POSITIVE BEHAVIOR SUPPORT (Module#9)
Assignment # 1(FBA Analysis)
· You are required to observe a child and you are teaching a child a positive behavior using strategy. Here are the steps to follow:
(Age, interest, appearance, etc.)
Joseph is a pre-school and a full time kid at daycare. He is 4 years old, and loves to play cars. He has fair complexion, average height for his age, healthy, well-dressed and energetic. He loves eating fruits and vegetables.
(Describe the negative/undesired behavior)
Joseph has an undesired behavior of avoiding social interaction, where he kicked and punched every time he was being approached. He is interested in doing things or activities though; only, he doesn’t want to do it with anybody. He prefers doing these activities alone.
Fill the ABC chart (more than four observation)
Date & time
(What happened immediately before behavior)
(What happened immediately after behavior)
He doesn’t want anybody sit beside him on the carpet for circle time.
He kicked and punched the kid who sat beside him.
He was moved from the carpet, away from the other kids.
He doesn’t want to do the craft because it means that he will be joining the other kids; he just wanted to play his toy car.
He punched the teacher who told him to sit and join the other kids for craft time.
He was told it’s not nice to punch the teacher. He was sent to other table where he did his craft alone.
He doesn’t want his bed placed beside somebody; he wanted his bed to be placed far from everyone.
He is kicking the floor and the wall, and punching the door because we didn’t move his bed. Kids were distu
ed by the noises he made.
He was told to stop whatever he is doing because he is creating too much noise. The teacher gave him a book to read to divert his attention.
He wanted to eat his snacks alone in the table, but kids were joining him because it is a common table for snacks.
He kicked the kid, the teacher and the chair beside him. He also pushed the tables and knocked down some chairs.
I held his arms until he became calm. He was put to a corner where he insisted to eat his sandwich.
Kids were playing in the front yard playground. One of the kids wanted to play with him in the slide.
He kicked the kid and yelled to him that he wanted to play alone in the slide.
He was sent to the director’s office as his punishment. He spent some time in the office.
When Joseph is expected to join in daycare’s activities, as soon as he was being told to sit, work or play with somebody, he will start kicking and punching that somebody, or whoever he was being paired to or sit beside with. He wanted to be alone, play alone and do activities all by himself. He is avoiding social interaction and because of this attitude, he deprived himself the chance to learn and be able to socialize with other kids.
Teaching a positive behavior by using strategy
As kids grow, they will be faced to so many challenges in their lives. Sometimes, kids show challenging behaviors because it is one of their means of showing how they feel or their form of communication. Children would often show behaviors because in their young minds, they thought this would be the best way to get the attention that they seek and desired.
As an educators or parents, our goals should not be always trying to put to stop these distu
ing behaviors that our children are showing us. There are times that kids can’t tell how they feel so they do their communication using behaviors or undesired behaviors. Before we act or do something hasty, we should be asking ourselves first, “Why these kids do or why is my kid acting this way?” Giving prompt decisions and actions without identifying the source of the behavior would not help us provide the best solution or response to the problem or to the behavior. For example, the excessive kicking and punching of Joseph might be his way of communicating or expressing how he feels. Teaching Joseph some positive ways to change his undesirable behavior into a good one might help him in the long run.
To help kids like Joseph, educators and parents should identify first the interfering behavior. In Joseph’s case, we should ask these questions: Does the behavior interfere with his learning, socialization or acceptance from peers? Is the behavior disruptive or intense on a frequent basis, or dangerous to him or to the others? After identifying the behavior, the causes and its roots, and data observation was done, we can now assess the gathered data. We can use these data to determine what strategy to use for Joseph.
One of the strategies that might help Joseph will be making him leader once or twice a week during the circle time, instead of putting him on quiet time or in another table. This strategy might be the answer so that Joseph will join the circle without hurting any of the kid because he is the leader and that makes him responsible for the group. Through here, we can make decisions or follow-ups on what to do next.
During craft time, we can also introduce him to a buddy and how fun it is to work with someone doing crafts and activities, instead of sending him to other table to work alone. This will help him make friends and eventually, he might find it fun and enjoyable to work with other kids.
Another strategy that might also help Joseph stop his undesirable behavior and make friends especially during the free play/play time is to know what game he is interested in and find a playmate or a buddy who has the same interest as he is. Helping Joseph realize that there are more fun ways and things to do if he play with other kids than kicking and punching. He might realize that it might be a good start for him to avoid or lessen and hopefully put a stop to his undesirable behavior.
Kids with undesirable behaviors like Joseph don’t always mean that they are bad kids and needing a punishment or be ignored. Sometimes, these kids would ask for love in their most unloving ways, thus, having these behaviors. Giving them punishment will not help them straighten up their bad behaviors, but, in doing so, we might push them more to develop a more or severe damage behavior. To educate kids, it is important to educate the adults as well to fully understand kids and their behaviors. Helping them one step at a time is better than ignoring them and their behaviors and not knowing its roots and sources.
“Behavior is the language of children who have lost their voice” (Dr. Karyn Purvis), so let us help these kids find their lost voice by guiding and helping them, and making them comfortable, give the feeling of love and acceptance.
Examples Of Functional Behavioral Assessments
By: Joan M. Miller, Ph.D.
Date: September 25, 2000
Observer: Ms. A. Jackson [T = teacher]
who: teacher and 6 peers
what: guided reading lesson
where: front table
when: 9:05 -9:52
1. T introduced the story and led students through predicting the story based on the title and key questions. T asked the group if they had ever had a pet that emba
assed them in public.
2. Ryan raised his hand and, when called on, said his cockatiel had flown around and landed on a guest's head.
3.T and peers laughed.
4. T said this story would be about a pet which emba
assed its owner. She told Ss to look for what the problem was and how the owner felt. T asked Ryan to start reading.
5. Ryan "read" by making up an i
elevant story including words refe
ing to body functions.
6. Peers laughed. T told him to stop.
7. T read the first 3 words and told Ryan to sound out the next word.
8. Ryan slumped back, crossed his arms, and refused to read.
9. T said Ryan had lost his turn and called on the next student to read.
10. After peer read, T asked who could tell what the problem was.
11. Ryan raised his hand and said that the hamster had climbed in the aunt's hat.
12. T said Ryan should wait to be called on and that he was right. She called on the next student to read.
HYPOTHESIS (based on the assumption that other ABCs showed a similar pattern): avoidance of reading aloud
PLAN: Ease task difficulty by having peer pairs simultaneously read aloud assigned paragraphs from the intended story before the lesson. Then, during the reading lesson, call on Ryan to read one of the paragraphs he and his partner had rehearsed. If the data show a decrease in the inappropriate behavior, gradually increase the number of assigned paragraphs. Eventually have Ryan read unassigned sentences and then unassigned paragraphs.
By: Joan M. Miller, Ph.D.
Date: October 3, 1999
Observer: Ms. Norman
who: resource teacher (RT), peers in resource room
what: transition from resource room to physical education class
where: resource room
when: 10:15 at end of ELA period
1. RT announced it was time to go to gym.
2. Alf continued to leaf through a book. He glanced at peers who had moved to the doorway.
3. RT talked with peers for about 30 seconds. She looked at Alf and told him to put the book away and to get in line.
4. Alf turned his back to RT and threw the book on the floor.
5. RT approached Alf and told him to pick up the book.
6. Alf got up and picked up the book and took it to the bookcase. He ran to the corner and climbed under the table.
7. RT bent down to be at eye level with Alf under the table. She told him he was wasting gym time and that he needed to hu
y up and get in line.
8. Alf reached out his hand.