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Conducting A Functional
Behavioral Assessment
Example
1
By: Joan M. Miller, Ph.D.
| Date: September 25, 2000 |
Observer: Ms. A. Jackson [T = teacher]
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| Student: Ryan |
who: teacher and 6 peers
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| what: guided reading lesson |
where: front table
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| when: 9:05 -9:52 |
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Antecedents
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Behavior
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Consequences
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| 1. T introduced the story and led students
through predicting the story based on the title and key questions.
T asked the group if they had ever had a pet that embarrassed them
in public. |
2. Ryan raised his hand and, when called
on, said his cockatiel had flown around and landed on a guest's head. |
3.T and peers laughed. |
| 4. T said this story would be about a pet which embarrassed
its owner. She told Ss to look for what the problem was and how the
owner felt. T asked Ryan to start reading. |
5. Ryan "read" by making up an irrelevant story including
words referring to body functions. |
6. Peers laughed. T told him to stop. |
| 7. T read the first 3 words and told Ryan to sound out
the next word. |
8. Ryan slumped back, crossed his arms, and refused
to read. |
9. T said Ryan had lost his turn and called on the next
student to read. |
| 10. After peer read, T asked who could tell what the
problem was. |
11. Ryan raised his hand and said that the hamster had
climbed in the aunt's hat. |
12. T said Ryan should wait to be called on and that
he was right. She called on the next student to read. |
HYPOTHESIS (based on the assumption that other ABCs showed a similar
pattern): avoidance of reading aloud
PLAN: Ease task difficulty by having peer pairs simultaneously
read aloud assigned paragraphs from the intended story before the lesson.
Then, during the reading lesson, call on Ryan to read one of the paragraphs
he and his partner had rehearsed. If the data show a decrease in the inappropriate
behavior, gradually increase the number of assigned paragraphs. Eventually
have Ryan read unassigned sentences and then unassigned paragraphs.
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