Lauren Vachna EDUG 781 Functional Behavioral Analysis Students name Hector Target Behavior Decrease Daily Number

er of Outbursts Environment 1st/2nd Grade Bridge Self-Contained Classroom 1. Consider the misbehavior of one of your students. In clearly observable terms, identify the target behavior. Hector is a seven year old boy, a second grader in a self contained 12:1:1 classroom. Frequently on a daily basis Hector becomes extremely angry and either throws a tantrum or has an outburst. During these outbursts Hector either makes inappropriate comments, curses at either the teacher or the other students, hits other students, screams, or angrily cries. As a result of Hectors disruptive behavior in order to allow for the safest and most beneficial learning environment for both Hector and the other students a significant decrease in his behavior must occur. Decreasing the number and severity of Hectors outbursts would benefit both Hector and his classmates allowing for a positive effect on their level of learning and a good effect on their school work. 2. How would you take a baseline of the existing behavior. Would you look at frequency, duration or latency? How long would your baseline last? Make a graph. In order to take a baseline of Hectors behavior the child was observed during various periods over the course of a day for an entire week. While observing Hector it was noted how many outbursts or tantrums the student had during a given period focusing on the intensity of the outburst. In order to keep track of the number of outbursts Hector had during morning meeting, shared reading, independent reading, writing and math( the subjects/periods Hector is with the classroom teacher) a graph was used. Aside from creating a graph based on the frequency of Hectors outburst a second graph records the intensity of Hectors outbursts.

Frequency of Outbursts Prior to Number of Outbursts Intervention

7 6 5 4 3 2 1 0 4-Nov 5-Nov 6-Nov 7-Nov 8-Nov

During: Morning Meeting Number of Outbursts During: Shared Reading Number of Outbursts During: Independent Reading Number of Outbursts During: Writing

Intensity of Outbursts Prior to Intervention

14 12 10 8 6 4 2 0 Very Strong Strong Weak Very Weak

3. Carefully describe the student behavior in reference to its antecedents and consequences. (AB-C) What is the function of the students challenging behavior? What purpose does it serve for the student? On a daily basis Hector exhibits disruptive behavior by having tantrum like outbursts. Some outbursts are more severe than others, and many outbursts are directed at either other students or the classroom teachers. On Monday Hectors outbursts are less frequent and less severe. However, as the week progresses Hectors outbursts become more frequent and intense. During morning meeting, Hectors outbursts often stem from not being called on or other students taking too long to answer the question associated with the morning routine. If a child is taking too long, he often asks them if they are stupid or just calls them slow. As a result Hector is often spoken to and asked to use appropriate language while refraining from

being mean to the other students. During Hectors outbursts the remainder of the class is disrupted and they begin to argue with Hector. During shared reading Hector often becomes bored in which he begins to act out again disrupting other students by calling them names or hitting them. Again these behaviors disrupt the remainder of the class and causes chaos within the classroom. As a consequence Hector is often moved to a chair outside of the circle on the carpet where the reminder of his classmates are. Hectors behaviors are most frequent during the first two periods of the day. During both of these periods the class is instructed in a whole group setting. Hectors behavior grows in intensity as the week progresses ranging from name calling, to cursing, to physical outbursts. During independent reading Hectors outbursts are less frequent. During this time he is often by himself reading independently. Some days however, if another student is near him the outbursts do occur. More frequently during this period Hector directs his outbursts towards the teacher. When Hector is asked to read quietly at his seat he often begins yelling at the teacher that it is his body and mouth, he can do what he wants. As the outbursts become more severe he begins cursing at the teacher or making threatening comments. As a result Hector is either separated or removed from the room. During writing Hectors behaviors fluctuate. During whole group instruction his outbursts are more severe and frequent. He again either calls out, makes inappropriate comments making fun of other students or curses at them. During small group Hectors outbursts lessen and are only directed at one of the students in his group or the teacher. Similarly in math, since there is only six second graders Hectors behavior is less severe and less frequent with similar behavior to writing. During Hectors most sever breakdowns he either touches another student or has a crying fit. Hectors behavior is often either triggered by a teachers given directions or the behavior of his peers. If other students take a while to answer or give incorrect answers Hector has an outburst. When the teacher gives a direction Hector doesnt agree with an outburst also occurs. The more attention Hector receives during an outburst the longer they occur with more severity.

4. Come up with a hypothesis and develop and intervention plan. How would you modify the already existing contingencies that set up the challenging behavior? Hypothesis: Implementing a sticker chart will decrease the frequency and severity of Hectors outbursts and tantrums. In order to decrease the frequency and severity of Hectors outbursts a behavior modification system should be put in place. The behavior modification chart is presented as a checklist including points such as: did not curse at my peers or teachers, did all my work during morning meeting, completed my writing assignment, raised my hand when I wanted to participate, stayed in my seat, did not hit any other children, etc. For each behavior, if Hector behaves appropriately without any outbursts he can receive a sticker. At the conclusion of the day if Hector has received at least seven stickers he can receive a prize from the prize box. Hector should be allowed to self asses deciding if he deserves a sticker. Following his reasoning the teacher should either grant him a sticker for good behavior or place an X for unacceptable behavior. Hector should be allowed to pick the color smiley face sticker and be allowed to place the sticker on his own chart. At the beginning of the day Hector should be allowed the opportunity to pick the prize from the prize box that he wants to work towards getting. If Hector receives at least seven stickers out of the twelve tasks he can receive the prize. At the end of the day the behavior modification checklist should be sent home with Hector and signed by a parent. If the parents praises Hector for his good behavior maybe the frequency and severity of the outbursts will subside. If Hectors tantrums continue he should immediately removed from the room and not given the attention he desires. 5. How and when would you evaluate your success? After speaking with Hector and his parents about his behavior the behavior modification system was set in place. Hector was explained the items on the behavior chart and the things he must do in order to receive stickers. Hector was also explained how many stickers he needed daily to receive a prize from the prize box. Following observing Hectors behavior the behavior modification chart was implemented for the duration of the month or until Hectors outbursts completely subside.

Hectors modification chart was completed daily. In the very beginning both the frequ ency and intensity of Hectors behavior decreased. However, after a few days Hector would work to receive only six stickers while still throwing tantrums or exhibiting inappropriate behavior during the remaining periods of the day. If Hector exhibited tantrums he was often ignored resulting in the intensity lessening and the duration decreasing. As a result I have decided to alter the modification checklist. Instead of needing to receive at least seven out of twelve stickers, I made four behaviors mandatory. These behaviors included, did not curse at my teacher, did not hit my classmates, etc. Even if Hector receives seven stickers if these four main stickers arent obtained he cant receive a prize. Based on Hectors desire to gain a prize his behavior has begun to subside but not completely. As time continues Hector will be responsible for gaining more stickers until he can ultimately gain all twelve stickers for all twelve points.

3 2 1 0

Freqeuncy of Outbursts After Number of Outbursts During: Intervention Morning Meeting

Number of Outbursts During: Shared Reading Number of Outbursts During: Independent Reading 12-Nov 13-Nov 14-Nov 15-Nov

Intensity of Outbursts After Intervention

2.5 2 1.5 1 0.5 0 Morning Meeting Shared Reading Independent Reading Writing Math Very Strong Strong Weak Very Weak