INSTRUCTIONS
Format
- ion of a secondary student (6-12) and a partially completed FBA. This assignment isfictitious in nature.First, candidates will use this information to develop the missing components of the FBAtemplate. Then, candidates will write a 2-3 page reflection on the FBA process
- this needs to besubmitted as a separate document in the assignment drop box. You will submit 2 documentstotal into the assignment drop box (case study answers, reflection). This reflection willdescribe the FBA process at the candidate’s local school/school district (or the closestschool/school district if the candidate is not current employed in a school setting). This reflectionneeds to include such details as who is involved in the FBA process, when and why is the FBAprocess triggered, what the FBA process all involves, and how FBA data can be used to developa behavior intervention plan (BIP).
Sam – Middle (Grade 7) Biographical Information Sam is a student in 7th grade at Wilson Middle School. He enjoys playing video games on his phone and tablet as well as playing soccer after school on a club team. The student lives with his mother and his favorite teacher is Mr. Hall who teaches English; nothing at home (that school staff is aware of) is impacting the student’s performance at school. An accommodation on the student’s IEP allows him to play a video game on his phone or tablet when he has completed his assigned in-class work. Sam does not enjoy working in groups, especially in his math and science courses. He is very conscious of his academic abilities and doesn’t want to “look bad” in front of his peers. Sam, when placed in a group, will refuse to work and mostly copy off others or play a video game on his phone or tablet instead. Sam often says “I don’t want to do this” or “I’ll get it from the others later” when some teachers confront him for not participating in group work. The exception is Mr. Hall’s English class; Mr. Hall often asks Sam about his video games and soccer matches as he comes into the classroom. Sam likes Mr. Hall and will sometimes complete group work in his English course. The inappropriate behavior (refusing to work in groups) occurs within the first 5 minutes that group work is assigned until the end of group work (usually 10-15 minutes later).
Teacher and student surveys have indicated that the student does not like working in groups for extended periods of time and that the student’s least favorite subjects are math and science; the student is often sent to the office (disciplined) when he refuses to work in groups. An A-B-C analysis has been conducted, via numerous observations, that demonstrate the following - Being asked to work in groups (antecedent), refusing to work in groups (behavior), being sent to the office (consequence). Data has been collected on this behavior by one of the school’s special education teachers and the school psychologist; there is sufficient data to support the behavior analysis. Previous interventions include verbal/written warnings, change of group peers, and office discipline referrals. The data was collected 09/01 to 12/01 and previous interventions demonstrated little/no impact on the defiant behavior. The student attempts to escape completing group work by refusing to work in groups most of the time.