Case Study: T.G.
Oral Presentation: FBA/BIP
Description of Student
- T. is in 11th and 12th grade classroom at Synergy
- Earned 1.5 credits towards graduation
- Previously diagnosed as OHI
- Reading level: 2nd grade, Writing level: 3rd grade, Math: 3rd grade
Strengths
Helpful, loves praise, does well when reassured of progress and in peer groups, motivated when given Synergy Bucks, attempts work, enjoys time on computer, listening to music, playing basketball
Needed Areas of Improvement: Academic
Difficulty reading & comprehending text, reluctant to write thoughts on paper, difficulty forming sentences with correct structure, grammar, & mechanics, difficulty completing multi-step multiplication and division problems
Needed Areas of Improvement: Behavior
Unable to code-switch language, refusal to complete assignments perceived to be too difficult, inappropriate language across all school settings, verbally, physically aggressive towards school staff & classmates, 5 suspensions this year, instigates fights, hard to ignore inappropriate behaviors, difficulty knowing when to stop
Summary of FBA
T.G.'s FBA
Educational Impact:
Physical and verbal aggression lead to loss of instructional time, results in missing assignments and loss of credits, negative impact to classroom and school climate
Previous Interventions
Individual conferences: Somewhat effective, beginning to self-advocate, apologizes
Refocus room & Special Education teacher's room: Somewhat effective
Redirection: Somewhat effective
Hypothesis Statement
When T. feels provoked or insulted, when T. is given a directive by staff, or when he is confronted by peers, T. displays verbal and physical aggression, including the use of profanity.
Function of the Behavior
Maintained by T.'s desire for peer acceptance (i.e. appearing "hard" not "soft", and when T. exhibits this behavior he tends to release frustration, is defiant to staff, aggressive towards students and staff, and also shuts down
Where & When Behavior Occurs
Across all school settings (profanity & aggression) Throughout entire day (profanity) Physical/Verbal aggression (1-2 times per week)
Analysis of Data
Special Education Teacher: pleasant to work with, responds well to incentives, praise, gives him bus tickets for attendance, hard time avoiding conflicts with peers, works best when assisted by an adult, refusal to work has to do with academic skills
Lunch Room Supervisor: uses profanity often, responds well to praise, can be helpful and respectful, responds well to redirection
Co-Teacher: When T. is in front of a large group, more profanity and aggression, altercation with principal, T. seemed to be in a "daze," maturity levels below peers, starts situations by becoming involved in gossip and rumors, can be polite, but unable to stop cursing or take responsibility for his actions
General Education Teacher: T. is concerned with what peers think of him, uses profanity, engages in "ribbing," gets distracted easily, does not complete assignments often, learning to self-advocate, respectful towards teacher, listens to teacher when conferencing or using redirection, has a difficult time accepting responsibility, or seeing the connection between violating classroom expectations and classroom disruption, responds well when teacher re-directs and helps him calm himself down, says he will stop cursing "for the teacher"
FBA: 15 minute observations, 5 total, on 5 different days across various settings (classroom, hallway, lunchroom)
- Transitions, hallways=profanities increase
- Frustrated with work or classmates=profanities increase
- Working independently or with a group/partner=profanities increase
- Working with teacher or special education teacher=profanities decrease
- During direct instruction=profanities decrease
- Altercations occur at various times=more likely after or before transitions, independent work=no pattern noticed
BIP: 20 minute observations, 5 total, on 3 different days (AM and PM), across various settings (classroom, hallway, gym)
- No noticeable difference between use of profanity
- Engaged in 2 verbal/physical altercations
- Did use self-calming technique, was able to remain in classroom, able to re-focus
- No referrals or suspensions
Target Behavior
Triggers: when T. feels insulted, is given a directive he does not want to comply with, and/or when he is confronted by peers
Behavior occurs when T. engages in a social interaction with peers or school staff member, and his classmates tease him or make inappropriate comments, or he does not want to comply with a directive
Prevention Strategies
Walk away/ignore, seek trusted adult, refocus room, special education teacher's room, self-calming technique, seat moved
Replacement Strategies
Deep breathing, ignoring, allowing adult to address inappropriate behaviors of peers, including calmly expressing his feelings to the adult, anger diary
Teaching Strategies
Skill streaming--social skills training in general education room (1-2 times per week), self-calming technique & identifying triggers/anger, use of nonverbal cue, use of token economy behavior chart, Check In Check Out sheet
Positive Consequence Strategies
Positive phone calls home, Synergy Bucks, Credits to graduation, time on computer, rewards, increased academic time
Negative Consequence Strategies
Referrals, removal from class, failure to pass classes, potential legal consequences, loss of rewards
Crisis Plan
General education teacher provide support during frustrating interactions with verbal reminders and proximity, use nonverbal cue to leave classroom, work in special education teacher's room or in refocus room staffed by school support or special education teacher
Monitoring Strategies
Check In, Check Out--weekly by special education teacher Token economy behavior checklist--student and teacher, daily and evaluated weekly Social skills training, 1-2 times per week Anger diary, read by teacher weekly
Evaluation
By special education teacher, general education teacher, and T.
Team Responsibilities
Check In, Check Out, Special Ed. teacher, Token Economy Checklist, General Ed. teacher & student, Social Skills lessons, General and Special Ed. teachers, Anger diary, general education teacher, Synergy Bucks, all school staff, Self-calming/identifying triggers, special ed. and general ed. teachers, 1 time per week for 2 months, Positive phone calls home, general education teacher, Time on computer, listening to music, special education teacher, Monthly progress reports on academics, general ed. teacher
Quantitative Evidence of Results
- 5, 20 minute observations
- 11/28, 10-10:20 am, 1 act of verbal aggression, use of profanity noted 15 times
- 11/28 incident, student did self-calm, remain in room
- 11/28, 1:40-2:00 pm, 0 acts of aggression, use of profanity noted 8 times
- 11/29, 9:00-9:20 am, 0 acts of aggression, use of profanity noted 6 times
- 11/29, 1:20-1:40 pm, 1 act of aggression, use of profanity noted 10 times
- 11/29 incident, T. acted as an instigator
- 11/30, 8:30-8:50 am, 0 acts of aggression, use of profanity noted 7 times
- See charts
Summary/Analysis of Plan
- Need more time to implement and fully evaluate, possibly 1-2 months
- Behaviors will take time to change
- BIP was written before implementation of token economy behavior checklist, skill streaming lessons, preventative, replacement, and instructional strategies implemented
- Conferencing with student and building a relationship has helped the most so far
- Discussing with T. self-calming, ignoring, and anger management skills has helped
- Synergy Bucks and verbal praise continue to help with positive behavior change
- T. has improved in the areas of self-advocacy, work completion, and use of profanity (often apologizes, sometimes drops the cuss word)
- Continuing to make progress in small noticeable ways