All Students Test Student - TWC123
Changes History
| Type | Notes | Updated Date | Updated By |
|---|---|---|---|
| Sub Plan | Client Schedule: 8-2:30 pm Monday, Wednesday, Thursday and Friday, Early Dismissal on Tuesday at 1:30 pm.Dismissal: BII will walk Drew to gate where bus picks him upBII Breaks: 10:15-10:25 Lunch: 30 minute lunch 12:00-12:30 Food Allergy: None Problem behaviors and interventions: Behaviors: Elopement: Instances of Drew leaving the designated area without permission. Onset: When Drew leaves designated work area without permission Offset: When Drew returns to designated work area and remains in work area for at least 30 seconds Off-task: Instances of Drew looking around the classroom during in-class instruction. Onset: When Drew does not follow through with academic demands despite multiple prompts Offset: When Drew demonstrates compliance with adult directives for at least 30 seconds Non-compliance : Non-compliance to academic demands, staff directives. Onset: When Drew does not follow through with adult directives despite multiple prompts Offset: When Drew demonstrates compliance with adult directives for at least 30 seconds Aggression: Instances of Drew making physical and forceful contact with a peer and/or staff member. Examples include punching with a closed fist, kicking with foot, stabbing with a sharp object (pencil, pen, scissor, sandal, tree branch). Onset: When Drew engages aggressively with a peer and/or staff member by either hitting, kicking, or attempting to stab with a sharp object Offset: When Drew does not engage in aggression for at least 30 seconds and responds to adult redirection Spitting: Instances of Drew deliberately spitting at an individual to escape a presented activity. Onset: When Drew starts spitting at an individual to escape a presented activity. Offset: When Drew stops spitting at an individual to escape a presented activity for at least 30 seconds. Flopping: Instances when Drew flops to the ground and he does not want to get up to escape an aversive task Onset: The instance Drew flops to the ground Offset: The Instance Drew stands up on his two feet Propelling objects: Instances were Drew begins to propel objects inside the classroom Onset: The instance Drew propels an object across the room Offset: The instance Drew does not have any objects in his hands to propel. Disrobing: Instances when Drew pulls his pants down deliberately Onset: The instance Drew pulls his pants down during the school day Offset: The instance that Drew pulls his pants up Antecedent to Behaviors: Non-preferred tasks, denied access to snacks in the classroom, too many directives given by adult(s) Function of Behaviors: Off-task behavior, non-compliance , aggression, and spitting are hypothesized to be maintained by the function of escape/avoidance. Behavioral Strategies: Antecedents Strategies: • Priming: Inform Drew in advance of upcoming transitions between various settings and/or tasks/activities. Prime him to use his words to express his wants/needs, and/or request a break/help to maintain on-task behaviors. • Pair Choices: Offer Drew two preferred items/activities to work for to earn them after completing tasks. • Environmental Accommodation: Increase adult proximity within Drew’s workspace contingent any occurrence of non-compliance and elopement behavior to provide necessary assistance. • Premack Principle (if/then; first/then): Instruct Drew that if he follows through w/ an academic demand (first), (then) he can earn an item/activity of his choice. Replacement Behaviors: • If/when Drew is about to demonstrate elopement behavior from his setting, he will use appropriate language to make his needs known. For example, he will use sign language or PECS to mand for, “break”, “walk”, or “bathroom”. Consequence Strategies: • Redirection (Non-compliance /Off-task): Provide verbal/gestural prompts to regain Drew’s attention to focus on task at hand. • Differential Reinforcement of Alternative Behavior (DRA): Reinforce Drew each time he demonstrates functional communication skills by expressing his wants/needs, instead of engaging in non-compliance /off-task behavior. • Token Economy System: Drew will earn tokens contingent on appropriate use of replacement behaviors, i.e., functional communication, on-task, compliance . When Drew earns 5 tokens he will have a choice of reinforcement for his break time, i.e., preferred item/activity | 08/01/2024 | |
| Data Template | Session summary notes: Our session notes should focus on behaviors during the activities, what client did well, what the client didn’t do well, any barrier to impede client to learn replacement behavior, if the client did something they never did before, or if they did something better than before include something about behaviors (reinforcers and antecedents that worked), communication, social interaction, etc. Summary notes may be written in paragraph or sentences form: Must haves: • Periods, Subjects, or Activities • Should be behavior goal related. • Forms of communication • Behaviors: these can be appropriate behaviors or maladaptive/ problem behaviors as well as NOVEL behaviors which are behaviors you have not seen before with student • Measurements: such as frequency, duration, percent of opportunities • Prompts: prompts used, number of prompts given, and/or if another adult needed to prompt our student such as teacher or the classroom aide. • Reinforcements: what worked, what was used, what did not work, how many times was it used, when were they used, etc. • Socialization: was your student able to socialize with others? • Social praise given: to reinforce appropriate behaviors, behaviors you want to see increase? When and for what behaviors? • Participation: Was your student able to participate? When, for how long? • Student and other adults in class interactions: able to work well with other adults in class, follow directions, etc. • Generalization: Student able to generalize with others, in different settings, with different stimuli? Example: (this is not to be cut/copied and pasted daily! Each day must reflect the behaviors per that day!) Breakfast: Student did not eat any of his breakfast this morning. Writing: student needed hand over hand to complete writing task. He was given verbal praise for complete task. Math: Student eloped from desk, he was redirected back and prompted to finish. BII used premack first work then break. BII showed puddy to student, BII waited for student to sign play or point to the puddy. Student was able to sign play and earn puddy. Recess: student pointed to the ball with no prompts. Student was able to transition to the class with no problem behaviors. Lunch: student was able to communicate to BII “all done” when he was finishing eating. Transition to bus: student had a difficult time to transition to bus, exhibited behaviors such as hitting with open hand, kicking, headbutt, and slapping. BII blocked and redirected to the bus without given attention to aggression | 08/01/2024 |