FUNCTIONAL ASSESSMENT/BEHAVIOR INTERVENTION PLAN
SUMMARY FORM
Student:Joshua (JJ) Floyd Larson IIDate: March 29, 2014
School:(Homebound Instruction (Hale Intermediate –previously)
Grade: 4th
Person Completing Report:
Participants in Developing Plan:
Sources of Information Employed for this Functional Assessment:
Record Review including the following: Joshua’s Developmental and Social History completed by JudyLarson (11/24/10), IEP’s (Jonestown 11/15/13, 8/27/13, 3/20/13, 02/15/13 –Move In, 03/28/12, 02/17/11 and Kane Township 01/13/13); FBA’s and BIPs (1st grade, 02/11/14); Teacher Interviews/Input (Ms. Jennifer Hendricks, 02/11/14; Ms. Cheryl Cooper 01/31/14) ; Parent Input (01/29/14)Student Discipline Reports/Summaries11/08/13, 11/07/13, 11/06/13, 11/01/13, 10/31/13, 10/29/13, 09/06/13, 09/04/13, 09/03/13, 08/28/13, 08/27/13, 08/26/13, 08/23/13, 08/21/13, 08/19/13, 09/19/12, 05/18/12,05/17/12, 05/07/12, 05/3/12, 04/17/20, 03/14/12, 03/08/12, 12/01/11, 11/30/11, 11/15/11, 11/02/11, 11/01/1111/22/10, 11/19/10, 11/12/10, 11/09/10, 11/08/10, 11/01/10, 10/29/10, 10/27/10, 10/26/10, 10/25/10, 10/20/10, 10/18/10, 10/13/10, 10/18/10, 10/07/10, 10/06/10, 10/04/10, 09/30/10, 09/29/13, 09/23/10, 09/21/10, 09/20/10, 09/17/10, 09/16/10, 09/08/10, 09/3/10 ; Power School Log Entries 08/30/10 to 11/11/13Entries for Jay Larson and JudyLarson 2013-2014 School Year document, Meeting Attendance from 08/15/12 to 06/07/13 and 08/14/13 to 12/20/13; Letter from Ms. Christine L Jahn, MSW.LSW, therapist at Cummins Behavioral Health Systems, Inc related to Jay’s behavioral incident and their evaluation of 05/08/2012, Results of Vision Screening 12/2010; School Based Occupational Therapy Evaluation, 01/25/11; Psychoeducational Evaluation Results, 01/25/11, 02/27/14, Wabash Valley Alliance Diagnostic Report, 02/11/14.
Naturalistic Observation of Jay’s previous class at HaleIntermediateSchool,; Interviews with Ms. Kennedy (principal at HaleIntermediateSchool), Ms. Jennifer Hendricks (teacher at HaleIntermediateSchool), Mr. Rex Raines (principal at Jefferson Elementary School) JudyLarson (Jay’s mother ) and Joshua (Jay) Larson (03/07/14).
FUNCTIONAL ASSESSMENT
Target Behavior(s) (Complete steps 1-14 for each target behavior specified):
- Provide a description of the target behavior(s) of concern including data on intensity, frequency, and duration of the behavior.
Physical Aggression – Jay engages in motor behavior that threatens to harm or harms himself or others. Physical Aggression does not include verbal threats unless Jay displays both the intent and the ability to act immediately upon those threats.
A review of the record suggests that Jay has had difficulty with aggressive displays of behavior since first enrolling in school. He is reported to display minor aggressive acts (e.g., pushing others) several times weekly. He displays more serious aggressive acts (hitting, kicking, etc) at a level resulting in an office referral several times each month.
Verbal Aggression –Jay engages in vocal or verbal behavior that threatens himself or others, uses emotionally hurtful comments, and/or engages in behavior that includes screaming or yelling at others.
Like physical aggression, this behavior has been a long standing problem for JJ. He engages in this type of behavior 2-7 times a week based upon teacher report and the existing school record.
Non-Compliance – Jay fails to initiate a requested action or activity within 30 seconds of being asked. Compliance relates to the initiation of an activity – not the successful completion of that activity – that would be work completion.
The school record repeatedly identifies this as a high frequency problem behavior, however, no specific baseline data was included in the student record. Baseline behavior should be collected within the homebound instructional sessions if it does not exist in the teacher’s existing data for this student.
- What is the presumed purpose of this behavior?
Physical Aggression – Based upon the school records (Teacher Input Ms. Hendricks (02/11/14, 03/07/14; Parental Input (01/29/14), and multiple incident reports found in the student record, the function of Jay’s aggressive behavior appears to serve the function of escape and avoidance.
Verbal Aggression - Jay’s verbal aggression also appears to serve the function of escape and avoidance [Parental input (01/29/14), Teacher Input- Ms. Hendricks (02/11/14; 03/07/14), Ms. Cooper (01/31/14); and behavioral incident reports in record.]
Non-Compliance –Jay’s non-compliance is hypothesized to serve the primary function of escape and avoidance based upon Teacher Input – Ms. Hendricks (02/11/14, 03/07/14), Mr. Ryker (03/07/14), and Ms. Cooper (01/31/14).
As all three behaviors appear to serve the same primary function of escape and avoidance they can be addressed as a behavioral class; benefiting from similar intervention strategies. Indeed, these can behaviors are often seen to occur together when Jay becomes upset.
While escape and avoidance are the functions of the behaviors they are not directly tied to the need that is not being adequately addressed. Humans do not have a need to escape or avoid. These behaviors are reactions to a failure to meet other basic human needs. Typically, escape and avoidance occur when an individual’s need for safety, competence/success/self-esteem, and/or autonomy are threatened. When Jay feels fearful, frustrated or that he is being denied his ability to make a choice he engages in one or more of the target behaviors.
- A description of the setting in which the behavior(s) occur (e.g., physical setting, time of day, persons involved).
The target behaviors occur in all settings and can occur at any time of day. Jay has demonstrated physical and verbal aggression towards both adults and peers (and on rare occasions towards himself)..
His mother indicates that he has more difficulty with his sister than with his brothers. She reports he can become aggressive at home and in the community when angered. Compliance can be a challenge at home and at school.
Jay reports that he can become upset easily if he is tired.
- Described the observed antecedents of the behavior(s).
Jay is sensitive to messages of failure or incompetence – thus he can become upset if reprimanded too frequently or in what he believes is a harsh tone. When confronted with work he does not feel comfortable that he will be successful – he often fails to engage in the assigned task. If pressured to comply he can become verbally or physically aggressive. Social situations with peers in which he feels fearful, or feels he is being made fun of or social situations that present social problems beyond his skill level to address successfully can also lead to verbal or physical aggression.
Transitions from one task to another can be stressful for Jay. He will likely be reluctant to exit a task he enjoys and in which he is successful to start a less desirable task.
Any attempt to engage Jay physically is almost guaranteed to trigger a threat to his safety needs – resulting in a fear reaction. Movement towards JAYat times when he is fearful will likely result in a fight or flight reaction.
- Describe the consequences of the behavior(s).
According to school records [and supported by interview with Ms. Hendricks (03/07/14)] the following behavior plan was in place at HaleIntermediateSchool:
“Jay will receive classroom money for the work (both homework and classwork) he has completed, demonstrating good choices and character traits (honesty, caring, helping others, sharing, etc.). Jay will be charged a fine for inappropriate behaviors, failure to comply with classroom rules.
Jay is provided three warnings for inappropriate behavior. He may Take Five (timeout, regrouping opportunity) at his choice or be asked to do so by an adult. After three warnings Jay will go to the Hot Seat[1].
Jay will go immediately to the Hot Seat for making threats, calling names, or using inappropriate language.
Jay will go immediately to the Quiet Room[2] should he become a danger to himself or to others. Crisis team may be called, holds may be used as warranted to keep student safe. Parents are notified when Jay goes to the Quiet Room via email.”
- Describe any other environmental conditions that may affect the behavior(s) (e.g., medication, medical conditions, lack of sleep, diet, temperature, crowding, social factors).
Jay has multiple co-morbid mental health disorders: Attention Deficit Disorder- Hyperactive Type (ADHD), Mood Disorder: Not Otherwise Specified, and Oppositional Defiant Behavior. These mental health disorders are exacerbated by psychosocial and environmental stressors.
Jay was discharged from Cummins Behavioral Health Systems as of 10/28/13 and was without medication for an extended period of time (including the time of the November 8, 2013 incident). He had been on the following medication regimen: Concerta (36 mg/day)
Risperidone (not specified)
Clonidine (.3 mg/day
Ms. Larson reports Jay has problems sleeping and Jay indicates that he has more problems at school when he is tired.
The family has moved frequently and at times have been in situations where basic needs have not been able to be met in the home (e.g., having to provide showers and the laundering of clothing at the school three times a week for JJ), Breakfast and lunch were provided for Jay at the school.
Jay’s previous IEP called for called for his placement to be in a ‘special education resource room all day except for specials and lunch. The ‘multi-categorical classroom’ at HaleIntermediateSchool serves 21 students. Thus, the class resembles a general education classroom in size and serves both 4th and 5th graders. The class also serves as the school’s in-school suspension center. Thus, the class likely was simply too crowded and posed too many demands upon the teacher to adequately provide for Jay’s need for a full-time special education program.
- A description of environmental modifications and behavioral interventions previously attempted.
[See # 5 above.]
NicholsonElementary School had employed a ‘clip system’. “Jay will follow a clip up/clip down system in the classroom. He will start on green and can move up to blue and then to purple if he is doing a good job. He will be rewarded with a sticker for every 30 minutes that he is on one of these colors. For every 5 stickers he will be able to pick a small prize (pencil, sticker, eraser, etc.) for every 25 stickers he will be able to select a big prize (game, computer time, lunch in the classroom, etc).
If he is not following the rules, he will move his clip down: yellow – take a break (he can use strategies to calm down during this time), orange – take a break (with Miss Penny or Miss Amber if available), pink – phone call home, red – write up and/or visit to principal’s office.
The safety team will be called in any situation where Jay is a threat to himself or others. The safe room will only be used if Jay is hurting himself or others. His parents will be contacted if this happens.
During the short time Jay was at Pleasant Hill Elementary School in the Montgomery School Corporation, the behavior program consisted of :
“Jay will use an independent behavior system on a clipboard, tailored to his target behaviors. Jay’s day will be broken down into timed segments with built in rewards four times daily. Jay will earn the privilege to attend specials, lunch, and recess with his third grade peers. His behavior will be safe, compliant and respectful towards his peers, self, and staff.
If Jay’s behavior becomes non-compliant, refuses to complete class work or he demonstrates behaviors which do not comply with classroom or school rules, then Jay will call his mother and speak with her to assist with his transition back to class work and following procedures. ….Additional coping strategies: If Jay becomes upset within the classroom, he will be offered the following coping strategies: listening to music, drawing/writing for a specific amount of time or using his Beanie Baby.
If Jay is offered his coping strategies but his behavior becomes unsafe to self, staff, and students, then the safety team will be called and the team will follow their safety procedures to keep JJ, peers, and staff safe. A report will be completed by staff and parents will be contacted.
- What strengths does the student have that could be used to help with this(these) behavior(s)?
Jay is generally a very likable student. He can be very pleasant and typically wants to please. He is very responsive to praise and messages of success. He has average or above average ability and has a history of doing well academically. He has a number of interests including video games and computer. He enjoys successfully solving challenging math problems and values success following a challenge.
- What non-restrictive interventions should be planned?
Given the combination of mental health concerns, Jay will require coordinated services that would likely include medication, behavioral and cognitive behavioral intervention within the school and the community, and strong family support (again calling for coordinated school and community services).
Employing coercive and punitive consequences for behaviors linked to ADHD have been identified as adding to the risk for students to display Oppositional Defiant Disorder. Jay has been diagnosed as co-morbid for both of these disorders. Additionally, Jay has a mood disorder. The use of punishment in hopes of ‘teaching’ a student like Jay is contraindicated. You will not punish Jay out of his undesired behavior; rather you will cause him to become more dysfunctional, angry, and aggressive. That is not to say there will not be consequences for the display of undesired behaviors – only that these will not be particularly helpful in making any real change. Overall, the ratio of praise to reprimand must be heavily weighted towards praise.
Any effective effort to promote improved self-regulation and display of pro-social behavior will require direct instruction of desired behavior and frequent positive feedback and reinforcement in an effort to ‘trap’ Jay into doing well. To this end, Jay’s behavior intervention plan will involve the following:
A. There is a need to intensify the positive reinforcement of desired behavior. Jay will be provided a This involves a laminated sheet (or multiple paper copies) that lists two or three key behaviors that you want to increase and/or strengthen (see Figure 1). These behaviors are written in language that resembles the inner speech you would like Jay to use to self-regulate his own behavior. You then simply provide positive feedback/reinforcement frequently during instruction (initially every 3-5 minutes). If the student is displaying the desired behavior, you make a check or star on the paper. If not, leave the area blank. Only comment on what he is doing correctly. Try to have one of the behaviors one that the student is likely to be displaying so you will always have a strong likelihood of providing some level of reinforcement.
Figure 1 – Sample Check Sheet – could be laminated or new sheet each day – task or period can be delineated if desired
Math ClassI stayed in my seat. /
I am doing my work. /
I am following directions. /
I am using kind words and actions /
Bonus Points / Moved to ‘safe place ‘
When he became upset
The number of stars earned for each behavior can then be graphed with Jay once or twice a day as a means to help him see how his behavior is improving. Use a cumulative graph (see Figure 2) as this will always depict improvement (or at least no drop in performance). The goal is to encourage growth.
Figure 2. Sample Cumulative Graph
It will be determined by the team if back-up reinforcers are needed and what these reinforcers would involve to support behavior change and Jay’s desire to gain points. Whenever possible, having him earn activities with staff or peers should be considered as this provides a way to teach, practice, and provide feedback and reinforcement for social behavior and helps to build relationships with others. Jay could select a reinforcer from a menu provided whenever he earns a set number of points.
B. Use care in the ‘strategic use of self’ when working with Jay. Your level of enthusiasm, frustration and anger will likely trigger responses in Jay. Try to minimize attention and emotional responses to undesired behavior – react in a planned, predictable businesslike manner. Be very enthusiastic when presenting material and reinforcing desired responses.
- Time out as a consequence for an undesirable behavior makes the assumption the student has the knowledge and skill to respond to a conflictual situation and is simple selecting not to do so. Thus, presenting a punitive response may make him think twice about selecting the undesired response. I am not at all confident that Jay has the knowledge, skill or the ability to self-regulate his behavior when he becomes upset. He needs to be directly taught social problem solving skills, and anger management strategies to deal more effectively with his emotions. This is a process of instruction with the need for considerable practice and positive feedback as he begins to display improved behavior.
- Jay will be provided direct instruction in social skills, social problem solving, and anger management (e.g., Skill Streaming, Coping Cats, Second Step, etc).
- Emotion Recognition – Provide Jay with a laminated chart depicting him displaying a series of emotions moving being calm to be very upset. Next to each image is a label for the emotional state and a set of possible strategies that he could select to employ to address his emotional state. Across the day, he will be asked to identify where he is emotionally. When he begins to become upset, he will be prompted to identify where he is emotionally and prompted to employ one of the strategies listed. See Figure 3.
Figure 3. Emotion Management Chart