For this assignment, you are going to complete the following module: https://iris.peabody.vanderbilt.edu/module/fba/#content Then, you are going to create your own support plan.? For the I

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IRIS | Initial Thoughts iris.peabody.vanderbilt.edu/module/fba/cinit

Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan Initial Thoughts

Jot down your Initial Thoughts about the Challenge:

What should Ms. Rollison know about behavior in order to help Joseph?

How can Ms. Rollison determine why Joseph behaves the way he does?

What can Ms. Rollison do to modify Joseph’s behavior?

How will Ms. Rollison know whether the intervention is successful?

When you are ready, proceed to the Perspectives & Resources section.

Final Project

Your assignment consists of several parts.

1. Select one case study on which to conduct a Behavioral Support Plan. Choose between, Pablo, Dana, Sarah, or Sashi. ONLY ONE CASE STUDY IS REQUIRED.

2. Read your chosen case study’s biography (provided in the module). 3. Complete a Support Planning Chart for your chosen case study. The document

provided in the module should allow you to type directly into the document and respond to the questions. Please be thorough and reflective with your answers. Use information provided to you throughout the course thus far.

4. Using all the material gathered throughout the course, provide a summary of how best to respond to the child’s behaviors demonstrating supportive measures that could be used to prevent, replace, and replace behaviors with stronger social and emotional skills. Use Tim’s plan (module 6) as an example.

An example of how best to complete this assignment is provided in the example of Tim (Module 6). This assignment is due at the end of the semester as stated in the syllabus and course calendar.

Handout 3b.8:Individualized Intensive InterventionsModule 3b

The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University v a n d e r b ilt.e d u /c s e fe l H 3b.8

(P.1/3)

THE PROBLEM

The purpose of the behavior:

In group play situations (outside play/centers), Tim uses verbal aggression (threats), physical aggression (hit, push, kick, punch), and property destruction (throwing or banging toys) to obtain toys and/or join play. When this occurs, the peer relinquishes the desired toy and leaves the play area and/or an adult intervenes and provides Tim with excessive negative attention.

Tim will grab toys, scream, and use physical aggression to obtain toys when peers suggest that they play with toys in a new way, propose a different play theme, or join in his play. When this occurs, the peer gives in to Tim’s ideas, relinquishes the toy, or asks a teacher to intervene.

THINGS TO DO ALL OF THE TIME

These strategies will assist Tim in meeting the demands of difficult activities and social interactions.

Teach Play Skills—Support providers should enter into play activities and teach Tim new play routines. Adults can provide support by scaffolding Tim’s interactions in play routines outside and during centers. For example, an adult could invite Tim into a center and then model or direct his play with peers.

Teach Social Interaction Skills—Adults should assist Tim with turn- taking interactions by moving into play activities and mediating his social exchanges. For example, sit with Tim and a peer. Tell the peer you want him to help Tim to play with _____. Give the toy to the peer. Cue Tim to attend. “Look, Tim. Reshawn is pushing the caboose around the track.” Then cue Tim to take a turn. “Tim, say ‘Can I please have a turn?’.” Then scaffold the interaction to insure that Tim gets a turn with the caboose.

Teach Communication Repair Strategies—Adults should facilitate the use of communication repair strategies by Tim. Tim may use unintelligible mumbling or aggression if adults fail to quickly interpret his message. Strategies that may be used should include: Interpret Tim’s actions as if they are communicative (e.g., “Tim, you seem mad that Lenka took your favorite magnet person. Ask her for a turn. Say, “Can I play with the person?”)

SHORT TERM PREVENTION STRATEGIES

These strategies are used prior to situations that usually evoke challenging behavior from Tim.

Scripted Story—Pre-teach Tim, through the use of a scripted story, the following skills: asking to play, everyone can play (turn taking), being flexible and accepting other’s ideas and space, and asking the teacher for help. Each skill will be taught one at a time to insure understanding of the skill use and success in building upon each skill. Note: the scripted story will include clear expectations for Tim’s behavior, the perspectives of peers, the perspectives of Tim, and the communicative message of Tim’s actions.

Tim’s Behavior Support Plan

Rev.2/10

Personal Cuing —Tim will be cued with visual cue cards. The cue card is presented to Tim after gaining his attention (i.e., directly given to him by showing him the picture cue along with simple verbal cue). Cues will include directing Tim to stop and:

1. ask to play and join appropriately 2. take turns 3. go with the flow 4. stop, think, and do

Self Management—Tim will use a self-monitoring form to indicate if he accomplished his social skills goals. One goal will be introduced at a time. At the end of centers, a teacher will help Tim use the form to record if he was successful in meeting his goal(s) and then provide a certificate for Tim to take home to celebrate the use of the new skill. If certificate does not go home, no comment will be made. Certificate will be faded over time.

Positive Encouragement and Feedback—Tim should receive statements about his use of appropriate peer play behavior frequently throughout the day in a natural fashion (e.g., “Look at you playing with your friends. Everyone is getting a turn.”).

REPLACEMENT SKILLS

These are the new skills that will replace the use of the challenging behavior.

Learn to negotiate difficult social situations—A scripted story will be developed and used to help Tim identify social cues, to introduce new routines and rules, and to teach him the social skills necessary for social play. The following new skills will be included in the story: asking to play, everyone can play (turn taking), being flexible and accepting other’s ideas and space, and asking the teacher for help. Each skill will be taught one at a time to insure understanding of the skill use and success in building upon each skill.

RESPONSES TO WHEN THE CHALLENGING BEHAVIOR OCCURS

These responses will not reinforce the challenging behavior.

If Tim has difficulty with initiating interaction with his peers during play, anticipate the difficulty, and cue him to ask to play.

If Tim has difficulty interacting with peers during play, anticipate the difficulty, and cue him to ask for a turn.

If Tim has difficulty with children playing with toys in a way that differs from the way he thinks the toy should be played with, anticipate the difficulty, and cue him to “go with the flow.”

If Tim has difficulty with interacting with peers during play and he needs help, cue him to “stop, think, and do.” Help him think of what to do.

If Tim uses aggression, intervene to prevent harm by providing attention/support to the child who is hurt and/or upset.

Handout 3b.8:Individualized Intensive InterventionsModule 3b

The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University v a n d e r b ilt.e d u /c s e fe l H 3b.8

(P.2/3) Rev.2/10

RESPONSES TO WHEN THE REPLACEMENT SKILLS ARE USED

These responses will reinforce the use of the new skills used to replace challenging behavior.

When Tim asks to play, scaffold play with peers.

When Tim asks for a turn, scaffold turn taking with peers.

When Tim asks for help, quickly respond, and help him.

When Tim uses any of the above skills, he should receive positive and reinforcing statements about appropriate behavior in a natural fashion (e.g., “Look at you playing with your friends. Everyone is getting a turn.”).

Handout 3b.8:Individualized Intensive InterventionsModule 3b

The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University v a n d e r b ilt.e d u /c s e fe l H 3b.8

(P.3/3) Rev.2/10

Module 3a Handout 3a.6: Individualized Intensive Interventions

Adapted from: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional Assessment and Program Development for Problem Behavior. Pacific Grove, CA: Brooks/Cole Publishing.

FUNCTIONAL ASSESSMENT INTERVIEW FORM-YOUNG CHILD

Child with Challenging Behavior(s):Tim Date of Interview: 1/24 Age: 3 Yrs 6 Mos Sex: M* F I nterviewer: Lisa Respondent(s) : Teacher, Assistant, & Mother

A. DESCRIBE THE BEHAVIOR(S)

1. What are the behaviors of concern? For each, define how it is performed, how often it occurs per day, week, or month, how long it lasts when it occurs, and the intensity in which it occurs (low, medium, high).

How is it performed? How often? How long? Intensity?Behavior 1. Verbal aggression Threatens (“I'm gonna kill you”

while pointing a finger gun “Get away”, growls…)

2-5 x/day 5 sec.-1min. Low-high

2. Physical aggression Hits, pushes, kicks, punches, rams w/toy

2-3 x/wk 5 sec.- 30 sec. High

3. Property destruction Throwing or banging toys 2-5 x/wk 5 sec.- 30 sec. High

4.

2. Which of the behaviors described above occur together (e.g., occur at the same time; occur in a predictable “chain”; occur in response to the same situation)?

Seems unpredictable at this point. At times he will verbally aggress, then do either physical aggression or property destruction, or they happen independent of each other. Other times he will begin with either property destruction and/ or physical aggression and intersperse verbal aggression.

B. IDENTIFY EVENTS THAT MAY AFFECT THE BEHAVIOR(S)

1. What medications does the child take, and how do you believe these may affect his/her behavior?

None

2. What medical complication (if any) does the child experience that may affect his/her behavior (e.g., asthma, allergies, rashes, sinus infections, seizures)?

None

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Module 3a Handout 3a.6: Individualized Intensive Interventions

3. Describe the sleep cycles of the child and the extent to which these cycles may affect his/her behavior.

His mother reports that now that he is in school a routine is better established and will sleep through the night. Although she also reports that getting him to “go to bed” is very difficult and that he falls asleep on the couch around 9:00 or 9:30 and is carried to his crib. Then, he sleeps very restlessly and is all over the bed. (Did not sleep through the night until he was 2.5 years.)

4. Describe the eating routines and diet of the child and the extent to which these routines may affect his/her behavior.

Eats independently at school for snack. At home, his mother reports that “he is very explicit with getting food cut up,” and that “he sees food as a temporary interruption of play and only eats to live.” He sits in a high chair while she feeds him. Won't sit in restaurants to eat.

5. Briefly list the child's typical daily schedule of activities and how well he/she does within each activity.

Time Activity Child’s Reaction 8:00 AM Wakes, gets dress, eats breakfast Better the last 2 wks – month, in the past, has physically resisted

dressing and eating. 8:30 AM To school Does nicely 8:45 AM Arrives to school Greets by shooting with his finger gun, sometimes cries for hug Until 9:30 AM Playground Verbal and physical aggression, property destruction 9: 30 AM Story Time Sits and attends nicely 9: 45 AM Small Group Sits and attends nicely 10:00 AM Wiggle Time Follows directions and enjoys movement and dancing

10:15 AM Plan/Centers Plans nicely, once in centers: verbal & physical aggression, property destruction

10:30 AM Centers/Snack (cont.) Eats snack and plays computer nicely, other center areas, especially blocks, he will use verbal and physical aggression, property destruction

11:30 AM Circle Sits and attends nicely 11:45 AM Playground Verbal and physical aggression, property destruction 12:30 PM Lunch Eats nicely 1:00 PM Nap Lays on a cot nicely with book

2:15 PM Snack Eats nicely

2:35 PM Good-bye circle Sits, attends

3:00 PM Mother picks up Goes nicely

3:30 PM Then, the schedule is not consistent. (sometimes out shopping or home, Goes to mall or Target or home to play or sometimes the park)

Likes to stay busy

Drives home Goes nicely

5:30 PM Arrives at home, plays on floor Enjoys

6:00 PM Cont. playing Does O.K.

6:30 PM Dad home/Dinner Picky, resistant, in high chair

7:00 PM Play Chooses activities, sometimes rough with toys

9:00 PM Bath Difficult to get out, gets physically aggressive

R ev. 2/1 0 The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/c sefel H 3a.6

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Module 3a Handout 3a.8SH: Individualized Intensive Interventions

Sashi is a Romanian girl who is 3 years and 11 months. Sashi lives with her mother and father who adopted her when she was 2 years old. She has been going to a community preschool for about 5 weeks. Sashi has developmental delays in the areas of speech and language, gross and fine motors skills, and cognition. She uses a few single words, and she knows about 10 signs. She learned to walk about 8 months ago, but she has an awkward gait and is a bit unbalanced when she runs. She is in the process of being toilet-trained.

Sashi’s parents report that Sashi is very active and most often in movement. Her parents commented that they are madly in love with their little girl, but that their dreams were somewhat shattered because they were expecting to adopt a typically developing child. They report that Sashi likes pretty hair bows, ribbons, and clips and will try to pull them out of people’s hair although she does not like to wear them in her own hair. They have a very difficult time in the community because often Sashi will resist moving by either pulling away from them or dropping to the ground. Sashi will also try to wander off when they are in stores, restaurants, and other community places. When Sashi wanders, she often will mouth objects within her reach. In the home, they need to keep the bathroom and bedroom doors closed so that she cannot get access to items in these rooms. Also for her safety, they have Sashi sleep in a crib.

At preschool, Sashi seems to have a very short attention span and will move from one activity to the next. She seems very interested in her peers but doesn’t seem to know how to greet or interact with them. She is a very happy child. She is begin­ ning to imitate her friends’ gross motor activities and loves to dance and listen to music. The school staff report that Sashi engages in challenging behaviors throughout the day. These behaviors include mouthing toys, pulling hair, resisting to move, and wandering around the classroom. Because Sashi has sev­ eral challenging behaviors, she needs one-on-one assistance or guidance during unstructured activities (playground and cen­ ters).

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Module 3A Handout 3a.8SH: Individualized Intensive Interventions

Observation Cards—Sashi

Name: Sashi Observer: Teacher Date: 9/2 Time: 9:00

General Context: Arrival/Playground

Social Context: Ashley arrives to school and enters the playground.

Challenging Behavior: Sashi runs over to her and smiles and then she pulls the bow out of Ashley’s hair.

Social Reaction: Ashley cries and the teacher comes and tells Sashi “no” and helps her give the bow back to Ashley.

Name: Sashi Observer: Teacher Date: 9/2 Time: 9:35

General Context: Story Time

Social Context: Class is sitting on a rug listening to the teacher read a story.

Challenging Behavior: Sashi gets up and walks over to the table toys and begins playing.

Social Reaction: After about 1 minute, the Assistant Teacher goes to her and holds her hand and tries to get her to come back to the group. Sashi drops to the ground and the Assistant Teacher lets go of her hand and leaves her to play.

Rev.2/10 The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbiit.edu/csefei H 3 a.8SH

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Module 3a Handout 3a.8SH: Individualized Intensive Interventions

Name: Sashi Observer: Teacher Date: 9/2 Time: 11:10

General Context: Small group

Social Context: Teacher has verbally directed all of the children to go to the tables for the small group activity.

Challenging Behavior: Sashi walks in the oppposite direction.

Social Reaction: Once children are all seated, the teacher goes to redirect Sashi to the tables as she resists and drops to the floor. Teacher gives up and lets Sashi find another activity.

Name: Sashi Observer: Teacher Date: 9/4 Time: 2:30

General Context: Outside

Social Context: Sashi slides down the slide. When she reaches the end of the slide, a peer approaches her.

Challenging Behavior: Sashi smiles at the peer, giggles, and pulls at the shiny clip in her hair.

Social Reaction: The peer cries and runs. The Assistant Teacher goes to Sashi and reprimands her by telling her, “No!” and then takes her to the swings and begins pushing Sashi on the swing.

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Module 3a Handout 3a.8SH: Individualized Intensive Interventions

Name: Sashi Observer: Father Date: 9/6 Time: 6:30

General Context: Dinner Time

Social Context: Sashi is watching “Telletubbies.” Mom goes to Sashi to help her to the table for dinner.

Challenging Behavior: Sashi pulls away then drops to the floor.

Social Reaction: Mom lets go, goes back to the dinner area to pour drinks. She then comes back over to Sashi and begins counting down from 5 before turning off the TV.

Name: Sashi Observer: Father Date: 9/6 Time: 9 pm

General Context: Betime Story

Social Context: Sashi and her mother walk into the bedroom to read a story. Mother tells Sashi to pick a story off the shelf.

Challenging Behavior: Sashi pulls away from her then drops to the floor.

Social Reaction: Mother says, “Come on let’s get a book.” When Sashi won’t get up, Mother lets go of her hand and gets a book for her.

R ev. 2/1 0 The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/c sefel H 3a.8S H

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Module 3a Handout 3a.8SH: Individualized Intensive Interventions

Adapted from: O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional Assessment and Program Development for Problem Behavior. Pacific Grove, CA: Brooks/Cole Publishing.

FUNCTIONAL ASSESSMENT INTERVIEW FORM-YOUNG CHILD

Child with Challenging Behavior(s): Sashi Date of Interview: 9/5 Age: 3 Yrs 11 Mos Sex: M F* Interviewer: Rochelle Respondent(s): Assistant Director, Teacher

A. DESCRIBE THE BEHAVIOR(S)

1. What are the behaviors of concern? For each, define how it is performed, how often it occurs per day, week, or month, how long it lasts when it occurs, and the intensity in which it occurs (low, medium, high).

Behavior How is it performed? How often? How long? Intensity?

1. Mouths toys Sucks and chews on toys 3-5 x/day Until redirected Medium

2. Pulls hair Pulls hair bows, clips, etc. 3-5 x/day 5-15 sec. High

3. Resists moving Pulls away and/or drops 2-3 x/day 1-3 min. High

4. Wanders Leaves designated areas 2-4 x/day 30-sec-2 min. Medium

5.

6.

2. Which of the behaviors described above occur together (e.g., occur at the same time; occur in a predictable “chain”; occur in response to the same situation)?

Wanders, then when you try to direct, she will resist moving or she will physically resist if a demand is placed, then wander off.

B. IDENTIFY EVENTS THAT MAY AFFECT THE BEHAVIOR(S)

1. What medications does the child take, and how do you believe these may affect his/her behavior?

None

2. What medical complication (if any) does the child experience that may affect his/her behavior (e.g., asthma, allergies, rashes, sinus infections, seizures)?

None (Does have a diagnosis of developmentally delayed with reactive attachment disorder.)

R ev. 2/1 0 The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/c sefel H 3a.8S H

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Module 3a Handout 3a.8SH: Individualized Intensive Interventions

3. Describe the sleep cycles of the child and the extent to which these cycles may affect his/her behavior.

Goes to bed late (9:30 or 10:00) but then sleeps through the night. Mother reports she still sleeps in a crib because she would get up in the night if in a bed.

4. Describe the eating routines and diet of the child and the extent to which these routines may affect his/her behavior.

Eats like an adult. May not know when to stop eating

5. Briefly list the child's typical daily schedule of activities and how well he/she does within each activity.

DAILY ACTIVITIES

Activity Child’s Reaction 8:45 AM Mother/Father drops off on playground

Playground Gives good-bye hug, runs to play As children arrive, she will pull their hair bows/clips

9:30 AM Story Time Pulls hair bows/clips, sit few minutes, then wanders

9:45 AM Small Group Needs one-to-one assistance, otherwise wanders, resists

Wiggle Time Imitates well, enjoys moving and dancing

10:15 AM Planning Centers Flits from activity to activity, mouths, resists when redirected

Centers/Snacks (cont.) Dumps toys, uses toys inappropriately, pulls off diaper

11:30 AM Playground Loves to run, pulls hair bows/clips

12:15 PM Lunch Sits and eats nicely

12:45 PM Nap Rocked to sleep and then sleeps nicely

2:15 PM Snack Sits and eats nicely

2:35 PM Centers Dumps toys, uses toys inappropriately, pulls off diaper

3:20 PM Playground Loves to run, pulls hair bows/clips

3:50 PM Closing Circle Pulls hair bows/clips, sit few minutes then wanders

4:10 PM Dismissal Sits and waits

4:15 PM Mother or Father picks up Hugs and waves goodbye.

6:00 PM

6:30 PM

7:00 PM

9:00 PM

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Module 3a Handout 3a.8SH: Individualized Intensive Interventions

6 Describe the extent to which you believe activities that occur during the day are predictable for your child. To what extent does the child know what he/she will be doing and what will occur during the day (e.g., when to get up, when to eat breakfast, when to play outside)? How does your child know this?

Sashi does not know her preschool schedule yet. Photo schedule is on the wall. Her behaviors are unpredictable at times.

7. What choices does the child get to make each day (e.g., food, toys, activities)?

Playground activities, books, snack, center activities, colors of markers, etc.

C. DEFINE EVENTS AND SITUATIONS THAT MAY TRIGGER BEHAVIOR(S)

1. Time of Day: When are the behaviors most and least likely to happen?

Most likely: – Center Time (too much action, too many choices)

Least likely: – During Wiggle Time (all children are up and moving, really enjoys.)

2. Settings: Where are the behaviors most and least likely to happen?

Most likely: – Social situations (she does not know how to greet her friends); when she does not get what she wants; during Story Time

Least likely: – Snack; dismissal

3. Social Control: With whom are the behaviors most and least likely to happen?

Most likely: – Any child or adult (females) who has bows/ribbons/clips in their hair; adult who is trying to direct.

Least likely: – Boys

4. Activity: What activities are most and least likely to produce the behaviors?

Most likely: – Any activity when she is required to stay focused for more than one minute.

Least likely: – Plays dress-up, especially when she is wearing a heavy item like a coat or rain jacket.

5. Are there particular situations, events, etc., that are not listed above that “set off” the behaviors that cause concern (particular demands, interruptions, transitions, delays, being ignored, etc.)?

Pulls wet diapers off during center time.

6. What one thing could you do that would most likely make the challenging behavior occur?

Tell her “no, ” have expectations too high (like sitting for too long).

7. What one thing could you do to make sure the challenging behavior did not occur?

Giving her lots of loving (hugs, cuddles) and attention, giving her whatever she wants, and never telling her “no.”

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Module 3a Handout 3a.8SH: Individualized Intensive Interventions

D. DESCRIBE THE CHILD'S PLAY ABILITIES AND DIFFICULTIES

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