Environmental Observation Form

Environmental Observation Form

Student Name: Diego Date of Birth: 10/10/90

Observation Date(s): 10/27/14; 10/28/14; 11/7/14

Location(s) of Observation(s): Local High School – Mrs. Smith’s class, Mr. Lopez’s class, Ms. Brown’s class

Observer(s): Carrie Hicinbothom

Problem Behavior(s):

1) Non-Compliance: whining, verbally (e.g., saying "no") or non-verbally refusing to complete a task or comply with a staff directive.

2) Protest/Tantrum Behavior: yelling, screaming, crying, dropping to the floor, hiding under furniture

3) Threats to Harm: verbally or non-verbally (posturing) threatening harm to self or others

4) Physical Aggression: hitting, kicking, punching, slapping or choking others; throwing property, furniture or instructional materials at others.

5) Elopement: running from staff or a designated area without prior permission.

Identified skill deficit(s) requiring teaching:

Diego requires teaching in the area of functional communication training, specifically requesting breaks, requesting to be finished with an activity or requesting an alternate activity and requesting continued access to preferred items.

Physical Setting (e.g., noise, crowding, temperature):

Diego currently transitions between 3 moderate-severe special day classrooms throughout his school day. Each classroom may have anywhere between 10-20 students and 4-5 staff members present. Classrooms are set up for both small and large group instruction. Within each classroom Diego has his own area of the classroom, set up with a desk for completing classroom assignments and a small table where he can engage in neutral or preferred activities. The organization and structure of each physical environment is largely dependent on the overall style of each teacher. Within all 3 environments, Diego is easily able to access preferred items, whether or not he has earned them.

Social Setting: (interaction patterns, with and around the student):

Diego primarily works alone at his desk in all three of his classroom environments. There are limited opportunities for him to engage and interact with his peers and other classroom personnel (aside from his teacher and instructional assistant) on a regular basis during classroom instruction.

Activities: (activities/curriculum match learner needs?):

A large portion of Diego’s work is presented in paper-pencil format. He is presented with a list/stack of tasks that must be completed in each class and allowed to transition between preferred and non-preferred tasks throughout the class period (alternating one worksheet/task and then 5 minutes working on puzzle).

Scheduling Factors: (timing, sequencing and transition issues):

Diego transitions between 3 different special education classrooms on his high school campus. He transitions between the classes according to the HS bell schedule (transitioning every 50 minutes). Transitions tend to take longer then the allotted time frame (10 minutes), as Diego will often protest/refuse the initial instruction to transition. Within each classroom setting, Diego is presented with non-preferred and preferred tasks every 5 minutes (e.g. working on an assignment for 5 minutes and then working on a puzzle for 5 minutes).

Degree of Independence: (reinforcement intervals appropriate to foster independence) :

Diego is able to access reinforcement at the end of each classroom period. He is given “points” based upon his compliance with expected classroom behaviors at 20 minute intervals and is allowed to “cash out” at the end of each period.

Degree of Participation: (group size, location, and participation parameters):

Diego’s participation in classroom activities/lessons is limited. He primarily completes his work alone at this desk. Staff occasionally offer Diego the opportunity to engage in classroom activities, however he typically declines.

Social Interaction: (social communication needs match instruction and opportunities):

Diego attempts to interact with staff and students by blurting out and speaking off topic. He has limited opportunity to engage in appropriate social interactions with his peers throughout his school day.

Degree of Choice (amount of choice making and negotiation present in the environment):

There are limited opportunities within the classroom setting for choice making. Diego appears to engage in maladaptive behavior in an attempt to control his environment, by protesting non-preferred tasks or transitions. He will often attempt to control staff contingencies by switching them and making his behavior contingent upon staff completing or doing something for him (for example, if staff say “First sit at your desk, then I will walk away,” Diego will protest by saying, “No, first you walk away, then I will sit at my desk.”

Comments

The BIP Desk Reference Section 3