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Things Your Mothers Want You to Know Communication

Good Example of a Functional Behavior Analysis

FUNCTIONAL BEHAVIORAL ASSESSMENT RECOMMENDATION

 (individual preparing report)

child's name, birth date----, grade/placement

child was observed by ----,SLP/Autism Specialist; ------, School Social Worker; and ------, Special Education Supervisor on six (6) occasions between (date) and (date). Observations ranged from 1/2 hour to 2 hours in length, for a total of 9 hours of classroom observation. [This can include both regular and special ed. classes, recess, home, other community locations too.] Information was obtained from the regular education teacher, the certified Occupational Therapy aide and the individual aide.

Child showed strengths during regular classroom times that were structured and organized. during math he actively counted coins, as did hid peers. He also participated in counting other items. During spelling child did follow along with his individual aide to point to the words stated. The aide used hand-over-hand techniques to accomplish this. He also worked with the alphabet and looked at books during spelling/language arts time.

Child also showed a strength in following simple directions. Class directions such as "put your books away" and "line up" were followed with minimal prompts from the aide. He ate lunch with his peers in the cafeteria with the aide in close proximity. Both in the classroom and in the cafeteria he seemed to do better in a seating arrangement with less clutter or stimulation near it. He carried his own tray and chose his drink and food with minimal prompts.

Times which required more support were the less structured activities such as music, recess and standing in line. During these activities child exhibited attention-getting behavior of "hitting" his aide or a peer. It was felt by the observers that this behavior was related to communication needs or wants. For example, he indicated his blanket and chair with his PECS during music as well as "hitting" his aide. He participated in activities less time than his peers and seemed to want to leave music. He was given a present during a Christmas party and told not to open it. He was next to a 2 year old who also had a present and he "hit" the 2 year old. It was felt by the observer that he did not entirely understand the situation of waiting to open a present and could be confused by the chaotic situation of the party.

Child exhibited a number of self-stimulating behaviors including vocalizations, hitting himself on the head, holding and manipulating items, rubbing himself, and spitting. Some of these behaviors pose a concern for school personnel. In particular, loud vocalization and spitting were of greater concern. It was noted by observers that these behaviors increased in intensity or frequency when he was bored or frustrated with the activity he was engaged in. A brief break helped during times of frustration. Carefully structured activities or telling him to stop (when he stands in line) were effective in minimizing this.

The computer that he uses was in the hallway. This was confusing to the observer. The certified OT aide indicated that this was attempted as a break time away from class for the child. She also noted that he does not prefer computer work. It is felt by the observer that the location of the computer, combined with his lack of preference for the activity, may be more punitive than beneficial. Other methods should be explored (see recommendations.)

While in the special education classroom, he participated in activities and seemed to request and take a greater number of breaks. Because this was afternoon he may have required more breaks. It is felt by the observer that breaks should be monitored to extend work time if possible. The extension of work time would help to facilitate inclusion in the regular classroom. It should be noted that he worked at an activity a minimum of 2 minutes. when the activity was repeated with variation (as counting coins) he maintained work time for up to 12 minutes.

 RECOMMENDATIONS

1. Include the child during more structured regular classroom times. Begin with more preferred to less preferred class times. Increase inclusion to less structured regular education times.

2. Align the child's activities to match regular classroom activities, making sure activity can be varied.

3. When group activities are planned, ensure that the child uses similar manipulatives or materials. Also ensure that reinforcement is similar to regular students' (i.e. if food is to be used, have something for him.) Seat him in a group with aide in proximity.

4. Use peer buddies in structured and unstructured activities when possible to encourage peer interaction. In particular, a peer buddy sitting across from him during lunch may be beneficial. Maintain individual aide in close proximity.

5. Use manipulatives to the greatest extent, as this engages him most and minimalisms the more intense4 self-stimulating behavior.

6. Arrange to minimize distractions in the classroom, at lunch or extra-curricular.

7. Encourage the use of the PECS communication system and have appropriate choices available for use.

8. Teach communication skills while providing an immediate consequence4 for "hitting" (verbal reprimand, time out) commensurate with the "hitting.' (please see parent comments)

9. Provide an option for regular breaks, but attempt to extend engaged time. A walk, long drinks, sitting in a quiet area, etc. are examples of breaks.

10. Reconsider location of the computer, so time in the hallway is used for breaks or standing in line.

11. Develop alternative activities for him during testing times in the regular classroom, which may include individual instruction in an alternate area, if sustained periods of silence are required for completion of the test. (please see parent comments)

12. Provide staff training and peer education to increase others' understanding of his disability and his strengths and to encourage greater interaction with others.