Functional Behavior Assessment Example For Student Ines Sala ✓ Solved
Functional Behavior Assessment Examplestudent Nameines Salazardate
Functional Behavior Assessment Example Student Name: Ines Salazar Date : ____ _______ Age: 5 yrs, 6 mos Case Manager : _______ Yvonne Jackson ____ Description of Behavior: Student isolates herself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal. Settings in which Behavior Occurs: All Classes Frequency: 3-4 days in a row, 2-3 times a month. Intensity (Consequences of problem behavior on student, peers, instructional environment): Significant reduction in completed work and alienation from peers. Previous Interventions: Counseling, verbal redirection to complete work, medications, parent conferences, student conferences, classroom behavior management program.
Educational Impact: Severe academic failure, disruption of group projects and activities, lack of appropriate socialization and development of peer relations. Social/Emotional Development: Student appears depressed. She has previously been diagnosed and expresses subjective feelings of depression when asked. Cognitive Development: Student makes frequent negative self-statements about her academic ability, her self-worth, and how other students and adults feel about her. Reinforcement: Student receives 1:1, and more frequent attention from the teacher.
Home Factors: Parents frequently make critical statements about Ines. They expect academic performance that is unrealistic, given student’s cognitive and academic ability levels. They have difficulty accepting what appears to be age-appropriate behavior. Communication: Withdrawal; may tell others to leave her alone. © 2017 . Grand Canyon University. All Rights Reserved . Behavior Intervention Plan Student Name: ______________________________________ Date: ______________ DOB: __________________ Case Manager: _______________________________________ Behavior Goals Interventions and Frequency of Intervention Person Responsible Goal/Intervention Review Notes © 2017 . Grand Canyon University. All Rights Reserved .
Behavior Intervention Plan Example Student Name: ______________________________________ Date: ______________ DOB: __________________ Case Manager: _______________________________________ Behavior Goals Interventions and Frequency of Intervention Person Responsible Goal/Intervention Review Notes Student isolates himself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal. A. During free time, interacts with other students and staff 90% of the time. B. Goes to lunch in the cafeteria without supervision 90% of the time. C. On task 90% of the time. D. Completes assigned work 90% of the time. A. Social work involvement for referral for family counseling focused on realistic expectations of student performance. Ongoing until counseling is started. B. Daily monitoring medication compliance and effectiveness. C. Bibliotherapy for parents. Ongoing. D. Teach the student alternative positive self-statements and appraisals. Daily, as needed. E. Reinforce positive self-statements, attention to school work, and initiating social interactions. Daily, as needed. F. Weekly group instruction of combating irrational and self-defeating thinking in special education classroom. A. Social worker B. Nurse, Teacher C. Parents D. Teacher E. Teacher F. Teacher 4/1/18 – Showing improvement to 60% on Goal A. Showing improvement on Goals C and D. Little change in Goal B. Social worker made contact with parents, but they are resistant. Continue efforts on Intervention A and C. Intervention F seems to be very effective. Need to increase treatment integrity on Intervention E. Goal B is unique that it is not in the classroom. Need to interview student to better understand social problems outside of class. © 2017 . Grand Canyon University. All Rights Reserved .
Sample Paper For Above instruction
The assessment of student behavior is a critical process in understanding the causes, maintaining factors, and potential interventions for behavioral challenges in educational settings. In the case of Ines Salazar, a five-year-old with notable social withdrawal and minimal academic engagement, a comprehensive Functional Behavior Assessment (FBA) provides essential insights that guide the development of tailored intervention strategies to promote positive behavioral and emotional growth.
Introduction
Functional Behavior Assessment (FBA) is a systematic approach used by educators, psychologists, and behavior specialists to identify the underlying functions of problem behaviors in children. The primary aim is to understand why a student engages in specific behaviors, especially those that hinder learning and social development, to inform effective intervention planning (O'Neill et al., 2015). In the case of Ines Salazar, her behaviors—such as social withdrawal, refusal to participate in lunch, and minimal engagement in class—indicate potential emotional and cognitive factors that must be explored thoroughly.
Behavioral Observations and Data Collection
In the assessment, Ines exhibits behaviors occurring predominantly across all class settings, with a frequency of about 3 to 4 days consecutively and several times monthly. The behaviors lead to significant academic decline, social isolation, and emotional distress, including signs of depression. Prior interventions, such as counseling and classroom management strategies, had limited success, highlighting the need for a more nuanced understanding of her motivations for withdrawal.
Behavioral data indicated that her social isolation is reinforced by the attention she receives from teachers and her parents’ critical remarks, which may deepen her negative self-perceptions. This reinforces the necessity of intervention plans that target both behavioral and emotional facets.
Functional Analysis and Identification of Functions
Through observational and interview data, it appears Ines’ behaviors serve multiple functions: to escape social interactions that she finds distressing, to avoid academic tasks, and possibly to seek emotional comfort through withdrawal. Her parents’ unrealistic academic expectations and critical attitude further exacerbate her feelings of inadequacy and depression. The reinforcement she receives—a mix of attention from teachers and negative reinforcement from avoidant behaviors—maintains her withdrawal behaviors.
Understanding these functions is vital to designing effective interventions, as strategies must address the underlying causes rather than only the behaviors themselves (Carr & Durand, 1985).
Behavioral Interventions and Strategies
To promote positive change, interventions must be multifaceted, focusing on emotional support, behavioral skills, and environmental modifications. For Ines, recommended strategies include:
- Implementing social skills training and socialization opportunities to gradually increase her engagement with peers (Koegel & Koegel, 2006).
- Providing emotional support through counseling focused on self-esteem and coping skills, involving both school and family partners.
- Establishing clear, consistent behavioral expectations and positive reinforcement for small successes, such as initiating social interactions or participating in classroom activities (Rea & Fody, 2006).
- Modifying the classroom environment to reduce sensory overload and increase comfort, encouraging Ines to participate at her own pace (Simpson, 2016).
- Engaging parents through family counseling to adjust unrealistic expectations and foster understanding and supportive communication.
Conclusion
The case of Ines Salazar underscores the importance of conducting thorough FBAs to identify the functions of problematic behaviors and to formulate targeted, individualized interventions. By addressing both behavioral and emotional needs, schools can foster an environment that not only reduces withdrawal but also promotes social-emotional development, academic engagement, and overall well-being. Continuous monitoring and collaboration among educators, mental health professionals, and families are essential to ensure sustainable positive outcomes.
References
- Carr, E. G., & Durand, V. M. (1985). The functional analysis of problem behavior. Behavioral Interventions, 1(3), 3-23.
- Koegel, R. L., & Koegel, L. K. (2006). Pivotal Response Treatment for Autism Spectrum Disorder. Paul H. Brookes Publishing Co.
- O'Neill, R. E., et al. (2015). Functional Assessment and Program Development for Problem Behavior: A Practical Handbook. Brooks/Cole.
- Rea, P. J., & Fody, E. L. (2006). Behavior Management: Principles and Practices. Pearson Higher Ed.
- Simpson, R. L. (2016). Creating supportive classroom environments for children with emotional and behavioral disorders. Preventing School Failure, 60(2), 101-108.