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Using the Case Study for Andy and the FBA, develop the BIP to teach…
Using the Case Study for Andy and the FBA, develop the BIP to teach the replacement behavior.
EDU 665 CASE STUDY FOR FBA AND BIP
Name: Andy ID#: 001234567 DOB: April 19 Age: 10
School: Central Elementary Grade: 5 Race/Gender: Black/Male
School District: River City
Reason for Referral
Andy has been referred by the Individualized Education Program (IEP) Committee for a functional behavior assessment (FBA) due to his making threats or negative comments to teachers and students when he is confronted or reprimanded. He was ruled eligible for special education services about two months ago under the category of Autism. Autism is his primary handicapping condition. He also has attention deficit hyperactivity disorder and a language impairment. His Individualized Education Program (IEP) has been in effect for about six weeks. He was referred for an FBA after he was suspended for three days following an incident when he thought he was elbowing a student but elbowed a teacher instead. An ABC Chart Analysis was completed prior to the suspension, but no baseline data has been collected.
Student Background Information
Andy is a general education/inclusion fifth grade student at Central Elementary School. He has diagnoses of language impairment, Attention Deficit Hyperactivity Disorder, and Autism Spectrum Disorder. He takes Focalin for ADHD; this is the third prescription medication to be tried to improve attention and concentration. Andy has begun receiving special education services and is making passing grades in the general education/inclusion classroom. His parents report that he makes passing grades because they work with him extensively at home, and homework takes hours. Andy exhibits inattentive, off-task behaviors as well as deficient social skills in comparison to his peers. Andy’s social behaviors at home and school have begun to impact his educational performance.
When Andy was18 months old, a developmental assessment using the Provence Birth-to-Three Developmental Profile indicated areas “of concern” in Cognitive, Language/Oral Motor, and Personal Relations. When Andy was three years old, he was referred by the First Steps program of the county health department to the Oak Haven School District for comprehensive assessment. The Battelle Developmental Screening Inventory – 2, Early Learning Accomplishment Profile – Revised, and the Battelle Developmental Inventory – 2 were administered. The overall results indicated significant delays in the Cognitive and Communication domains. Andy was ruled eligible for special education services under the category of Developmentally Delayed (Cognition and Communication). He received special education services while he was a student at Head Start, and an assessment in speech was conducted while he was enrolled there. He was ruled eligible under the categories of Developmentally Delayed and Language/Speech (Articulation). When Andy entered kindergarten at Central Primary School at age five, his father refused special education services. Andy’s father enrolled him in private speech, and he continued in speech therapy for articulation until he completed all goals and objectives was dismissed when he was in second grade.
During the fall of Andy’s second grade year, he was seen at a clinic that specializes in behavioral health. He was diagnosed with Attention Deficit Hyperactivity Disorder (Inattentive Subtype) and medication was prescribed. The clinical psychologist suspected at the time that Andy might have Asperger’s, but as Andy’s father was somewhat hesitant to endorse many symptoms, no specific diagnosis was reached. Andy made good grades in third grade, but he had difficulties with processing language, social skills, regimented and inflexible behaviors, and inattention. These behaviors worsened in fourth grade, and Andy was seen again at the clinic and diagnosed with Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder. Andy makes passing grades; however, his inattentive and social behaviors at school and at home impact his educational performance and personal progress. The teacher support team waived the tier process based on knowledge of previous disabilities and current diagnoses of autism spectrum disorder and attention deficit hyperactivity disorder and recommended a comprehensive assessment be conducted.
The results of the comprehensive assessment are summarized here:
Physical – Andy takes prescription medication for ADHD and wears glasses.
Gross Motor/Fine Motor – No significant problems requiring assessment were noted.
Visual Perception/Auditory Perception – No further assessment was recommended.
Speech/Language – Articulation, voice, and fluency were deemed adequate. Andy’s overall level of language functioning as measured by the Comprehensive Assessment of Spoken Language (CASL) is considered Below Average. Two of the subscales, Nonliteral Language and Pragmatic Judgment, had standard scores within the range of Poor language functioning and meet Mississippi Department of Education criteria for Language Impaired. His deficits in language skills may result in having difficulty understanding in the classroom, social situations, and conversation.
Social Skills/Adaptive Behavior/Behavior/Emotional – Andy has diagnoses of Attention Deficit Hyperactivity Disorder (inattentive subtype) and Autism Spectrum Disorder. The teachers’ and parents’ ratings on the Attention Deficit Hyperactivity Disorder Test – 2 indicate that even though Andy is on ADHD medication he has significant inattention problems. This other health impairment causes him to have a heightened alertness to environment stimuli that results in limited alertness with respect to the educational environment and adversely affects his educational performance. Andy’s observed pattern of atypical behavior and the results of the home and school norm-referenced rating scales for Autism Spectrum Disorder indicate that he has significantly impaired social and communication skills and restricted, repetitive patterns of behavior, interests, or activities.
Educational – Andy’s academic achievement ranges from Below Average in basic reading skills, reading comprehension, and mathematics reasoning to Average in mathematics calculation based on his Kaufman Test of Educational Achievement Test – II results. The grade equivalents for basic reading skills, reading comprehension, and mathematics reasoning were on a third grade level, while mathematic calculation skills were on a fifth grade level.
Intellectual – His overall level of intellectual functioning is considered Average as measured by the Reynolds Intellectual Assessment Scales Composite Index of 90.
Curriculum and Instruction
Andy’s day is spent in fifth grade inclusion classes with two different teachers, Ms. Jones for reading and language arts and Mr. Conn for math, science, and social studies. Ms. Dean, special education teacher, provides Andy’s special education services in the inclusion room as well as through resource small groups. His IEP has been in effect for three weeks. The speech language pathologist, Ms. Adams, provides language therapy for 30 minutes two times a week. She is addressing his expressive language deficits as well as providing therapy for pragmatics, or social language. It appears that Andy has had little to no proactive instruction in social skills. Since social skills are a part of pragmatic language, Ms. Adams is specifically collaborating with Ms. Dean, Andy’s special education teacher, to incorporate social skills instruction into his daily instruction.
Communication and Social Skills
Andy has a tendency to say what pops into his head. His dad describes Andy as being from the “tribe of the filterless” and reported that Andy sometimes makes embarrasing verbal observations in public. He has difficulty expressing his needs or asking questions. His parents have determined some of Andy’s behavior that appears to be oppositional or defiant stems from his anxiety of not knowing what is expected or being placed in an unfamiliar situation or setting. For example, when the family went to a new restaurant, Andy balked, yelled that he did not want to eat at “that stupid place”, and would not get out of the car. His mother retrieved a menu from the restaurant and took it to Andy. They went over the menu together, and she helped him pre-select his order. His parents gave him a play-by-play of what would happen once he was inside. They provided cues and explanations throughout the meal. At the end, they discussed payment options and allowed Andy to present the payment to the waitress. Andy said this was the best meal he had ever had. Even though Andy can articulate rules and consequences he has trouble taking responsibility for his actions. He can identify when others have broken the rules but tends to not recognize when he has. Typically, he claims that it is someone else’s fault when confronted about his behavior. If a teacher or the principal questions, confronts, or reprimands him, Andy oftentimes engages in threats or “negative comments.” This also occurs if another student questions him, tells him what to do, or tells him to stop doing something. This behavior occurs in various settings. It has been dealt with through loss of privileges, recording his name in “The Book” for infractions as part of the schoolwide positive behavior support program, and suspension. He tends to isolate himself from the other students and has only a few friends. Andy participates along with all the other fifth graders in a school-wide postive behavior support program. His teachers use a variety of positive reinforcements that include compliment cards, verbal praise, feedback, earned privileges, and positive notes home. Andy enjoys talking with adults and helping teachers. There have been few, if any, incidences of misbehavior during PE.
Andy exhibits or has exhibited the following behaviors or characteristics:
Social skills – rarely interacts with classmates; does not ask for help; does not look at the person talking; does not join in with group; does not share with others; does not apologize; does not recognize another’s feelings; used few gestures; avoids or limits eye contact; has difficulty in relating to others that cannot be explained by shyness, attention, or lack of experience; displays limited interest in what other people say or what others find interesting; does not understand or use rules governing social behavior; has difficulty understanding social cues
Adaptive behavior – dresses himself; bathes himself and takes care of personal needs
Behavior – unable to interact with minimal friction; difficulty staying on task; easily frustrated; prefers to be alone/withdrawn/isolated; difficulty paying attention; fails to turn in homework; fails to complete assignments
Language – interprets conversations literally; has peculiar voice characteristics; acts as though he understands more than he does; experiences difficulty in beginning and continuing a conversation
Maladaptive – does not change behavior to match the environment (i.e., uses loud outside voice in the library); displays antisocial behavior; exhibits a strong reaction to a change in his routine; displays behaviors that are immature and similar to those of a much younger child; frequently feels overwhelmed or bewildered, especially in crowds or demanding situations
Cognitive – learns best when pictures or written words are present; has average to above average intelligence; lacks organizational skills
Sensorimotor – displays an unusual reaction to loud, unpredictable noises; exhibits difficulties with handwriting
Recreation and Leisure
Andy loves to watch baseball and keeps lists of stats in writing and in his mind. He likes learning about weather and tracking weather patterns, even though he has expressed that bad weather makes him scared. Andy enjoys building with Legos and keeps his Legos separated and organized in plastic containers. He can become absorbed in video games, especially Minecraft. Andy seems to enjoy PE at school but is not fond of engaging in strenuous activities.
Relationships
Andy has close relationships with his parents. He has a younger sister who “gets on his nerves.” Andy has developed good rapport with his math teacher, as well as his special education teacher and his PE coach. There are one or two students he may occasionally see outside of the school setting. Most of the students in his class are not “constant” friends.
FUNCTIONAL BEHAVIOR ASSESSMENT
(FBA)
Name: Andy Doe ID#: 001234567 DOB:April 19, 2012 Age: 10 Gender:Male Ethnicity: Black
District: River City School: Central Elementary Grade:5 School Year: 2022-2023
Current Eligibility Date:11/11/2022 Eligibility Category(ies): Primary AU/ Secondary ADHD, Language
Parent(s) /Legal Guardian(s): Libby and Terry Doe Address:123 Rally St.
REASON FOR REFERRAL
This student was referred for a Functional Behavior Assessment (FBA) by school personnel for the following:
Andy has been referred due to his making threats or negative comments to teachers and students when he is confronted or reprimanded.
INFORMATION REVIEWED
Check all sources used.
Anecdotal information provided by parents X Interview with parent(s)
X Diagnostic evaluation(s) done by the district Interview with student
X Diagnostic evaluations by outside agency X Interview with teacher(s)
X Classroom/school observation(s) Discipline records
Interview with other professionals Attendance records
Behavior rating scales X Individualized Education Program
Other: Other:
Other: Other:
1. TARGET BEHAVIOR
Based on information obtained during the FBA, specify a referral concern(s) or problem behavior(s) that has been
identified. State what the student is doing or not doing.
Andy has been referred by the IEP committee due to his making threats or negative comments to teacher and students when he is confronted or reprimanded.
2. ANTECEDENTS
WHEN is the problem behavior most likely to occur?
X morning—approximate time(s):4 X afternoon—approximate times(s):1
before/after school lunch/recess
time of day does not seem to affect this behavior X other: P.E.
WHERE is the problem most likely to occur?
X general education classroom hallways
special education classroom cafeteria
location does not seem to affect this behavior X other: Inclusion class
During what SUBJECT/ACTIVITY is the problem behavior most likely to occur?
X subject(s): Reading lesson presentations
X task explanations X transitions
X group activities X unstructured activities
X seatwork other:
subject/activity does not seem to affect this behavior
The PEOPLE who are present when the problem behavior is most likely to occur include:
X teachers X other staff
X classmates other peers
others:
the people present do not seem to affect this behavior
Are there OTHER EVENTS or CONDITIONS that immediately precede the problem behavior?
X a demand or a request X unexpected changes in schedule or routine
X consequences imposed for behavior comments/teasing from others
other:
Based on the available information, the problem behavior may be linked to a skill or performance deficit or other factors in the following areas:
Academic Demands
His academic achievement ranges from below average in basic reading skills, reading comprehension, and mathematics reasoning (third grade level) to average in mathematics calculation ( fifth grade level).
Setting Issues
Andy ‘s behavior appears to be oppositional or defiant stems from his anxiety of not knowing what is expected or being placed in an unfamiliar situation or setting.
Biological and Physiological Events, Medications, Disorders, or Diagnoses
If medication has been prescribed, is student taking medication consistently?
Andy is taking Focalin for ADHD.
Social Interaction Issues
Andy’s social behaviors at home and school have begun to impact his educational performance. He has trouble taking responsibility for his actions and blame others. Andy has diagnoses of attention deficit hyperactivity disorder (inattentive subtype) and autism spectrum disorder. He rarely interacts with classmates, does not like working in groups, difficulty understanding social cues, avoids or limits eye contacts, difficulty in relating to others, and does not understand or use rules governing social behavior.
3. CONSEQUENCES
What “payoff” does the student obtain when she/he demonstrates the problem behavior? What happens as a result of the
behavior? Based on the information obtained, the following consequent events appear to be “maintaining” the problem
behavior at the current time:
The student seeks to GAIN/OBTAIN:
X teacher/adult attention control over other person or situation
peer attention self or sensory stimulation
desired item or activity or event other:
The student AVOIDS or ESCAPES:
X teacher/adult attention X non-preferred activity, task, or setting
peer attention X a difficult task or frustrating situation
internal pain or discomfort other:
4. FUNCTION OF PROBLEM BEHAVIOR
After reviewing the data on antecedents and consequences, #’s 2 and 3, write the function of the problem
behavior as a statement below.
Consider the following questions…Why is the student acting this way? What function is being met by the student’s behavior?
Refer to the examples below.
Examples:
1. When in the halls before school, after school, and during transitions, this student pushes other students and verbally threatens to
beat them up in order to gain status and attention from peers.
2. When working on independent seatwork during his/her regular education math class, this student puts his/her head on his/her desk
in order to escape work that is too difficult/frustrating and to avoid internal pain or discomfort.
The statement must contain 3 components: 1. summarize the antecedent; 2. identify the problem behavior; 3. summarize the “payoff”.
When in the classroom, in the morning, during transitions to another math activities, this student tells another student to shut up, to avoid/ escape the tasks.
When working on reading worksheet during morning bell work, this student elbows his teacher, the student says, I thought you were Jason in order to gain control of the situation.
5. NEXT STEPS
The student’s behavior patterns may require instructional modifications or accommodations only.
X The student’s behavior patterns suggest that a Behavior Intervention Plan is warranted.
Existing data is insufficient for a complete functional assessment. Additional data is needed.
Other:
PARTICIPANTS IN FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA) PROCESS*
The following individuals participated in the completion and/or review of the FBA:
Signature Title Date
Lyn Jones General ED. Teacher/ Inclusion 1/30/2023
Debbie Dean Sped Teacher 1/30/2023
Tonya Adams Speech/language pathologist 1/30/2023
Delbra Thrash Behavior Specialist 1/30/2023
Sandy Smith Administrator 1/30/2023
Dean Conn General Ed. Teacher// Inclusion 1/30/2023
Libby and Terry Doe Parent 1/30/2023
*Participants may include but are not limited to: student, parent/guardian, school administrator, general education teacher, special education teacher, special education director, behavior specialist, school psychologist, school counselor, physical therapist, occupational therapist, interventionist, or speech/language pathologist. blames
BEHAVIOR INTERVENTION PLAN
(BIP)
Name: Andy Doe ID#: 001234567 DOB:3/19/2012 Age: 10 Gender: Male Ethnicity: Black
District: River City School: Central Elementary Grade: 5th School Year:2022-2023
Current Eligibility Date: 11/11/2022 Eligibility Category(ies): Primary AU / Secondary ADHD/ Language impaired
Parent(s) /Legal Guardian(s): Terry and Libby Doe Address: 123 Rally Street
Teacher(s): Ms. Dean
Development Date: Implementation Date:
Based on information obtained during the completion of the Functional Behavior Assessment, the following referral concern(s) or problem behavior(s) was identified.
Target or Problem Behavior
Refer to FBA #1. Andy is making threats or negative comments to teachers and students when confronted or reprimanded.
Function of Problem Behavior
Refer to FBA #4. The problem behavior most likely to occur during the morning (7:30-10 am) in general education classroom.
Replacement Behavior
The following behavior has been identified as a functional replacement for the student to perform instead of displaying the problem behavior(s).
Andy will respond appropriately and manage conflicts on a daily basis across the school environment.
Accommodations to Assist the Student in Displaying the Replacement Behavior
What proactive strategies and supports should be used to prevent the occurrence of problem behavior and increase the performance of replacement behavior(s)? What help will be given to the student to help him/her succeed? Check all those that apply.
X clear, concise directions supervise free time
frequent reminders/prompts avoid strong criticism
frequent breaks/vary activities X predictable, routine schedule
teacher/staff proximity specified study area
reprimand student privately preferential seating
modify assignments avoid power struggles
review rules and expectations specifically define limits
provide alternate recess avoid physical contact
X communicate regularly with parents provide highly structured setting
Other: To Keep Andy on track make a visual schedule.
Strategies Required to Teach the Replacement Behaviors
The following selected research-based or evidence based strategies shall be used to teach replacement behavior(s) to the student.
These are a few examples of strategies. While you may check more than one strategy, Andy MUST be provided social skills training.
direct instruction X social skills training
X anger management X providing cues
role playing X modeling
X behavior contract stress management
decision-making lesson use of mentor(s):
other:
This student shall be provided with social skills training to teach the replacement behaviors and social skills required to address identified behavioral concerns. Specific information regarding the provision of services is provided below.
Service Provider(s):
Location(s):
Number of sessions per week:
Number of minutes per week:
Social skills curriculum:
There are many behavior intervention plans, but for this simulation, you will use the Check-In/Check-Out (CICO) intervention for Andy. List the detailed, step-by-step CICO procedures as they apply to Andy, either bulleted or numbered. Use complete sentences. Specify mentor’s name, who will daily tally the number of points earned and calculate the percentages, and who shall send the completed daily behavior report card home.
Check-In/Check-Out (CICO) Procedures
Reinforcement Strategies
Please specify the type(s) of reinforcement strategies that will be used to motivate the student to display the replacement behaviors and meet his or her behavioral goals:
1. School-Wide PBIS Reward(s):
2. Classroom-based Reward(s):
Examples: verbal praise, immediate feedback, earned privileges, tangible rewards, free time, positive note home, positive visit to office.
3. Individual Reward(s):
Andy will be allowed to choose from a reinforcer menu designed by him and Ms. Dean, special education teacher.
Corrective Strategies
Please specify the type(s) of corrective strategies that will be used to assist the student in correcting his or her behavior.
Check all that apply.
loss of privileges phone call home
X loss of points/tokens detention
time out in-school suspension
escort to another area out-of-school suspension
send to office other:
all occurrences of the problem behavior will be ignored, while attending to the appropriate behavior of other students
(These should be used to help Andy apply and make the connection between the social skills instruction and the situation.)
when the problem behavior occurs, the student will be verbally asked to stop and then redirected by:
a. utilizing precision commands –
b. completing a teaching interaction –
c. saying the following-
Baseline Performance
_____________________’s behavior was observed and tracked using the daily behavior tracking form for
_____ day(s). The average baseline performance for the replacement behavior was at _______ percent.
XX No Baseline Data were collected for this student.
Initial Criterion for Reinforcement
The initial criterion for reinforcement should be based on the identified average percentage points the student earned on the Daily Behavior Report Card during the baseline phase. If school personnel did not collect a baseline, then the initial criterion for reinforcement should be based on a realistic percentage of points the student can successfully earn with behavioral supports included in this BIP. (No baseline data were collected for Andy; therefore, set the initial daily criterion at 60% of total possible points.) School personnel may raise the overall average goal (i.e., percentage of total possible points) by a specific percentage (i.e., 5-10 percentage points each week) until the student achieves the long-term criterion (i.e., see long-term behavioral goals). (Andy’s long-term criterion should be 90% of total possible points each week.) If the student does not meet the short-term criterion during a given week, then the short-term criterion shall remain in place for ___ additional week(s). If the student does not meet his short-term criterion for ____ week(s), school personnel shall complete a fidelity check, and the intervention supports will be reviewed for procedural compliance and integrity. The student shall earn reinforcers from designated school personnel as outlined in the BIP. (Taken from Behavior Plus)
Initial Criterion for Reinforcement
___________ must obtain ____% of total possible points on the Daily Behavior Report Card or other behavior tracking form each school day to earn designated daily rewards. Daily reinforcers will be provided by the following school personnel: _______________________. Daily reinforcers will be provided ____ time(s) per day. Daily reinforcers will be provided in the following location(s): _______________________.
If the student meets the desired outcome for 20 school days or 4 school weeks, the criterion for reinforcement will be increased by ____ percentage points every 20 school days or 4 school weeks until the student meets the long-term behavioral goal(s) specified in this BIP below for the designated number of weeks. (Andy will be provided daily reinforcement until the initial desired outcome is met. The schedule of reinforcement will then be changed to weekly.)
Long-Term Behavioral Goal(s)
When provided with behavioral supports, ____________ will display the identified replacement behavior(s) as evidenced by earning an average of _____% of total possible points on the Daily Behavior Report Card each week. The student must meet the overall goal for at least ______ week(s) in order to demonstrate stable behavioral performance.
Evaluation or Monitoring of Student Behavior
The student’s display of replacement behavior(s) will be evaluated by reviewing the following information:
direct observation self- monitoring
daily behavior sheet number of discipline referrals
weekly behavior sheet other:
charting/graphing
The student’s behavioral progress (i.e., percentage of points earned on Daily Behavior Report card or other behavior tracking form) will be graphed __________________ by ____________________.
(how often) (list person responsible)
How often will the student’s response to the intervention strategies contained within the BIP be reviewed for effectiveness?
Who will conduct the review?
Crisis Intervention/Emergency Plan
Specify what will constitute a behavioral crisis or emergency situation. Describe how the situation will be handled. (For example, what must be done if Andy follows through with a threat? Remember that school discipline policies and procedures must be followed, as well as school safety policies.)
