PSY7707U6A - Functional Analysis Observation Form (FAOF) filled out properly includes the PDF

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Functional Analysis Observation Form (FAOF) filled out properly includes the introduction to the case and all appropriate information...

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Introduction Ramone is a student in the math class that is showing several behaviors. This paper will identify the antecedents (A) that trigger the behavior, the consequences (C) that follow the behavior, and the setting events (SE) within the vignette that may be affecting behavior. It is a mock assignment taken from the case Problems in Math class from the text Functional Assessment (Chandler & Dahlquist, 2014, p.83). The day did not start off well as the buses were late, they had a substitute and class was behind. Functional Analysis Observation Form (FAOF) Student: Ramone

Date/Time

Setting: Classroom

Antecedents/Setting

Observer:

Behaviors

Consequences

11/12/2018

Math/teacher asks question

Ramone refuses to answer

Teacher assistant prompts him/escape

11/12/2018

Math/Teacher assistant prompts him to say the rule Math/Teacher gives the students a chance to solve problem on board. Right before his turn. Math/It is his turn to go to the board

He says the rule

Teacher tells him good answer

Ramone pokes other peer with pencil.

Verbal prompt given to keep his hands to himself/escape

11/12/2018

11/12/2018

11/12/2018

11/12/2018

Math/Teacher asks him to go to the board again Math/Teacher assistant asks him to show her how to solve it

He stands and drops his materials onto the floor

Verbal reprimand from teacher to pick up the materials/escape Refuses and starts Verbal reprimand poking peer from teacher and he lost his turn/escape He refuses and begins Teacher sends him to shouting at her principle office/escape

Patterns and Consistencies You can clearly see that there is a pattern with Ramone and his behaviors in math class. Each time he had to participate in math he would engage in problem behavior which was refusal, poking his peers, dropping his material and shouting at the teacher. When the teacher asks the class to repeat the rule he refused to participate. His turn was next, and he began poking his peers. When it is his turn, he purposely dropped his material onto the floor. He is asked to come to the board and he refuses and again pokes his peers. Again, he is asked to show how the problem can be done and he refuses and shouts at the teacher. The function of his behaviors in math class was escape. For some reason he did not want to participate in math class therefore he performed the behaviors of refusal, poking his peers, dropping his materials and shouting to avoid participating in math class. The function of his behavior escape was reinforced each time the teacher allowed him to avoid doing the work. This was done by not making him answer the question, allowing him to miss his turn and sending him to the principal’s office. Disruptive Behaviors Ramones disruptive behavior was refusal to participate, refusal to answer questions on the board, poking his peers, dropping his materials, and shouting at the teacher. Again, I state that each of his disruptive behaviors were negatively reinforced by the teacher. The function of the behaviors was to escape participating in math class. Each time the teacher asked Ramone to participate a behavior followed. He was able to escape them each task as he was told he lost his turn and he was sent out of the room.

Cooperative Behaviors Ramone showed cooperative behavior when the teachers assistant prompted him and whispered the rule in his ear. She also prompted him to say the rule. He said the rule and received a positive reinforcement as the teacher said to him, that is right good answer. He seemed to do better with the help of the assistant teacher. Instead of requesting him to say the rule she told him the rule and prompted him to say it. Importance of Assessment ABA's depends on individualized evaluation to direct custom fitted treatment, particular to an individual and their needs. It is essential to utilize instruments that will give a defiant pattern of the behavior. The assessment will give an understanding as to when, where and why the behavior is happening. For example, Ramone’s behavior was in math class and happened whenever he was called on to answer a question or when it was his turn to do the problem on the board. Doing an assessment of Ramone would explain why he wants to escape from doing math. For this assignment the ABC chart was used. A stands for antecedent, B stands for behavior and C stands for the consequences (Pratt & Dubie, 2008). This is an exceptional tool to use when you are directly observing the behavior(s). The ABC chart must have the name of the individual being observed, the behaviors in which were observed, and the setting. Conclusion The function of Ramone’s behavior was escape. Each time he was asked to participate in math class he had a behavior. His behaviors consisted of him refusing, poking his peers, dropping his materials, and shouting. His behaviors were negatively reinforced by the teacher not prompting him to answer with the group, allowing him to miss his turn and ultimately sending him out of the room. The consequences negatively reinforced his disruptive behaviors. Some of

his behaviors could be due to the fact that the buses were late, their was a substitute assistant and class was running behind.

References Chandler, L. K., & Dahlquist, C. M. (2015). Functional assessment: Strategies to prevent and remediate challenging behavior in school settings (4th ed.). Boston, MA: Pearson. Pratt, C., & Dubie, M. (2008). Observing behavior using a-b-c data. The Reporter, 14(1), 1-4....