Duncan 1

Functional Behavior Analysis (FBA) Report Amber Duncan University of Alabama SPE 502 Spring 2012

Duncan 2

Referral information summary for Satira Students Name: Satira M. School: University Place Middle School Date of Birth: 06/15/1997 Age: 14

Teachers Name: Mrs. Shaw, Mrs. Hartley, Mr. Trayvick, Mr. Parrish, Mrs. Banks Grade: 8 Phone: 123-4567 Parents/ Guardians: Adrianne J., and Eric M. Current Educational placement: General Education Special Education Services: Collaborative Teaching for Specific Learning Disability in Reading and Math Person Responsible for initiating and implementing the plan: General Education Teachers: Mr. Parrish, Mr. Trayvick, Mrs. Banks, and Mrs. Hartley Special Education Teacher: Mrs. Shaw

Duncan 3

List any additional collaborating team members and their position: TEAM MEMBERS NAME Adrianne Johnson Eric Mattix Mr. Danner Mrs. Shaw Mrs. Hartley Mr. Parrish Mr. Trayvick Mrs. Banks Ms. Duncan ROLE Parent Parent LEA/ Principal Special Education Teacher Science General Education Teacher Social Studies General Education Teacher Math General Education Teacher Language Arts General Education Teacher Behavior Specialist

Reason for Referral (List and describe behaviors that adversely affect the students social or academic performance): 1. Non- compliance behaviors: Leaving class without permission, not following requests or directions of teachers, and inappropriate behaviors toward teachers such as raising her voice, arguing with the teachers, or the way she responds to a request or directions from a teacher, being aggressive with requests or responses to her teachers. 2. Off-task behaviors: drawing or doodling on her papers, looking around the classroom, putting her head down on her desk, playing on her cellphone, listening to music on her cellphone, getting up out of her seat and walking around the classroom, not completing her work, not participating in class time 3. Disruptive behaviors: arguing with other peers, blurting out answers in class, hitting other students, talking to other peers during instructional time, shouting at the teachers for help

Duncan 4

Intervention strategies used with Satira before referral: All of the general education teachers have used different strategies to help Satira with her behaviors. The different intervention strategies that they have used are talking one-on-one with Satira, moving seats, alternate assignments, verbal praise, tangible rewards, classroom privileges, good notes to her mother, redirects, office referrals, and math charts In observing Satira, the interventions that I mostly saw with Satira were verbal reprimands, being moved away from the situation, being put out of the classroom, silent lunch, or math charts. Sometimes, Satira would be participating in the behavior and there would be no intervention to the behavior that was occurring. Describe Satiras response to the interventions: All the teachers have said that Satira will sometimes respond positively to the interventions for a period a time. They also said that the behaviors that Satira exhibits either stopped for a few minutes of the behavior continued. In my observations, I saw that sometimes Satira would respond to a reprimand by stopping her behavior for a few moments. In the time that she would stop her behavior, she would continue her work, put her head down on her desk, or find some other way of occupying her time. After she stopped her behavior for the moments, it would start back up again. If there was no intervention to the behavior, whether it be talking to her peers or being off task with her work, she would continue in that behavior. As a result of this, Satira would not complete her work, distract her peers from completing their work, or she would not preform the task that was asked of her.

Duncan 5

Description of Problem Behaviors: Satira, is an 8th grade student at University Place Middle School. There has not been an official meeting to my knowledge and in conversations with my teacher about her behavior. The official meeting will be on April 5th. Ms. Duncan, the behavior specialist, was asked to observe Satira during her instruction time in the general education classroom to understand and see the extremes of her behaviors. Before observing Satira in the classroom, Ms. Duncan started by interviewing her general education teachers, Mr. Parrish, Mr. Trayvick, Mrs. Hartley, and Mrs. Banks, and finding out background knowledge of Satira from her case manager and special education teacher, Mrs. Shaw. In conversations with Satiras teachers about the behaviors that Satira has been exhibiting, have been more extreme than the past couple of weeks that Satira was observed. One of the reasons Satira is being observed is because she is one step away from being put in an alternative school for her behaviors. Another reason for having Satira referred for observation is because her behaviors have interrupted her learning severely and either completes part of her work or does not complete any of her work. The third reason for referral is because Satiras behavior sometimes can be loud and disruptive and will affect the entire environment of the school. Lastly, Satiras behavior when it involves her peers affects her peers learning and them starting and completing their work. In talking with Satira about her behavior, I asked what kind of behaviors does she think she exhibited, she said wrestling, using profanity, talking to peers, and getting up out of her seat. In asking her if she thought if any of the behaviors were inappropriate, she was that she only thought the wrestling and using profanity were the only inappropriate behaviors. Satira said that

Duncan 6

the reason why she participates in these behaviors is because she is irritated or just playing. She said that it is not because the work is too hard or because she is seeking attention. Satira said that when she is reprimanded by a teacher, she gets an attitude because she knows the teacher is telling her the truth. Satira also said that she likes having personal, genuine praise, Fun Friday where they can use their phones or listen to their own music, and candy. Following the interview with Satira, the three problem behaviors were determined. These behaviors and there operational definitions are listed as follows: Off-task behaviors: drawing or doodling on her papers, looking around the classroom, putting her head down on her desk, playing on her cellphone, listening to music on her cellphone, getting up out of her seat and walking around the classroom, not completing her work, not participating in class time Disruptive behaviors: arguing with other peers, blurting out answers in class, hitting other students, talking to other peers during instructional time, shouting at the teachers for help Non-compliance behaviors: Leaving class without permission, not following requests or directions of teachers, and inappropriate behaviors toward teachers such as raising her voice, arguing with the teachers, or the way she responds to a request or directions from a teacher, being aggressive with requests or responses to her teachers.

Duncan 7

Functional Behavior Assessment Students name: Satira M. Dates of evaluation: 3/21/11, 3/26/11, 3/28/11, 4/2/11 School: University Place Middle Source of referral: Mrs. Shaw Reason for Referral Satira was referred to the support team due to her teachers concern that his inappropriate behaviors were affecting her performance in the classroom and other school settings such as the bus and causing Satira to get into trouble. In addition to her performance lacking, it has caused her to be one step away from moving to the alternative school. The team decided to conduct a functional behavior assessment (FBA) to assess Satiras problem behaviors. In this report, detailed procedures will be explained on how the FBA was conducted as well as the results determined the information obtained from the procedures. A summary and suggestion for a behavior intervention plan will be included as well. Procedures Three methods were used to collect information about Satiras problem behavior. These methods included a formal assessment interview (FAI), scatter plot assessment, and observations. The first method used was the FAI questions (Yell, etc.al, 2009). The purpose of using the FAI was to gather information from Satiras general education teachers, Mr. Trayvick, Mr. Parrish, Mrs. Hartley, and Mrs. Banks. The second method used was scatter plot assessment (Touchette, et al., 1985). This procedure was used to determine exactly when the problem behaviors were more Childs date of birth: 6/15/1997 Examiners name: Amber Duncan

Duncan 8

likely to occur. Data was collected on four separate days in March and April of 2012. Lastly, direct observation data was collected on Satira during her general education classes. Data collected using an antecedent-behavior-consequences (A-B-C) recording chart. Through the date collected using the A-B-C recording chart, environmental and contextual variables that occurred prior to the behavior and after the behaviors occurred were identified. Direct observations were collected for 30 minutes in Mrs. Bankss class, 40 minutes in Mr. Trayvicks class, 25 minutes in Mrs. Hartleys class on March 28th. Then on April 2nd, the data was collected for 50 minutes in Mr. Trayvicks room (see Appendix). Results Interview Results from the FAI show that Satira has behaviors that Mr. Parrish, Mr. Trayvick, Mrs. Hartley, and Mrs. Banks have observed that they consider being a problem. First, all of her teachers have noticed that Satira is loud, talks in the class without permission, and uses profanity when she talks in the classroom, the hallway, and when she talks with her peers. The second behavior that has been observed by the teachers is Satira getting up out of her seat without permission. Mr. Parrish and Mrs. Hartley have noticed Satira being physical with her peers, such as play fighting and wrestling with them. The last behavior that Mr. Trayvick and Mrs. Banks has noticed is Satira not following simple classroom rule such as getting up out of her seat without permission. When these behaviors occur, the teachers use the interventions of verbally reprimand, removing Satira from the situation, sending her out of the classroom, math charts, or sending her to the office. When the teachers were asked when these behaviors occur, Mrs. Hartley said during class

Duncan 9

instructional time in the hallway, and in the cafeteria. Mr. Trayvick said that these behaviors occur when she sits near her friends. Mrs. Banks said that there is no specific situation because she has seen these behaviors in the classroom, lunchroom, and hallway. Mr. Parrish said that these behaviors occur at the beginning or at the end of the class. When the teachers were asked why she exhibits the behaviors, Mrs. Hartley said to seek attention and to be a leader for her friends, Mr. Trayvick said that he does not think she exhibits these behaviors for any reason, Mrs. Banks said that she exhibits these behaviors to gain attention, escape work, and to avoid other situations, and Mr. Parrish said these behaviors occur for attention and to take a break from work. Information provided from these four teachers revealed that Satira emitted three categories of problem behaviors. These behaviors and their operational definitions are described as follows: Problem Behaviors Off-task behaviors Operational Definition Satira will draw or doodle on her paper, play with her cellphone, or get up out of her seat during instruction time without permission Non-compliant behaviors Satira leaves the classroom without permission, not follow classroom rules, being disrespectful in her interaction with the teacher, or follow teachers directions or requests during instruction or transition periods in the classroom.

Duncan 10

Disruptive behaviors

Satira argues with her peers, talk to her peers, blurt out in class, talks loudly, uses profanity, or play fights or wrestles with her peers during instruction time, transitions, or in the hallway or lunchroom.

Scatter Plot Assessment The data collected from the scatter plot assessment confirmed that the behaviors occur in all of her classes, and throughout the class period. Further analysis of the scatterplot shows that Satiras behaviors occur at the beginning, middle, and end of class. Also, when the class periods are large group and whole class instruction and individual work, the behaviors are more evident, than in a small group setting. (See appendix). A-B-C Analysis Based on the data gathered from the scatter plot assessment, I observed Satira during the times when problem behavior was most likely to occur (i.e., all general education classes, especially math and language arts where her disability is in). During the observations, I recorded many instances when Satira would argue with her peer, play fight or wrestle, talk to her peer, and talk loudly during the instruction time in all classes. Also, I noticed instances when she would be disrespectful to her teachers, or she would not follow the classroom instructions in three of her classes. The consequences of her actions were a teacher reprimand or a redirect. Satiras behaviors usually occurred when the teacher would be teaching and she was disinterested in or when her peers would distract her. (See appendix).

Duncan 11

Functional Behavioral Assessment Summary The FBA Information leads to the hypothesis that Satiras behavior (i.e., noncompliance, offtask, and disruptive) in her general education classes functions to escape assignments that she is not interested in, attention and approval from her peers, and to take a break from work. When Satira is faced with information that does not interest her or other peers are not paying attention, Satira shows these behaviors that are listed. The antecedent to her problems is centered around peers attention and around work that Satira is not interested in. Summary Statement from the FBA Setting Events When Satira is sitting in her general education class waiting on class to start and during teacher led, whole group instruction Antecedents and she is not interested in the work, tired of working or other peers are distracting around her Behavior she participates in disruptive, off-task, or non-compliant behaviors Consequences to avoid work, receive attention or approval from peers, or to take a break from work.

Suggestions for the Behavior Intervention Plan (BIP) Based on the information collected through the FBA, the building based support team (BBST) may want to consider several areas in which to intervene regarding her behaviors. First, the team should generate strategies for addressing setting events that influence Satiras problem behaviors in school. Because these behaviors occur when it is a whole classroom/large group instruction on material that Satira is struggling in or when peers are distracting her, the team should consider ways to intervene in these behaviors. Possible strategies may include, presenting material in a different way besides whole group, verbally, and worksheets, having a defined seat that is away

Duncan 12

from her peers that she talks to a lot, allowing breaks in the work that is tiring or she is not interested in, and allowing small group instruction. Second, the behaviors maybe to get attention from peers, there should be intervening strategies to help Satira understand how to handle different situations and how to communicate these ideas. Therefore, the BIP should first address the antecedents to her behaviors (i.e., modifications of presentation of curriculum, and modification of the classroom environment) which will change the environmental conditions that lead to these behaviors. The plan should also incorporate teaching strategies that keeps Satiras attentions (i.e., playing review games, allow small group work, or a way to allow Satira to take breaks) to increase acceptable and appropriate behaviors during instructional time. Finally, the BIP should address the consequences (e.g., tangible and intangible rewards for showing appropriate behavior, positive reinforcements, personal praise for acceptable and appropriate accomplishment on her work and her classroom behavior) to begin, increase, and maintain Satiras appropriate behavior.

Duncan 13

APPENDIX Appendix A: Teacher Interview Question Form Appendix B: Student Interview Question Appendix C: Scatter Plot Data chart Appendix D: A-B-C- observation forms

Duncan 14

APPENDIX A: TEACHER INTERVIEW QUESTIONNS FORMS

Duncan 15

Mr. Parrishs interview continued:

Duncan 16

Duncan 17

Duncan 18

Mrs. Banks interview continued:

Duncan 19

Duncan 20

Mrs. Hartleys interview continued:

Duncan 21

Duncan 22

Mr. Trayvicks interview continued:

Duncan 23

APPENDIX B: STUDENT INTERVIEW 1. What behaviors do you think you exhibit in class? Wrestle, cussing out, talking, gets up 2. Which behaviors do you think are inappropriate? Wrestling and cussing 3. Why do you exhibit these behaviors? Irritated, just playing, bored, work isnt too hard, and not for attention 4. How do you feel when these behaviors are pointed out? Catch and attitude because the teacher is telling the truth 5. What are some rewards or reinforcement that helps you to control these behaviors? Fun Friday, candy, personal praise

Duncan 24

APPENDIX C: SCATTER PLOT DATA

Satiras scatterplot data for Mrs. Banks class- Language Arts: March 21, 2012 The instructional method for this class period was large group/ whole class instruction (Teacher lecturing class) Time 8:35-8:45 8:45-8:55 8:55-9:05 Off-Task I Behaviors Non-compliant II I Total Occurrences Disruptive III II III 4 4 4

Operational Definitions for behaviors:

Off-task behaviors

Satira will draw or doodle on her paper, play with her cellphone, or get up out of her seat during instruction time without permission Satira leaves the classroom without permission, not follow classroom rules, is disrespectful in her interaction with the teacher, or follow teachers directions or requests during instruction or transition periods in the classroom. Satira argues with her peers, talk to her peers, blurt out in class, talks loudly, uses profanity, or play fights or wrestles with her peers during instruction time, transitions, or in the hallway or lunchroom.

Non-compliant behaviors

Disruptive behaviors

Duncan 25

Satiras scatterplot data for Mr. Trayvicks class- Math: March 21, 2012 The instructional method for this class period was large group/ whole class instruction. (Problems written on board required writing them down and going over verbally). Time Off-Task 10:04-10:14 I 10:14-10:24 I 10:24-10:34 10:34-10:44 I 10:44-10:54 I 10:54-11:04 11:04-11:14 Operational Definitions for behaviors: Behaviors Non-compliant II Total Occurrences Disruptive II II II I IIII III I 5 3 2 2 6 4 1

I I

Off-task behaviors

Satira will draw or doodle on her paper, play with her cellphone, or get up out of her seat during instruction time without permission Satira leaves the classroom without permission, not follow classroom rules, is disrespectful in her interaction with the teacher, or follow teachers directions or requests during instruction or transition periods in the classroom. Satira argues with her peers, talk to her peers, blurt out in class, talks loudly, uses profanity, or play fights or wrestles with her peers during instruction time, transitions, or in the hallway or lunchroom.

Non-compliant behaviors

Disruptive behaviors

Duncan 26

Satiras scatterplot data for Mr. Parrishs class- Social Studies: March 21, 2012 The instructional method was large group/ whole class instruction (PowerPoint and worksheet) Time 12:35-12:45 12:45-12:55 12:55-1:05 1:05-1:15 Operational Definitions for behaviors: Off-Task I Behaviors Non-compliant Total Occurrences Disruptive II III I II 3 3 1 4

Off-task behaviors

Satira will draw or doodle on her paper, play with her cellphone, or get up out of her seat during instruction time without permission Satira leaves the classroom without permission, not follow classroom rules, is disrespectful in her interaction with the teacher, or follow teachers directions or requests during instruction or transition periods in the classroom. Satira argues with her peers, talk to her peers, blurt out in class, talks loudly, uses profanity, or play fights or wrestles with her peers during instruction time, transitions, or in the hallway or lunchroom.

Non-compliant behaviors

Disruptive behaviors

Duncan 27

Satiras scatterplot for Mr. Parrishs class- Social Studies: March 26, 2012 The instructional method was whole group/large group instruction and individual work (PowerPoint and worksheet) Time Off-Task 12:26-12:36 I 12:36-12:46 I 12:46-12:56 I 12:56-1:06 1:06-1:15 Operational Definitions for behaviors: Behaviors Non-compliant I II II I Total Occurrences Disruptive II II III I I 4 3 6 3 2

Off-task behaviors

Satira will draw or doodle on her paper, play with her cellphone, or get up out of her seat during instruction time without permission Satira leaves the classroom without permission, not follow classroom rules, is disrespectful in her interaction with the teacher, or follow teachers directions or requests during instruction or transition periods in the classroom. Satira argues with her peers, talk to her peers, blurt out in class, talks loudly, uses profanity, or play fights or wrestles with her peers during instruction time, transitions, or in the hallway or lunchroom.

Non-compliant behaviors

Disruptive behaviors

Duncan 28

Satiras scatter plot data for Mrs. Hartleys class- Science: March 26, 2012 The Instructional method was large group/whole class instruction and watching a video Time Off-Task 1:23-1:33 1:33-1:43 1:43-1:53 1:53-2:03 2:03-2:13 I Operational Definitions for behaviors: Behaviors Non-compliant III II Total Occurrences Disruptive I I I III IIIII 4 3 1 3 7

Off-task behaviors

Satira will draw or doodle on her paper, play with her cellphone, or get up out of her seat during instruction time without permission Satira leaves the classroom without permission, not follow classroom rules, is disrespectful in her interaction with the teacher, or follow teachers directions or requests during instruction or transition periods in the classroom. Satira argues with her peers, talk to her peers, blurt out in class, talks loudly, uses profanity, or play fights or wrestles with her peers during instruction time, transitions, or in the hallway or lunchroom.

Non-compliant behaviors

Disruptive behaviors

Duncan 29

Satiras scatterplot data for Mrs. Banks class- Language Arts: March 28, 2012 The instructional method was large group/whole class, Silent Sustained Reading/ and small group Time Off-Task 8:12-8:22 I 8:22-8:32 I 8:32-8:42 8:42-8:52 II 8:52-9:02 I Operational Definitions for behaviors: Behaviors Non-compliant Total Occurrences Disruptive II I 3 2 0 2 1

Off-task behaviors

Satira will draw or doodle on her paper, play with her cellphone, or get up out of her seat during instruction time without permission Satira leaves the classroom without permission, not follow classroom rules, is disrespectful in her interaction with the teacher, or follow teachers directions or requests during instruction or transition periods in the classroom. Satira argues with her peers, talk to her peers, blurt out in class, talks loudly, uses profanity, or play fights or wrestles with her peers during instruction time, transitions, or in the hallway or lunchroom.

Non-compliant behaviors

Disruptive behaviors

Duncan 30

Satiras scatterplot data for Mr. Trayvicks class- Math: March 28, 2012 The instructional method was large group/whole class instruction (Problems written on board, required to write them down and go over verbally). Time Off-Task 10:05-10:15 10:15-10:25 10:25-10:35 10:35-10:45 10:55-11:05 I I II Behaviors Non-compliant I Total Occurrences Disruptive II IIIIII III II 3 7 4 4 0

Operational Definitions for behaviors:

Off-task behaviors

Satira will draw or doodle on her paper, play with her cellphone, or get up out of her seat during instruction time without permission Satira leaves the classroom without permission, not follow classroom rules, is disrespectful in her interaction with the teacher, or follow teachers directions or requests during instruction or transition periods in the classroom. Satira argues with her peers, talk to her peers, blurt out in class, talks loudly, uses profanity, or play fights or wrestles with her peers during instruction time, transitions, or in the hallway or lunchroom.

Non-compliant behaviors

Disruptive behaviors

Duncan 31

Satiras scatterplot data for Mrs. Hartleys class- Science: March 28, 2012 The instructional method was individual work (Coloring skeletons and cutting and gluing them) Time 1:20-1:30 1:30-1:40 1:40-1:50 1:50-2:00 Off-Task I I Behaviors Non-compliant III I Total Occurrences Disruptive III III III I 7 4 3 0 1

2:00-2:10 Operational Definitions for behaviors:

Off-task behaviors

Satira will draw or doodle on her paper, play with her cellphone, or get up out of her seat during instruction time without permission Satira leaves the classroom without permission, not follow classroom rules, is disrespectful in her interaction with the teacher, or follow teachers directions or requests during instruction or transition periods in the classroom. Satira argues with her peers, talk to her peers, blurt out in class, talks loudly, uses profanity, or play fights or wrestles with her peers during instruction time, transitions, or in the hallway or lunchroom.

Non-compliant behaviors

Disruptive behaviors

Duncan 32

Satiras scatterplot data for Mrs. Bankss class- Language Arts: April 2, 2012 The instructional method was large group, Silent Sustained Reading, and small group Time Off-Task 8:00-8:10 I 8:10-8:20 II 8:20-8:30 I 8:30-8:40 II 8:40-8:50 I 8:50-9:00 II Operational Definitions for behaviors: Behaviors Non-compliant Total Occurrences Disruptive 1 2 2 3 3 2

I I II

Off-task behaviors

Satira will draw or doodle on her paper, play with her cellphone, or get up out of her seat during instruction time without permission Satira leaves the classroom without permission, not follow classroom rules, is disrespectful in her interaction with the teacher, or follow teachers directions or requests during instruction or transition periods in the classroom. Satira argues with her peers, talk to her peers, blurt out in class, talks loudly, uses profanity, or play fights or wrestles with her peers during instruction time, transitions, or in the hallway or lunchroom.

Non-compliant behaviors

Disruptive behaviors

Duncan 33

Satiras scatterplot data for Mr. Trayvicks class- Math: April 2, 2012 The instructional method was independent work and large group (Problems written on board required to write them down and go over verbally). Time 10:05-10:15 10:15-10:25 10:25-10:35 10:35-10:45 10:45-10:55 10:55-11:05 Operational Definitions for behaviors: Off-Task I I I III I Behaviors Non-compliant Total Occurrences Disruptive III III III I II 4 4 5 4 1 2

Off-task behaviors

Satira will draw or doodle on her paper, play with her cellphone, or get up out of her seat during instruction time without permission Satira leaves the classroom without permission, not follow classroom rules, is disrespectful in her interaction with the teacher, or follow teachers directions or requests during instruction or transition periods in the classroom. Satira argues with her peers, talk to her peers, blurt out in class, talks loudly, uses profanity, or play fights or wrestles with her peers during instruction time, transitions, or in the hallway or lunchroom.

Non-compliant behaviors

Disruptive behaviors

Duncan 34

APPENDIX D: A-B-C- DATA

A-B-C OBSERVATION FORM

STUDENT: Satira

DATE: March 26, 2012

CLASS/TEACHER: S.S. / Mr. Parrish

OBSERVER: Amber Duncan INSTRUCTIONAL ACTIVITY: counseling activity, defining terms, answering questions TIME 12:26 ANTECEDENT Teacher gave instructions for next activity 12:35 Peers talking to Satira Satira talking to peers BEHAVIOR Turned and talked to peers CONSEQUENCE Slowed down on completing assignment Does not get her work done 12:39 Peer standing next to Satiras desk 12:42 Not working on assignment 12:43 Told to sit down by teacher 12:50 Peer playing with her hair Saitra turns and talks to peer Walking around classroom Interrupting other peers who are working Yelled at peer for playing with her hair Off-task and not completing work Teacher told her to sit down Distracting other peers Touching peer and not working on her work

12:50

Touching peer, acting like play fighting

Hugging/hitting peer

Teacher reprimanded

12:55

Peers taking pictures

Snatched phone, up out of Teacher reprimanded seat, yelled at peer

12:55

Teacher reprimanded, told to give phone back and to sit down

Did not listen

None evidenced

Duncan 35 A-B-C OBSERVATION FORM

STUDENT: Satira

DATE: March 28, 2012

CLASS/TEACHER: Language Arts/ Ms. Banks

OBSERVER: Amber Duncan INSTRUCTIONAL ACTIVITY: large group, Silent Sustained Reading, Small group work OTHER IMPORTANT INFORMATION: Satira checked in late this morning TIME 8:28 ANTECEDENT Peer touched her while leaving classroom 8:23 Peer got her attention during Silent Sustained Reading 8:33 Started reading for group work Satira was motioning back and responding back Satira was looking around and not following along 8:52 Tutor reading back of book out loud 8:55 Teacher announced how many minutes left for group work Satira not following along with the book Satira started looking around, stopped following along None evidenced UA tutor redirected her and asked her to follow along None evidenced No witness to behavior BEHAVIOR Satira responded by touching peer back CONSEQUENCE None evidenced

Duncan 36 A-B-C OBSERVATION FORM

STUDENT: Satira

DATE: March 28, 2012

CLASS/TEACHER: Math/ Mr. Trayvick

OBSERVER: Amber Duncan INSTRUCTIONAL ACTIVITY: large group instruction, problems written on the board TIME 10:16 ANTECEDENT Peers whispering behind her 10:17 Peers whispering behind her 10:22 Teacher turned lights out 10:23 Peer called Satiras name 10:27 Peer talking to Satira about voting 10:30 Peer talking to Satira Turned around and talked to peer Satira responds to peer Talking to peer in response BEHAVIOR Turned around and looked at them Turned and talked to them Starts talking to peers Missing out on instruction Teacher reprimanded whole group Distracts Satira and peer from instruction Distracted from instruction CONSEQUENCE Not on task and missing instruction Missing instruction

10:34

Peer talking to Satira and teacher not talking

Satira turns to talk to peer

Teacher is quite and waits to continue instruction

10:36

Teacher walking around checking on assignments

Talking to peers around her

Teacher used a redirect for the whole class

10:44

Teacher giving out problems for quiz

Satira not writing them down Not working and

Does not get problems to do quiz Misses out on quiz

10:46

Having to work on a quiz

turning to talk to peers grade

Duncan 37

10:52

Teacher was giving them a free time to talk

Sitting on peers desk and talking to them

Not following directions

10:55

Not following directions, went and sat on desk

Talking and disturbing peer

Received Silent lunch

Duncan 38 A-B-C OBSERVATION FORM

STUDENT: Satira

DATE: March 28, 2012

CLASS/TEACHER: Science/ Mrs. Hartley

OBSERVER: Amber Duncan INSTRUCTIONAL ACTIVITY: Free work time TIME 1:24 ANTECEDENT Having a free time BEHAVIOR On peers back and not following directions 1:25 Reprimanded by teacher and told to find a desk 1:28 Teacher giving instructions 1:30 Teacher telling them to work and giving instructions 1:35 Having to work on assignment Started to stand Talking to peer Satira sat on top of a desk than in it Satira was talking out CONSEQUENCE Reprimanded by teacher No visible consequences Could not hear instructions Satira talking and couldnt hear instructions Missing out on work

outside door and leave time classroom

1:37

Peer walked up and started talking Peer took Satiras stuff

Satira talked to peer

No visible consequence

1:38

Yelled in peers face tried to get stuff back

No visible consequence Teacher reprimanded verbally both students

1:40

Peer kept yelling and talking to her Peer got in Satiras face

Chasing peer around classroom and yelling at her

1:46

Stood up and confronted peer and slapped peer in the face

Teacher stepped in and reprimanded them

Duncan 39

References
ONeill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessments for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole. Touchette, P. E., MacDonald, R. F., & Langer, S. N. (1985). Scatterplot for identifying stimulus control of problem behavior. Journal of Applied Behavior Analysis, 18, 343-352.