INTRODUCTION (10 pts)
Our Functional Behavior Assessment helped us learn why our focus student, Ruth, was repeatedly standing up from her seat during academic work time. Every day during math or reading, which usually lasts less than 40 minutes, Ruth would stand up from her seat. Her challenging behavior is defined as when Ruth is out of her seat without being prompted to stand up during math or reading academic time. After completing the Functional Behavioral Assessment, we concluded that the function of her behavior was based on negative reinforcement to avoid situations with nothing to work on or do. BEHAVIOR GOALS (15 pts)
The long term goal is by June ninth, Ruth will stay seated for the duration of math/reading class daily. When …show more content…
The goal is to have Ruth independently choosing an activity and giving her sentence strip to a professional in the classroom to assist her in providing that activity to her. The field study students will teach this skill to Ruth in the classroom by modeling the steps and using verbal prompts that will begin to fade with success. This is feasible in this classroom because the field students are two additional people in the classroom. This skill is being taught to enable Ruth to communicate the activity that she wants to do after the completion of her work. This will help Ruth communicate which activity she wants to help her stay seated while others are working with her …show more content…
To appropriately promote Ruth’s behavior, professionals will discuss with Ruth before starting math/reading the worksheets and activities to be completed and the activities that will follow after completion. The new skills that need to be taught to meet Ruth’s goals are how to check off a box when she completes specific worksheet by scaffolding to show Ruth how to check off the box that corresponds with the worksheet decreasing physical and verbal prompts each day. Another skill is to teach her how to request an activity after completing her assignments using a sentence strip and a picture of desired activity by field study students modeling the steps for Ruth and using verbal prompts to guide Ruth to success. In regards to Ruth’s behaviors, the appropriate, precursor, and challenging behaviors will all be responded by the educators in the classroom. The professionals in the classroom including Kathy, the lead teacher, Irene, the assistant teacher, and all the supporting aides in the room. When Ruth is engaging in the appropriate behavior which is sitting in her seat during the duration of the class, educators will be positively praising Ruth for her appropriate behavior. If Ruth is fidgeting in her seat or not focused on the assigned task, also known as the precursor
Our Functional Behavior Assessment helped us learn why our focus student, Ruth, was repeatedly standing up from her seat during academic work time. Every day during math or reading, which usually lasts less than 40 minutes, Ruth would stand up from her seat. Her challenging behavior is defined as when Ruth is out of her seat without being prompted to stand up during math or reading academic time. After completing the Functional Behavioral Assessment, we concluded that the function of her behavior was based on negative reinforcement to avoid situations with nothing to work on or do. BEHAVIOR GOALS (15 pts)
The long term goal is by June ninth, Ruth will stay seated for the duration of math/reading class daily. When …show more content…
The goal is to have Ruth independently choosing an activity and giving her sentence strip to a professional in the classroom to assist her in providing that activity to her. The field study students will teach this skill to Ruth in the classroom by modeling the steps and using verbal prompts that will begin to fade with success. This is feasible in this classroom because the field students are two additional people in the classroom. This skill is being taught to enable Ruth to communicate the activity that she wants to do after the completion of her work. This will help Ruth communicate which activity she wants to help her stay seated while others are working with her …show more content…
To appropriately promote Ruth’s behavior, professionals will discuss with Ruth before starting math/reading the worksheets and activities to be completed and the activities that will follow after completion. The new skills that need to be taught to meet Ruth’s goals are how to check off a box when she completes specific worksheet by scaffolding to show Ruth how to check off the box that corresponds with the worksheet decreasing physical and verbal prompts each day. Another skill is to teach her how to request an activity after completing her assignments using a sentence strip and a picture of desired activity by field study students modeling the steps for Ruth and using verbal prompts to guide Ruth to success. In regards to Ruth’s behaviors, the appropriate, precursor, and challenging behaviors will all be responded by the educators in the classroom. The professionals in the classroom including Kathy, the lead teacher, Irene, the assistant teacher, and all the supporting aides in the room. When Ruth is engaging in the appropriate behavior which is sitting in her seat during the duration of the class, educators will be positively praising Ruth for her appropriate behavior. If Ruth is fidgeting in her seat or not focused on the assigned task, also known as the precursor