FUNCTIONAL BEHAVIORAL ASSESSMENT

Case Conference
Brown County Schools
Date: 03/01/2016
Student: John Doe
Gender: M
DOB: 02/03/1999 Grade: 10
Home School: Brown County High School
Home School Corporation: Brown County Schools
Ethnic Background: White
Parent/Guardian: Mr. and Mrs. Doe
Primary Disability: Autism Spectrum Disorder

Teacher of Record: Anna Cassiday

Committee re-evaluation date: 03/22/2016

Teacher Comments:
Mr. Black (Algebra Teacher): John disrupts some classes by humming, talking out,
rolling or lying on the floor, strolling about the room, engaging others in conversation,
yelling or making loud noises and refusing to follow directions, including refusal to do
school work.
Mrs. White (English Teacher): John has had a hard time lately. He has been distracted
and wondering around the room searching for something. He has to be redirected more
so then before Christmas break. I thought it was just the transition from coming back
from vacation, but it appears that it is still an ongoing process as of right now. He is not
disrupting others in a bad behavior of any kind, but staying on task has been the issue.
Reason for Functional Behavioral Assessment John Doe is not functioning in the
classroom, or following directions the teacher expects of his students. These behaviors
are causing disruption to his/and others learning, because teacher is constantly redirecting
him. This causing the teacher not to be able to fully direct the classroom with instruction
needed for the lesson as reported by Mr. Black algebra teacher.
Behaviors Description:
1st John Doe continues to be disruptive in class by yelling out of turn, and speaking out
on things non-school related during lessons and directions given by teacher to the class.
2nd John Doe is often off task and wondering around the room. While doing this it causes
disruption to other students, because he will pick things up or move things around.
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Frequency and Durations

Observations by Mrs. Cassiday:
Date: Tuesday February 23,
Time: Morning 8:20
1st Speaking out: During the academic work day John Doe engages in inappropriate talk
(talks out, inappropriate sounds, make off subject and/or inappropriate comments)
approximately 12 times during 45 minute period to gain attention from adults and peers.
Reflective thought:
John Doe did not appear to understand or was interested in what was being
explained during the lesson. He had raised his hand, but was not called upon. I am
wondering to myself if his frustrations is that he is trying to comment, or ask questions
and the teacher is not taking time to acknowledge him.
Perhaps the teacher is waiting until after the lesson to accept questions. As the
lesson progresses John becomes more uneasy then starts with the noises that have been
mentioned to be a distraction. My theory is that if the teacher was to announce the time
in which questions are to be asked that this may eliminate some confusion with John.
After the lesson, John was not interested in doing any of his work. He tapped his pencil,
and started conversations with those around him unrelated to the math problems that were
assigned. I can see where if you were unclear about how to do a problem, and someone
moved forward without learning the foundation first can be discouraging for myself not
just for John.
Knowing Johns diagnosis, certain things have to work certain ways for many
diagnosed with autism. Its a process. He obviously was not absorbing the process in
which his lesson was being taught to him. There has to be a communication skill
implemented for John, and the plan discussed with his teacher would be my first step.
Date: Thursday February 25
Time: Mid-day 11:00
2nd Off Task: During a 45 minute academic instruction during work time John Doe will
be off task (out of seat, doing nothing, looking around room, not attending to directions)
approximately 10 times for an average of 2 minutes each during a 45 minute class period.
Reflective thought:
This observation was in English. He was wondering around the room searching
for something. It was SSR (Silent Sustained Reading). He was asked to sit, and read.
Typically he would do this at home with no problem based on the parent interview. Was
this a typical day. Since, the beginning of the second semester this has been an issue as
stated by his English teacher Mrs. White.
Changes affect people in strange ways. I find what I am looking at is a reaction
from events that are happening first thing in the morning. Maybe, the one class is setting
him off for the rest of the day. We know that the classes are not getting easier, but we

need to find ways to adapt to the changes. Generally, John is achieving at grade level,
and he is an avid reader.
Previous Consequences:
1st Note sent home. Teacher of record notified. Moved to a seat away from peers.
2nd Being asked by the teacher to please sit and complete lesson at hand. John starts, but
then does not continue on. Stops, and gets distracted. This causing him to lose track of
what he is working on, and then will become upset when work does not get completed to
turn in at the end of class.
Result of Consequences:

1st John will typically respond in an adverse way. John would shut down at times,
and sometimes continue with louder, and more outspoken resistance to comply.
This takes time away from him to work on assignments during a given period.

2nd John starts, but then does not continue on. Stops, and gets distracted. He will
try to get others attention, because he is away from direct contact.

Affect Upon Educational Environment:

For both behaviors, it causes the class atmosphere to become disrupted.
Therefore, there is much time being directed toward John Doe. Many times while his
actions are being addressed, others in the room are inadvertently left to sit for minutes at
time while the teacher tries to come to a compromise with John.
Setting Events:
John Doe is in an all-inclusive environment on diploma tract. The
expectations are that John sit in the academic setting, and do the work that is required
the school that meet the standards required to graduate.
Peer Reinforcement:
Peer interaction on a positive scale is expected. Peers around him have grown up
with him, and are aware of the positive and negative responses that affect him. Many
times John is set in a group of others that respond in appropriate manners toward the
staff, and other peers.
Staff Reinforcement:

John is expected to follow all school rules, follow teacher directions, and not
disrupt class. If John does not comply in interacting in a manner which is expected to
function within the school setting/classroom, then staff is to us methods added in this
plan to get response that is expected using positive supports to encourage compliant
behavior.

Student Interview:
1. In general, is your work too hard for you?
Student response: Sometimes
2. In general, is your work too easy for you?
Student response: No, but I do not like to do school work, I mean I but I do not it
depends what it is
3. When you ask for help, do you get it?
Student response: Sometimes
4. Do you need help or assistance in some area that we may not know about?
Student response: I do not know. I do not like math.
5. Do you like to work with others?
Student response: Yes
6. Do others notice when you do a good job?
Student response: Mr. Baker (Art Teacher) is always saying I do a good job.
7. Would more rewards help motivate you to do better?
Student response: What kind? If I could draw I would be happy.
8. Did you know that the teachers are concerned about particular behaviors of yours?
Student response: Yes
9. Do you think the behavior of speaking out and off task, is a problem?
Student response: I do not know.
10. Why do you think you do this particular behavior (s)?
Student response: I do not know why, I get bored.
11. Do consequences make you not want to do the behavior (s)?
Student response: I do not know.
12. Why do you think the behavior is still there after you have received consequences?
Student response: My teacher does not like me, he makes me do too much.
13. When or where do you have the most trouble with this behavior?
Student response: I guess in math. I just do not like it, there is so much work. It
does not make sense, so why try. There so many different steps.
14. What do you think would help you not do this particular behavior(s) anymore?
Student response: I do not know, maybe a different class.
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Parent/Guardian Interview
1. What do you think contributes to the target behavior?

Parent response: John Doe has always had an assistant in the room that would
help John with getting his work done. This has caused a problem that has caused
him to become over dependent on adult support in the classroom. This is not
anyones fault, but he needs to be able to complete work without someone there
telling him to.

2. Is the student taking any medications?

Parent Response: No
3. Does the behavior(s) of concern, or one like it, take place at home?
Parent response: We do not see this at home, but we let him read and draw at
home. It is not like doing school work. The rules are different at school. He is
free to move around the afternoon as he wants to.
4. If so, what has worked at home?
Response: In the past when he was in elementary school we tackled more of it
then, because we worked so hard at getting his work done at home. We do not do
that anymore, because of the study hall in his schedule with help in the LRC. It is
done at school.
5. Are there any changes at home that might be contributing to the current behavior?
Response: No, we think that the work is becoming overwhelming. We know he
does not particularly like math.
6. Do you have any suggestions, comments or ideas for us?
Response: We know John is high functioning, but is there a way to get another
assistant in the room with him. For math just to start, we think he is getting lost in
the directions and the process in doing the long problems.

Theories on Function of the Behavior:

Mrs. Cassiday Response: I think there are a couple of things going on here that
can be contributing directly to Johns behaviors. One is that John had become
overly dependent on an assistant last year that really catered to him. They were
not a one on one, but appeared to be when he was in math. Math being the
biggest area of academic concern here.
The behaviors stemming from being in the math class are affecting Johns
emotional state that then trickles through the rest of his day. As in a course taken
through Butler, I remember if the emotional mind is not set then there is no way
of getting to that learning stage. It appears that Johns emotions have escalated
from the beginning of the year to the point where when he enters the math room,
his emotions come in without having to even to have begun working on
something. Just the thought of having to work on math doing quadratic equations
automatically triggers the unwanted behaviors.

Behavior Intervention Plan

1. Desired replacement behavior:
1st Talking Out Replacement: John will raise his hand when he wants to contribute, and
he will use a whisper volume when talking self through academic tasks or
problems. He will refrain from making disruptive sounds, or comments in order
to gain attention from adults or peers. John will wait until teacher allows for
questions, then ask for clarity.
2nd Off Task Replacement: John will repeat the instructions aloud to an adult, and then
initiate and complete the assigned work independently in order to decrease
prompt dependency, and increase self-reliance. John will do as directed for
fifteen minute increments before asking for instruction again.

2. Strategy to encourage replacement behavior:

Encourage John to ask questions when starting a new problem
Supply John with notes on steps to solve problems
When John raises his hand, call on him one out of three times
Use post it notes to promote positive behaviors about when it is time to work
He will work for fifteen minutes being undisruptive, then may ask for additional
help (promoting independence, but also getting assistance as part of the reward)
During study hall John will be given a pass to Math lab where he will get
reinforced instruction for his math assignments
3. Reward for appropriate behavior:
When appropriate behaviors are being met, teacher will acknowledge the student
by giving a check mark in agenda at the end of every class period
After 2 days of appropriate behavior John will get fifteen minutes free time in the
library to read book of choice.
After five days of appropriate behavior, John will get fifteen minutes of free draw
time at the end of every Friday.
4. Consequence for inappropriate behavior:
Instead of free time John will remain in classroom to continue working on
assignments
Note sent home
John will be asked to leave the room, and go the learning resource room to do
assignment away from peers

5. Additional comments:
Being consistent and using the reward system completely and enforcing it will
allow John to keep the thought that, if he does what is expected then he will get in return
a break. All the staff and teachers that work with John will be notified of the plan.
Reflective thought:
I try to keep any reward system to where it does not have to require extra funding,
or require the reward being of any food product. I feel that it has backfired in the
past by having to give more and more. We do not want to promote bad eating habits
though once in a while it could be given as a treat, but not in a reward system for
promoting daily behaviors.
I like to use things that promote healthy learning, and benefits everyone. Also,
the amount of time allotted for the positive behavior, so that it does not affect the
scheduling of a high school students schedule. Being late for class can mean loss of
major instruction. So, when finding the rewards I want to fit it in where nothing is lost in
the day if it can be avoided. There is always room for compromise, and adjusting so that
it does not disrupt the school day. Though every case is different, I just try to keep it so
that the students day is not compromised to much.
Johns plan is being done in small steps. The plan will remain in place for three
weeks to see if there has been any improvements. This will allow time for the rewards of
the plan to take place. It is thought that because of the frustrations in math and the
difficulty level that it has become is the result of behaviors moving throughout the day.
The committee will reconvene in three to review Johns case. At that time adjustments
may have to be made based on the results of the plan.

Case Conference Participants:

Name:

Position:

___________John Doe____________

_______Student________________

___________Mrs. Doe__________

_________Parent_______________

___________Mr. Black__________

__________Gen Ed. Teacher______

___________Mrs. Cassiday_______

_____Teacher of record__________

___________Mr. Killinger___________

______Principal________________

_____________________________

_____________________________

Parent/Guardian Permission for Implementation of Functional Behavioral Assessment and

Behavior Plan
I/we request that my childs educational program be adjusted as described in this plan.

___________Mrs. Doe_____
Signature

________03/01/2016_______________
Date

Yes, I have received a copy and explanation of the Notice of Procedural Safeguards.
_________Mrs. Doe____________
Signature

__________03/01/2016______________
Date

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