Mia Butler, Gabby Donahue, Sarina Graff, Annie Hershberger, and Carleigh Olive

ED 491
Dr. Meyer
21 March 2023
Team Review and Analysis of Sammy’s Data
1. Behavior of Concern. Based on the information in the Functional Behavior Assessment
which data was obtained that confirmed or identified a change in the behavior of
concern?
▪ When given instructions to begin work Sammy will sit without response, put his head on
his desk, or tear/crumple/throw away his work.

2. Conditions that contribute to the Behavior of Concern

What factors have led to this behavior? What actions or events make the behavior of concern
more likely to occur? What happens right before the behavior occurs?
▪ Given work tasks that were reading, math, or writing that were new or somewhat new
while in the classroom
▪ Transitioning class to in-class seatwork
▪ The teacher passing out papers
▪ The student displays anxiety in social situations that involve asking for help.

3. Conditions that maintain the Behavior of Concern

After the behavior of concern occurs, what reaction(s) occurs within the environment that
reinforces the behavior?
▪ The student is not able to complete his work on the paper once he tears it up.
▪ Teased for asking for help
▪ The teacher sends the student to the office for stomach ache, in doing so, the student
avoids potential embarrassment.

4. Related Deficits: What skill(s) is the student missing or needing Specially Designed
Instruction(SDI) and practice that may contributing to the occurrence of the behavior?
▪ The student is missing class time when he is sent to the office
▪ The student is missing information and practice when he does not participate in
instruction or work
▪ The student is missing self-efficacy, or feeling like he can ask for help on in-class work.
 ▪ One-to-one help in classroom
▪ Pre-teaching, re-teaching guided practice (helps with anxiety)

Behavior Intervention Planning: Instruction and Supports

1. What is the student trying to communicate through this behavior?
List all potential hypotheses. (Under X conditions, the student is likely to do Y behavior for Z
reasons.)
When given a seat-work task that is new or perceived as difficult, Sammy is likely to sit without
response, put his head on his desk, or tear up his paper because of a fear of failure or
embarrassment.
2. Proactive Strategies: Antecedent Strategies
What things can be done to support learning of new skills and make it more likely for them to
occur?
1. Sammy could be provided with a warning before transitions to in-class individual work
and told when he will be prompted to answer questions in front of the class.
2. Non-verbal cue system to ask the teacher for help
3. Scaffolding new skills
3. Proactive Strategies: Replacement Behaviors
What behavioral skills will be taught to the student so they can get the same need (function) met
in a manner more appropriate for the setting?
1. Sammy can be taught how to ask the teacher for help on tasks he finds difficult.
2. Sammy can be provided a space to go to when he becomes anxious to self-regulate.
3. Sammy can be taught how to mediate his internal conflict with emotions or actions, in
order to prevent him from ripping up papers.
4. Specially Designed Instruction: (Skills to be taught and learned)
1. Special educators should focus on teaching self-efficacy skills
a. A whole class mini-lesson focusing on growth mindset, accepting failure as part
of the learning process, and how to ask for help. Then provide time to teach
further skills individually to Sammy.
2. Having an individualized lesson on communicating emotions that are centered around the
feeling wheel to help Sammy understand what he is feeling and then learn more
appropriate ways of communicating those feelings.
5. Accommodations:
 1. Fidget toys for self-regulation and sensory needs
2. Additional time for in-class work
3. Non-verbal cue system to ask for help
6. Environmental Supports
1. Strategic desk placement to put Sammy around other students who typically ask for help
so he doesn't feel as embarrassed.
2. Create a calming area: teach Sammy how to “Take 5” when they need to self-regulate.
3. Establish more predictable routines and transitions, such as incorporating a timer or
phrases that indicate when a switch in routine will occur.