conduct of a functional Behavioural assessment

· Assignment Two – Data Collection and report

Name of student (pseudonym):

Age:

Grade/Class Level:

Type of classroom (support class, mainstream):

Disability:

Strengths and interests:

Learning Needs:

Other information (family issues, class changes, suspensions etc):

 

Describe and verify the seriousness of the problem. Here you need to report on what the teacher says are the problem behaviours that cause concern. This will often be notes that you write when listening while having a conversation with the teacher. It is important you use the language that the teacher uses. For example the teacher might say that he is really aggressive on the playground and never stops interrupting the others in the classroom. This is what you write here.

                                                             

Refine the definition of the problem behaviour. This is further refinement of the problem behaviour. You should have further refinement by asking some questions that really specify the problem behaviour you are going to observe. SO thinking of the above example you may have asked the teacher what does he/she do or what does it look like when he/she is interrupting others. The teacher may explain that he/she wanders around touching others’ work. This then would be further refinement of the specific behaviour that you will be looking for in your observations. There may be a few behaviours (always report in what the behaviour looks and sounds like) that are more specific – write about them here succinctly. Should be no more than 1-3 lines.                                                               

Collect information on possible functions of the problem behaviour. This heading is all about all the data you have collected and sent to me here at the uni (address in Book One). However, you need to give an overview of the data you collected. What have you collected?Any information informs the reader of what it looked like for you. You may have had trouble collecting the data because of – what? Paint the picture of the data collection so I know what you have been doing.

                       

Analyse information using triangulation and problem pathway analysis.   

You need to add in here the triangulation of the data (as per the proforma). What proof have you obtained to determine about one of the problem behaviours. For example the data you collected provided evidence that when the teacher asked him to begin his writing he left his desk and walked around the classroom touching others’ work. If the other students yelled at him to stop he would shout back. When the teacher sent him out of the room he would hit the door while standing outside. The evidence such as the ABCs, interviews, scatterplots show this similar behaviour occurring every day – usually during English.

This section is about reporting on the data.

You must also complete a problem pathway analysis (as per your text) choosing one only of the behaviours to analyse. Look at the manual it has an example and information about the problem pathway analysis.        

Generate a hypothesis statement regarding the probable function of the behaviour.

Now in one or two lines maximum – decide what the function of a specific problem behaviour is about. For example from above…when he is asked to write or read at his desk he will annoy other students to AVOID the task and gain ATTENTION from the students. Therefore the function is AVOID writing tasks GET PEER ATTENTION by hitting and annoying them      

Test the hypothesis statement regarding the function of the behaviour.

Here you can either actually test your hypothesis of whether the function of the child’s behaviour is true and perform one in the classroom or if that is not possible write what you would do to test the hypothesis. For example a Kindergarten child I knew wouldn’t come into the classroom after recess/lunch. She used to hit the Teacher’s Aide, yell and scratch the Teacher’s Aide in the classroom. My observations and data led me to believe that she wanted attention of the TA. SO when she wouldn’t come into the room one recess I got the TA to play cards inside the entrance (where the target student could see her) with other students. She didn’t like the TA playing with other students so she ran into the classroom and sat beside the TA. Thus proving my hypothesis for the function of her behaviour as attention. HOWEVER if you cannot actually prove the hypothesis – outline what you would do to test it.     

 

Click here to request for this assignment help