FUNCTIONAL ASSESSMENT PROJECT 1

Functional Assessment Project Angela Rohr SPED 5110 October 16, 2012

FUNCTIONAL ASSESSMENT PROJECT 2 Angie Rohr Functional Assessment Max Brown (name has been changed) is a 13 year old, 8th grade male student with a specific learning disability. He also has anxiety and depression. He is currently reading at a fifth grade level in his resource reading class. He attends mostly regular education classes with a few resource classes, including language arts and reading.

FUNCTIONAL ASSESSMENT PROJECT 3 Functional Assessment Interview (FAI) Person of concern Max Brown Date of Interview 10/16/12 Age 13 Sex: M

Interviewer Angie Rohr

A. DESCRIBE THE BEHAVIORS. 1. For each of the behaviors of concern, define the topography (how it is performed), frequency (how often it occurs per day, week, or month), duration (how long it lasts when it occurs), and intensity (how damaging or destructive the behaviors are when they occur). Behavior Topography Eating/drinking Eats food and in class non-food items, drinks soda, tries to be sneaky Off-task Stares into space, talks with classmates, does not do work Insulting Name calling, classmates teasing Throwing objects Throwing paper, water bottles, and other objects at other students Frequency 2-5 times/ week Duration 5-60 seconds, until reminded Intensity May be messy and cause distractions Disruptive to his own learning

2-8 times/ day 5-30 seconds, until reminded

1-4 times/ week 1-3 times/ week

5-10 seconds 5-10

Can cause humiliation to other students Can cause harm to other students

2. Which of the behaviors described above are likely to occur together in some way? Do they occur about the same time? In some kind of predictable sequence or chain? In response to the same type of situation? Eating in class often occurs with off-task behavior. When tasks are boring to him, he will space out, then get out some food or chew on staples, pens, etc, sometimes swallowing pieces. Insulting classmates and throwing objects at them often occurs together, and is often after a student insults Max or another student first.

FUNCTIONAL ASSESSMENT PROJECT 4 B. DEFINE ECOLOGICAL EVENTS (SETTING EVENTS) THAT PREDICT OR SET UP THE PROBLEM BEHAVIORS. 1. What medications is the person taking (if any), and how do you believe these may affect his or her behavior? This student is taking a medication for ADHD and it has recently changed. His body is adjusting to the change, making him space out more often. 2. What medical or physical conditions (if any) does the person experience that may affect his or her behavior (e.g/, asthma, allergies, rashes, sinus infections, seizures, problems related to menstruation)? No medical or physical conditions are affecting this student. 3. Describe the sleep patterns of the individual and the extent to which these patterns may affect his or her behavior. Generally sleeps well, but sometimes shows signs of sleepiness due to it being the last class of the day. 4. Describe the eating routines and diet of the person and the extent to which these may affect his or her behavior. This student eats lunch from 12:40-1:10 and arrives in class at 2:05. He often complains of hunger, which may contribute to his eating food and non-food items in class. He has plenty of time to eat lunch, and should not be hungry at this time, but may skip lunch because he is doing other things, or may have a large appetite. 5a. Briefly list below the persons typical daily schedule of activities. (Check the boxes by those activities the person enjoys and those activities most associated with problems.) Enjoys Problems x 6:00 Up at 6:30 x 7:00 Arrives at school, breakfast x 8:00 School starts 7:55, math class, homeroom 8:45 x 9:00 Homeroom until 9:20, 9:25 Language arts x 10:00 L.A. ends at 10:10, Science until 11:00 x 11:00 P.E. from 11:0511:50 x 12:00 Health 11:5512:40, Lunch 12:40-1:10 x 1:00 Social Studies 1:152:00 Enjoys Problems x 2:00 Reading 2:05-2:50 x 3:00 School ends, goes home x 4:00 x x x x x 5:00 6:00 Dinner 7:00 8:00 9:00

FUNCTIONAL ASSESSMENT PROJECT 5 5b. To what extent are the activities on the daily schedule predictable for the person, with regard to what will be happening, when it will occur, with whom, and for how long? Daily schedule is written on the board, teachers often remind the class verbally what is expected. 5c. To what extent does the person have the opportunity during the day to make choices about his or her activities and reinforcing events? (e.g. food, clothing, social companions, leisure activities.) Chooses home or school lunch, chooses clothing, friends, and can choose partner during reading if behavior is acceptable. Reading partner is not often chosen due to behavior. 6. How many other persons are typically around the individual at home, school, or work (including staff, classmates, and housemates)? Does the person typically seem bothered in situations that are more crowded and noisy? Student typically has 2 teachers and 8-11 classmates. Does not seem bothered by crowds, but will act out if other students are doing so. Will eat during class when it is noisier. 7. What is the pattern of staffing support that the person receives in home, school, work, and other settings? Do you believe that the number of staff, the training of the staff, or their social interactions with the person affect the problem behaviors? Student has 2 teachers in his reading class with 11 classmates. He seems to like both teachers and most classmates, but works better with constant attention. He will still insult or tease classmates when teachers are near, but knows he was in the wrong right away. C. DEFINE SPECIFIC IMMEDIATE ANTECEDENT EVENTS THAT PREDICT WHEN THE BEHAVIORS ARE LIKELY AND NOT LIKELY TO OCCUR. 1. Times of Day: When are the behaviors most and least likely to happen? Most likely: Behaviors are most likely to occur just after the bell rings and when other students are off task or noisy. Least likely: Behaviors are least likely to occur right after warning cards are given to him or to other students and when he is receiving individualized attention.

FUNCTIONAL ASSESSMENT PROJECT 6 2. Settings: Where are the behaviors most and least likely to happen? Most likely: Most likely in the classroom, during lunch, and before or after school. Least likely: Least likely at home or in the community. 3. People: With whom are the behaviors most and least likely to happen? Most likely: Most likely to happen when with other students who act out. Least likely: Least likely with students who are on task, paying attention, and participating. 4. Activity: What activities are most and least likely to produce the behaviors? Most likely: Journaling, partnered reading, comprehension Least likely: Outside of the classroom, fluency 5. Are there particular or idiosyncratic situations or events not listed above that sometimes seem to set off the behaviors, such as particular demands, noises, lights, clothing? None apparent. 6. What one thing could you do that would most likely make the undesirable behaviors occur? Allow or let slide teasing from other students. 7. Briefly describe how the persons behavior would be affected if a. You asked him or her to perform a difficult task. More likely to have off-task behavior like staring into space or eating nonfood objects. b. You interrupted a desired activity, such as eating ice cream or watching TV. Probably no problem behaviors would occur. c. You unexpectedly changed his or her typical routine or schedule of activities. Not usually a problem. d. She or he wanted something but wasnt able to get it (e.g. a food item up on a shelf). Would probably ask a few times, complain, whine, then get over it. 3. You didnt pay attention to the person or left him or her alone for a while (e.g., 15 minutes). More likely to be off task, to eat/drink in class, to insult classmates, and to throw things.

FUNCTIONAL ASSESSMENT PROJECT 7 D. IDENTIFY THE CONSEQUENCES OR OUTCOMES OF THE PROBLEM BEHAVIORS THAT MAY BE MAINTAINING THEM (I.E. THE FUNCTIONS THEY SERVE FOR THE PERSON IN PARTICULAR SITUATIONS). 1. Think of each of the behaviors listed in Section A, and try to identify the specific consequences or outcomes the person gets when the behaviors occur in different situations. Behavior Eating/drinking in class Off-task Insulting classmates Throwing objects Particular situations Classroom is busy/noisy Difficult assignments Classmates are noisy, messing around, insulting each other first Classmates are messing around What exactly does he get? Food/drink What exactly does he avoid? Doing task Attention

Attention

E. CONSIDER THE OVERALL EFFICIENCY OF THE PROBLEM BEHAVIORS. EFFICIENCY IS THE COMBINED RESULT OF (A) HOW MUCH PHYSICAL EFFORT IS REQUIRED, (B) HOW OFTEN THE BEHAVIOR IS PERFORMED BEFORE IT IS REWARDED, AND (C) HOW LONG THE PERSON MUST WAIT TO GET THE REWARD. Low efficiency Eating/drinking Off-task behavior Insulting classmates Throwing objects 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 High efficiency 5 5 5 5

FUNCTIONAL ASSESSMENT PROJECT 8

F. WHAT FUNCTIONAL ALTERNATIVE BEHAVIORS DOES THE PERSON ALREADY KNOW HOW TO DO? 1. What socially appropriate behaviors or skills can the person already perform that may generate the same outcomes or reinforcers produced by the problem behaviors? Can raise hand to request attention, ask peers nicely to not insult or throw things. Can eat and drink during lunch, passing periods, and after school. Can ask for help. G. WHAT ARE THE PRIMARY WAYS THE PERSON COMMUNICATES WITH OTHER PEOPLE? 1. What are the general expressive communication strategies used by or available to the person? These might include vocal speech, signs/gestures, communication boards/books, or electronic devices. How consistently are the strategies used? Max speaks in complete sentences with fluctuation in his voice. He has a speech impediment but is fully understandable. 2. On the following chart, indicate the behaviors the person uses to achieve the communicative outcomes listed.

FUNCTIONAL ASSESSMENT PROJECT 9

Complex speech (sentences)

Multiple-word phrases

Moves away or leaves

One-word utterances

Increased movement

Moves close to you

Facial expression

Complex signing

Other vocalizing

Grabs/reaches

Gives objects

Shakes head

Single signs

Aggression

Fixed gaze

Self-injury

Pointing

Echolalia

Leading

Communicative Functions

Request attention Request help Request preferred food/objects/ activities Request break Show you something or some place Indicate physical pain (headache, illness) Indicate confusion or unhappiness Protest or reject a situation or activity

x x x x x
x x x

x x x x x
x x x x x x x x x x x

x x x

Other

FUNCTIONAL ASSESSMENT PROJECT 10

3. With regard to the persons receptive communication, or ability to understand other persons a. Does the person follow spoken requests or instructions? If so, approximately how many? (List if only a few.) Can follow many instructions given at the same time. More likely to follow 2-3 rather than a higher number just because he cannot focus for long. b. Does the person respond to signed or gestural requests or instructions? If so, approximately how many? (List if only a few.) Can follow pointing gestures/prompts, but is more effective if spoken word accompanies it. c. Is the person able to imitate if you provide physical models for various tasks or activities? (List if only a few.) Can imitate physical models of tasks and activities. d. How does the person typically indicate yes or no when asked if she or he wants something, wants to go somewhere, and so on? Max usually says yes or no, but will sometimes nod or shake his head. H. WHAT ARE THINGS YOU SHOULD DO AND THINGS YOU SHOULD AVOID IN WORKING WITH AND SUPPORTING THIS PERSON? 1. What things can you do to improve the likelihood that a teaching session or other activity will go well with this person? Lots of one-on-one when it can be done, lots of attention, lots of praise when he is showing good behavior. Immediately redirect any peer behavior that is unacceptable. 2. What things should you avoid that might interfere with or disrupt a teaching session or activity with this person? Giving him papers too soon, asking too many difficult tasks, not reprimanding peers when they are off task, insulting others, or throwing objects. I. WHAT ARE THINGS THE PERSON LIKES AND ARE REINFORCING FOR HIM OR HER? 1. Food items: Chips, soda 2. Toys and objects: Legos, video games, bracelets

FUNCTIONAL ASSESSMENT PROJECT 11 3. Activities at home: Video games, TV, skateboarding, basketball 4. Activities/outings in the community: Fast-food restaurants, skate park, amusement park, football or basketball with friends 5. Other: Movies

J. WHAT DO YOU KNOW ABOUT THE HISTORY OF THE UNDESIRABLE BEHAVIORS, THE PROGRAMS THAT HAVE BEEN ATTEMPTED TO DECREASE OR ELIMATE THEM, AND THE EFFECTS OF THOSE PROGRAMS? Behavior How long has this been a problem? Eating in class Off-task Insulting peers 2 months 2 years 2 years Reprimands, warning cards Reminders Reprimands, warning cards, Think Time Reprimands, warning cards, Think Time Not much Not much Significant decrease per week Some decrease Programs Effects

Throwing objects

2 years

FUNCTIONAL ASSESSMENT PROJECT 12

K. DEVELOP SUMMARY STATEMENTS FOR EACH MAJOR PREDICTOR AND/OR CONSEQUENCE. Distant Setting Event Skipped breakfast or lunch(?) When the classroom is noisy/busy he will eat food and non-food items and drink soda in class in order to have food and/or drink while in class. Immediate Antecedent (Predictor) Problem Behavior Maintaining Consequence

No identified When given a boring distant or difficult task setting event

he will show offtask behavior

in order to escape from the task at hand.

More likely if When classmates are he got little disruptive and attention teasing each other earlier in the day

he will insult and tease classmates

in order to get attention.

More likely with little attention throughout the day

When he is teasing or insulting classmates

he will throw objects at classmates

in order to get attention.

FUNCTIONAL ASSESSMENT PROJECT 13

Summary Statements When Max has not had an adequate lunch, and is left alone or during transitions, he will eat food and non-food objects and drink soda in class in order to obtain a desired item (food). When presented with a difficult task, Max will display off-task behavior in order to escape from the task at hand. When he is being ignored or when the class is interrupted, Max will insult his classmates in order to receive attention. When Max is insulting other classmates and is still being ignored, he will throw objects at them in order to receive attention. Competing Behavior Diagrams Skipped lunch Transitions or class interruptions Not eat in class Eat in class Eat during breaks outside of the classroom Perform Task Presentation of difficult task in reading class Off-task behavior Escape the task Ask for a break Verbal praise, no warning cards Food obtained

Verbal praise, no warning cards

FUNCTIONAL ASSESSMENT PROJECT 14

When peers are teasing him or others

During transitions, interruptions, or alone time

Be polite or quiet
Insult peers Talk about something else

Verbal praise, happy friends

Attention

When he is teasing/insulting classmates

Keep hands, feet, and objects to self When he is still not receiving attention

Verbal praise

Throw objects Attention Lightly tap a friend

FUNCTIONAL ASSESSMENT PROJECT 15 Potential Programming Suggestions Max should be monitored at lunchtime to make sure he is eating lunch. He may be offered a desk in the hall just outside the hallway to finish any food just before the bell rings. He will receive praise and/or points for not eating or drinking anything in class. This student should be able to ask for occasional breaks when presented with difficult tasks. He could have a certain number of one-minute breaks per class, which will decrease over time. Other students should be stopped immediately when they tease or insult classmates. If this does not happen, Max should be reminded to be nice, and will receive verbal praise and/or points when he follows directions and does not tease. Whenever classmates are messing around and Max is teasing/insulting them, he must be stopped before it gets to the point of him throwing things.