Behavior & Classroom Management

Behavior & Classroom Management
Chris Borgmeier, PhD Portland State University

Reading Review Scheuermann & Hall, Ch. 3 Sugai, et al., 2000
Borgmeier, 2005 FBA instructional packet & forms

Functional Behavioral Assessment & Individualized Interventions

What is Functional Behavioral Assessment (FBA)?
An assessment used for students with the most significant behavior problems to: identify the Function of problem behavior – or how the problem behavior is paying off for the student identify the variables that predict and maintain problem behavior develop a Behavior Support Plan (BSP) based on the function of behavior

Goals of the FBA process
FBA should help us to: Focus on things we can change Simplify and focus our understanding of the students behavioral concerns Increase efficiency in identifying effective interventions Reduce the use of interventions that contribute to making problem behavior worse The ultimate goal of FBA is efficiency; we want to do the least amount of assessment & data collection that will give us the most information to guide intervention selection Informal FBA to Practical FBA to Formal FBA

Partner Activity FBA: Summary of Behavior
Time’s Up Identify interventions for the following FBA Summary of Behavior Antecedent: Difficult math task Behavior: Negative comments Function: Sent to office Avoids difficult task The Summary of Behavior is only helpful when it is specific and detailed enough to inform: What interventions can be used to improve student behavior Difficult math task is not specific or detailed enough to inform how to modify the task

Partner Activity FBA: Summary of Behavior
Time’s Up Identify interventions for the following FBA Summary of Behavior Routine/ Setting: Math group – independent work Antecedent Behavior Consequence/ Function Presented w/ double digit addition problems, subtraction or harder math facts Joe will verbally refuse, throw pencil on floor & rip up the paper, leave table and walk around room Staff may ignore initially, but redirects to math work lead to escalated behavior, student breaking materials and leaving classroom Avoid difficult Math tasks

Who should be referred for an FBA?

CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT School/Classroom-
Tertiary Prevention: FBABSP for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

FBA/BSP as a Protection for Students
The law has built in safeguards for IEP students with significant behavioral concerns to protect their right to an appropriate education We cannot by law continually remove students from instruction (through detention, suspension or a change in placement) due to behavior problems By doing so we are depriving them of FAPE (a Free Appropriate Public Education)

First, who is legally required to have an FBA completed?
FBA is required by LAW for students with IEPs who have missed 10 days of instruction (due to suspension or change in placement) for disciplinary reasons We need to identify students at-risk of missing 10 days of school due to suspension & begin an FBA when students reach 6-7 days of suspension

Why do we need FBA/BSP? Schools have an obligation to educate ALL students, even those who pose the most significant behavioral challenges Schools need the best tools available to support students with significant behavioral concerns Research shows developing behavioral interventions based on function of behavior is most effective

Who else can be referred for FBA?
FBA is not only for SPED students, but it can only be legally required for SPED students FBA is also for students who: chronically engage in problem behavior disruptive to the school environment you have tried a variety of interventions, but nothing has worked previous SST, IEP, etc. has not been effective engage in potentially dangerous behavior

ACTIVITY Prioritize these students according to how much they need an FBA
Date = December 8th Jorge - 7 days of suspension, w/ IEP Nick – 12 office referrals, 6 days of suspension w/ no IEP, no SST Claudia - 11 days of suspension, w/ IEP Fatima – 2 days of suspension, w/ IEP Bjorn – 14 days of suspension – no IEP, w/ SST

Prioritize the students below in how much they need an FBA
Claudia - 11 days of suspension, w/ IEP She is out of compliance by Law – need FBA started today Jorge - 7 days of suspension, w/ IEP IEP student who is quickly approaching 10 days of suspension Bjorn – 14 days of suspension – no IEP, w/ SST No legal mandate, but student for whom an SST has not been working w/ too much suspension – certainly would benefit from FBA, but not mandated, yet Nick – 12 office referrals, 6 days of suspension -- no IEP, no SST Refer for SST, other students should be priority right now Fatima – 2 days of suspension, w/ IEP No great risk of yet

Understanding Behavior: The foundation for FBA

Learning A  B  C Student Learns through repeated experience, that under these specific Antecedent conditions, if I engage in this Behavior, I can expect this Consequence

When Understanding Behavior
When understanding behavior, we want to learn what function (or purpose) the behavior is serving for the student You need to understand from the student perspective… What are they getting (or trying to get) from engaging in this behavior What is the most important thing that the student wants to gain (or avoid) by using this behavior

Ingram, Lewis-Palmer & Sugai, 2005

What are the results of an FBA?

A clear and specific Summary of Behavior
The result of an FBA is a Summary of Behavior The Summary of Behavior is only helpful when it is clear enough and specific enough to inform: The function of student behavior and What interventions can be used to improve student behavior

AntecedentsBehaviorConsequence
Summary of Behavior Identify the Routine in which to understand the Behavior AntecedentsBehaviorConsequence Identify the Function of Behavior based on what the student has learned from the A B C sequence

Summary of Behavior Be specific & clear
Routine/ Setting: Have you identified a specific routine so the information collected about the behavior can be focused & specific? Antecedent Behavior Consequence Are the identified triggers of behavior clear and specific enough to know how to prevent problem behavior from occurring? Is the behavioral definition clear enough? Have you clearly identified any escalating behavior patterns? Have you clearly identified the environmental responses to behavior (staff or peer) linked with the function of behavior? Function: Can you identify the function of behavior? What has the student learned that maintains the behavior or makes it pay off?

Summary of Behavior Example - Joe
Routine/ Setting: Math group – math tasks Antecedent Behavior Consequence Presented w/ double digit addition problems, subtraction or harder math facts Joe will verbally refuse, throw pencil on floor & rip up the paper, leave table and walk around room Staff may ignore initially, but redirects to math work lead to escalated behavior, student breaking materials and leaving classroom Function: Avoid difficult Math tasks

Functional Behavioral Assessment Identifying an Accurate Function
FACTS Part A Routines Analysis

Strengths Routines Analysis

Understanding Behavior in a Context / Routine
We need to understand behavior within routine/context Why?  Students can engage in the same problem behavior for different reasons in different routines If we conduct the assessment based solely on the type of behavior, the function of behavior may vary across routines Interventions need to be developed to address the differences in routines and behavioral function Interventions need to look very different for a student who yells, throws things on the floor, and runs around the room: during large group Phys. Ed. to get teacher attention and during small group reading to avoid frustrating reading tasks

Start Broad & Narrow Focus Routines Analysis
Purpose: To identify & focus in on a specific problem behavior routine, from which to continue the assessment to ID the function of behavior The assessment must narrow the focus to a specific pattern of behavior in order to develop an effective intervention Looking under the hood of a car

Routines Analysis

Routines Analysis Example – Joe Efficiency – Complete in Advance

Routines Analysis Example – Joe Track down the teachers to complete
Do you notice any initial trends or have any initial hypotheses?

Identify Targeted Routine
Defining the Behavior(s) of Concern

Identify Routine & Behaviors of Concern
Examine the Routines Analysis: Which times/routines are most problematic? Any initial hypotheses or trends to note? Prioritize routines/behaviors to focus on Differentiate separate routines

Identify Joe’s Prioritized Routines
#1 #2

What are the Targeted Routines?

What happens if we don’t look at behavior within Routines?

FAQ – Do I always focus on just one routine at a time?
We encourage you to start with 1 routine at a time, because it is easy to get overwhelmed with students w/ beh’l concerns – NARROW THE FOCUS You can combine routines but only when there is significant similarity of (a) activities and (b) problem behavior(s). For example: Similarity of Structure, Activities & Demands - student has difficulties during lunch, recess, passing times Similarity of problem behavior – teases and calls peers names In this case you could probably combine routines lunch, recess, passing times = “unstructured times with peers”

Partner Activity: Would you combine the Routines Below? Why?
Time’s Up Similar Activity, Demands & Behavior Different Activities & Demands YES NO Routine 1 - Reading Routine 2 – Social Studies When asked to do work/ class activities that involve reading aloud or answering questions based on reading comprehension Behavior = talking back to teacher, work refusal and throwing book and tearing up paper Routine 1 – Reading Routine 2 – Math The students concerns in math are not related to reading difficulties, but to low math skills Behavior = talking back to teacher, work refusal and throwing book and tearing up paper

Defining the Problem Behavior
Focus on the Targeted Routine

Defining the Problem Behavior
Next Step – Take Targeted Behavioral Routine & Define Behavior(s) that occur during the routine Start with 1 routine… focus on behavior that occurs in that single routine

Identify Problem Behaviors for the identified routine
2 x x 1 3 x x x x Student calls work “stupid”, “dumb”, calls teacher a “bad teacher” and “dumb”, refuses to do work, throws book and paper on the floor, tears up paper, walks around the room Focus on the single routine you have prioritized. e.g. Identify the problem behaviors you have seen in Math… Check those behaviors that occur in the target routine & Then rank the top 3 most concerning problem behaviors in that routine. Provide a brief description of exactly what the behaviors look like (observable & measurable) This definition should be so clear that you could clearly identify when the behavior does or does not occur 42

Frequency & Duration Ask about the frequency & duration of the occurrences of the problem behavior in that target routine Ask the interviewee if the behavior poses an immediate danger to the student or others. Dangers can be defined as directly injuring another with their behavior (hitting, throwing dangerous objects, etc.) If it is determined that the behaviors are dangerous, then refer the case to a behavior specialist. 43

Activity 1: FACTS Part A With a partner, role-play using the FACTS Part-A form in the activity packet (pages 1-2) List the Routines in Order of Priority B. Assign an interviewer & interviewee Interviewer will ask questions from FACTS Part A starting at the BEHAVIOR(s) prompt & record interviewee responses Interviewee will use the script in activity pack (bottom of page 2) Rank order problem behavior Describe problem behavior Estimate frequency & duration

Insert Shane’s definition

Does Behavior Escalate?

Escalating Behavior Is there a cycle of related behaviors?
Is the student escalating behavior for the same reason/function? How are the responses of staff or other students contributing to escalation? Behavior Escalation Worksheet Lower Intensity/ Higher Intensity/ More predictable Less predictable Whining, Tantrum/ Tearing up Verbal Aggression Talking Insubordinate papers Threats

Behavioral Escalation Worksheet
Identify early stages of behavior so staff can intervene previous to escalation Cut off escalation chain Lower Intensity Higher Intensity MINOR PROBLEM CRISIS Whining/ Tantrum/ Verbal Physical talking back noncompliance Threats Aggression

Functional Behavioral Assessment Staff Interview

Interview Critical Features
Interview the staff member from your targeted routine Identify a Routine & Stick with It Use Follow-up Questions

Thinking about Function of Behavior
When starting the interview, you are the investigator You need to ask follow-up questions to get specific information you can use to inform interventions You need to understand from the student perspective… You need to be convinced… You need to be confident in the results of the interview…

ABC’s of Understanding the Function of Behavior
What happens before (A or antecedent) the behavior occurs? What is the behavior (B)? What happens after (C - Consequence or outCome) the behavior occurs? A  B  C

Antecedents What triggers the behavior?
What happens immediately preceding the problem behavior? What triggers the behavior, be specific... What activity? What peers? What tasks? Describe in detail If you wanted to set up the student to engage in the problem behavior, what would you do? If presented with (identified stimulus) 10 times, how many times would the student engage in the identified behavior?

Interview - Antecedents
ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding of triggers ranked #1 & 2. Environmental Features (Rank order strongest 3) Follow Up Questions – Get as Specific as possible _X_ a. task too hard ___ g. large group instruction ___ b. task too easy _X_ h. small group work _X_ c. bored w/ task ___ i. unstructured time _X_ d. task too long ___ j. transitions ___ e. physical demand _ X_ k. independent work _X_ f. correction/reprimand ___ l. with peers ___ m. Other, describe ______________________ _______________________________________ If a,b,c,d or e - describe task/demand in detail ___________ _________________________________________________ If f - describe purpose of correction, voice tone, volume etc. _________________________________________________ If g, h, I, j or k - describe setting/activity/content in detail _________________________________________________ _________________________________________________ If l – what peers? 1 2 3 First, show the person being interviewed the list and check all that apply Next, have them look at those checked and rank order the 2-3 strongest predictors

ANTECEDENT(s): Rank Order the strongest triggers/predictors of problem behavior in the routine above. Then ask corresponding follow-up question(s) to get a detailed understanding of triggers ranked #1 & 2. Environmental Features (Rank order strongest 3) Follow Up Questions – Get as Specific as possible 1 X a. task too hard ___ g. large group instruction ___ b. task too easy ___ h. small group work _X_ c. bored w/ task ___ i. unstructured time _X_ d. task too long ___ j. transitions ___ e. physical demand 2_X k. independent work 3_X f. correction/reprimand ___ l. with peers ___ m. Other, describe ______________________ _______________________________________ If a,b,c,d or e - describe task/demand in detail __writing sentences, paragraphs, letters, journals, etc. student cannot write because they don’t know how to read or spell fluently______________________ If f - describe purpose of correction, voice tone, volume etc. _________________________________________________ If g, h, I, j or k - describe setting/activity/content in detail ____Independent work involving writing or reading; works better in small groups if he doesn’t have to read or write____________ _________________________________________________ If l – what peers? After the interviewer has rank ordered the tasks, ask the necessary follow-up questions to get a complete understanding of what is triggering the problem behavior.

Before moving on with the interview, ask the following about the antecedent response: Are there further follow-up questions I should ask to get a clearer understanding of what triggers the problem behavior? Is the antecedent clear enough that I can identify specific environmental changes that should prevent the problem behavior?

Activity 2 – FACTS Part A Read through the FACTS Part A on p. 4 of your activity packet. Discuss with a partner the information form FACTS Part A & any initial thoughts, trends or hypotheses noticed.

Activity 3: Identifying Antecedents
With a partner, present the question from FACTS Part B – Antecedents Listen to the Video FACTS interview (15:10-21:05) & complete the corresponding portion of the FACTs Part B (p. 5) according to the teacher’s responses Identify any additional follow-up questions you would have

FACTS Interview: Antecedent

Consequence / Function What is the response to the behavior?
What happens immediately following the behavior? How do peers respond? How do the adults respond? What are the consequences for the student? How many times out of 10 do each of these responses occur following the problem behavior? Why is the student engaging in this behavior? What is the student gaining as a result of engaging in the behavior? How is it paying off for the student? What is the most valuable payoff for the student?

Interview – Consequences
CONSEQUENCE(s): Rank Order the strongest pay-off for student that appears most likely to maintain the problem behavior in the routine above. The ask follow-up questions to detail consequences ranked #1 & 2. Consequences/Function (Rank order the strongest 3) As applicable -- Follow Up Questions – Get as Specific as possible ___ a. get adult attention ___ b. get peer attention _X__ c. get preferred activity ___ d. get object/things/money ___ e. get other, describe _____________________ _X_ f. avoid hard tasks/failure _X_ g. avoid undesired task/ activity ___ h. avoid physical effort ___ i. avoid peer negatives _X_ j. avoid adult attention _X_ k. avoid reprimands ___ l. avoid/escape other, describe _____________ If a or b -- Whose attention is obtained?_____________________________ ______________________________________________________________ How is the attention provided? _____________________________________ If c or d -- What specific items or activities are obtained? _______________ ______________________________________________________________ If f, g or h – Describe specific task/ activity avoided? __________________ Be specific, DO NOT simply list subject area, but specifically describe type of work within the subject area (be precise)?___________________________ ________________________________________________________________________________Can the student perform the task independently? Y N Is academic assessment needed to ID specific skill deficits? Y N If i, j or k -- Who is avoided? _____________________________________ Why avoiding this person? First, show the person being interviewed the list and check all that apply Next, have them look at those checked and rank order 2-3 strongest consequences

Interview – Consequences
CONSEQUENCE(s): Rank Order the strongest pay-off for student that appears most likely to maintain the problem behavior in the routine above. The ask follow-up questions to detail consequences ranked #1 & 2. Consequences/Function (Rank order the strongest 3) As applicable -- Follow Up Questions – Get as Specific as possible ___ a. get adult attention ___ b. get peer attention 4_X c. get preferred activity ___ d. get object/things/money ___ e. get other, describe _____________________ 1_X f. avoid hard tasks/failure _X_ g. avoid undesired task/ activity ___ h. avoid physical effort ___ i. avoid peer negatives 2_X j. avoid adult attention 3_X k. avoid reprimands ___ l. avoid/escape other, describe _____________ If a or b -- Whose attention is obtained?_____________________________ ______________________________________________________________ How is the attention provided? _____________________________________ If c or d -- What specific items or activities are obtained? _______________ ______________________________________________________________ If f, g or h – Describe specific task/ activity avoided? __________________ Be specific, DO NOT simply list subject area, but specifically describe type of work within the subject area (be precise)?___________________________ ________________________________________________________________________________Can the student perform the task independently? Y N Is academic assessment needed to ID specific skill deficits? Y N If i, j or k -- Who is avoided? _____________________________________ Why avoiding this person? After the interviewer has rank ordered the tasks, ask the necessary follow-up questions to get a complete understanding of the consequences & function of behavior.

Interview - Consequences
Before moving on ask the following questions about the consequence response: Are there further follow-up questions I should ask to get a clearer understanding of what consequences are maintaining the problem behavior? Are the consequences and function of behavior clear enough that I can understand how the problem behavior is paying off for the student? When considering the antecedent and consequence together, do they make sense? For example, if the consequence/function is avoiding difficult task, it would make sense that the antecedent be a specific task that is too difficult. It might make less sense if the consequence/function is to escape a difficult task and the antecedent is unstructured time with peers.

Setting Events Events that happen outside of the immediate/ targeted environment or routine that effect the likelihood and/or severity of problem behavior. Setting events are things that vary day to day Autism is NOT a setting event; it’s a student condition Lack of sleep is a setting event Setting EventsAntecedentsBehaviorConsequence

Examples of Setting Events
Lack of sleep Missing breakfast / hunger Having a fight on the way to school Bad grade on a test Substitute teacher Forgetting to take medication

Interview – Setting Events
Remember setting events do not usually occur in the immediate routine or environment. Since setting events often happen at home or previously in the school day, it is not uncommon for teachers to be unsure of setting events. Sometimes teachers may recognize that something is “off” with the student (e.g. that look on the student’s face when they walk in tells me it’s going to be a rough day)… but may not know what caused it Follow-up Questions After identifying the most common setting events ask any follow-up questions that will provide a clearer picture of the impact and occurrence of setting events. You may want to follow-up with the student or parent interview for more information on setting events.

Activity 4: Identifying Consequences & Setting Events
With a partner, present the question from FACTS Part B for Consequences & Setting Events as directed Listen to the Video FACTS interview (21:05-31:55) & complete the corresponding portion of the FACTs Part B (p. 5) according to the teacher’s responses Identify any additional follow-up questions you would have

FACTS Interview: Consequences & Setting Events

Summary of Behavior

A clear and specific Summary of Behavior
The result of an FBA is a Summary of Behavior The Summary of Behavior is only helpful when it is clear enough and specific enough to inform: The function of student behavior and What interventions can be used to improve student behavior

Summarize the interview using the Summary of Behavior
The result of a FACTS is a Summary of Behavior To complete each of the boxes in the Summary of Behavior take the information from the corresponding boxes from the FACTS-B form. Write the highest ranked item from each section: Antecedents, Consequences, Setting Events Write the description of the problem behavior(s) from the top of Part-B 73

Summary of Behavior Be specific & clear
Routine/ Setting: Have you identified a specific routine so the information collected about the behavior can be focused & specific? Antecedent Behavior Consequence Are the identified triggers of behavior clear and specific enough to know how to prevent problem behavior from occurring? Is the behavioral definition clear enough? Have you clearly identified any escalating behavior patterns? Have you clearly identified the environmental responses to behavior (staff or peer) linked with the function of behavior? Function: Can you identify the function of behavior? What has the student learned that maintains the behavior or makes it pay off? 75

Summary of Behavior Example - Joe
Routine/ Setting: Math group – math tasks Antecedent Behavior Consequence Presented w/ double digit addition problems, subtraction or harder math facts Joe will verbally refuse, throw pencil on floor & rip up the paper, leave table and walk around room Staff may ignore initially, but redirects to math work lead to escalated behavior, student breaking materials and leaving classroom Function: Avoid difficult Math tasks 76

Read the summary back to the respondent
Use the following format: “During (insert target routine), (insert student name) is likely to (insert problem behavior) when he is (insert details of antecedent conditions) and you believe that he does this to (insert details of consequence/function)” Do you agree with this summary of behavior? Is there anything you’d like to add or change? 77

Ask the respondent to rate the extent they believe the summary of behavior is accurate on the 6 point scale provided 78

Activity 5: Summary of Behavior
Use the information from the FACTS Part B from the interview to complete the Summary of Behavior at the bottom of the page Read your summary of behavior to your partner. Next, ask your partner the question about the confidence rating and score it on your form.

FACTS Interview: Summary of Behavior
Listen to FACTS Video – Summary of Behavior (33:20-34:55)

Assignment #3 See Course Website Getting Started:
Identify student & get permission Complete FACTS Part A & B Complete Behavior Escalation Worksheet (if necessary)

Functional Behavioral Assessment Observations

Observation: Goals Validate Interview information
Are teachers/staff perceptions accurate? Identify if the problem behavior is preceded by predicted antecedents and associated with identified maintaining consequences. Does the observing the student reveal the same Function for student behavior?

ABC Observation Tips Use information from the interview to determine when/where/what to observe Directly observe the student in the identified routine -- context in which behavior is most likely Know what you’re looking for before the observation - what A  B  C Obtain this information from Interviews

ABC Observation: Process
Determine times to observe Define behaviors Describe the setting Record starting time Record behaviors displayed by the student Record antecedent events Record consequent events Analyze data and develop testable explanation

A-B-C Observation Form
Setting Information What to look for Time Antecedent Behavior Consequence

Practice A-B-C Observation
Setting Information General Ed Classroom with 18 students – Math What to look for Difficult tasks, any word problems & most math operations Work refusal, doodling, not follow directives, yells at teacher, disruptive Avoid math task, doodling, work refusal, sent to office Time Antecedent Behavior Consequence From FBA Interview Ready for the Observation

A-B-C Observation Form
Setting Information General Ed Classroom with 18 students – Math What to look for Difficult tasks, any word problems & most math operations Work refusal, doodling, not follow directives, yells at teacher, disruptive Avoid math task, doodling, work refusal, sent to office Time Antecedent Behavior Consequence 1:00 1:02 T: “Take out math book, open to page, look at prob 1” T: “Shane would you take out your math” Shane would you work that problem for me? Drawing on paper at desk Shane takes out math book and slams on desk – returns to drawing Looks up & back down returning to drawing T: “Who’d like to work it out?”

Summarize your ABC Observation Results

Another Option: ABC Recording Form

At the End of the observation

View Shane Video ABC observation
Do the results of the video agree with the interview results?

More Practice Can Watch Eddie

FBA: Summarizing the Data

Summary of Behavior Now, put the information together & come up with your final Summary of Behavior Weigh the interview information w/ observation information to come up with your final Summary of Behavior Are you convinced that the ABC sequence and Function of Behavior are accurate? If not, do you want to collect more information?

Summary of Behavior Setting Event Antecedent Behavior Consequence
Teacher/Staff Interview ABC Observation Final Summary of Behavior (move to Behavior Plan)

Summary of Behavior - Shane
Setting Event Antecedent Behavior Consequence Teacher/Staff Interview Academic Failure in previous class that day Difficult tasks, any word problems & most math operations Work refusal, doodling, not follow directives, yells at teacher, disruptive Avoid math task, doodling, work refusal, sent to office

Setting Event Antecedent Behavior Consequence Teacher/Staff Interview Academic Failure in previous class that day Difficult tasks, any word problems & most math operations Work refusal, doodling, not follow directives, yells at teacher, disruptive Avoid math task, doodling, work refusal, sent to office ABC Observation Negative relationship w/ teacher??? Teacher confrontation Work refusal, doodling, yells at teacher, disruptive Avoid teacher confrontation, avoid math task, to office

Setting Event Antecedent Behavior Consequence Teacher/Staff Interview Academic Failure in previous class that day Difficult tasks, any word problems & most math operations Work refusal, doodling, not follow directives, yells at teacher, disruptive Avoid math task, doodling, work refusal, sent to office ABC Observation Negative relationship w/ teacher??? Teacher confrontation Work refusal, doodling, yells at teacher, disruptive Avoid teacher confrontation, avoid math task, to office Final Summary of Behavior (move to Behavior Plan) Negative relationship w/ teacher & previous academic failure Math task Avoid teacher confrontation & avoid math task &

Assignment #3 See Course Website Getting Started:
Identify student & get permission Complete FACTS Part A & B Complete Behavior Escalation Worksheet (if necessary) Conduct ABC Observation (can choose either form presented) Complete Summary of Behavior form

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