Katherine Parker SPED 543 Final Project FBA, BIP, IEP Student #3, Matt I.

I. Behavior Pathway and Summary Statement Summary Statement Behavior Pathways Model

Desired Alternative Matt uses some reading and writing strategies to stay on task 75% of the time.

Maintaining Consequence Positive reinforcement, attention from teacher and Dad. Furthers college prep work. Finds success doing his assignments Maintaining Consequence M takes a break in the quiet area for 1015 minutes. Other students smile and give thumbs up. Level of work finished is very low.

Setting Events Matt lives with Dad, IEP, reading/ writing skills appear low, ADHD diagnosis when young-meds a challenge, ODD diagnosis

Triggering Antecedents 1.Matt is given an assignment with large amounts of reading and/or writing. 2. Teacher redirects

Problem Behavior 1.Matt becomes off task, doodling or drawing. 2.M refuses, says this is stupid.

Acceptable Alternative Read a book of Matts choosing, or write in journal about his feelings or free-write.

Discussion: Matt displays strong skills in Math and Science and appears to follow directions more in Science than Special Ed. English class. He has aspirations, motivation and an area of interest to pursue in college. Matt has a willingness to learn new strategies to help him focus.

When Matt is asked to do an assignment that involves a lot of reading or writing he often becomes off task. Data suggests he is of task 40% of the time in Special Ed English class. When redirected by the teacher, Matt may refuse and say this is a waste of time. He is then told to take a break in the quiet area. This break of 10-15 minutes results in low completion of work. Matt is interested in going to college and worried about getting in with his skill level. Matts Dad also works long hours and is unable to help with homework.

Matt 2 2. Behavior Intervention Plan Setting Events: Lives with Dad Strategy Weekly conferences (phone, e-mail or in person) re: Ms behavior and academic work Review IEP with M and Dad, update as needed. Re-evaluate/second opinion by new doctor and SLP
Person(s) Responsible Progress Monitored

Special Ed. (SPED) Teacher, Dad, School Counselor

Daily behavior rating scale to Dad and School Counselor

IEP

SPED Teacher

Note in file when completed

ADHD/ODD

Dad, Physician, Speech Language Pathologist (SLP)

Medical report received in 30 days by SPED Teacher and School Counselor Report issued to SPED Teacher and School Counselor in 30 days along with intervention plan.

Reading and writing skills appear low

Find gaps in foundations of reading and writing skills. Remediate after finding problem areas and offer strategies.

SPED Teacher, School Counselor, Dad, School Psychologist, SLP

Discussion: Matt lives with his Dad and in order to help his Dad support Matt he needs to know clearly what is going on with Matt on a daily basis. A school counselor or SPED Teacher will be checking in with Matts father each week in addition to receiving a daily behavior rating scale (Crone and Horner, 2003, p.73) including details of assignments completed and missing. It would be helpful for Matt and his Dad to review his IEP and commit again to the goals in the document. It is also important that Matt has input into this document and takes ownership of his IEP and the meeting. Re-evaluation of Matts diagnosis of ADHD is needed to assess if the medication is still necessary and if in fact this is an accurate diagnosis, as it was given at an early age. It is important to listen to Matts desire to find

Matt 3 other strategies to help him focus, instead of solely relying on the medication. The diagnosis of ODD also needs to be re-evaluated at the same time to decipher if the behavior is because of characteristics of ODD or a response to not having the tools to succeed in reading and writing. His behavior is inconsistent because Matt doesnt display this as much in Science or Math class. If Matt is confirmed to have ODD then treatment for ODD should begin. Along the same lines as re-evaluating the ADHD/ODD, an evaluation with a psychologist or speech language pathologist (SLP) is needed to see where Matts gaps in learning are in the areas of reading and writing and assess for a learning disability. I also wonder if Matt may be twice exceptional; gifted and have a disability that presents him as struggling academically. The data indicates Matts behaviors often occur because he is bored. Data Collection: Student: Matt Specific Behavior: Matt is off-task 40% in class and often refuses to do class work.

Behavior Rating Scale:

Student Name:____________________ Date:____________________________ Behavior Goals: 1. Completes daily work in class 2. Request assistance when needed 3. Follow teachers instructions

Teacher Signature:_____________________________ Parent Signature:______________________________ Scale of 0-3 (0=behavior did not occur, 1=few times, 2= frequently) ____ ____ ____

* Work still required to complete___________________________________

Summary: The behavior rating scale will serve a few purposes, the first addressed here. This intent of this form is to help Matts father know more about where Matt is in school. Studies show, factors that may contribute to ODD are, lack of structure or parental supervision, and inconsistent discipline practices. This will create more structure and supervision for Matts dad.

Matt 4 Antecedent: Strategy Assignments with large amounts of reading and writing Accommodations: E-text, assignments ahead of time, extra time to complete assignments, more challenging work
Person(s) Responsible Progress Monitored

SPED Teacher, School Counselor

Daily Behavior Rating Scale (See Above) Alternating Treatments Design Graph

Re-direction from teacher

Give Matt choices and skills for selfmanagement

SPED Teacher

Daily Behavior Rating Scale

Discussion: Matt will have accommodations for reading and writing such as e-texts of long reading assignments, assignments given to him ahead of time and extra time to finish the reading and writing assignments, while slowly adding in more challenging, interesting work. A daily behavior rating scale to record Matts progress with this changes implemented will be managed by the SPED teacher. Recording his behavior so frequently will reduce the risk of error by noting what is working and what is not working (Maag, 2004). This will take place for the next 30 days until the reports come in from his physician and the SLP, which may modify the strategies to better fit for Matts needs. Data Collection: Graph: Alternating Treatments Design (example)
Baseline A 100Percentage of Time on Task (%) 50Intervention B E-text Work ahead of time Extra time Challenges 100 I I I I I I I I I I I I I I I I I I I

Class (60 mins.)

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Summary: The school counselor will start to graph the percentage of time Matt is ontask in class. The data from work completed will be converted from the daily Behavioral Rating Scale as follows: 0= 0% on task, 1= 50% on task, 2=100% on task. Graphing this behavior is important because we can see trends in behavior and judge the effectiveness of the interventions (Maag, 2004).

Behavior Teaching Strategies Problem Behavior Off task, doodling Strategy Give a choice to read a book of M choosing or write in journal about feeling or freewrite Self management plan including use of the quiet area when needed
Person(s) Responsible Progress Monitored

SPED Teacher

Daily Behavior Rating Scale (See Above)

Refuses to do work and says this is stupid

Frequency SelfRecording Card

Discussion: When Matt is off-task in class, doodling or doing something other than the class assignment, he will be offered a choice to read a book of his choosing or write in his journal. This replacement behavior allows Matt to be doing an acceptable behavior and may alleviate the need for him to talk back to his teacher. Matt will still be reading and writing if he does this replacement behavior and this could alleviate the second antecedent of a confrontation with the teacher. Behavioral support plan are incomplete if they do not include replacement behaviors that students can be taught and reinforced for

Matt 6 displaying (Maag, 2004, p. 157). After the reports come in from the SLP and physician, different replacement behaviors, such as coping skills for large amounts of reading will be put in place.

A self-management plan for Matt will be set up so he starts to be aware of his behavior. According to Maag, 2004, self-monitoring helps students be aware of their own behavior and then keep track of this information by recording it. Matt will keep track of the times he feels like going off task and record this on a frequency self-recording card (Maag, 2004). The intent of this plan is his off-task behavior will decrease as the planned interventions start eliminating the need to go off-task. The evidence for this will be shown in the graph of Matts off-task behavior.

Data Collection: Frequency Self-Recording Card

Make a mark beside each day every time you go off-task in class.

MondayTuesdayWednesdayThursdayFridayName: Week:

Summary: The above self-recording card will be given to Matt weekly and he will keep it in his binder till the end of the week. He will then give it to his teacher on Friday as well as self-reflect to his teacher on how he feels he is doing. Matt may also choose to go to the quiet area if he feels he may need some space.

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Consequence Modification Strategies Maintaining Consequence Strategy Avoids work completion Attention from peers and teacher
Positive reinforcement

Person(s) Responsible

Progress Monitored

SPED Teacher

Daily Behavior Rating Scale (See Above)

Class role to interact with peer

SPED Teacher

Discussion:

When Matt has successfully completed an assignment in class he will receive a token in class. Successfully completing an assignment means he has completed the assigned reading or finished the amount of writing expected in class. This positive reinforcement will show Matt that he can be successful. When he has enough tokens (25) he can exchange them for some time on the computer to play a video game of his choice. The Special Ed teacher has agreed to let Matt take the role of animator for the class project. The class is putting together some stories they wrote on a DVD and Matt will be the one to add the pictures and animation. The purpose of giving Matt his role is to provide a positive way for him to interact with peer using his strengths. Summary of BIP In summary, this behavior intervention plan has two phases. The first phase is to re-evaluate Matt for ADHD, ODD and a possible learning disability. While the testing is taking place, Matt will be given accommodation, taught selfmanagement skills, given positive reinforcement and given a significant role in class that uses his strengths. Data will be taken and analyzed with a graph to see what is most effective for Matt.

Matt 8 Once the results came back from the testing the second phase will begin. The strategies will be re-evaluated according to what would now be a good fit for Matt and the areas that are challenging for him. Remediation for reading and writing may also be added to the plan if necessary. Treatment for ODD would also need to be put in place if this was still an issue. Brain imaging studies also suggest that children with ODD may have subtle differences in the part of the brain responsible for reasoning, judgment and impulse control. Psychological studies have demonstrated that children who display aggressive behavior have trouble accurately identifying and interpreting social cues from peers; specifically, aggressive children tend to see hostile intent in neutral situations. These children also generate fewer solutions to problems and expect to be rewarded for their aggressive responses. Lack of structure or parental supervision, inconsistent discipline practices, and exposure to abuse or community violence have also been identified as factors which may contribute to the development of ODD (nspt4kids.com). Interventions that address these issues would also need to be put in place, if necessary.

Matt 9 Part 2. IEP Behavioral Goals and Objectives.

MEASURABLE ANNUAL GOAL AND SHORT-TERM OBJECTIVES/BENCHMARKS Measurable Annual Goal: Matt will increase his on-task behavior in English class by reading assigned passages or doing writing assignments in class from 60% of the time to 75% as measured by the daily rating behavior scale (see above.)
Objectives/Benchmarks:
Date Initiated (optional) Date Completed (optional)

Data Collection Strategies:

When feeling bored or frustrated with school work, Matt will choose to read a book of his choosing or write his feeling down in a journal.

11/30/11

Daily Rating Behavior Scale

Daily Rating Behavior Scale Matt will follow directions from the teacher within 3 minutes or ask for clarification if not understanding. 11/30/11

Statement of specially designed instruction necessary for the student to meet this annual goal (i.e., adaptation of the content, methodology, or delivery of instruction): E-text, assignments ahead of time, extra time on reading and writing assignments. Statement of any necessary related services for the student to achieve this goal: Matt will undergo reevaluation for the diagnosis of ADHD, ODD and a possible learning disability. Statement of supplementary aids and services necessary to support the student, or on behalf of the student, in the general education classroom or activities related to this goal: n/a Statement of program modifications (changes) or supports (such as training or professional development) for school personnel (general education teacher, paraeducator, others) that will be provided to assist the student in achieving this goal: n/a

Matt 10 Measurable Annual Goal: Matt will increase his completion of reading and writing assignments in English class from 50% completion to 80% completion, as measured by the daily rating behavior scale (see above.)
Objectives/Benchmarks:
Date Initiated (optional) Date Completed (optional)

Data Collection Strategies:

When Matt does not feel he can finish his class assignment he will write about his frustrations in his journal.

11/30/11

Matts Journal

Matt will seek help after expressing his frustrations in his journal.

11/30/11

Daily Rating Behavior Scale

Statement of specially designed instruction necessary for the student to meet this annual goal (i.e., adaptation of the content, methodology, or delivery of instruction): E-text, assignments ahead of time, extra time on reading and writing assignments. Statement of any necessary related services for the student to achieve this goal: Matt will undergo reevaluation for the diagnosis of ADHD, ODD and a possible learning disability. Statement of supplementary aids and services necessary to support the student, or on behalf of the student, in the general education classroom or activities related to this goal: n/a Statement of program modifications (changes) or supports (such as training or professional development) for school personnel (general education teacher, paraeducator, others) that will be provided to assist the student in achieving this goal: n/a

Matt 11 Aversive Therapy Specify the aversive interventions that may be used: Matt may choose or be directed to a quiet area in the room. State the reason the aversive interventions are judged to be appropriate and the behavioral objective sought to be achieved: This aversive intervention is appropriate because it gives Matt a chance to cool down and take a break. This gives Matt the freedom to separate from his work and not disrupt the class. He may eventually learn to self-manage his emotions and become more aware of when he needs a break without involving the teacher. Describe the positive interventions attempted and the reasons they failed, if known: See attached behavioral intervention plan. Describe the circumstances under which the aversive interventions may be used: If Matt is defensive with the teacher, talking back or refusing to do his work and disrupting the rest of the class. Describe or specify the maximum duration of any isolation or restraint: 15 minutes. Specify any special precautions that must be taken in connection with the use of aversive interventions techniques: n/a Specify the person(s) permitted to use the aversive interventions and the current qualifications and required training of the personnel permitted to use the aversive interventions: SPED Teacher, Substitute Teacher, General Ed. Teacher. ( No special training required.) List the means of evaluating the effects of the use of the aversive interventions and a schedule for periodic conduction of the evaluation: The effects of the aversive therapy will be measured by a daily rating behavior scale and weekly meetings with Matts dad.

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Works Cited (can we say References?)

Crone, D., & Horner, R. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guildford Press. (PBS)
Maag, J. (2004). Behavior management: From theoretical implications to practical applications, 2nd Ed. Belmont, CA: Thompson Wadsworth.