EPSE 565T: Assignment #5

Dasha Gritsaenko

Student Profile: “LA”

Assessment Profile

The following assessment profile summary is a representation gathered from the information available in LA’s

school file (including Insight Tests, psychoeducational reports, SLP reports, and report cards), work samples, discussions

with his current teachers, parent/teacher conferences with the guardians, and one on one meetings with the student. The

school file was somewhat incomplete - for example, the Insight Assessment was missing, and only a single page report

requested by the guardian was provided.

In July 2011, LA was referred to BC Autism and Complex Developmental and Behavioural Conditions Networks

(CDBCN) to be assessed for complex developmental and behavioural concerns, Fetal Alcohol Spectrum Disorder (FASD),

and Autism Spectrum Disorder (ASD). At the time of assessment, he met criteria for a diagnosis of Anxiety Disorder and

considered to have partial Fetal Alcohol Spectrum Disorder (pFASD). LA scored high average in visual-perceptual

reasoning skills, but Low average in language-based reasoning skills, and Low average in adaptive behaviour skills. In

June 2015, Sunny Hill conducted an assessment. According to the results, LA met criteria for a diagnosis of a

developmental coordination disorder (DCD), pointing at challenges specifically around learning new motor skills. In

February, 2016, LA took the Insight Test and scored at the 99th percentile (Upper Extreme) for intentional processing.
More specifically, LA scored Above Average in the Crystallized Knowledge subtest, Above Average in the Visual

Processing subtest, and Upper Extreme in the Fluid Reasoning subtest. LA was invited to the Gifted program during the

2016-2017 school year, however he couldn't continue attending due to lack of self-regulation skills. In 2017, LA scored

574 in DIBELS (reading assessment) which is far above the benchmark. In 2018, the speech and language pathologist at

LA’s elementary school conducted a general speech screening on which LA scored above average. In January 2019,

Sunny Hill conducted an Autism Diagnostic Assessment. According to this report, LA is diagnosed with Autism Spectrum

Disorder. In June 2020, LA was released from the SLP caseload. LA is currently on medication for ADHD, anxiety, and

blood pressure. LA currently receives the following supports at his highschool: EA assigned to his class, access to LSC,

and case management by the learning services teacher.

Attached in the Appendix are several work samples provided by LA’s English teacher. The first work sample is a

good representation of LA’s work at the start of the course. This assignment required a lot of handwritten work, does not

provide enough space for LA’s large handwriting, and perhaps shows a lack of understanding of the content and/or

expectations. The second work sample is LA’s work after I was able to obtain a loaner laptop from the district to target his

challenge with fine-motor movement and DCD. The instructions for this assignment asked for a one page answer to the

question “What is the perfect teen place?” LA actually follows the instructions given by the teacher and completes a one

page assignment, even though the feedback he gets from the teacher is “This is a good start, but I need more.” The third

attachment in the Appendix is a checklist created by the teacher after I suggested giving more explicit expectations when
introducing assignments. At this point, the teacher either misunderstood me, or decided the rest of the class would not

benefit from the checklist. The last work sample in the Appendix is the end-of-unit creative writing assignment written by

LA. His English teacher sent it over to me with an email subject of “Wow!”. She was impressed by LA’s depth and

sentence structure as compared to his first piece of writing. LA received an “A” on this assignment. These samples show

the importance for LA to have access to clear expectations, a feeling of competence, and the tools needed in order to

make written output easier for him.

LA’s Intelligences and Areas of Strength

- Visual processing and visual-perceptual reasoning skills (high average) [Psycho-ed and Insight assessment]

- Crystallized Knowledge (high average) [Insight assessment]

- Fluid Reasoning subtest (upper extreme) [Insight assessment]

- Expressive language [General speech screening above average]

- Math & reading [DIBELS, report card grades and comments]

- Memorization and grasp of rules [Insight assessment, previous report card comments, teacher observations]

- Creativity and imagination [teacher, parent and EA observations]

- Kind and good hearted [teacher parent and EA observations]

- Technology-iPad/computers [teacher, parent and EA observations]

LA’s Areas of Challenge

- Language-based reasoning skills (low average) [Insight Test]

- Adaptive behaviour skills during interactions with peers, transitions, new situations (low average) [Insight Test]

- Self-regulation [report cards, gifted program report]

- Anxiety around difficult tasks [CDBCN assessment,]

- Work completion especially with undesired tasks [Report card comments, teacher and EA observations]

- Longer writing assignments (especially if asked to hand-write) [Report card comments, teacher and EA

observations]

- Managing screen time [Report card comments, and parent, teacher and EA observations]

- Fine and gross motor skills (DCD) [Sunny Hill assessment]

Several behaviours spanned across LA’s classes and were prioritized by teachers as main focus areas for the year, and

for the observations that would help determine possible interventions. The behaviours included:

- Rude comments and questions

- Lack of self-regulation and shutting down

- Refusal to write or work in a group.

- Being on his phone during inappropriate times

Classroom Observations

The observations were scheduled as per teacher recommendations of times most likely for the discussed

behaviours to occur. I was able to complete three observations in the last week before Spring Break.

Although a different form is suggested for the use of Functional Assessment Observations in EPSE 576:

Assessment and Positive Behaviour Support in Schools and Community Settings, I chose to adapt and use a different

template for the purpose of this assignment. I believe it better communicates my observations to the professor and

provides more flexibility in recording my observations in a new context (LA’s cohort had just started Art in their elective

rotations).

Observation 1
 The first observation was completed during LA’s afternoon art class on Tuesday, March 9th from 1pm - 1:40pm.This

observation took place in the Art Room, B101. The class was learning about line drawings, with a focus on form and

value. The Educational Assistant assigned to LA was away this day.

Typical behaviour generally not recorded.

Setting What happened before? Behaviour What happened after? Comments

Teacher is leading a Teacher prompts students in LA comments “I already Teacher says,“Then show N/A
lesson with slideshow her class to draw a vertical line know how to do this.” in me!”
and whiteboard an unexpected (rude) tone LA ignored the request.
examples. Students
are seated in groups Teacher draws two dots on LA ignores teacher Teacher moves on to the N/A
with notebooks out. LA’s paper and asks him to next student.
connect the two dots.

End of the lesson/ Teacher asks students to pick LA completes a very small Teacher does not notice for N/A
lecture. Students an object to trace with a single drawing and then goes almost 10 minutes.Teacher
asked to work on line for their line drawing back to his phone to draw asks LA to get off his phone
their assignments, on a digital art app. and add more to his
and are allowed to drawing. LA responds with
talk quietly as long as “I’m done.”
they are working.
Teacher comes to LA and asks LA says “I’m done.” Teacher responds “No, you N/A
him to get off his phone and without looking up. need to add more - I will be
add more to his drawing. asking everyone to upload
their drawings to Teams in 5
minutes” and walks away to
the next student. LA does
not respond.

Teacher prompts students to LA is on phone, does not N/A - teacher does not Later, we find out that LA
upload their drawings onto MS seem to follow through notice. uploaded a different
Teams with request (does not image of an eye he was
take photo of line drawing) drawing on his phone
 instead.

Teacher explains new Teacher asks students to begin LA uses markers to draw N/A - teacher does not * I had to leave as soon
instructions for colouring. his own picture on the notice, LA does not engage as the teacher gave
students - colour in side. Does not follow in request instructions and I had the
their line drawings instructions to colour chance to write down a
with pencil crayons. original line drawing quick observation. The
immediate consequence
was that LA avoided the
work. Do not have record
of what happened after.

ADDITIONAL I came back at the end of the class to discuss how the day went with the teacher. She brought up two additional
COMMENTS examples of behaviours she had seen the day before.
1) LA had asked the teacher for help with gluing. The teacher agreed, started gluing things down for LA. LA steps
back behind teacher, pulls out phone and plugs in earbuds. Teacher tells LA that he must watch and stand
closer. LA complies.
2) During an independent work period at the end of the day, LA was on his phone and when he was reprimanded
by the teacher, LA says “You didn’t say I couldn’t listen to music.”

Observation 2

The second observation was completed during LA’s morning English class on Wednesday, March 10th from 11am -

11:20am. This observation took place in the English room, D207. The class was near the end of a poetry unit, already

having learned and written a variety of poems for their poetry book projects.

Setting What happened Behaviour What happened Comments

before?
Students just had 20 Teacher asks students to
minutes to write a few share one of their acrostic
acrostic poems. poems in groups of three.
after?
LA pulls out phone and Teacher reprimands him.
puts on headphones LA responds “Well you
said we’re allowed to
listen to music when we
Later, LA was asked if he
was finished his acrostic
poem and he answered
yes. When asked if he liked

Teacher says “only during
independent work time” and
asks LA and his two partners
to get to work and walks away.
Peers finished sharing their
poems
Teacher calls Teacher discusses all of the
attention back to the poems they should already
front. have and reviews
expectations for poetry books.
Teacher asks students to
begin working on their last
poems - poems of their choice
Teacher asks if LA needs help
with poem.
work.” his poem, he also said yes.
When asked why he didn’t
LA’s partners take turns LA makes a joke about want to share out his poem
sharing their poems. one of the poems. His with partners, he shrugged
peers smile but do not and said “I don’t like group
carry the conversation work.”
forward.
Also, this cohort has been
LA does not share his N/A. Peers do not ask LA together since the first day
poem. to share.Peers start of September. Everyone
talking about something knows LA and not asking
else. him to share could easily be
a learned behaviour.
LA listening and following N/A. Teacher continues to N/A
along - typical behaviour. talk to the class.
Various. Looks at phone Teacher comes by and N/A
for a few minutes. Stands asks student how it’s
up and takes a few steps going.
to the right, looking
around. Sits down. LA does not respond.
Fidgeting with his hands.
Take out phone again.
LA responds “I’m not Teacher tells LA that he * I had to leave at this point.
doing it.” needs to do his work and I touched base with the
she can help him when teacher later, and she
he’s ready to receive help recounted the following: she
before moving on to the came back and gave him a
next student. specific type of poem to
write that they had already
practiced writing (cinquain).
She also gave him a
topic.When she did, he was
able to work efficiently and
complete his poem.
 ADDITIONAL Upon reflection, the teacher reported that guided poems at the start of the unit (a lesson and specific instructions on
COMMENTS type of poem) were manageable for LA and she didn’t encounter any pushback. The teacher presumes the choice
made him shut down.

Observation 3

The third observation was completed during LA’s morning English class on Thursday, March 11th from 10am -

10:45am. This observation took place in the library computer lab. The class was beginning a short two day research

project on a poet of their choice. Instructions were given in the classroom, before the class left for the library. There was a

10 minute break from 10: 25 - 10:35am, for which I did not conduct an observation.

Setting What happened Behaviour What happened after? Comments

before?
Students have EA asks LA if he “This is so stupid. Who “That’s rude” says the EA. N/A
entered the knows which poet he cares about poets? We
library lab, and would like to research learn about the stupidest
have had about things in school.”
5 minutes to log
in. “Let’s start by opening LA open Word document EA stays silent during the process, and Explicit directions (and a
up the Word says “Good” and moves on to instruct the lack of uncertainty of how
document your next step. to proceed) seem to have
assignment is in” says helped LA.
the EA

After the 10 Teacher asks LA to LA ignores teacher Teacher repeats LA’s name. N/A
minute break, LA get off his phone and
is on his phone start to work

Teacher requests LA “I don’t want to” with Teacher asks LA, “What do you want to N/A
to get back to work aggressive voice. do?”
 because the break is LA responds “draw”
over. Teacher tells LA that she understands but
that it’s time to get to work. She asks LA
how long he needs to finish up his
drawing, and he answers 5 minutes.
Teacher says “5 minutes and you get
back to work.”

After Teacher slowly LA puts away phone and N/A. Teacher does not acknowledge, but N/A
approximately 6 making her way back gets to work. eventually comes to LA to check in on his
minutes of LA on to LA’s side of the work.
his phone. room

Observations Summary

The following ABC chart summarizes the observations conducted during the week of March 8th - 12th. Frequencies

were estimated with teachers and EAs, and the observations confirmed approximations.

Setting Antecedent Behaviour Consequence Comments

Classroom setting with
one or multiple of:
Unclear instructions or
expectations or open
ended work.
Social situation.
Task with a lot of written
expression/ fine motor
movement of the hand.
Unexpected changes to
Request Rude comment Attention, and then Approximate frequency:
escape Escape behaviours 2-3 times per
class in English class, 4 - 5 times in
Request Verbal refusal of work Attention, and then Art. Each class is 2.5 hours long.
escape
Approximate intensity: Seems to
Request Ignoring teacher Escape vary depending on novelty of task.
The newer the task, the stronger
Request On phone during Escape the reaction.
inappropriate times
Transition On phone during Access to tangible Approximate frequency: more
inappropriate times (music, preferred frequent during transitions
activities such as
 the schedule. digital art creation) Approximate intensity: greater
intensity of phone use (less
responsive to communication)
when seemingly upset from earlier
events (dysregulated)

The average confidence level of this ABC chart amongst LA’s team (specifically teachers, EAs and the resource

teacher) was 90% (between 4 and 5 on a scale of 1-5).

Functional Behaviour Analysis

According to the data gathered during the class observations and the creation of the assessment profile, LA seems

to primarily engage in behaviours with an escape function. With these behaviours, LA is likely communicating that he is

anxious or frightened and doesn’t want to or know how to engage in the request/ activity. Several patterns suggesting

likely causes for the behaviours can be observed.

1. Lack of clear expectations or understanding

a. LA is observed saying “You didn’t say we couldn't” when listening to music with partners

b. LA is observed saying “I’m done” even though he didn’t add enough detail if the assignment did not explicitly

state it in the criteria

 c. LA is observed exhibiting behaviours such as rude comments when unsure how to start his choice poem

and open-ended research project

d. Greater frequency/intensity of tangible-driven behaviour during transitions is also likely due to a lack of clear

expectations for the following task or transition period, although it could also signify LA’s need for a mental

break from problem solving implicit instructions and social situations.

e. Work Sample #2 suggests LA assumed he completed the work when he met the requirement of “one page”

if the instructions didn’t specify “one page of writing, pictures not included”.

f. LA has a strength in memorization and following rules - this suggests that if rules are made explicit for him,

he should not have difficulties following them

2. Lack of strategies for when LA needs help

a. LA is observed fidgeting and pacing when he did not know how to start his choice of poem. He sits down

and responds to a teacher question with verbal defiance. He did not seem to know how to ask for

assistance, or know that he should be. This observation was particularly interesting because “self

regulation” was listed as one of the initial challenges for behaviour. The observation of his pacing and

fidgeting before shutting down actually demonstrates a certain level of self regulation. The behaviour seems

to have stemmed from LA’s lack of understanding, and then lack of strategies for getting clarification. This is

in line with LA’s challenges around adaptive behaviour and anxiety.

 b. LA has a strength in expressive language - this should be considered when developing strategies to help

him request help

3. Lack of social skills

a. LA reports not liking group work; LA does not consider anyone at the school a friend; LA is rarely seen

interacting with other students and spends his breaks on his own; LA is observed not sharing his poem with

his peers during partner work

b. LA’s assessment profile identifies low adaptive behaviour skills during interactions with peers, anxiety and

ASD, which often comes with challenges surrounding social interaction

c. LA has a strength in kindness and expressive language - this should be considered when developing

strategies to target the development of his social skills

4. LA’s DCD is likely affecting his written output and is an “invisible” challenge for teachers to recognize

a. LA is observed making “rude comments” when asked to draw a simple vertical line, likely out of frustration

that the task is difficult/ unpleasant for him and seems unnecessary if he already knows how to do it

b. The first work sample shows large, messy writing and defiant language. LA has a DCD diagnosis and has

upper extreme intentional processing ability. When there is a discrepancy between potential and ability, it

can be extremely frustrating for a student.

 c. LA has a strength with technology - this should be considered when developing strategies to support his

written output challenges

These escape-driven behaviours are also confirmed by reports of an increase in frequency and intensity with the

novelty of the task/location/class. Buy-in into the activity also seems important for LA (“Why are we learning about poets?”

and “Why are we learning to draw a straight line?”) although it could be a learned statement of escape as well.

Although all behaviours were observed in some capacity (back-talk, shutting down, refusal to work, inappropriate

phone usage), higher intensities of these behaviors were not. This could be due to the fact that certain preemptive

measures had already been put in place to support LA, including meetings between LA and each of his teachers, the

same EA across several classes that has built a rapport and understanding of LA, discussions of expectations, consistent

communication with guardians, a daily self-assessment checklist, and frequent check-ins with both LA and his classroom

teachers.
 Inclusive Education Plan

Student Details
Student Name: “LA” Primary Ministry Designation (s): G
Grade: 8 Additional Ministry Designation (s): N/A
PEN: 12345678 IEP Date: March 25, 2021
Date of Birth: DD/MM/YYYY Case Manager: Dasha Gritsaenko
Student Support Team: Role:
Ms. Dasha Gritsaenko Learning Support Teacher/ Case Manager
Ms. English Teacher English 8 Teacher
Ms. Art Teacher Art 8 Teacher
Ms. Educational Assistant Educational Assistant
Mrs. LA Grandmother
Ms. LA Mother
Parent/Guardian consulted on: February 23/ 2021

My Personal Profile
My Interests: Location of Evidence: Notes from IEP Conference
- I like creating
- I like playing video games
- Technology-iPad/computers - I like to make stuff on the apps
- I like drawing, but I prefer creating digital art on my phone
- I sometimes enjoy playing chess
- I enjoy learning about nature and history

My Learning Preferences: Location of Evidence: Notes from IEP Conference,

previous report cards
- I don’t like to work in groups or partners, and prefer to work by myself
- I like hands-on learning
- I prefer typing over writing by hand
- I like listening to music when I work

Thoughts from my team:

- LA benefits from a structured environment, clear expectations, and explicit instructions

What you need to know about me: Location of Evidence: Notes from IEP Conference

I don’t like loud spaces, but if I have to be there listening to music helps. Drawing on my phone helps give my brain
something to do and I use it to self-regulate when my brain is not stimulated enough - but I am still listening.

My Learning Profile
Personal Social Intellectual
Thoughts from
my team.
What I am able to do on my What I am able to do with How I think.
own. others.
- Is able to self-advocate - Expressive language - Critical and analytical thinking
when regulated - Acquiring and presenting - Visual memory
My Strengths
- Can take pride in his artistic information - Math and reading
and academic achievements - Creativity and imagination
 - Knows personal interests - Focusing on intent and - Technology-iPad/computers
and preferences purpose when
- Kind communicating

- Self-regulation - Working collectively - Work completion (especially

- Self-advocacy when - Supporting group with undesired tasks or with non
dysregulated interactions explicit criteria)
- Managing anxiety - Connecting + engaging - Longer writing assignments
My Stretches
- Managing screen time with others (especially if asked to hand-write)
- Adaptive behavioural skills
during interaction with
peers
My focus Area This
Year
Core competency connections Core competency connections Core competency connections
These learning domains can
inform the IEP development Positive Personal + Communication Creative thinking
in these core competency
areas. Personal awareness +
Social responsibility Critical thinking

Support and Plans

Universal Classroom Supports: **** Essential Supports:
Predictable, structured class with Shape of the Preferential seating and alternate work spaces Use of personal laptop for written output
Day and transition warnings
Checks for understanding Allow fidget tools, schedule movement breaks N/A
Access to technology for written output PHE: Allow alternative participation (such as N/A
refereeing) during team sports
Supplementary Plans: Date:
Positive Behaviour Support Plan March 25, 2021
N/A
N/A

Core Competency-Based Goals

Core Competency: Social Responsibility Goal: I can build relationships and work and play cooperatively.

Objective: I can name 4 classmates sitting Instructional Strategies:

nearest to me in each of my classes. Spirit buddies
Icebreakers/ activities/ lessons facilitating name knowledge
Baseline: LA currently cannot identify students LA end-of-class self-assessment (“Name 4 classmates in your Period
by name in his class. 1 class” and “Name 4 classmates in your Period 2 class”);
EA check-in

Progress Monitoring: Self-assessment log

Objective: During group work, I can listen to my
group members and participate in the
conversation by offering responses at least 3
times.
Baseline: Currently, LA does not engage with his
peers during group work, instead choosing to
complete the task on his own or listen to music.
Instructional Strategies:
Explicit whole-class lessons on group work (active listening,
productive contributions, conflict management)
Assigning and scaffolding roles in group
PEERS morning program ran by LSTs - open to anyone by teacher
recommendation.
Progress Monitoring: EA tally tracking sheet and LA end-of-day
self-assessment
 Core Competency-Based Goals
Core Competency: Personal Awareness
Objective: When I don’t know how to start an
activity, or if expectations are unclear, I will ask
the teacher or EA for clarification by putting my
hand up or walking over to them.
Baseline: Currently, if LA does not know how to
proceed with a task, he does not start it.
Objective: I will actively attempt at least 5 new
anxiety management and self-regulation
techniques with my class, and reflect on their
effectiveness.
Baseline: When LA is anxious or frustrated, he has
minimal strategies for self-regulation (phone Progress Monitoring: Teacher observation of participation and
usage and pacing). The class has not yet started reflection worksheet completion
lessons on stress-reduction.
Core Competency-Based Goals
Core Competency: Critical Thinking
Objective: I can find and use evidence to make
judgments and communicate my findings during
inquiry projects.
Baseline: LA currently has not had the
opportunity to engage in an inquiry project and
build upon his critical thinking skills. During other
assignments, LA can make judgments but often
lacks sufficient evidence to back up his opinion.
Objective: I can use a criteria checklist to judge
whether I have fully completed an assignment.
Baseline: LA finds it challenging to meet the
criteria of an assignment, especially when it is not
explicitly stated.
Goal: I can advocate for myself and my ideas, and use strategies to
focus, manage stress, and accomplish my goals.
Instructional Strategies:
Explicit criteria/ checklists for assignments.
Whole-class instruction on the importance and how-to of
self-advocacy, including their right as students to ask questions.
Whole-class and prompts and reminders
Individual prompts and reminders
1:1 check-in with LA to adjust method if needed (if he is
uncomfortable, he could start by sending message to the teacher
on MS Teams if he needs help)
LA end-of-day self-assessment (see PBS)
Progress Monitoring: EA tally tracking sheet
Instructional Strategies:
Whole-class mindfulness at the start of class
Whole-class lessons on stress reductions and strategies (including
fidget tools, deep breathing, figure-8 or hexagon breathing,
5-4-3-2-1, journaling, stress-reduction apps, etc)
Goal: I can use my observations, experience, and imagination to
draw conclusions and make judgments.
Instructional Strategies:
Opportunities for inquiry-based passion projects.
Explicit criteria and/or checklist for inquiry based projects.
Explicit lessons on the importance of evidence and appropriate use
of evidence to back up judgments
Progress Monitoring: Inquiry Project Criteria/Checklist
Instructional Strategies:
Explicit criteria/ checklists for assignments.
Check-in for understanding of assignment and checklist
Progress Monitoring: Assignment Criteria Rubric/ Checklist
completion
 Positive Behaviour Support Plan

Summary

The student, LA, is a Grade 8 student at a secondary school in North Vancouver. An assessment profile has been

completed and used for the making of this plan. Please review and refer to the assessment profile and IEP for a summary

of LA’s interests, strengths, challenges, and observations of behaviour.

The template for this PBS report was adapted to fit the parameters and needs of the assignment.

The Problem Behaviours

Several behaviours spanned across LA’s classes and were prioritized by teachers as main focus areas for the year.

The behaviours included:

- Rude comments and questions

- Lack of self-regulation and shutting down

- Refusal to write or work in a group.

- Being on his phone during inappropriate times

 A close look at LA’s assessment data, observation data and interviews with LA, teaching staff and guardians

determined the following competing pathways diagram.

Competing Pathways Diagram

Desired Behaviour Maintaining

Consequences

Setting Event(s) Antecedent Trigger(s) Problem Behaviour Maintaining

Consequences/
FUNCTION

Alternative Replacement Behaviour

Positive Behaviour Support Plan Strategies
Setting Event Strategies
Including interest areas
and/or choice in
assignments.
Opportunities for
engagement with peers
(Spirit Buddies, ice
breakers)
Predictable, structured
class with Shape of the Day
and transition warnings
Explicit criteria checklists
for assignments
Use of personal laptop for
written output
Whole-class lessons on
social skills, group work and
self-regulation
Preventive/ Teaching Strategies Consequence Strategies
Antecedent
Strategies
Give reminder of Teach the following Reinforce desired
alternative alternative replacement behaviour with praise
replacement behaviours:
behaviour prior to Reinforce alternative
- Ask for help behavior with praise, and
starting lesson
understanding the be willing to reduce
assignment/ workload as needed
expectations
Intersperse During minor problem
easy/difficult - Ask to be able to use behaviour, remind LA of
questions/ tasks technology alternative replacement
behaviour. Do not walk
- Ask for help to break away or allow for escape
down group work or reduction of work.
During moderate-severe
behaviour, help with
regulation and allow time
before coming back. Do
not allow for escape/
reduction of work.
Description of the Behaviour Support Plan

i. Setting event strategies/lifestyle enhancements

There are several setting events that likely increase the possibility that LA engages in problem behaviour. In order

to minimize these behaviours, the following strategies are recommended.

First, incorporate LA’s interest areas into the curriculum to develop a connection to the content. LA’s interests

include creating, video games, technology, art, chess, and certain topics related to nature and history. Provide choice and

opportunities for passion projects and inquiry projects whenever possible.

Second, provide opportunities for LA to engage and build connections with his peers by facilitating Spirit Buddies,

ice-breakers, and other methods for authentic connection.

Next, ensure a predictable, structured class with routines. Write up the “Shape of the Day” so that students know

what to expect and when it might happen. Alert students in advance of any changes. For example, if the next class will be

in the library, tell students this at least a day in advance. Provide opportunities for students to see the library and what to

expect when they get there prior to the class.

Furthermore, provide explicit assignment criteria via checklists for students to add clarity to expectations. Create

the criteria and/or assessment with the students to create deeper comprehension and feelings of autonomy, as part of a

democratic classroom.
 Whenever possible, allow access to technology for written output. If this is unrealistic, allow LA to use his personal

laptop for all written assignments.

Finally, lead whole-class lessons on group work and self-regulation. Group work lessons can include active

listening (looking at the person, nodding when in agreement, asking clarifying questions), productive contributions

(“THINK” before you say something - Is it true? Is it helpful? Is it inspiring? Is it necessary? Is it kind?), and conflict

management (Identifying both perspectives, explanations of compromise). Self-regulation lessons can include

mindfulness, fidget tools, deep breathing, figure-8 or hexagon breathing, 5-4-3-2-1, journaling, stress-reduction apps,etc)

For support with any of these lessons, the resource teachers are available to co-teach in a variety of ways.

ii. Antecedent/preventive strategies

Before problem behaviours occur, a consistent antecedent for LA is asking him to do something or asking him to

respond to a question. The following strategies are recommended to support in lessening the effect of the antecedent:

First, once taught, give a reminder of LA’s alternative replacement behaviour prior to starting the lesson. LA likes to

come early to class to spend time on his phone. After he comes in, gets settled, and connects with the teacher, remind

him that if he is confused or frustrated, he can always call over a teacher to ask for clarification and help.

Second, be mindful of the types of questions and/or requests that are made towards students (and in particular, LA)

during the span of one lesson. Questions and demands should be in the proximal zone of development, and when a
student is unable to access the question, they experience a level of frustration. Intersperse easy and difficult questions

and/or requests, so that LA experiences some success. This will build up his resilience and allow him to take greater risks.

iii. Teaching strategies

In order for us to expect LA to change his behaviour to something more appropriate, we must teach him alternative

replacement behaviours, (more appropriate behaviours that serves the same function purpose):

First, lead a whole-class discussion on self-advocacy. Self-advocacy has two important components -

understanding one’s rights, and asking for them. Review their right as students to ask for clarification. Lead a discussion

about the different ways one could ask for help (asking a peer, putting your hand up to ask a teacher, standing up and

asking the teacher at the desk). Review a variety of scenarios and bring in examples of when you needed clarification/

assistance. Include requests for understanding, clarification, tangibles (calculators, pencils, laptops, etc), and support with

social situations/conflict.

Second, lead an exercise where every student in the class practices self-advocating in one of the ways discussed -

whichever feels most comfortable for them.

Next, encourage students to let you know if they don’t feel comfortable asking for help, and if they would prefer

having another method of getting a teacher’s attention. For example, sending a message through Teams chat on their

laptop, or placing a pencil in the top right corner of their desk.

 Finally, check-in with LA at the start of class to remind him of this strategy and reflect on his progress.

iv. Consequences for:

1. desired behaviour

Desired behaviour must be reinforced to encourage our students to engage in it again. If LA is able to start the

task independently and/or respond to a question appropriately, help him identify what he was able to do, and provide

praise. For example, if you ask L.A. to put his phone away to get started on something, praise him if he does it

immediately.

2. alternative replacement behavior

If LA uses the alternative replacement behaviour (asking for clarification/support), verbally praise him for using an

appropriate phrase, and be willing to reduce work as needed. This will show him that if he wants to “escape” the difficult

task, he is able to reduce the difficulty of the task with a comprehension check-in and an appropriate discussion about

potential adaptations.

3. minor (low level) problem behavior

 If LA engages in minor problem behaviour (makes a rude comment or ignores a request), remind him that he is

able to ask for clarification and/or support as needed. Do not walk away from him, allow a reduction of work or explanation

of the assignment until he asks the question. If LA does not ask the question himself, ask him if he needs help/

clarification. If he answers “yes” or nods, proceed to engage in the discussion with him.

4. moderate-severe problem behaviour

If LA engages in moderate to severe problem behaviour (extreme rudeness, verbal threats, zero physical or verbal

response to teacher), remind him of self-regulation strategies learned in class and help him self-regulate (co-regulate with

him). Tell him he can have 5 minutes to regulate and then you will be back to discuss the request/ question. Do not allow a

reduction of work or explanation of the assignment until he is regulated and willing to engage.

Evaluation Plan

The initial evaluation plan for LA’s problem behaviours included asking the educational assistant (EA) in the room

to observe him on a daily basis and use a tally to keep track of the number of times LA showed internalizing behaviours

(such as ignoring the teacher and/or pulling out his phone during inappropriate times), the number of times LA showed

externalizing behaviors (making rude comments and/or verbal refusal of work), and the number of times LA engaged in
his alternative replacement behaviour (asking for help/ clarification.) However, keeping in mind the appropriate and

inclusive approach for EA involvement with the rest of the class, an alternative method was decided on with LA’s team.

LA currently fills out an end-of-class self-reflection that includes reminders of his goals (such as being able to name

peers sitting closest to him). Before he leaves the class, he brings it to the teacher to review and add any comments if

there are discrepancies between LA’s self-reflection and teacher observations. For evaluating this behaviour plan, it was

decided that another section would be added to his self-reflection sheet, asking LA to evaluate his success with the

alternative replacement behaviour. It would include the following scale for clarity.

How many times did I self-advocate in today’s class?

(Asking a question, asking for clarification, asking for help with an assignment or social situation, asking for materials/ technology)

5: Asked for clarification/ help 6+ times

4: Asked for clarification/ help 4-5 times TEACHER COMMENTS:

3: Asked for clarification/ help 2-3 times

2: Asked for clarification/ help 1 time

1: Did not ask for help

This plan should be reviewed and re-evaluated by the end of Quarter 3 (April 23, 2021). If there are any questions,

please see Dasha Gritsaenko.

 Appendix

Work Sample 1:
Work Sample 2:

What would the perfect place for teens look like? What areas would it have? I think I’ve

figured out what mine would look like.

On the first floor of the building, there’s a space for party games like Uno. To the side of

the party room there’s a cafeteria.

When we go upstairs to the second floor, there’s a LAN area with computers to play

games on. This is the entire floor.

On the top floor, there’s a gym with games like badminton, basketball, dodgeball, and

floor hockey.

The building is what most 2021 teens imagine when they think of their perfect place.
Checklist created by the English Teacher:

Homework Checklist

▢ Did I write in complete sentences?

▢ Did I answer ALL parts of the question?

▢ Did I use part of the question in my answer? (In other words, the reader should

be able to figure out what the question is by just reading your response.)

▢ Did I follow all instructions?

Homework Checklist

▢ Did I write in complete sentences?

▢ Did I answer ALL parts of the question?

▢ Did I use part of the question in my answer? (In other words, the reader should

be able to figure out what the question is by just reading your response.)

▢ Did I follow all instructions?

Homework Checklist

▢ Did I write in complete sentences?

▢ Did I answer ALL parts of the question?

▢ Did I use part of the question in my answer? (In other words, the reader should

be able to figure out what the question is by just reading your response.)

▢ Did I follow all instructions?

Work Sample 4:

Chapter 13

I woke up. Wait why am I waking up? I thought I was...

I was interrupted by the hospital alarm clock. I jolted up at the noise. Wait wasn’t I

paralyzed? I still couldn’t feel anything below my waist, or anywhere actually. My burns still hurt

like hell but everything else was cold and numb.

I hovered out of my room. Wait, hovered? Doesn’t matter I gotta leave. Where was

Ponyboy? I got to the doors and when I tried to push, I just went through, like a knife slicing

melted butter. My memory was foggy but I still knew where I could find Ponyboy, it was early,

he’d be just waking up now right?

I found the house and called his name... I heard someone coming down the stair, far too

light to be anyone but Pony. The door opened for me to see Pony in his PJ’s with Darry naggin at

him from behind, both silenced themselves as they looked at me, tears already clouding

Ponyboy’s eyes.

“Johnny...?”

Pony looked like he saw a ghost, I always thought ghosts were a thing of fiction.

Guess I was wrong...

Ponyboy stepped forward cautiously, like I was gonna disappear if he made any sudden

movements.

“Didja get the book?” I choked out a sad laugh. Darry had a single tear going down his

cheek.
 Pony tried to touch me, only for his hand to pass through.

“Yeah…I did. Did you want me to read it to you again?” Pony choked through a sob.

I nodded and he motioned to follow him. We picked the book back up from where we left off.

As he read, I felt myself slowly disappear with every sentence.He continued to read to me, it

was nice. At one point I must have dosed off because I didn’t remember a part. Probably wasn’t

important though. Once he closed the book I felt at ease.

“Hey Pony...?” I whispered

“Yeah?” he quickly responded

“Stay gold” I disappeared.

The last thing I expected was to see Dally.