process 4 3 2 1 0 score 4 student 0 · 2010. 10. 26. · complete (1-3 errors) 0= more than 3...
TRANSCRIPT
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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%
-
While this is not perfect from beginning to end, it is exemplary as can be seen from the growth from beginning to end.
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%
-
While this is not perfect from beginning to end, it is exemplary as can be seen from the growth from beginning to end.
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
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
4
Grade 100%
-
While this is not perfect from beginning to end, it is exemplary as can be seen from the growth from beginning to end.
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%
-
While this is not perfect from beginning to end, it is exemplary as can be seen from the growth from beginning to end.
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
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
4
Grade 100
-
While this is not perfect from beginning to end, it is exemplary as can be seen from the growth from beginning to end.
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%
-
While this is not perfect from beginning to end, it is exemplary as can be seen from the growth from beginning to end.
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
do-able plan for measurement;
3)The stated perceived function
of the behavior is reasonable
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%
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
4
Grade 8=100%
-
While this is not perfect from beginning to end, it is exemplary as can be seen from the growth from beginning to end.
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
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
do-able plan for measurement;
3)The stated perceived function
of the behavior is reasonable
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
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
4
Grade 100%
-
While this is not perfect from beginning to end, it is exemplary as can be seen from the growth from beginning to end.
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%
-
While this is not perfect from beginning to end, it is exemplary as can be seen from the growth from beginning to end.
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
-
While this is not perfect from beginning to end, it is exemplary as can be seen from the growth from beginning to end.
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?
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Thread: 10th grade Tom Post: RE: 10th grade Tom Author:
Posted Date: September 20, 2010
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.
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Thread: 10th grade Tom Post: RE: 10th grade Tom Author: Crystal Whitlow
Posted Date: September 21, 2010
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
-
While this is not perfect from beginning to end, it is exemplary as can be seen from the growth from beginning to end.
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.
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Thread: 10th grade Tom Post: RE: 10th grade Tom Author:
Posted Date: September 21, 2010
9:41 AM Status: Published
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.
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Thread: 10th grade Tom Post: RE: 10th grade Tom--Questions Author:
Posted Date: September 21, 2010
10:11 AM Status: Published
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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Thread: 10th grade Tom Post: RE: 10th grade Tom Author:
Posted Date: September 21, 2010
10:54 AM Status: Published
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While this is not perfect from beginning to end, it is exemplary as can be seen from the growth from beginning to end.
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.
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Thread: 10th grade Tom Post: RE: 10th grade Tom Author:
Posted Date: September 21, 2010
10:58 AM Status: Published
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.
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Thread: 10th grade Tom Post: RE: 10th grade Tom Author:
Posted Date: September 21, 2010
9:07 PM Status: Published
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.
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Thread: 10th grade Tom Post: RE: 10th grade Tom Author:
Posted Date: September 22, 2010
9:03 AM Status: Published
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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While this is not perfect from beginning to end, it is exemplary as can be seen from the growth from beginning to end.
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.
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Thread: 10th grade Tom Post: RE: 10th grade Tom--Questions Author: Crystal Whitlow
Posted Date: September 22, 2010
5:24 PM Status: Published
Good questions and easy to read. This will help your group when you get ready to do the paper.
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Thread: 10th grade Tom Post: RE: 10th grade Tom Author: Crystal Whitlow
Posted Date: September 22, 2010
5:25 PM Status: Published
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.
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Thread: 10th grade Tom Post: RE: 10th grade Tom Author: Crystal Whitlow
Posted Date: September 22, 2010
5:26 PM Status: Published
Excellent question. We know that many times bullying may be happening and the adults do not know.
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Thread: 10th grade Tom Post: RE: 10th grade Tom Author:
Posted Date: September 23, 2010
11:12 AM Status: Published
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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While this is not perfect from beginning to end, it is exemplary as can be seen from the growth from beginning to end.
Thread: 10th grade Tom Post: 10th grade Tom Author:
Posted Date: September 23, 2010
3:08 PM Status: Published
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?
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Thread: 10th grade Tom Post: RE: 10th grade Tom Author:
Posted Date: September 23, 2010
3:11 PM Status: Published
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
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Thread: 10th grade Tom Post: RE: 10th grade Tom--Questions Author:
Posted Date: September 23, 2010
7:33 PM Status: Published
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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While this is not perfect from beginning to end, it is exemplary as can be seen from the growth from beginning to end.
Thread: 10th grade Tom Post: RE: 10th grade Tom Author:
Posted Date: September 23, 2010
11:16 PM Status: Published
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.
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Thread: 10th grade Tom Post: RE: 10th grade Tom Author:
Posted Date: September 24, 2010
9:28 AM Status: Published
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.
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Thread: 10th grade Tom Post: RE: 10th grade Tom Author:
Posted Date: September 24, 2010
12:37 PM Status: Published
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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While this is not perfect from beginning to end, it is exemplary as can be seen from the growth from beginning to end.
-What is the best way to handle Tom whenever he has an outburst?
-Are there certain things I need to refrain from doing/saying?
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Thread: 10th grade Tom Post: RE: 10th grade Tom--Questions Author: Crystal Whitlow
Posted Date: September 24, 2010
11:51 PM Status: Published
Does Tom take medication?
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Thread: 10th grade Tom Post: RE: 10th grade Tom--Questions Author:
Posted Date: September 25, 2010
8:15 PM Status: Published
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.
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Thread: 10th grade Tom Post: RE: 10th grade Tom Author:
Posted Date: September 25, 2010
8:19 PM Status: Published
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.
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Thread: 10th grade Tom Post: RE: 10th grade Tom Author:
Posted Date: September 25, 2010
8:56 PM Status: Published
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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