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Student Name: Forrest Fuego

Birthday: 5/5/2007
Grade: 1st

Evaluator: Jim Winkelman


Report Date: December 2
Educational disability: Autism

Section 1:
I observed in Forrest's general education classroom during class time during the
time frame 2:40-1:20. There were 19 other students in the classroom, not including
Forrest.
They were seating in pods of 4-5 students or in rows of 6-7 students.
Where Forrest sat changed a couples on the different days of observations. Not
based on behavior, but based on the teacher changing the layout of the classroom.
Everyone's seat changed.
Students' task varied day-to-day. The students would do individual work, small
group work, full class work, and partner work depending on the activity they were
doing in class that day. Most of the time I observed they did individual group for a
period and then meet as a group.
There were 6 IEP students, including Forrest, in the classroom. The class was pretty
evenly split along side genders. Close to a 50-50 spilt.

Section 2:
One of the behaviors that Forrest has trouble with is responding appropriately to
prompts. I would rate his behavior as a one. I haven't observed his behavior
becoming worse than what I consider a one on the behavior based chart. But I could
see it getting to possibly a two if steps weren't taken to try and help Forrest.
When Forrest would ignore prompts, it was generally quiet, besides for the one
instance I talked about above, he would simply not do start or complete the task
unless he received many prompts to do so..
The behavior I'm going to target is his ability to start and complete a given task with
a limited numbers of prompts. Prompts that are a result of him stopping the activity
during completion will also be recorded as part of the behavior.

Section 3:
Forrest is currently on an IEP that relates to starting and completing a task with 2 or
less prompts 9/10 times.
The SPED teacher says that the behavior has still not been achieved and is still
working towards that IEP goal. The need of an FBA is supported by his continuing
need for growth towards his IEP goal.

Section 4:
There was a particular time of the day where the behavior was more likely to occur
than to not. But when given an independent activity to do, he is more likely to need
more prompts to start and complete the task given with limited prompts. Group or
class-wide activities show this behavior less.

Section 5:
-Direct: Data to assess the behavior was collected by observing Forrest in the
general education classroom, when they were more likely to be doing independent
activities, and counting the number of prompts it takes for the student to start and
complete the task. Data will be collected to see if Forrest is able to start and
complete the task with two or less prompts. If it takes him more than two prompts,
then it will be classified as the problem behavior. A total of three 1 hour
observations, in the above described format, were done and 18 instances of given
prompts were observed.
Indirect forms of assessment and gathering of data is described in section 6.

Section 6:
The SPED teacher was interviewed to inquire about Forrest and their experience
with the behavior and the reasons for identifying it as a problem behavior. The SPED
teacher talked about the type of things they are trying to get him to do an the goals
related to his IEP. He also talked about an ongoing hypothesis that Forrest might be
on the autism spectrum. But there is nothing concrete about the potential disability
in his IEP, so it will not be adjusted for when collecting data and developing the FBA.

Section 7:
Setting
events:

Antecedents:

Behavior:

Consequence
s:

Reinforcers:

Function
:

-Teacher
announces
an
independent
activity the
class is
going to do.

-The student
receives a
prompt to
start and
complete an
activity.
--The trigger
of the
behavior is
receiving an
independent
activity he
doesn't want
to do. There
doesn't
seem to be a
relation to
difficulty to
the task
because
when he
does start
the behavior
with less
than 3
prompts, he
performs
equally to
the general
population of
students.

-Walk
around,
doodle on
paper, stare
off

-Receive
multiple
prompts and
eventually a
"clip down."

-Not
receiving
prompts to
start and
maintain the
behavior
negatively
reinforces
the
behaviors by
taking away
the task he
doesn't want
to do

-To avoid
the task

.
There is a class-wide behavior chart that has a clip of every student's name that is
attached somewhere on the chart. Bad behavior makes the student move down and

good behavior makes the student move up. There are two "extreme" categories for
really good and really bad. Most students are in the middle couple areas.

Section 8:
-The function of his behavior is to avoid doing that work. Forrest does seem able to
do the work when he starts it. He doesn't seem to finish well before or after his
classmates in terms of length of completion of the assignments. So it doesn't
appear to be anything other than interest or focus that is driving behavior.

Section 9:
I collected data on three different days during the same time. On first day, he didn't
require more than 2 prompts to start and complete any of the requests of the
teacher.
On the second day, there were less overall prompts, but in two instances there
Forest needed more than 2 prompts to start and complete an activity.
During the third day, there was one instance where he needed more than 2 prompts
to start and complete a task.
Overall, Forrest was 15/18 starting and completing the activity prompted with 2 or
less prompts. There were three instances where he required more than 2 prompts.
The IEP goal is to have him at 90%. He is at 83% right now, which is good, but not
where he needs to be to meet the goal set by his IEP.

Section 10:
The intervention teacher gave me information about how he is in their classes in
different settings. They described to me the things he does when he is avoiding his
work and how the prompts became excessive for him. They talked about his
progress that he has made so far, which is a lot since he has been on the IEP for
several months now.
The intervention teacher gave me a copy of the IEP that he is currently on, which
highlighted the behavior they are on and showed me what their goals were for his
behavior.
My data collection confirmed much of what the teachers and IEP said. The data
showed that he is close to the target of 90% that was set by the IEP. But the data

showed that the student still does need to continue to make progress to achieve the
goals of the IEP.

Section 11:
-Forrest doesn't seem to have trouble completing assignments or understanding the
work he is given. The problem seems to be to get him to start the task that is given
to him and to continue to do it once he has started it, which seems to agree with
the goal of his IEP. He seems to be attempting to avoid doing his work, which causes
him to receive excessive prompts. But it isn't from an ability, but could be tied into
an interest with the work or his ability to focus on it.

Section 12:
The student's replacement behaviors is him starting and completing the task, but
with the ability to take breaks and time off during the task. The main goal is to get
Forrest to start the task. As he gets better at starting and doing the task, the breaks
will be shortened and eventually eliminated as he masters the behavior.

Section 13:
The student will be given targets of the assignments to reach before getting a
break. The break will be for a specified time and then the student will continue to
the next spot. When and how many breaks he receives for each assignment will be
depend on the type of assignment and the length of it. Longer assignments will give
him more breaks, vice-versa.

Section 14: Adjust the Antecedents


The teacher can attempt to adjust the assignments so they are more engaging to
the student. More colorful, bold letters, etc. The teacher can also give the student
non-verbal prompts to start and continue the activity before giving verbal ones.
-

Section 15: Adjust the contingencies-reinforcement


Giving the student breaks before, during, and/or after the assignment will help to
reinforce the behavior. The length of breaks or number of them can be changed to
help increase the likelihood of the replacement behavior. Breaks after the
assignment would work the best to reinforce the behavior because it would require
Forrest to complete the task prior to taking any sort of break, but would still give
him the break that he wants.
If Forrest does the behavior, he could get a longer break. His break time would
always be present, but if he promptly started the task, his break would be longer
than if he didn't.
The function of Forrest's behavior is to avoid work, so giving him breaks is still
allowing for that to happen, but in a much more structured way and a way that can
manipulated.

Section 16: Progress monitoring


Data about the student will be collected about the student using the same method
as I did to get the data I currently have. The student will also be interviewed to see
when he wants to have breaks or if the breaks are effective. Changes will be made
based on his suggestions and based on the data that is collected in the future. The
teachers will also be interviewed to see how effective the breaks are and how they
are implementing the breaks.
If the student is shown to be performing at the same level or worse, the breaks will
become more structured and planned for every assignment. But if the student is
showing progress, the breaks given will be scaled back gradually until they aren't
needed anymore.
The student will be shown the goals that he is working towards and shown the
progress he makes towards achieving them.

Appendix:

Class Time: 12:401:23


Observer: Jim
Winkelman

Teacher name: Mrs.


B
Grade: 1st

Student name: Jon


D.

Time of Prompt

2 or less prompts

More than 2
prompts

12:45
12:55
1:06
1:11
1:20
1:23

X
X
X
X
X
x

Class Time: 12:351:25


Observer: Jim
Winkelman

Teacher name: Mrs.


B
Grade: 1st

Student name: Jon


D.

Time of Prompt

2 or less prompts

More than 2

12:38
12:50
1:11
1:20
1:25

prompts
X
X
X
X
X

Class Time: 12:351:25


Observer: Jim
Winkelman

Teacher name: Mrs.


B
Grade: 1st

Student name: Jon


D.

Time of Prompt

2 or less prompts

More than 2
prompts

12:39
12:46
12:59
1:08
1:17
1:21
1:24

X
X
X
X
X
X
X

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