Functional Assessment Activity Directions: Identify a student or another individual with whom you come into regular contact and conduct a functional assessment of their behavior. Make a chart and write downSetting eventsAntecedentsBehaviorConsequencesFunction of behaviorIdentify patterns of behaviorConduct an ABC analysis of the behavior Once completing #’s 1–3, summarize your findings in a summary statement that identifies setting events, antecedents, behaviors, and their functions. For example: When Jack is prompted to stop playing with the computer in the computer area, he is likely to tip over his chair, yell, and then stomp over to his desk and refuse to complete any other assignments.During free time when there is a great deal of stimulation and noise in the classroom, Maria is likely to isolate herself in a corner, rock and hit her head with her fists. Based on your findings of your ABC analysis, describe how you would intervene given the results of your assessment.i provied an example follwo the same
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Running head: DESCRIPTION OF BEHAVIOR CHANGE PROJECT
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Description of Behavior Change Project
Background on the Student and Setting
The goal of this behavior change project is to help alter the behavior of a problematic
student within a school setting. Khalid, the client, is a six year old student. He immigrated into the
USA with his mother who is currently pursuing a Master’s degree. Khalid is the first born child
and he has a younger sister. As an international student, Khalid had a difficult time fitting in but
once he settled, the teachers noticed he was suffering from behavioral problems. Khalid was
displaying bouts of impulsive behavior and hyperactivity. These behaviors have been selected for
modification as they have been identified as destructive for Khalid’s learning and that of his fellow
students, through thoughtful discussion with peers, family members and teachers within the
classroom setting (Partin, Robertson, Maggin, Oliver, & Wehby, 2009). Altering these behaviors
is important because hyperactivity and impulsive behaviors are the key symptoms of Attention
Deficit Hyperactivity Disorder (ADHD). The academic success of a child is dependent on their
DESCRIPTION OF BEHAVIOR CHANGE PROJECT
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capacity to accomplish given tasks, listen to the teacher and their ability to adhere to the classroom
instructions. These skills enable a student to obtain the required knowledge, finish assignments
and actively participate in classroom projects and discussions. The objective of the program is to
create and implement suitable instructional methodologies and interventions that will ensure that
the impulsive behaviors decrease during lesson time and Khalid is able to allow learning to take
place for himself and the pupils seated around him. The difficulties with his academics will also
be resolved and he is bound to have an easier time forming relationships with his peers.
Data Collection Method
The method that will best represent and measure the student’s rate of occurrence is
observation. This data collection method is objective and it will allow the clinical measurement of
the targeted behaviors that can be utilized to shape and guide the professional judgment,
instructional methodologies, and interventions that will resolve the issues (Baer, 2005). The
method is also essential as it will provide empirical proof that confirms that the behavior
management strategy and instructional methods that are implemented are generating the desired
results (Baer, 2005). The method can also be utilized to identify the practices that are useful for
teaching Khalid or any other students who have ADHD within a similar setting.
During the selection and implementation of an instructional strategy and practice designed
to improve behavior, it is crucial to learn the features of that pertaining to the targeted or
problematic behaviors (Cooper, Heron, & Heward, 2007). This information will be essential in the
evaluation of the practices that will benefit the Khalid.
Operational Definitions of Behavior
DESCRIPTION OF BEHAVIOR CHANGE PROJECT
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Before initiating the data collection method, a definition of the target or the problem
behaviors, as well as the desired or replacement behavior, is necessary. To correctly target a
problem behavior, it is essential to identify and select an appropriate replacement behavior (Baer,
2005). An operational definition of both groups of behavior precisely states them according to the
observable and measurable terms. The description of a type of behavior in observable terms allows
them to be easily seen and documented. The use of measurable terms allows the behavior to be
quantified in some way, such as tallying. Some of Khalid’s targeted or problem behaviors include
fidgeting with his hands and feet, difficulty in remaining still while seated or when required to do
so and hyperactivity. The replacement behaviors for the above issues, respectively, are reduction
of movements while in class, remaining still during lessons and when instructed to and the overall
reduction of activity and movement.
Baseline Behavior
The baseline behavior of Khalid during classes was monitored over a period of five days.
During this period, no new behaviors were introduced to alter his habits. A chart to log the
variables that marked the instances of problematic behaviors was used to establish any underlying
patterns. These variables utilized were the behavior, the number of times it was exhibited and the
episode duration. The behaviors were tallied whenever Khalid caused a disturbance that was
significant enough to disrupt class. The behaviors were more intense during the morning classes
and they seemed to decrease as the day progressed. The values that were tallied during observation
were then used to create the following graph that illustrates the intensity of the targeted or
problematic behavior.
DESCRIPTION OF BEHAVIOR CHANGE PROJECT
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Baseline Behavior
11
11
10
10
9
Numberof Tallied
Behaviors
DAY 1
DAY 2
Day 1
Day of Observation
DAY 3
Day 2
Day 3
Day 4
DAY 4
DAY 5
Day 5
After a keen analysis into the figures of the baseline behaviors, it was apparent that the
behavior modification techniques would work best if they were applied during the morning
lessons.
Overall Strategy for Implementation
For a successful alteration of behavior for Khalid, a three-pronged strategy is best. First,
the unique needs of the Khalid were identified. Through the baseline behavior measurement, the
how, when, and why Khalid was fidgeting and hyperactive was determined. The information
aided in the selection of a suitable behavioral intervention and classroom accommodation that
was appropriate to meet that Khalid’s needs. Finally, the combination of these practices into an
individualized plan and its integration into the activities executed by Khalid in class completes
the process. For Khalid, the best method would be the use of moment breaks between the class
activities. He will engage in activities such bouncing a ball around, standing and stretching,
switching sitting positions and singing movement songs. As such, all of his excess energy will be
DESCRIPTION OF BEHAVIOR CHANGE PROJECT
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channeled into these short activities, thus reducing his restlessness and helping him to settle
down and focus on the lesson at hand. The following graph is an indication of the reduction of
the behavior over a period of five days.
Behavior Modification
Day 1
Day 2
Number of Tallied
Behavior
Day 3
Day 4
Day 5
Day of Observation
Overall, as illustrated by the data, the above behavior modification and intervention plan,
would be suitable for students with a learning disability such as Khalid. After the application of
the intervention strategy, Khalid’s problem behaviors steadily decreased. Hopefully, he shall
eventually be rid of the behavior problem and develop into a responsible student.
DESCRIPTION OF BEHAVIOR CHANGE PROJECT
References
Baer, D. M. (2005). Some Pragmatics in the Valid and Reliable Recording of Directly Observed
Behavior. Research on Social Work Practice, 15(6), 440-451.
doi:10.1177/1049731505279127
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. Princeton, NJ:
Recording for the Blind & Dyslexic.
Partin, T. C., Robertson, R. E., Maggin, D. M., Oliver, R. M., & Wehby, J. H. (2009). Using
Teacher Praise and Opportunities to Respond to Promote Appropriate Student
Behavior. Preventing School Failure: Alternative Education for Children and
Youth, 54(3), 172-178. doi:10.1080/10459880903493179
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