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FBA & PBSP

FBA & PBSP. Rebecca Manriquez Fall 2013. Meet Rainbow Dash!. 7 year old girl 1 st grade student at Equestria Elementary Has many friends Supportive family LOVES art, reading, and dancing Quotes: “When I grow up, I want to be an astronomer.” “Look how fast I can run!!”

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FBA & PBSP

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  1. FBA & PBSP Rebecca Manriquez Fall 2013

  2. Meet Rainbow Dash! • 7 year old girl • 1st grade student at Equestria Elementary • Has many friends • Supportive family • LOVES art, reading, and dancing • Quotes: • “When I grow up, I want to be an astronomer.” • “Look how fast I can run!!” • “That is so AWESOME!!!”

  3. In the classroom… • Once she starts a task, she usually will complete it • Competitive, wants to be the best • Gets along well with others • When presented non-preferred tasks: • Argumentative • Angry • Says she will do the task • Long periods of latency • Avoidance • Difficulty transitioning

  4. Behavior of Concern • Latency: • Directions given • Reply • No action • Non-compliance • Grunting, sighing loudly • Yelling • Slumped shoulders • Off-task

  5. Hypothesis Regarding Function of Behavior…. • When (antecedent to behavior of concern) given a non-preferred task or transitioning tasks (student) Rainbow Dash (behavior of concern) will angrily say she will do a task but then not do it or have long periods of latency prior to beginning task in order to (perceived function of the behavior) escape or delay the non-preferred task.

  6. Positive Behavior Support Plan!!! • Steps for transition posted on student desk: • 1) Finish this task • 2) Get ready, put away items • 3) Get set, get out what you need • 4) Go, ready to learn!

  7. Program Modifications and Specially Designed Instruction for the Positive Behavior Support Plan A Antecedent (prevention) strategies • 5 minute reminder, to help prepare student for transition: "Rainbow Dash, we will begin working on math in 5 minutes". • 1 minute reminder, to help prepare student for transition: "Rainbow Dash, we will begin working on math in 1 minute. Please start taking the steps to get ready, start on step 1". • Introduce "Jammin Minute" for whole class transitions (quick, fun exercises for 1 minute), to help engage all students and create a break between activities. • Reward system visual reminder, chart displayed where Rainbow Dash can clearly see it. • Table group teams, can earn points that result in awards when all students are on task. • "Stoplight" circles, green, yellow, and red to indicate if Rainbow Dash needs help with math.

  8. B Replacement behaviors to replace problem behavior(s) • Actively using the transition steps 1, 2, 3, and 4. • If teacher asks which step the student is on, she says the corresponding step. • When reminder is given, acknowledging teacher with a thumbs up when Rainbow Dash knows she will be ready in time, or a thumbs sideways when she is not sure and may need help getting ready. • Placing a sticker on behavior reward chart at the end of work period when the student stays on task (with teacher 'ok'). • Coordinating with desk teammates to stay on task and earn team points. • Use "Stoplight" circles, green, yellow, and red to indicate if Rainbow Dash needs help with math. • Participate in Jammin Minute.

  9. C Consequences (including procedures to follow) when person displays problem behavior(s) • Warning: "Rainbow Dash, what should you be doing right now?" • Letter/phone call home at the end of each week with update on student behaviors. • Loss of recess time, each minute of latency = minute lost of recess time • Loss of preferred activity time, each minute of latency = minutes lost of preferred activity time. • Loss of points in reward system, removal of sticker

  10. C Consequences (reinforcement) for when person displays replacement/appropriate behaviors: Reward system: • A) When Rainbow Dash stays on task during work time and transitions without significant latency, she will receive a sticker and points for that work period on her behavior reward chart (see attached). • B) At the week, Rainbow Dash will receive a reward depending on how many points she has earned that week. Rewards will vary, but will range from a trip to the treasure chest (pencil, eraser, ruler, etc.) to an extra period of art, to an excused homework assignment, lunch with the teacher, and more.

  11. (more) C Consequences (reinforcement) for when person displays replacement/appropriate behaviors: • Praise for being on task, acknowledging teacher, using steps to prepare for transitions. • Team rewards reached when team gets 25 points, include team choice of extra recess time, extra free time, job choice for the week, etc. • Appropriate teacher guidance when student needs help with academics or getting ready (using stoplight, thumbs sideways, or raised hand).

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