Classsroom Scatterplot

Student Areli G Teacher Bustillos Observer(s) Bustillos

Activity Date
No. of Students 22 Start Time 8:30 End Time 14:30 Total . 6 hours

Observation 2. Non-Continuous
20 sec x
Time Sampling 1. Continuous 3. Other:
Interval: 10 sec 15 sec Procedure: Recording: Recording x
(every 3 min.):
Appropriate Responses 2 Inappropriate Responses

Compliance

Inappropro.
Disruptive
Aggress/

Inappro.
Answer

Appro.
Phase

Grand
Out of
Aloud
Partic

Silent

Other

Other
Atten
Ques

Ques

Write
Acad

Read

Read

Total

Total

Total
Task

Task

Seat
Talk

Talk
Non
Ask

Out
baseline

Off
Paper—Pencil 2
2
Listen-Lecture 6 6
Teacher-Pupil 3
Discussion 2 5
Instructional Conditions

Manipulatives

Inst. Games 3 3
Worksheets
Workbook
2 7 9
Readers 1 4 5
Student-
Student 3 3
Media/Tech-
Other
2 1 3
Transition 5 5
Other

Total 3 1 6 10 17 3 3 2 5 1 31 41

A-6
 Functional Assessment Scatterplot

Student: Areli G Grade: 5th School:

Date(s): 05/08/2018 Observer(s): Bustillos
Behavior(s) of concern: Disrupt class w/ noises, tal-out, hitting the desk and inappropiate comments and verbal abuse .

Setting:

DAY OF THE WEEK

ACTIVITY TIME TOTAL
Monday Tuesday Wednesday Thursday Friday

Math 8:30-9:45 18

Language 9:45-10:30 4
Reading 10:30-11:30 6
Writing 11:30-12:35 4
Lunch/Recess 12:35-13:15
Social Studies/
7
Science 13:15-14-15
Word Study 14:15-14:30 3

Total 9 7 10 6 10 42

A-8
Student: Areli G
Date(s): 05/17/2018
Behavior of Concern: Disrupt class w/ noises, tal-out, hitting the desk and inappropiate comments and verbal
abuse .
Antecedent
Teacher ask students to be
focused and pay attention
when he is modeling a math
problem. Students are working
and taking notes while
following the teacher´s
explanations.
During reading, teacher is
sitting with a small group in a
guided reading session. The
rest of students and reading
independently or in pairs.
After 5 minutes, Areli is
making
Grade: 5th
Observer:
Behavior
Areli was taking away a ruler
from her classmates and
making loud noises.
Areli is reading independently.
After 5 minutes she stands up
to look for another book, in her
way back she pass by another
student, grabs his book and
tosses to the floor.
School:
Bustillos B
Consequence
Teachers says, “Areli please,
remind the expectations, it is
important to be pay attention
and do not distract yourself and
your mates”
Areli says ¡, “Whatever”, and
started looking down and
rubbing her nails.
Teacher goes on and ignores
the comment.
Teacher says, “I just saw what
you did”. “You are not being
respectful toward your
classmate and I am not going
to tolerate that behavior in my
classroom. I am sure you can
do it better”.
Areli says, “It was an
accident!”
Teacher ask Areli to sit down
close to the guided reading
group. She complies and starts
to read again.
1
In Social Studies, students are
discussing as whole class about
child labor in the industrial
Revolution. Students are taking
turns by raising their arms to
talk.
Areli hasn´t been finishing all
the activities, but has been
participating at the beginning
of the discussion on today´s
topic. When other students are
talking, Areli is creasing a
paper to make noises. After
that, teacher sees Areli calling
“monkey” to her peer just in
front of her while other
students are participating in the
discussion.
Teacher discreetly look at her
with look of disapproval.
After the discussion, and while
students are doing an activity,
the teacher call on Areli quietly
and tell her about the previous
incident. She says the student
does not care about being
called monkey. The student
says, “It´s ok for me, I am used
to it.”
Teacher says reminds Areli
about being respectful to be
respected and tall her that he
has to fill out a minor referral
because it is not the first time
she has been bothering other
classmates. She has to write at
the back of the referral why
she thinks calling someone a
name it is not appropriate and
has negative connotations.
2
 Teacher Interview

Concern has been expressed about Areli’s behavior, specifically about disrupting the classroom and
bothering classmates when she is not finishing activities.. We are gathering information for the
purpose of identifying possible reasons for the behavior so that we are able to develop and
recommend appropriate interventions.

Q. In what specific settings or under what conditions do you observe the behavior?
A. Especially during Math, and at the end of the day, usually when the teacher is talking.

Q. Are there settings, conditions, or situations in which the behavior does NOT occur?
A. In language, where she is one of the more adavanced students and when she has to be writing or
creating a story.

Q. Characterize your observation of the frequency, intensity, and duration of the behavior.
A. There are days where the behavior is no so intense, but the behavior is frequent, every day there
is an indident.

Q. Who is present when the behavior occurs?

A. Teacher and her classroom peers.

Q. Which of these, if any, typically precede the behavior?

directive or request from authority provocation from peers academic activity
unstructured setting transition time certain time of day
Describe the activity or interaction that takes place just prior to the behavior.
A. The behavior takes place usually when the teacher is talking and the classmates are paying
attention.

Q. Which of these, if any, typically immediately follows the behavior?

behavior is socially reinforced by peers receives attention gets corrective
feedback
is removed from the setting privileges are withheld negative
consequence
no consequences or behavior is ignored no obvious consistency other
Describe the typical result of the behavior and consequence of it.

1
A. The student stops after the teacher remind her about her inappropriate behavior. If the behavior
supposed not finishing an activity, the students stays for a few minutes in recess to complete the
assignment or activity.

Q. Are there other behaviors that usually occur along with the problem behavior?
A. Non-compliance, inappropriate language, tardiness.

Q. What positive reinforcers have you used with this student and how effective were they?
A. I praise her when she is engaged and finishing assignments. I ask her to help me organizing
activities and materials, and praise her organizational skills. I let her using computer time if she has
working without disrupting other classmates or the teacher. I allow her to take the lunch basket
before lunch if she has been respectful and cooperative. When I gave her positive reinforcements
more frequently, she keeps a positive behavior more constantly.

Q. What negative consequence have you used with this student and how effective were they?
A. Not allowing her to use technologies if she has not using properly and carelessly, Keeping her in
the classroom for part of recess to make for lost time and incomplete assignments. Keeping her in the
classrooms is not effective because she prefers to stay in the classroom because she has more
attention and feels that staying in the classroom is more an privilege than a negative consequence.

Q. For what reasons might the student be showing this behavior? (e.g., to get, control, or avoid
something)
A. Attention seeking and getting control. She has a baby sister and their other brother are much
older. She is not the youngest sister receiving all the attention anymore. She is taking care of her
sister when she arrives home.

Q. In your opinion, what would be an acceptable way for the student to achieve the same outcome?
A. She is good academically but could be even more. She has to be praise in order to receive
attention. If she helps her classmates and these ask her for help, she can receive the attention she is
receiving. I having her helping me in the classroom to compensate for attention.

Q. Do you feel that this student does not “know how” to achieve his needs using appropriate
behavior (can’t). Or, does the student know how to behave differently, but consistently chooses not
to (won’t)?
A. She knows how to behave differently but chooses not to do it. She is kind and collaborative when
she knows ther is a reinforcement.

2
Q. What other insight can you offer about this student or the behavior that might assist us in
developing appropriate, effective interventions? (Parents: any health, eating/sleeping habits, other
patterns?)
A. She is taking care of her baby toddler sister after school because her parents are working. Her
other brothers and sister are much older than she is, and she is used to be with them too. She uses
inappropriate language probably from her brothers. She uses bad words in both Spanish and English,
and is very fluent in both languages. She has chronic tardiness. She has to be constantly moving and
is very athletic. She prefers to work and play with the boys in the classroom rather than the girls,

3
 Data Triangle Chart
Student: Areli G Grade: 5
Dates: 05/07/2018-05/18/2018
Behavior of Concern: : Disrupt class w/ noises, talk-out, hitting the desk and inappropriate comments and verbal abuse .

 Precipitating Events (conditions/circumstances under which target behavior occurs): Areli show a
disruptive behavior when she is not participating in the classroom directly, not receiving attention
from the teacher or peers.

 Functions that Maintain the Behavior (what he/she gets, controls, or avoids as a consequence of the
action): By being disruptive, Areli get attention and gain a feeling of controlling the scene.

 Deficit(s) (skill or performance): Areli demonstrates performance skills, she is able to work
cooperatively and focused after she has got attention or when she is participating actively in the
classroom, at least more than her peers.

 Interpretation Summary: Areli is smart and she wants to be noticed and praise. She is disruptive to
get attention from the teacher and peers, but once she has the attention she can work and participate
productively.

 Interpretation Summary: Areli is smart and she wants to be noticed and praise. She is disruoptive to get attention fro

1
 Functional Behavioral Assessment Report

Student Name: Areli G Date: 07/26/2018

School: ____________________________________________Grade: 5 Age: 11 Gender: F
A Functional Behavioral Assessment (FBA) is done when a student’s behavior interferes with his
or her learning or the learning of others. Its purpose is to identify why a behavior is happening so that
the team can develop appropriate interventions.

1. Sources of Information Check sources to be used; Circle E if reviewing existing data,

Circle N if new data is needed*
 E N Anecdotal information provided by parents
______ E N Parent interviews
______ E N Diagnostic evaluation(s) done by _________________________________
______ E N Independent diagnostic evaluation(s)  E N Tier 1 Interventions
 E N Classroom/school observation(s) ______ E N Student interview
______ E N Interview with other professionals  E N Teacher interview(s)
______ E N Behavior Rating Scales  E N Discipline records
______ E N IEP(s) and IEP progress reports  E N Attendance records
 E N Assessment scores  E N Grades/report cards
______ E N Data collection tools:
______ E N (other)

*Note: Written parent consent is necessary for an FBA that is part of a special education initial
evaluation or reevaluation. For students without disabilities, written parental consent is highly
recommended.

2. Identified Problem Behavior (what the student is doing or not doing)

Include setting, frequency, duration, intensity, and severity.
Areli is very disruptive, especially during Math instruction. She does not finish the exercise and
problems that the teacher is modeling. At the ende of the day she is disrupting too. The intensity of
the behavior depends on the day. If she is not distuptive at the beginning of the day, she goes on wit h
a low intensity disruption. But it is frequent and almost every day. It is not severe because she stops
once the teacher address the behavior.

3. Events that Typically Precede the Problem Behavior (school setting) (antecedents)
Check all that apply, then describe:
directive or request from authority provocation from peers academic activity
unstructured setting transition time certain time of day
no obvious circumstance other

1
_(Provide details here)
The intensity of the behavior depends on the day. She is coming tardy many days. She has a
history of tardiness from the previous years. Usually the disruptive behavior is more pronounced when
she arrives late to the classroom. Her older brother had similar behavior when they were enrolled in
the school.
Not participating actively, because she is not in control of the group or other students are participating,
is a antecedent of a disruptive behavior. If the setting is not structured, or there are moments when the
expectations are not clear because a new situation has taken place, she takes advantage of the
uncertainty to disrupt and gain control of the situation for herself and dominate the scene.

4. Events that Typically Follow the Problem Behavior (school setting) (consequences)
Check all that apply, then describe:
behavior is socially reinforced by peers receives attention
gets corrective feedback
is removed from the setting privileges are withheld
gets negative consequence
no consequences or behavior is ignored no obvious consistency other
(Provide details here)
If the behavior is hampering completion of assignments or hampering classmate assignments or
activities , she stay several minutes in recess to finish the pending activities. If the disruption is
bothering other classmates and repetitive, she sits in a different spot to work independently. Teacher
contacts parents. However, she usually stops after receiving attention from the teacher.

5. Effectiveness of Interventions on Behavior

Describe what positive reinforcers have been tried and rate their level of effectiveness from 0-5, with
5 being very effective and 0 being completely ineffective. Example: special activities (4); compliments
(1)
Compliments: 5

Special activities: 3

Helping teacher in class routines: 3

Free time in the computer after finishing assignments and activities on time: 1

Describe what consequences have been tried and rate their level of effectiveness from 0-5, with 5
being very effective and 0 being completely ineffective. Example: losing privileges (2); call to parents
(4)

Losing privileges: 4

2
Call to parents: 3

Recess retention: 2

Sitting in a different spot: 4

6. Analysis and Recommendation

A) The presumed function or explanation of this behavior is
to get attention
to escape assignments and gain power
to control peers

B) The problem behavior may be linked to a skill deficit in the following areas:

C) The problem behavior may be linked to a performance deficit in the following areas:
Self-control, following rules and routines, respecting peers and adults, arriving on time.

3
 Behavioral Intervention Plan

Student Name: Areli G Date: 07/26/2018

School: ____________________________________________ Age: 11 Gender: F
Date of Functional Behavioral Assessment (FBA) as a basis for this plan: ___________________

This Behavioral Intervention Plan (BIP) is being created for this student because persistent and/or
severe behavior is being exhibited that interferes with the student’s learning or the learning of others
and interventions are needed to positively redirect the targeted behavior. The approach identifies the
type and cause of the behavior and then helps the student learn replacement behaviors through a
combination of positive interventions and supports, as well as appropriate consequences. In addition
to defining a how the student is to be taught the skills needed for behavior modification, the plan
includes provisions for monitoring progress and crisis management.

All sections must be complete in order for this plan to be sufficient.

Problem Behavior and Target Goal: (in measurable observable terms)

Areli has a disruptive behavior in some periods, especially during Math at the beginning of the day
and Social Studies and Science at the end of the day. She has verbal outbursts and pushes classroom
materials in the floor or grab and toss materials from her peers. Some of her verbal outburst are yelling
she is not going to work or finish an assignment, using inappropriate language with her classmates,
calling classmates names, making sarcastic remarks. This suppose constant disruptions in classrooms
in classroom. The problem behavior can be measured by the number of verbal outburst and throws,
hits tosses, or noises.
The target goal is that Areli can speak and participate in class in a positive manner, using appropriate
tone and words, and being kind to her peers. Another goal is that she use classroom materials in a
proper way and not using to cause disruption.

Is this behavior a Skill Deficit or a Performance Deficit?

Skill deficit: The student does not know how to perform the desired behavior.
Performance deficit: The student knows how to perform the desired behavior, but does not
consistently do so.

How do you know?

The student has positive behavior once she got attention and is noticed. Then she can work
collaboratively and quietly. Even being kind and respectful towards her peers.

Presumed FUNCTION (cause) of the behavior:

What desired thing(s) is the student trying to Get?
What undesired thing(s) is the student trying to Avoid?

1
The student is desiring to get attention from the teacher and peers.
She is trying to avoid disregard from classmates and assignments.

Intervention Strategies
1. Environment and/or Circumstances
Can the environment or circumstances that trigger the behavior or the result of it be adjusted? If
so, how?
If the student is seated close to the teacher, the targeted behavior is reduced. The student has a
history of tardiness. When she arrives late, she is more probably to have disruptive behavior.
Her physical position in the group of desks affects to her behavior too. When she is not in the
teacher´s field of vision she has disruptive behavior, for example if she turns in a corner before
or behind the teacher . She is more disruptive during math at the beginning of the day and at the
end of the day in Social Studies and Science.

2. Curriculum and/or Instruction

Would changes in the curriculum or instructional strategies be helpful? If so, what and by
whom?
She is less disruptive when working with the teacher in smallest groups, for example guided reading
or guided math. She is more disruptive in whole class instruction. Challenging assignments can
frustrate her and she starts to disturb other classmates who has fewer difficulties finishing the
assignment. She also shows the targeted behavior when she is not participating or involved directly
in a class discussion. The teacher can adapt the instruction to give her scaffold and gradual
assignments so she can build-up self-esteem and be praised.

3. Other Strategies or Positive Supports (including school personnel, peers, or family)

The school has a PBIS program with reinforcement for the students and classes who are
following expectations and showing positive behavior, being responsible, cooperative, and
Kind. The rewards are for individuals and classrooms as a whole. Besides there is a Check in-Check
out behavior programs. In this program, the teacher carrying out the intervention is not the homeroom
teacher.

Desired Replacement Behavior

What behavior will the student be taught to replace the targeted behavior? How and by whom?

The strategy used replace to the targeted behavior will be the random positive teacher attention with
the goal of breaking the attention seeking habit. The teacher will try to break the negative circle of
misbehavior-disruption-reprimand in an increasing level. To do this the teacher will start to ignore
Areli´s attention seeking behavior and randomly giving the student positive attention. The strategy

2
seek to break the link between the negative behavior and the negative teacher attention. Because of
reason, the positive attention will be provided in a different moment unconnected with the negative
behavior, which be ignored.
Step 1: The teacher will give positive and quick attention that are not disrupting the classroom
instruction. This positive attention has to be considered rewarding by the student. Some options:
 Pat the student on the shoulder
 Make eye contact and smile at the student
 Check in with the student about how she is progressing with an assignment
 Call on Areli in class (when you are sure that she knows the answer!)
 Pass the student a note with a cheerful comment, specific praise, or compliment
 Give brief, specific praise about the Areli's work or behavior (e.g., "I really like to see how
carefully you are drawing that map, Areli!")
 Give the student a few words of encouragement
 Invite the student to summarize for the group the main points of a classroom discussion
 Converse briefly with the student
 Select the student to carry out a classroom tasks she likes (e.g., distributing papers, checking
time, writing the date or homework).
Step 2: The teacher will control the frequency of positive attention provided. The frequency will be
higher in the initial period of the intervention, and especially at the beginning and the need of the
day. The teacher will count the number or seeking attention behavior in order to provide the same
amount of positive attention in a different moment or randomly. This is the same rate of positive
attention as negative behavior incidents. The teacher will gauge the rate later if the incidents are
decreasing.

Step 3: Teacher has to decide when to give the positive attention. Because the disruptive behavior is
produced In Math at the beginning of the day and at the end of the day during Social Studies and
Science, the rate of positive attention will be higher in these periods.

Step 4: This intervention does not required a previous training with Areli. There are two simple rules:
Rule 1: Either ignore the inappropriate seeking for attention or redirect Areli to the tasl in a
calm and quick manner.
Rule 2: During a moment when Areli is not looking for attention and is engaged in an
activity, the teacher could approach her to give a positive attention from the list in step 1.
Step 5: If the strategy is working with Areli, the teacher will fade the intervention progressively,
reducing the rate of positive attention. But if the teacher observe that there are an increasing negative
behavior, the teacher could increase the rate again and reduce it later. It is like a gauge strategy.

Rewards and/or Motivators:

How will the student be reinforced so that the replacement behaviors are more motivating than the
problem behavior?
Apart of receiving positive attentions in step 1, the teacher could provide the student with some
reinforcements and rewards:

3
  Time in software programs in laptop, (MobyMax Math) if she has showed a positive behavior
and finish her assignments.
 Help teacher with routine classroom tasks.
 Being record keeper of classroom events.
 Moving to a different seat in the classroom.

Consequences: What consequences will be implemented for repeated occurrences of the problem
behavior?
1st occurrence? The teacher will ignore the occurrence. Later, he will talk to the student to tell her
that he have high expectation from her and how good the teacher feels when she is working without
disruption and being collaborative.

2nd occurrence? The teacher will ignore the behavior and will give her more positive attention in a
different moment, when she is engaged and working in a different activity.

3rd occurrence? The teacher will move her to a different desk separated from others to finish
assignments by herself and do another activity. The teacher will praise her from finishing the activity
later.

Continuing? Parents will be contacted to talk about repeating occurrences, and the option of include
Areli in the Check-in/Check-out program.

Crisis Plan: How will an emergency situation or behavior crisis be handled? (Define possible
scenarios, including the use of in-school or out-of-school suspension, or aversive techniques by
trained personnel, as appropriate, and how parents will be notified)
1. Intensive intervention. The teacher will isolate the student to talk and calm him.
2. Call the office to contact the principal or supervisor
3. In-school suspension.
4. Contact parents
5. Out of school suspension

Progress Monitoring of the Behavior and the Behavior Plan: How will behavior be assessed and
evaluated? What data will be collected? How and by whom? When will the plan be first reviewed
for its effectiveness? Thereafter?

4
The teacher will count the negative behavior and the provided positive attention daily using a
scatterplot divided in periods. The scatterplot will be divided in negative behavior to the left and
positive attention to the right by periods of instruction. The scatterplot will be used to assess if there
is a correlation between the number of provided attention received in a specific period and day and
the reduction of negative behavior in subsequent days.
To establish the number of positive attention to be provided at the outset of the intervention, the
teacher will calculate a rate by adding the total time of the periods and dividing the total time by the
number of times the students has been seeking attention by disrupting. For example, if the total time
has been 360 minutes and the Areli has been looking for attention 24 times, the teacher should
provide positive attention every 15 minutes.
The data will be revised daily to gauge the rate. Thereafter the rate will be revise weekly if there is
decrease.

Plan to involve caregivers/parents: How will parents be involved in implementation and success of
this intervention?
The parents will be contacted to tell them about the teacher concerns. There is an app called Bloomz
that the teacher uses to inform parents about students’ performance in class.

5
Specialized Curriculum and Methods in Special Education (Summer 2018) PAGE 1

Specialized Curriculum and Methods in Special Education

(Summer 2018)

FBA & BIP reflection

What potential benefits of each of these observations or
summaries do you see and intend to use?

Juan Alberto Bustillos-Hedrera

University of St. Francis
Specialized Curriculum and Methods in Special Education (Summer 2018) PAGE 2

What potential benefits of each of these observations or summaries do you see and intend

to use?

The observations in order to develop a Functional Behavioral Assessment and a Behavior

Intervention Plan are crucial to delimit and center the targeted behavior subject to intervention.

The Classroom Scatterplot can be used to compare the rate of appropriate responses and

inappropriate responses in a specific period. The benefit of this scatterplot is that you can establish

a ranking of inappropriate or undesired behaviors and relate them to specific tasks. Using this, the

teacher or person to carry the intervention can have a deeply approach to the antecedents of the

behavior. That is, what instructional conditions can trigger and appropriate responses inappropriate

responses. In addition, connections between both types of responses can be established. For

example, we can use appropriate responses in a type of instruction to support the replacement of

an negative response in another instructional period. For example before the observation I could

have the sensation that the most repeated inappropriate response was in a different task or

intervention, but using the classroom scatterplot, we can use reliable data instead of feeling s or

sensations. Teacher can zero in on the more compelling behavior.

Functional Assessment Scatterplot allows me get a better approach of the specific period

or instructional time when the negative behavior is more probable to occur. The student can be

more prone to develop an undesired targeted behavior in a specific period. She could feel not

confident enough in that subject and the behavior can be a response to how she perceives her

performance. Or it could be that her attention demand is higher first thing in the morning for

example. This could help to analyze is there is something happening at the beginning of the day

that is triggering the behavior.

Specialized Curriculum and Methods in Special Education (Summer 2018) PAGE 3

The ABC observation helps to establish a sequence of events or incidents in the behavior

cycle. What happened before, what is the response and what happens after. That is, cause and

effect. By analyzing the ABC Observation form, I can have hints to stop the negative behavior

cycle. If you modify the cause, you can change the effect. In my case, it helped me to reflect about

what I was not doing correctly to avoid the behavior cycle.

Doing the FBA summary and the BIP summary allows me to go systematically through all

the processes to develop an appropriate and concrete BIP. I could reflect about some aspects of

my instruction I was doing wrong. Going step by step in the FBA and BIP helped me to know my

student better. I could reflect about some events or incidents more deeply to understand the cause

it was triggering some reactions or behaviors. For example, before the FBA and BIP project, I

thought the reasons for the disruptive behavior was to escape assignments, but through the

observations and summaries, it was clear for me that the motivation was looking for attention. In

conclusion, using this tools can help teacher to provide a better intervention and service to the

student, supported by data and thorough reflection, not by sensations and bias.