process 4 3 2 1 0 score 4 student 0 · 2010. 10. 26. · complete (1-3 errors) 0= more than 3...

While this is not perfect from beginning to end, it is exemplary as can be seen from the growth from beginning to end.

Week 1 Process Week 1- See Appendix A

Quality of Week 1 Product

Questions that would lead to answering the following:

2= Complete answer

1= Partially answered

0=Not addressed Points Earned

1. Operational definitions of the behaviors

0 0

2. Descriptions of what occurs before the behavior that predicts the behavior’s occurrence and nonoccurrence

2 2

3. Descriptions of the consequences in the environment that maintain the behavior (What does the get a result of the

0 0

Process 4 3 2 1 0 Score Student

participated

in the

Groups

discussion

forum (Individual

grade)

Posted

original

comments

that related

to case study

and

commented

on other’s

posts in a

timely

manner

Posted

original

comments

that related

to case

study, but

did not

comment on

others posts

Posted about the

topic in general

terms, but did not

relate it to the

specific case study

and gave feedback

on others’ posts

OR met the criteria

for a higher

criteria, but posted

after Wednesday

Posted about

the topic in

general terms,

but did not

relate it to the

specific case

study OR gave

feedback on

others’ posts OR met higher

criteria but did

not do so until

Friday

Did not post 4

Product Student

product

(Group

grade)

Identified

Appropriate

People and

Appropriate

Questions

Identified

appropriate

people OR

appropriate

questions

Identified fewer

than 60 % of the

appropriate people

or questions that

should be asked

Identified

fewer than 50

% of the

appropriate

people or

questions that

should be asked

Identified

fewer than

40 % of the

appropriate

people or

questions

that should

be asked

0

Grade 50%


behavior)

4. Collecting information about when or where the behavior does and doesn’t occur (Waking Day Interview Mentioned + 1 point)

1 1

5. Developing hypotheses about the potential function of the behavior

0 0

6. The assignments/ class demands are within the student’s skill level (not too easy not too hard)

0 0

7. Specific examples of behavior requested

0 0

8. Is the student being bullied (relationship questions)

2 2

Were relevant people interviewed?

Teacher where incident occurred

2 2

Teacher(s) where the student is not having difficulty

0 0

Support staff – Bus driver, cafeteria, counselor

0 0

Parents 0 0

Student 0 0

Total (possible 26) 7

Percentage 7/26=26%


Week 2 See Appendix B

Quality of Week 2 Product

Questions that would lead to answering the following:

2= Complete answer

1= Partially answered

0=Not addressed Points Earned

1. Operational definitions of the behaviors

2 2

2. Descriptions of what occurs before the behavior that predicts the behavior’s occurrence and nonoccurrence

2 2

3. Descriptions of the consequences in the environment that maintain the behavior (What does the get a result of the

2 2


participated

in the

Groups

discussion

forum (Individual

grade)

Posted

original

comments

that related

to case study

and

commented

on other’s

posts in a

timely

manner

Posted

original

comments

that related

to case

study, but

did not

comment on

others posts

Posted about the

topic in general

terms, but did not

relate it to the

specific case study

and gave feedback

on others’ posts

OR met the criteria

for a higher


after Wednesday

Posted about

the topic in

general terms,

but did not

relate it to the

specific case

study OR gave

feedback on


criteria but did

not do so until

Friday

Did not post 4

Product Student

product

(Group

grade)

Identified

Appropriate

People and

Appropriate

Questions

Identified

appropriate

people OR

appropriate

questions

Identified fewer

than 60 % of the

appropriate people

or questions that

should be asked

Identified

fewer than 50

% of the

appropriate

people or

questions that

should be asked

Identified

fewer than

40 % of the

appropriate

people or

questions

that should

be asked

4

Grade 100%


behavior)

4. Collecting information about when or where the behavior does and doesn’t occur (Waking Day Interview Mentioned + 1 point)

1 1

5. Developing hypotheses about the potential function of the behavior

0 0

6. The assignments/ class demands are within the student’s skill level (not too easy not too hard)

2 2

7. Specific examples of behavior requested

2 2

8. Is the student being bullied (relationship questions)

2 2

Were relevant people interviewed?

1 1

Teacher where incident occurred

2 2

Teacher(s) where the student is not having difficulty

0 0

Support staff – Bus driver, cafeteria, counselor

0 0

Parents 2

Student 2 2

Total (possible 26) 18

Percentage 70%


Week 3 & 4 See Appendix C

Complete the

1. Read FBA Instructions

2. FBA Referral

3. Observations (choose the most appropriate)

4. Interview Forms (take answers from previous week’s work)

a. Parent

b. Teacher

c. Student

5. FBA Form

6. Hypothesis Statement

Grading Rubric: Process/Product from Week 1

Grading Rubric for FBA Forms

Form 2= Complete (No errors)

1= Partially Complete (1-3

errors)

0= More than 3 errors

FBA Referral 2 Observations (choose the most

2


participated

in the

Groups

discussion

forum (Individual

grade)

Posted

original

comments

that related

to case study

and

commented

on other’s

posts in a

timely

manner

Posted

original

comments

that related

to case

study, but

did not

comment on

others posts

Posted about the

topic in general

terms, but did not

relate it to the

specific case study

and gave feedback

on others’ posts

OR met the criteria

for a higher


after Wednesday

Posted about

the topic in

general terms,

but did not

relate it to the

specific case

study OR gave

feedback on


criteria but did

not do so until

Friday

Did not post 4

Product Student

product

(Group

grade)

Identified

Appropriate

People and

Appropriate

Questions

Identified

appropriate

people OR

appropriate

questions

Identified fewer

than 60 % of the

appropriate people

or questions that

should be asked

Identified

fewer than 50

% of the

appropriate

people or

questions that

should be asked

Identified

fewer than

40 % of the

appropriate

people or

questions

that should

be asked

4

Grade 100


appropriate)

Interviews a. Parent

2

b. Teacher

2

c. Student

2

5. FBA Form 2 6. Hypothesis Statement

2

Points (Possible 14)

14

Percentage 100%


Week 5 Face-to-face Meeting: Present Case studies thus far and compare/contrast. Fix any issues identified.

2= Complete Answer 1= Partial

Answer

Inadequately

addressed

Expansion of

hypothesis

1)Includes observable,

measureable behavior that is to

be changed; 2) there is a clear

do-able plan for measurement;

3)The stated perceived function

of the behavior is reasonable

and appears likely;

2 of the 3 are

present

Fewer than

2 of the 3

are present

2

Positive behaviors

to be taught

1)The positive behaviors to be

taught are measureable and

observable; 2) there is a clear




serves the same function as the

targeted behavior; 4)The

behaviors are within reach of

the student

3 of the 4 are

present

Fewer than

3 of the 4

are present

2

Points (Possible 4) 4

Percentage 100%


participated

in the

Groups

discussion

forum (Individual

grade)

Posted

original

comments

that related

to case study

and

commented

on other’s

posts in a

timely

manner

Posted

original

comments

that related

to case

study, but

did not

comment on

others posts

Posted about the

topic in general

terms, but did not

relate it to the

specific case study

and gave feedback

on others’ posts

OR met the criteria

for a higher


after Wednesday

Posted about

the topic in

general terms,

but did not

relate it to the

specific case

study OR gave

feedback on


criteria but did

not do so until

Friday

Did not post 4

Product Student

product

(Group

grade)

Identified

Appropriate

People and

Appropriate

Questions

Identified

appropriate

people OR

appropriate

questions

Identified fewer

than 60 % of the

appropriate people

or questions that

should be asked

Identified

fewer than 50

% of the

appropriate

people or

questions that

should be asked

Identified

fewer than

40 % of the

appropriate

people or

questions

that should

be asked

4

Grade 8=100%


Week 6 BIP See Appendix D

2= Complete Answer 1= Partial

Answer

Inadequately

addressed

Expansion of

hypothesis

1)Includes observable,

measureable behavior that is to

be changed; 2) there is a clear




and appears likely;

2 of the 3 are

present

Fewer than

2 of the 3

are present

2

Positive behaviors

to be taught

1)The positive behaviors to be

taught are measureable and

observable; 2) there is a clear




serves the same function as the

targeted behavior; 4) The

behaviors are within reach of

the student

3 of the 4 are

present

Fewer than

3 of the 4

are present

2

Rewards for

Positive Behavior

The rewards for the

replacement behavior are

1)clear & appropriate; 2)likely

2 of the 3 are

present

Fewer than

2 of the 3

are present

2


participated

in the

Groups

discussion

forum (Individual

grade)

Posted

original

comments

that related

to case study

and

commented

on other’s

posts in a

timely

manner

Posted

original

comments

that related

to case

study, but

did not

comment on

others posts

Posted about the

topic in general

terms, but did not

relate it to the

specific case study

and gave feedback

on others’ posts

OR met the criteria

for a higher


after Wednesday

Posted about

the topic in

general terms,

but did not

relate it to the

specific case

study OR gave

feedback on


criteria but did

not do so until

Friday

Did not post 4

Product Student

product

(Group

grade)

Identified

Appropriate

People and

Appropriate

Questions

Identified

appropriate

people OR

appropriate

questions

Identified fewer

than 60 % of the

appropriate people

or questions that

should be asked

Identified

fewer than 50

% of the

appropriate

people or

questions that

should be asked

Identified

fewer than

40 % of the

appropriate

people or

questions

that should

be asked

4

Grade 100%


to be rewarding for this student;

3) would be manageable within

the classroom

Teaching the

positive behaviors

1)It is clear how the behaviors

will be taught; 2) It is clear who

will teach the behaviors; 3)

Prompts or cues are included if

needed; 4) Mention of fading

the prompts or cues is

mentioned

3 of the 4 are

present

Fewer than

3 of the 4

are present

2

Changes made to

the environment

1)Needed changes to the

environment are included; 2)

The changes include any

modifications or

accommodation the student

might need to be successful;

Includes 1 of

the elements as

described

Does not

include

either of the

elements as

described

2

Consequences of

engaging in targeted

behavior

1) It is clear what the plan is if

the student engages in the

targeted behavior; 2)The plan is

do-able and will not escalate the

negative behavior; 3) The

consequence will not damage

self-esteem

3 is included

and at least one

of the other 2

elements

3 is not

included

2

Safety-plan 1)If the student becomes a

safety risk, there is a plan that

includes place and person(s) to

be involved; 2)The plan is do-

able

1 of the 2

elements are

included

The plan is

not included

or is not do-

able

2

Measuring and

reporting of

progress

1)The replacement behavior

will be measured; 2)A report

will be sent home (daily?

weekly?)

1 of the 2

elements are

included

The plan is

inadequate

or not

included

2

Points (Possible 16) 16

Percentage 100%


Week 7- Fix all forms; submit individual FBA/BIP

Each student will copy and paste the entire Case Study into 1 document and submit. Forms to complete:

Possible Earned

Appropriate Observations 10 10

Referral 10 10

Teacher Interview 10 10

Parent Interview 10 10

Student-Assisted Interview 10 10

Functional Behavior Assessment form 10 10

Hypothesis 10 10

Behavior Support Plan 20 10

Forms in correct order/neatness 10 10

Overall 100 100

*Must be error free


Appendix A Week 1 Discussion

Thread: 10th grade Tom Post: 10th grade Tom Author: Crystal Whitlow

Posted Date: September 19, 2010

10:32 AM Status: Published

Tom is a 10th grader. He is included in regular education classrooms. He is LD with a reading level 5.5. Tom’s behavior often disrupts class. Yesterday he threw a dictionary across the room, knocked over his desk, kicked it, and began yelling obscenities at the teacher and the other students in the class (History). The teacher had to call for help from his resource room teacher to calm him down and safely remove him from the classroom.

What questions would you want to ask and from whom?

Tags: None Add Reply Quote Mark as Unread

Thread: 10th grade Tom Post: RE: 10th grade Tom Author:


2:32 PM Status: Published

First, I would want to interview his resource teacher to find out whether there is a behavior management plan in place for Tom. I would want to see the plan and other documents included in his folder, such as psychological evaluation, medical papers regarding illnesses he might have, medications he might be taking, side effects from those medications, and social history.

Next, I would want to interview the parents. I would ask them whether this angry outburst is typical of his at-home behaviors. I would want to know how long this has been going on. If this is not typical of his behaviors, then I would want to know whether there have been major changes within the family recently.

Then I would want to interview Tom to see if he knows why he was so angry and to find if whether he understands that his behavior is inappropriate.

If nothing is documented about Tom's behavior, then I would want to see whether his parents would agree to have him evaluated using a psychological evaluation. Or maybe update his old one.


Thread: 10th grade Tom Post: RE: 10th grade Tom Author: Crystal Whitlow


3:38 AM Last Modified Date: September

21, 2010 3:42 AM Status: Published

You may assume that there is no behavior plan in place and there is nothing in the records about his behavior.

Take what you have said and form the actual questions you would ask. Example:

Parent Questions:

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sage?action=list_messages&course_id=_7877_1&nav=group_forum&group_id=_3887_1&conf_id=_10844_1&forum_id=_17896_1&message_id=_740933_1


How does Tom get along with his brother at home? Has he ever thrown things at home?

Part of the Assessment you mention is getting answers from Parents, teachers, etc.





I'm sorry. I thought the final paper should look like that. I thought the discussion remarks could look like what I wrote. I will change it. Thank you.


Thread: 10th grade Tom Post: RE: 10th grade Tom--Questions Author:



Questions for his History teacher:

What happened immediately before Tom threw the book? Did Tom say anything that expressed why he was so angry? Have there been any changes in the classroom environment? Have their been changes in Tom's medication?

Qustions for Tom's parents:

How is Tom's usual behavior at home? How has Tom been behaving lately? Have there been any changes in the home that might upset Tom? Has Tom's attitude about school changed lately?

Questions for Resource teacher:

Is there any information in Tom's records that would explain his outburst? Is there a current psychological evaluation? Is there a social history in Tom's records? Has there been a change in Tom's medication? What did you say to Tom to calm him down?





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First, I would ask Tom if anything was bothering him at home or school that would cause him to disrupt in such a manner. Was he being made fun of, bullied or picked on at school or neglected or mistreated at home?

Second, I would ask his Resource teacher was there any record of him doing this or anything else in the past in her classroom, and what she thought may be the cause. I would also ask her if he had had trouble in resource previously before coming to the history class that would have maybe caused his anger towards the rest of the day.

Last, I would call his parents. I would tell them about what happened and that I had tried asking Tom what was the matter, I would tell him his response if given one. Next, I would ask has he been acting different at home, was he having anger issues- yelling out, throwing things or just being silent and to himself. I would ask if anything was going on in the family that may cause him to disrupt school time. Lastly, I would ask if he had come home complaining of any bullying that may have gone on. I would ask for suggestions from his parents point of view that might could help.

Then I would sit down with the resource teacher, Tom and his parents and try to fully assess the situation.





I may also ask the resource teacher, if he had previously outbursted in her class what she did to calm him down and if she could tell me a little about it, so that maybe in the future I wouldn't have to call on her and disrupt what she was doing.





After all we have been talking about, I did not apply it to this situation. Yes, Tom might be having problems with a bully at school. Why was that not my first thought? I know what I read and we talked about. But I did not apply it to this situation. Maybe I was in denial that something like that could possibly be this student's problem. And that is why no one asks the question that ought to be asked. And you did. Thank you for being on top of the matter. We do need to address this before we go any further. This is a perfect indication of a bully---not always, but merits looking into.





I agree with everything proposed by student 1 and student 2! It would definitely cause something fairly major for a student to blow up in such a manner. I agree that it could possibly be bullying going on at school or possibly problems at home. The history teacher does need to talk to the resource teacher about what

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he/she did or said to the student to calm Tom down. Student 1 suggested that she would call Tom's parents. I might suggest going one step farther and doing a home visit so I can see for myself the enviornment that he is going home to. If there is a problem at home, some parents may not be willing to admit it. I also think that there could be something going on at home that they may not think is effecting Tom. Asking Tom should be a major priority. Students should know that a teacher cares about their own well-being.


Thread: 10th grade Tom Post: RE: 10th grade Tom--Questions Author: Crystal Whitlow



Good questions and easy to read. This will help your group when you get ready to do the paper.





Take what you have said and form the actual questions you would ask. Example:

Parent Questions:

How does Tom get along with his brother at home? Has he ever thrown things at home?

Part of the Assessment you mention is getting answers from Parents, teachers, etc.





Excellent question. We know that many times bullying may be happening and the adults do not know.





I like the idea of a home visit, I didn't think of that. That would put things in better perspective versus just hearing something.


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Thread: 10th grade Tom Post: 10th grade Tom Author:



Questions for teacher

1. What was going on in the classroom before Tom’s outburst? 2. Did you see anything that would have triggered his outburst? 3. Was he sitting next to anyone that would have been teasing him or being mean to him? 4. Has he had an outburst like this in your classroom before? 5. If so what was going on then? Could it be related?

Questions for Parents

1. Does anything specifically trigger Tom’s outburst? 2. Has Tom been acting normal at home? 3. What are some things that I can do as Toms teacher to prevent these outburst?

Questions for Resource Teacher

1. What are some things that you would recommend for me to do in my classroom to help Tom? 2. Has Tom ever had outburst like this in other classrooms? 3. Do you know what triggers outbursts like these? 4. Do you know of anything going on in the home that could be causing this?





I think the parents would appreciate a home visit. This would show that you are there to help the student and are willing to do anything you can do to help them. This shows your concern for the student. Great Idea





I think one thing that I would suggest is that the parent is asked about any changes in Tom's medication. You may have meant to put that question there, but I think that Tom's parents would know more about his medication. But these are wonderful questions and very thorough.


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A home visit would give a great deal of information. It might be helpful to just show up without calling first. Also, if you could be there when Tom gets home from school, and you could see the environment he goes home to. How is he greeted upon arrival? Does he seem to feel "at home." Get a feel for the atmosphere that he goes home to.





Although you do not want to see a "dog and pony show" from the family I believe you should always inform the parents/guardians that you are wanting to visit their home to meet with them.





Teacher:

-What was the topic you were discussing in class when the incident took place?

-Was Tom angry or acting upset when he came into class?

-Did the seating arrangement change?

-How has his behavior been during the last few classes? Has it been out of the ordinary?

-Have you noticed any changes in his work?

Parents:

-How has Tom's behavior been at home? Anything unusual?

-Has his medication changed?

-Has Tom mentioned anything about having problems with Bullies at school?

-Are there other issues we need to be aware of?

Resource Teacher:

-Is there anything I can do to help prevent this behavior?

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-What is the best way to handle Tom whenever he has an outburst?

-Are there certain things I need to refrain from doing/saying?


Thread: 10th grade Tom Post: RE: 10th grade Tom--Questions Author: Crystal Whitlow



Does Tom take medication?





I do believe we need to specify that we are unsure if Tom is taking medication. When re-reading the original post, it does not say that he is taking medication. We should then ask if he is on any type of medications and if so, have their been any changes to those medications recently.





Asking the topic that was being discussed directly before Tom's outburst could help lead us to what caused the outburst. I did not think about this before, but Tom could have been upset by the topic being discussed in class because it could have had a personal and deeper meaning to him or could have effected him at one point.





That is a very good point that I did not think about. I have been in training where the topic was very troubling to some persons in the audience. Child abuse is one subject that really gets some negative remarks simply because it wakes up old feelings that were well under control until the training. When I worked at Head Start it was surprising how many staff and parents had histories as victims of abuse. Yes, the subject matter could have been the cause of the outburst.


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process 4 3 2 1 0 score 4 student 0 · 2010. 10. 26. · complete (1-3 errors) 0= more than 3...

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