Review the “Angel Case Study” to inform the assignment that follows.
Part 1: Functional Behavior Assessment (FBA)
Analyze the case study, initial data, and FBA data found in the “Angel Case Study.” In 250-500 words, summarize and analyze the findings of the FBA addressing the following:
Support your analysis with a minimum of two scholarly resources.
Part 2: Behavior Intervention Plan (BIP)
Propose a BIP based on the FBA data provided in the “Angel Case Study.”
In 500-750 words, using the “Behavior Intervention (BIP)” template, create a behavior intervention plan for Angel that includes the following:
Support the plan with a minimum of three scholarly resources, in addition to the “Special Education Professional Ethical Principles.”
Angel Case Study
Angel is an 11-year-old male in your sixth grade inclusive English language arts (ELA) classroom. Angel has been diagnosed with ADHD and a specific learning disability in reading.
Angel frequently gets into trouble in line and during recess. He has been involved in two physical fights with a peer on the playground and has had two in-school suspensions and one out of school suspension for fighting and arguing with adults. His special education teacher is working with Angel on conflict resolution skills. He often argues with peers and adults. During classroom instruction it is not uncommon for him to make side comments to annoy another student. This often results in an altercation, or at least some verbal disruption during class. During ELA instruction, sometimes Angel gets out of his seat to sharpen his pencil. It is not uncommon for him to take something off of another student’s desk on the way back, or make another comment to a peer. Angel rarely completes an entire assignment and often turns in work that is totally blank with just pictures and doodles drawn on the paper.
To determine an appropriate intervention, the ELA teacher collected data for a week to see how frequent the above behaviors occurred during class time. After observing and counting behaviors for a week, the ELA teacher shared the data with you, the special education teacher. A review of the initial data presented by the teacher indicated that the most problematic behaviors in the classroom appeared to be taking something away from students and inappropriate or argumentative comments to peers. The fact that Angel is out of his seat sharpening pencils, taking things away from students and arguing were most likely affecting Angel’s ability to complete work.
After discussing these issues with the IEP team and the general education teacher, the team decided to invite Angel’s parents to a meeting to discuss the need for a Functional Behavior Assessment (FBA) and secure the signed permission to evaluate. The team discussed the possible hypotheses for the behavior and agreed the function of the behaviors could be task avoidance, frustration, or attention seeking. Once the parents consented to an FBA, the team began the process of ABC analysis of behavior and prioritizing the behavior to target. The behavior was operationally defined so all members of the team could observe and count the same behavior while taking note of what happened before the behavior (antecedent) and what happened after the behavior (consequence) as well as any setting events that might have an effect on the behavior. The team will use this data to identify a hypothesis and rationale to support intervention. This information will also be used to develop a behavior intervention plan.
See the ELA teacher’s initial data below:
|Date||Out of seat -sharpening pencil||Taking something from another student||Inappropriate or argumentative comments to peers||Incomplete work|
Some of the initial Antecedent-Behavior-Consequence (ABC) analysis data collected by Angel’s IEP team. For reference, there are a total of nine incidents in a two-day period.
|ABC Analysis Chart|
Student is not in his seat or not completing work during ELA class time.
1 – Out of seat sharpening pencil
2 – Taking something from another student
3 – Making comments to peers or adults that may disrupt the class
|10/17||Teacher gave directions for the writing task and told students they had 10 minutes to complete their thesis statement and supporting details for the passage read||1, 3||Teacher redirected student||
Angel took time searching for pencil. Then slowly walked to the pencil sharpener. After sharpening pencil Angel walked back to desk, but stopped to tell Mario, “What are you looking at? Keep your queer eyes off of me!” Mario replied, “shut up!”
Teacher redirected both students and gave Angel a warning. She also reminded Angel of the classroom rule of using respectful language with peers and adults.
Student was asked to join assigned group for group sharing and critique of thesis statement and supporting details. Teacher passed out rubric for student critique and asked students to move to assigned groups.
|Gina yelled, Teacher gave Angel a referral to the front office||Angel sharpened pencil again, then slowly walked to group. After he sat down, he took Gina’s critique form away. Gina replied, “Give it back you jerk!” Teacher intervened as Angel ripped her form in half and threw it at her. The teacher gave Angel a referral to the front office. Angel strolled out without a complaint.|
Students are entering ELA classroom at the beginning of the period.
Angel took Mario’s homework assignment off of his desk and hid it in his own notebook while Mario was talking with Teresa.
Teacher told Angel to give assignment back to Mario.
Mario looked for his paper, looked around the room and asked “who took my homework?”
Angel laughed and Mario said, “Give it back!”
Teacher told Angel to give the assignment back.
|10/18||Teacher was discussing motive of character and how the author used foreshadowing to engage the reader.||3||Teacher redirects Angel||Angel taps Nick’s shoulder and tells him his fly is open. Nick looks down then tells Angel to “shut up!”|
|10/18||Teacher directs students to turn in homework.||1, 2, 3||Gets attention from peers and redirection from teacher, avoids turning in homework.||He gets up to sharpen pencil. On the way back he grabs Mario’s homework and tosses it on the floor. Mario says, “Stop it man!” Angel laughs. The bell rings. Mario retrieves paper and turns it in. Angel leaves without submitting his homework. As he leaves he says “See you later suckers!”|
Frequency of Behavior Graph
Frequency of Behavior Graph
17-Oct 1-Out of seat sharpening pencil 2-Taking something from another student 3-Making comments to peers or adults that may disrupt the class 2 1 1 18-Oct 1-Out of seat sharpening pencil 2-Taking something from another student 3-Making comments to peers or adults that may disrupt the class 1 2 1
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Analyze the case study, initial data, and FBA data found in the “Angel Case Study.
The case study that we are focusing on in this class is Angel. This case study will be used to help us learn about how to conduct an assessment of a student based on their behavior and how to provide appropriate services. We will also use the information found in these documents: Student Information, Parent Survey, Teacher Survey, Initial Data Collection (IDC), Functional Behavior Assessment Interview Form (FBAL) and Final Data Collection (FDC).
Review the information about Angel that can be found in the “Student Information and History”, “Parent Survey”, and “Teacher Survey.
You can find the initial data on Angel that was collected in the “Student Information and History”, “Parent Survey”, and “Teacher Survey.”
Student Information and History: In this section you will find information about Angel’s age, gender, GPA score at school (3.2), attendance record (90%) as well as other relevant statistics such as whether or not she has ever been late to class or missing assignments. This section also contains a few photos of Angel with her parents or other family members so that you get an idea of how they look like upon first glance.* Parent Survey: This section provides additional information about how parents feel about their child’s performance at school based on their responses to questionnaires given out during parent meetings with teachers.* Teacher Survey: The teacher survey asks teachers questions such as how long they have taught each child in their class; what kind of support do they receive from administration; etcetera
What behaviors does Angel exhibit that may be indicative of a disability?
Angel is always on the move, she can’t sit still.
Angel gets distracted easily.
Angel has trouble following instructions.
Angel has trouble with social skills, especially in large groups of people where she may feel overwhelmed or out of place and want to leave early (or during) class; as a result she often misses class entirely because her mind is elsewhere or working too hard trying to find an excuse for why she can’t make it in time for class – even though this isn’t true!
Based on the data you have collected, what disability do you think Angel has?
The best way to figure out how to analyze the case study is by looking at the initial data and FBA data you have collected. Based on these pieces of information, think about which disability Angel may have.
ADHD: Angel has trouble focusing and staying on task, which could be a result of an attention deficit disorder (ADD).
Autism: If Angel’s father says she likes “to talk with her hands,” this means she might have some type of autism spectrum disorder.
Asperger’s Syndrome: This condition causes problems with social interaction and communication skills in addition to repetitive behaviors like hand flapping or stimming (making noises) when bored or upset. It also affects one’s ability to make sense out of what others say—sometimes literally! For example: “I am not hungry.”
What is your hypothesis as to why these behaviors are occurring for Angel?
In your opinion, what is the most likely reason for why these behaviors are occurring for Angel?
If you were to give her some advice, what would that be? What would help her to improve her ability to focus on tasks and complete them successfully?
Complete the Functional Behavioral Assessment Interview Form found in Doc Sharing.
This form is designed to help you understand Angel’s needs and motivators, which will be helpful in determining what interventions are most effective for her.
You’ll need to ask each person about their history of abuse or neglect, their current living situation and treatment plan, and any other relevant information that might help identify potential solutions. You may also want to ask them about their family structure and relationships with other people in the household (such as siblings). You can do this by having each participant fill out an interview sheet before starting the interview itself so that all questions have been answered beforehand
Who will you interview?
You will need to interview a group of parents, teachers and other students. You may also want to speak with the school principal and other administrators in charge of hiring decisions at the time that this case study took place.
This will allow you to get a more complete understanding of what happened by interviewing more people involved in helping decide who was hired (or not hired).
Who will you observe?
In the case study, you will observe Angel and her parents. You will also observe Angel’s teachers, friends and classmates in their home lives as well as at school.
Who do you need more information from?
One of the first steps in this analysis is to figure out who you need more information from. This can be done by asking questions like:
What does the FBA data show?
What do you need to know from the teacher?
What do you need to know from the parents?
And so on and so forth…
I think she has ADHD
I think she has ADHD.
ADHD is a disorder that affects the brain and causes problems with self-control, concentration, and motivation. The symptoms of ADHD can include difficulty sustaining attention in tasks or play (attention), hyperactivity (impulsivity), and impulsivity. In some cases, these behaviors are so severe that they affect a person’s ability to learn new skills or complete schoolwork at home or school (inattention). Symptoms typically appear before age 7 but may appear later if left untreated; however, some children may not show any symptoms until later adolescence or adulthood.
Children with ADHD are more likely than others to have other learning disabilities such as dyslexia or dyscalculia as well as emotional problems like anxiety or depression—all conditions that could be affecting your daughter’s ability to learn math!
I think Angel has ADHD. She has the symptoms of inattentiveness, impulsivity and hyperactivity that are associated with this disorder. I’d make sure to get more information from her parents and teacher to confirm my hypothesis.
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