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    Conde Fosco Limmeridge
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    Craig is often out of his seat and is frequently off task during group instruction. When redirected, he tantrums, often escalating to such a disruptive level, he is removed from the class. The Student Support Team developed a behavior support plan for Craig.

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    Craig is often out of his seat and is frequently off task during group instruction. When redirected, he tantrums, often escalating to such a disruptive level, he is removed from the class. The Student Support Team developed a behavior support plan for Craig.

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    8 views3 pages

    Case Study 1

    Uploaded by

    Conde Fosco Limmeridge
    Craig is often out of his seat and is frequently off task during group instruction. When redirected, he tantrums, often escalating to such a disruptive level, he is removed from the class. The Student Support Team developed a behavior support plan for Craig.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
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    CaseStudy#1:Craig Craigisastudentinfirstgrade.Heissmallforhisageandstruggleswithreading.Craigisoftenoutof hisseatandisfrequentlyofftaskduringgroupinstruction.Whenredirected,hetantrum,often escalatingtosuchadisruptivelevel,heisremovedfromtheclass.Mrs.Conrad,histeacher,has maintainedweeklycommunicationwithCraigsmom.Thebehaviorhasnotdecreased,soMrs.Conrad decidedtoasktheStudentSupportTeam(SST)forhelpindevelopingabehaviorsupportplanforCraig. TheteammetwithMrs.

    s.Conrad,whodescribedthefollowingproblembehaviors: Outofseatorarea Tantrums(crying,droppingtofloor,kicking) Offtask Poking,hittingpeers TheteamdecidedtousethefollowingassessmenttoolsfortheFBA: Indirect FACTS<linktocraigFACTSA,craigFACTSBandcraigFACTSB2> TeacherTeamFunctionalAssessmentQuestionnaire<linktocraigTTFAQ> Direct ABCanecdotalreports(thecheckmarksontheABCreportsindicateincidentsthatwere consequencestoabehaviorthatservedastheantecedentforthenextbehavior). 1. Classroom10/189:2010:00Sharedreadingincircle Behaviorsobserved: o Offtaskkickinglegsout,layingonfloor,playingwithshoelaces o Disturbingpeerspullingshirt o Tantrumkickingchair,crying,droppingtofloor Importantinformation o Behaviorescalatedwhentoldtoflipcard o C.wasnotobservedtoparticipateinactivity(choralresponse)duringlengthofthe observation 2.Classroom10/1910:2010:45PeerAssistedLearning(Reading) Behaviorsobserved: o Offtaskplayingwithobjects,pouting,refusingtorespondtopeercoach o Aggressiongrabsbookforpeercoachwhenitwasnothisturn Importantinformation o OntaskbehaviorimprovedwhenitwasCraigsturntobethecoachandwhenteacherwas incloseproximity. 3.Classroom10/1912:0512:17smallgroupguidedreading Behaviorobserved o Offtaskturninginsseat,watchingotherstudents

    Importantinformation o OntaskbehavioroccurredonlywhenitwasCraigsturntoreadaloud. 4. Hallway10/2010:0510:15hallway/restroombreak Behaviorobserved o Aggressionhitting,poking,bumpingstudentsinline Importantinformation o Breakinvolves10minutesofstandinginlinewithoutengagementoractivity.Studentsare requiredtostandwithouttalkingfortheduration. ThecounselortriedtocompleteaStudentAssistedFunctionalAssessmentInterviewwithCraig, butterminatedtheinterviewafter10minutes.HereportedthatCraigwashighlydistractedthroughout theconversationandseemedtohavetroubleunderstandingmanyofthequestions,justrepeatingthe questionsback,turningthemintostatements.Craigindicatedhehaslotsoffriendsandlikesschool, butdoesnotlikeitwhenpeopleyellathimortellhimheisbad. TheteamgatheredattheendoftheweektoreviewtheinformationanddevelophisBehavior InterventionPlan(BIP).Theteamincludedhisteacher,thecounselor,theassistantprincipalandCraigs mother.Afteranalyzingthedata,theydevelopedthefollowingsummary: SettingEvents Belowgradelevelexpectationsinreading Suspectedlanguageimpairment AntecedentPredictor Readingactivities/assignments Longtasksoractivities Unstructuredsettings ProblemBehavior Offtask Aggression Noncompliance Tantrums MaintainingConsequence Avoidtask(reading) PeerAttention Teacherattention Peerattention Alternative/ReplacementBehavior Breakafterintervalofontask TeachCraigconversationinitiation strategies,interpersonalsocialskills Usewordstoaskforbreak MaintainingConsequenceforReplacementBehavior Highratesofteacherattention/praise Peerattention (attention)

    Quietbreakwithpeer(avoid)

    Desiredbehavior Ontask MaintainingConsequence Currently,Craigreceivesnoattentionorbreakfromdifficulttaskswhenhisbehavioris appropriate. TheteamthenusedaCompetingPathwaytosummarizetheirhypothesisanddevelopaBIP. <linktoCraigcompetingpathway>

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