Jackson Functional Behavior Assessment

Child with Problem Behavior(s): Jackson Date of Interview: 9/25

Age: 4 Yrs* Mos Sex: M* F

Interviewer: Lise Respondent(s): Carey

A. Describe the Behavior(s)

1. What are the behaviors of concern? For each, define how it is performed, how often it occurs per day, week, or month, how long it lasts when it occurs, and the intensity in which it occurs (low, medium, high).

2. Which of the behaviors described above occur together (e.g., occur at the same time; occur in a predictable “chain”; occur in response to the same situation)?

May start with screaming or saying shut-up, and then will throw object.

B. Define Potential Ecological Events that May Affect the Behavior(s)

1. What medications does the child take, and how do you believe these may affect his/her behavior?

None

2. What medical complication (if any) does the child experience that may affect his/her behavior (e.g., asthma, allergies, rashes, sinus infections, seizures)?

None

3. Describe the sleep cycles of the child and the extent to which these cycles may affect his/her behavior.

No issues

4. Describe the eating routines and diet of the child and the extent to which these routines may affect his/her behavior.

Eats well, very healthy 4 year old

5. Briefly list the child’s typical daily schedule of activities and how well he/she does within each activity.

C. Daily Activities

1. Describe the extent to which you believe activities that occur during the day are predictable for your child. To what extent does the child know what he/she will be doing and what will occur during the day (e.g., when to get up, when to eat breakfast, when to play outside)? How does your child know this?

Knows schedule

2. What choices does the child get to make each day (e.g., food, toys, activities)?

Understands choices

D. Define Events and Situations that Predict Occurrences of the Behavior(s)

1. Time of Day: When are the behaviors most and least likely to happen?

Most likely: Early morning

Least likely: Outdoor play in morning and afternoon

2. Settings: Where are the behaviors most and least likely to happen?

Most likely: Classroom, small group

Least likely: Outside

3. Social Control: With whom are the behaviors most and least likely to happen?

Most likely: Teacher

Least likely: Peers who will not make demands on him

4. Activity: What activities are most and least likely to produce the behaviors?

Most likely: Structured activity, demands, social interactions, sharing objects

Least likely: Reading a book by himself

5. Are there particular situations, events, etc. that are not listed above that “set off” the behaviors that cause concern (particular demands, interruptions, transitions, delays, being ignored, etc.)?

If he falls or gets bumped

6. What one thing could you do that would most likely make the problem behavior occur?

Insist on participation in something he does not want to do

7. What one thing could you do to make sure the problem behavior did not occur?

Give him all the cars he wants; talk about cars

EDSP 429

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E. Describe the Child’s Play Abilities and Difficulties

1. Describe how your child plays (with what? how often?).

Solitary – fine

Parellell – o.k.

Limited social play

2. Does your child have problem behavior when playing? Describe.

If peers suggest he play a different way or take his vehicles

3. Does your child play alone? What does he/she do?

Cars, Car “World,” computer

4. Does your child play with adults? What toys or games?

Not well, issues with turn taking, object exchange

5. Does your child play with other children his/her age? What toys or games?

Not often, he prefers solitary play

6. How does your child react if you join in a play activity with him/her?

Sometimes tells adult to go away or says “shut-up” in response to a play to a play suggestion

7. How does your child react if you stop playing with him/her?

No problem

8. How does your child react if you ask him/her to stop playing with a toy and switch to a different toy?

Problem behavior

F. Identify the “Function” of the Undesirable Behavior(s)

1. Think of each of the behaviors listed in Section A, and define the function(s) you believe the behavior serves for the child (i.e., what does he/she get and/or avoid by doing the behavior?)

2. Describe the child’s most typical response to the following situations:

a. Are the above behavior(s) more likely, less likely, or unaffected if you present him/her with a difficult task?

More likely

b. Are the above behavior(s) more likely, less likely, or unaffected if you interrupt a desired event (eating ice cream, watching a video)?

More likely

c. Are the above behavior(s) more likely, less likely, or unaffected if you deliver a “stern” request/command/reprimand?

More likely

d. Are the above behavior(s) more likely, less likely, or unaffected if you are present but do not interact with (ignore) the child for 15 minutes.

Less likely

e. Are the above behavior(s) more likely, less likely, or unaffected by changes in routine?

More likely

f. Are the above behavior(s) more likely, less likely, or unaffected if something the child wants is present but he/she can’t get it (i.e., a desired toy that is visible but out of reach)?

More likely

g. Are the above behavior(s) more likely, less likely, or unaffected if he/she is alone (no one else is present)?

Less likely

G. Define the Efficiency of the Undesirable Behavior(s)

1. What amount of physical effort is involved in the behaviors (e.g., prolonged intense tantrums vs. simple verbal outbursts, etc.)?

Simple outbursts that are brief, but highly disruptive

2. Does engaging in the behaviors result in a “payoff” (getting attention, avoiding work) every time? Almost every time? Once in a while?

We try to keep him calm, we usually give in right away

3. How much of a delay is there between the time the child engages in the behavior and gets the “payoff”? Is it immediate, a few seconds, longer?

Immediate

H. Define the Primary Method(s) Used by the Child to Communicate

1. What are the general expressive communication strategies used by or available to the child? (e.g., vocal speech, signs/gestures, communication books/boards, electronic devices, etc.) How consistently are the strategies used?

Good verbal communication; advanced in his language on some topics

2. If your child is trying to tell you something or show you something and you don’t understand, what will your child do? (repeat the action or vocalization? modify the action or vocalization?)

Doesn’t repair well; is mumbly if you don’t get it the first time

3. Tell me how your child expresses the following:

4. With regard to receptive communication ability:

a. Does the child follow verbal requests or instructions? If so, approximately how many? (List, if only a few.)

Understands everything you may say

b. Is the child able to imitate someone demonstrating how to do a task or play with a toy?

Yes, but may refuse

c. Does the child respond to sign language or gestures? If so, approximately how many? (List, if only a few.)

Understands well

d. How does the child tell you “yes” or “no” (if asked whether he/she wants to do something, go somewhere, etc.)?

Speaks

H. What Events, Actions, and Objects are Supportive or Present Challenges to the Child?

1. Describe the things that your child really enjoys. For example, what makes him/her happy? What might someone do or provide that makes your child happy?

Computer, cars, blocks, round food, chairs with the word taped to it, the color yellow, and things that are yellow

2. What kinds of things have you or your child’s care providers done to try and change the problem behaviors?

Warnings – effective

Follow through – “I’ll help you”

Don’t rush him. Reprimand may set him off more.

I. Develop Summary Statements for Each Major Predictor and/or Consequence

Adapted from: O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional Assessment and Program Development for Problem Behavior. Pacific Grove, CA: Brooks/Cole Publishing.

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EDUC 521

Present Level of Academic Achievement and Functional Performance (PLAAFP)

The Present Level of Academic Achievement and Functional Performance summarizes the results of assessments that identify the student’s interests, preferences, strengths, and areas of need. It also describes the effect of the student’s disability on his/her involvement and progress in the general education curriculum, and for preschool children, as appropriate, how the disability affects the student’s participation in appropriate activities. This includes the student’s performance and achievement in academic areas such as writing, reading, math, science, and history/social sciences. It also includes the student’s performance in functional areas, such as self-determination, social competence, communication, behavior, and personal management. Test scores, if included, should be self-explanatory or an explanation should be included, and the Present Level of Academic Achievement and Functional Performance should be written in objective, measurable terms, to the extent possible. There should be a direct relationship among the desired goals, the Present Level of Academic Achievement and Functional Performance, and all other components of the IEP.

Student’s Strengths, Preferences, and Interests

Elli Smith is an 8-year-old girl currently in the 2nd grade. Elli was found eligible for service for Specific Learning Disability. Elli also has asthma and needs access to her inhaler, as well as regular check-ins with the school nurse.

According to the psychological evaluation, Elli demonstrates an overall ability in the average range. She demonstrates substantially less developed long-term retrieval associative memory and auditory processing, specifically phonemic awareness. These relative weaknesses coupled with difficulties in the aspect of auditory processing, such as phonemic awareness, which is the understanding of the smallest units of sound (phonemes), might make the acquisition of reading difficult. Also, the spelling of unfamiliar words might also prove to be a challenging task. Elli’s social functioning, as assessed through rating scales, teacher interviews, and direct observation appears to be a challenging area. According to achievement assessment, Elli demonstrates average oral language skills, mathematics and written expression in the low average range with significant deficient range. Teacher reports indicate that Elli demonstrates an independent reading level of pre-primer 1. Her auditory comprehension is very good, but her word attack is very poor. She has received PALS remediation and Title I supports for reading for a period of 6 months and has made very minimal progress despite supplemental instruction interventions targeting her identified areas of deficit.

Student’s Areas of Need (Deficits that Require Supports)

Elli’s areas of need resulting from her disability related deficits include:

Decoding

Reading

Spelling

Written language

Prolonged or moderate/heavy physical activity (Asthma)

Effect of Disability on Student

Elli demonstrates substantially less developed long-term retrieval, associative memory, and auditory processing, specifically phonemic awareness. These relative weaknesses coupled with difficulties in aspects of auditory processing, such as phonemic awareness, which is the understanding of the smallest units of sound (phonemes), makes the acquisition of reading difficult as well as the spelling of unfamiliar words.

Academic Performance

Wechsler Individual Achievement Test – Third Edition (WIAT–III)

Subtests with age-based scores:

Listening Comprehension 90, Early Reading Skills 92, Reading Comprehension 79

Math Problem Solving 80, Alphabet Writing Fluency 96, Sentence Composition 90

Word Reading 72, Pseudoword Decoding 77, Numerical Operations 93

Oral Expression 95, Oral Reading Fluency 63, Spelling 80, Math Fluency – Addition 83, Math Fluency – Subtraction 89, Oral Reading Accuracy 61

Oral Reading Rate 78,

Listening Comprehension

Receptive Vocabulary 81 Below Average

Oral Discourse Comprehension 103 Average

Sentence Composition

Sentence Combing 98 Average, Sentence Building 84 Below Average

Oral Expression

Expressive Vocabulary 85 Average, Oral Word Fluency 107 Average

Sentence Repetition 97 Average, Oral Language 91 Average

Total Reading 69 Low, Basic Reading 75 Below Average

Written Expression 85 Average

Mathematics 85 Average, Math Fluency 86 Average

Total Achievement 82 Below Average

Teacher Educational Information

Reading instructional level (1st); independent level (Readiness); Elli’s comprehension is good as long as it is tested orally. She can recall story elements and information when the story is read to her. Her word attack skills are extremely limited. She knows sounds when they are isolated but has difficulty putting the sounds together. Her retention of words (sight words) is very weak. She is currently receiving Title 1 and Pals Remediation, but she has made very little growth. Language instructional level (below grade level); She has memorized certain sentence structures and adapts it to the current topic. Elli is an excellent speller, but she cannot read the words she is spelling. She memorizes the spelling features. Math: She is very good at adding and subtracting and has caught on well to the strategies she has been taught. She does a great job deciding which operation should be used and then working out a word problem. Social Studies and Science: Elli does very well in both classes. Movement Ed.: She follows directions and does all activities; seems to get along with everyone during class and seems to enjoy PE. She does need access to her inhaler during PE and recess, as well as regular check-ins with the school nurse. She appears to love Art and Library and works well with other students.

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