at the Children’s National Medical Center in Montgomery County in April 2008.
Recommendations were also made for an occupational therapy consultation and classroom accommodations. Noah was to begin occupational therapy in April 2008. Classroom accommodations were implemented.
Noah is on grade level in reading, PE, and art. He is just on grade level in math with much support. Noah is below grade level in writing and music.
Student Strengths:
• Retains much knowledge in areas of interest
• Exhibits a large vocabulary
• Demonstrates good reading skills
• Demonstrates interests in cars, dogs, gourmet food
• Demonstrates a sense of humor
• Exhibits some social skills
• Demonstrates ability to make friends
Description of Behaviors which Interfere with Learning and/or Achievement:
• Difficulty maintaining attention during instruction
• Difficulty initiating and completing tasks
• Difficulty asking for help
• Demonstrates lack of respect when expressing frustration to teachers
• Demonstrates off-task, disruptive behaviors such as joking with other students (particularly one student), laughing, talking about peers
• Demonstrates lack of effort on tasks he could previously perform
• Misperceives social cues
• Does not participate in PE activities at times
Predictors of Identified Behaviors:
• When Noah walks in to the class acting “silly” (laughing or giggling continually, wandering)
• When he has to focus more than 10 minutes
• When he is trying to gain peer attention
• When he puts his head on the table
Patterns of Identified Behaviors:
It appears that the behaviors of concern have increased over the past four months. Noah started a work contract which required him to complete 60% of his work. The contract began at the end of October and he responded well to this intervention as well as to others which were implemented at the time. He met his work completion goal and beyond 80% of the time until mid-December. His contract was then changed to include the following target behaviors: complete 70% of the work, do quality work, and begin his work before asking for help. Noah has not achieved 70% on any of those goals.
Noah’s behaviors of concern are demonstrated daily in every setting with the exception of PE. Noah expresses that he does not want to participate in certain activities about one out of every four classes. On a scale of 1-5, teachers have rated the intensity 4/5 with the exception of PE where Noah’s response to re-direction lasts longer than in other classes. However, Noah has had difficulty with substitute teachers in PE.
Teachers have expressed that with multiple and varied explanations of the directions and with individual teacher assistance, Noah’s effort to task and use of self control not to engage in off-task behaviors with other students (particularly one student) have decreased. Over the past few weeks, Noah has wanted to call his mother to report what he perceives as injustices when he is not happy with work or behavior expectations or when he feels hurt or frustrated.
These behaviors are less likely to occur when an adult is doing a formal observation of a student in his class even when it is not him, when he is with girls, when the activity is of high interest to Noah, when he is working with an adult individually, working in the principal’s office, or when he is at recess.
The concerning behaviors are most likely to occur during whole group instruction, small group instruction, and during independent work time. The behaviors occur when Noah is required to actively participate, follow directions, or complete work with accommodations. Behaviors are most likely demonstrated with boys, particularly one student.
Consequences (positive or negative) that may Influence Behavior(s):
• Students ignore
• Students become annoyed
• Teacher conferences
• Teacher ignores
• Teacher cues back to task
• A few students (particularly one) join in or initiate and Noah joins in the misbehavior
Possible Function(s) of Behavior(s):
• To gain peer attention
• To avoid work or work frustration
• To gain control of the group
• To get adult help or attention
Interventions Tried (effectiveness rated on scale of 0-5, 5 being very effective)
student conference 5-math & PE, 3-other classes
Modifying teacher methods/ materials 2-music, 5/6 math & special ed., 9-reading & writing
extended time for task completion 5/6- most classes, 7-PE, 7-special ed. (when focused, motivated, and asking for help)
hurdle help when ”stuck”
4-music, 8-math, 5-reading & writing, 7-PE, 7-special ed. (when focused, motivated, and asking for help)
timer with breaks for written work 8 (when focused, motivated, and asking for help)
peer tutor 8
adjusted workload
5-math, 7-reading, writing, special ed. (when focused, motivated, and asking for help)
alternative seating
4-music, 6-math, 9-reading & writing, 7-special ed. (when focused, motivated, and asking for help)
high interest learning activities 10 (when the activity is of particular interest to Noah)
infused social skills instruction 5
teacher ignores inappropriate behaviors 2
peers ignore inappropriate behaviors 8
a hierarchy of established consequences and reinforcers 6 (when focused, motivated, and asking for help)
adult one-on-one time 7, 6-special ed.
counselor involvement 7, 5-special ed.
parent contacts 6
team consultations 5
reinforcement of students demonstrating desired behaviors 3
proximity control
5-music&math, 7-reading&writing, 6-PE, 4-special ed.
structured breaks 4
wiggle seat (for controlled movement and aid in writing helping feet touch floor) 8 for wedge seat, 1 for round seat as requested by mother at OT recommendation –feet don’t touch floor and movement increased
daily work or behavioral contract 7 (when focused, motivated, and asking for help)
time out 0
disciplinary referrals 8
Summary:
It seems that Noah has many positive qualities and the potential for developing his unique interests. He seems bright and congenial. At this time, however, his needs are preventing him from producing the quantity and quality of work that is optimal, although he is only below grade level in writing and music. He has maintained grade level work in other subjects only with the use of many accommodations.
Several interventions to increase time on task and reduce distracting behaviors and increase social awareness have been implemented. The effectiveness of these interventions varies greatly. The success seems largely dependent upon Noah’s ability to focus, his willingness to ask for help, his use of self control with peers, his interest in the subject matter, and his current mood. Over the last few months Noah has often commented to teachers and the counselor that he just doesn’t want to be at Beall. He says he wants to go to Ivymount School.
Noah may do well in a small class where the many accommodations will continue to be implemented, effort is rewarded, and social skills are explicitly taught and clearly infused into the curricula. Since Noah responds to adult behavioral expectations under certain conditions (during observations and when working in the principal’s office), Noah seems to need a very structured behavior system with incentives and consequences. Immediate processing and problem solving when Noah is frustrated or disrespectful may prove beneficial.
Using a female peer tutor seems to be an accepted strategy to continue. Allowing Noah to share some facts about his subjects of interest when he has completed work and shown self control with peers may satisfy his need for attention and control. Consequences for disrespectful words or actions will help him understand his boundaries.