Identification Information Greg Smith Date of Birth:

Identification Information

Greg Smith

Date of Birth: May 1, 2003

Elmer Elementary

121 Lincoln Street

Boston, Massachusetts

Reporter: Name

Chronological Age: 9 years 10 months

Referring District: Elmer Public Schools

Greg, age 9, lives in Boston with his mother Eileen, his father visits a few times a year and he has no other siblings. Greg has lived with Eileen since birth and only lived with his father until after the divorce when he was 7. Mother has recently remarried. Currently he attends an integrated-preschool classroom at the Briarcliff School in the Elmer Public School district.

Descriptions of Problem Behavior Operationally Defined

This functional behavior assessment is being completed at the request of the Elmer Public Schools Special Education department in response to Mrs. Smith's request for recommendations to assess Greg's behavior regarding sensory integration and behavior disorder.

Measure the Problem: Exhibits lack of desire to socialize with peers along with impulse control. This is measured through number of off-task behaviors during socialization.

Problem Routines Identified

Inappropriate Comments: anytime Greg teases or threatens, screams at, or yells towards another person. Example: "You're stupid." "I think you stink." Non-example, "Can I use that?" (Neff & Iwata, 1994)

Physical Non-compliance: instances in which Greg does not physically respond to adult-directives within 20-seconds of the request. Example: Greg is told to take the bathroom pass and he remains seated. Non-example: Greg is told to pick up the bathroom pass and he goes to pick it up and says, "Fine, whatever."

Functional Assessment Hypothesis Stated

Immediate triggers of Greg's behaviors are socializing with peers and when someone imposes limits. The behaviors include inappropriate comments and physical non-compliance. When he commits these behaviors he is avoiding socializing and attempting to gain back power or control. Being around peers triggers the behavior as well as when an authority figure such as a teacher tells him what to do. The issue of anxiety triggered by socialization within peer groups can be solved through positive reinforcement and desensitization.

Completed Pathways Analysis

When Greg was observed he appeared to peform off-task behavior during the morning time when he began classes and slightly before lunch as well as before classes ended. Off-task behavior was noted roughly 3-4 times daily. The off-task behavior of inappropriate comments occurred the most with three times. Once during each instance. (morning, lunch, afternoon) The off-task behavior of physical non-compliance occurred only once and usually occurs only once when student feels intimidate, reprimanded, or limited.

Intervention (Antecedent/Prevention)

-When Greg is in class and has to be in a group for a task, before assigning him to a group, ask him with who he would feel most comfortable. If no reply, assign him to a group and encourage him to participate while giving him breaks whenever he feels too anxious.

-Identify reasons Greg wants to avoid or escape situations.

Intervention

A. Replacement Skills: It is recommended that social interaction be increased as well as social lessons be provided to Greg as his behaviors indicate a need for clear instruction and facilitation during social situations. Group socialization specifically would be beneficial for Greg.

B. New Adaptive Skills: Allowing Greg to talk more with peers increases his communication skills.

-- A formal Behavior Intervention Plan [BIP] should be developed in order to provide Greg with consistent behavior expectations. (Risley, 2005).

Brief Protocol of Procedures: If student becomes anxious give him a break. If student isolates himself, have him join a group. Allow for self-direction from student to improve confidence.

Intervention (Consequences)

Reductive Consequences: Offer Assistance

Instructional Consequences: Reward with stickers or stamps

Progress Monitoring and Evaluation

Data Collection Procedures

A. Timelines for Data Collection and Review

Interview with Eileen Smith, Mother, April 2, 2013

Interview with Frances Johan, School Psychologist, April 3, 2013

Interview with Gladys Ford, Greenwood Principal, April 4, 2013

Letter Request for FBA, Mrs. Eileen Smith, March 2013

Psychological Evaluation, Elmer Public Schools, Frances Johan, March 2013

B. Indirect Assessment (Interviews)

Gladys Ford, Principal, Wednesday, April 3, 2013

In a phone conversation Ms. Ford communicated that either she or Ms. Johan will be called into Mrs. Grayson's classroom when Mikey shows any signs of behavioral difficulties. Ms. Ford divulged that there is a space for Greg to separate himself if he needs a break from class. Ms. Ford also discussed his potential classes when he begins 5th grade in the Fall.

Frances Johan, School Psychologist, Thursday April 3, 2013

In a telephone conversation Ms. Johan expressed Greg's difficulty socializing with his peers. He appeasrs to not fit into any particular social group. She does state however his positive attitude and the possibility of Greg's improvement with intervention and guidance.

Eileen Smith, Mother, Monday, May 17, 2009 Tuesday April 2, 2013

A phone interview was conducted with Greg's mother, Mrs. Eileen Smith. Mrs. Smith shared during the interview that the divorce witnessed by Greg sent him into a mild depression. His behaviors at home worsened during this time but have recently begun to improve. Mrs. Smith expressed a desire for her son to improve in school and needed to find resources and/or support to assist him.

C. Direct Assessment (Observations)

Thursday, April 4, 2013, Circle, Centers, 45 minutes

The first observation was conducted between 10:15-11:00 AM on Greg's first day back from a three day weekend. When he entered the classroom, the teacher stated, "Good morning Greg" to which he replied, "What's my grade on the quiz?." The teacher told Greg he would get his graded quiz at the end of class. Later, Greg told his teacher that he wanted to use the bathroom. He was told to get the pass at the desk first.

Personal Reflection

Greg is a kind and gifted student who's creativity is shown through his pictures he draws for art class and the stories he writes during English. He is very communicative and responsive, especially when not around his peer groups. If Greg allows himself to be comfortable around others, he will become confident in his abilities and do better in school. It must be hard dealing at such a young age with his parent's divorce, but from what was observed he has the strength to persevere and continue onward towards a successful academic career.