In Module 3 the class learned about the importance of gathering information about the student in order to create and IEP and plans to support the student. Here are resources and documents talked about/introduced on this subject.
Functional Behavioural Assessment Resources:
What Is a Functional Behavioral Assessment (FBA)? by Andrew M.I. Lee on Understood.
What Is Functional Behavioral Assessment (FBA)? | Understood
http://www.educateautism.com/functional-behaviour-assessment.html
Why look at Behaviour? The impact of Education:
https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1147&context=education_masters
The checklist for Autism Spectrum Disorder found in this document may help Special Education Services Category Checklists. The Learning Support Teacher would start with this document to guide the IEP needs.
Here are some helpful tips for Creating a Student Profile.
My profile https://docs.google.com/document/d/1ZkokktCtA0Ag3B6qOoMosMM8WTFJ83WJWuPHVycOlPs/edit?usp=sharing
A Classroom Teacher might use this guide to build a "at a glance"sheet regarding their students:
Student Profile with FBA and PBS
Queens University: CONT 912
Assignment for Module 3.5
Beverly Ann Lehman
Student Profile
CONFIDENTIAL
Name: Jon Smith
Grade: 6
Case Manager: Beverly Ann Lehman
Designation: G (Autism Spectrum Disorder ASD)
Details:
What this means or looks like:
- Areas of need:
- He needs support to focus on tasks and transitions
For most subjects his work will need be modified
- Can be inattentive
- Difficulty retaining information mentally while working with it or reading
- Difficulty following multi-step directions
- Will ask you the same questions repeatedly to make sure your answer is the same
- Likes to close doors-noise can bother him
What helps:
- Learning support time (reading comprehension, SEL/social skills)
- Using “First/Then”
- Visuals
- EA support
- Writing directions on a personalized small whiteboard
- When he asks a repeated question, just remind him that he knows the answer
- Try a headset or listening to music to help with noise distractions
Services:
- Learning Support
Interests/Strengths:
- Sports (soccer, riding bike)
- Outgoing and friendly
- elevators
- Enjoys math and reading
School:
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Functional Behaviour Assessment (FBA) |
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Date: August 28, 2022 Student: Jon Doe Data Take by: |
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Setting: In the classroom during math work time |
Antecedents: Open classroom door (locks when closed). |
Inappropriate Behaviour(s): J gets up from his seat, and goes to the door and closes it |
Consequence: Locks other students out of the classroom and gets teachers attention |
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Other Notes: |
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Home:
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Functional Behaviour Assessment (FBA) |
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Date: August 28, 2022 Student: Jon Doe Data Take by: |
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Setting: Watching TV |
Antecedents: Open windows |
Inappropriate Behaviour(s): Closes all the windows on a hot day |
Consequence: Everyone gets warm and gets attention from parents |
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Other Notes: |
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Community:
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Functional Behaviour Assessment (FBA) |
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Date: August 28, 2022 Student: Jon Doe Data Take by: |
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Setting: After school care in the homework room |
Antecedents: Open door |
Inappropriate Behaviour(s): J gets up from his work -space and closes all the doors |
Consequence: Gets attention from after school care provider because they cannot see/hear all the students with the door shut |
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Other Notes: |
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Positive Behaviour Support Plan (PBS) |
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Date: August 28, 2022 Student: Jon Doe Data Take by: |
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Setting Event Strategies: Have noise cancelling headset available in the classroom |
Antecedent Strategies: Teacher/EA should check with A regarding the noise levels by giving a thumb when passing by |
Teaching Strategies: Teach the student to ask the teacher/EA “I need a quiet space to work” |
Consequence Strategies: Replace Behaviour: Praise A when he is using the headset and asks appropriately for a quieter space Problem Behaviour: Minimize attention but redirect back to his seat. Visuals on the doors to remind A not to close the door can help too. |
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Other Notes: |
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What are the possible uses for the Student Profile?
The Student Profile gives a snapshot of the student for teachers/staff who are just getting to know the student. In my experience as a teacher and LST, profiles have been given to the classroom teacher by the LST (case manager) at the beginning of the year. The intentions is to give the teacher some insight of the needs and strengths of the student and strategies that might be helpful.
How is this PBS going to be communicated to various members of the school-based team?
At my school there a few meetings that happen which information like this can be communicated. First, the LST, classroom teachers, principal, vice-principal, and counselor meet to profile the class for each teacher. This is a time that information like this is shared. Parent communication would come with a separate meeting with the LST or during the fall IEP meeting as we talk about goals. EA’s usually attend the IEP meetings, but the LST visits each room/student in the beginning of the year. This can be a time when the LST can talk about and model the plan.
How will its effectiveness be assessed? What is the mechanism for changing it?
I would ask the teacher/EA to note how often in a day A uses his headset/sees the visuals or closes the door. A simple chart like this could be used:
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JD PBS Plan Data: Date: |
Replacement |
Problem |
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August 30, 2022 |
lll |
l |
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The mechanism for changing something is when it is not working. However, this is a tricky question because it depends on what is not working. Changing behaviour take time which is sometimes very hard in the classroom. I usually give almost a month of trying until changing something drasic.
How does the FBA/PBS connect in a meaningful way to other aspects of the student’s life?
From working with A one on one I know his behaviour of shutting doors is because of noise. With me, because I was right there and he is aware that I know about his past behaviour and have talked to him about it, he would ask me if he could shut the door. A few times I asked him why? He told me that the noise from the hallway was too loud. It was interesting because in that moment the hallway was clear, but the distraction for him was very clear. This was not clear to the classroom teacher last year. She felt like A was closing doors to be a bother. Outside noises happen at home, from other family members or neighbors and in the community. When you are visiting someone it’s not appropriate to get up and close their windows and/or doors. However, teaching A to express his need for a quieter space will help him navigate situations outside of the school building.
Does your district have a safety plan for individual students as part of the positive behaviour support plan?
I have experienced this working with one student and our district Behavioral Analyst. Part of the positive behaviour plan was getting the student, with ASD, to ask if she could have a break with a choice in several settings. We were trying to get her to be more independent and not rely on the EA support. One of the problem behaviours was that she would leave campus on foot when irritated. Sometimes the need for a break was often related to feeling irritated although she would not always show or express it. So, we had a safety plan.