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Homework answers / question archive / Identifying functions of behavior is an important step in any development of creating an intervention plan
Identifying functions of behavior is an important step in any development of creating an intervention plan. This helps to reduce the implementation of ineffective behavioral support plans. For this discussion question, please read the case study of ShariLynn located on pages 111–113 of your Functional Assessment text. Then write a substantial discussion post on the following:
Pages 111-113
ShariLynn
ShariLynn is a 13-year-old student enrolled in a regular education classroom. She receives daily special education services in the resource room and speech and language therapy in the speech pathologist’s office two days per week. ShariLynn is diagnosed with a learning disability in reading and communication delays. Her regular education classroom contains 25 other students and one teacher.
ShariLynn generally enjoys school, especially her regular education classroom. She likes her teacher and has many friends. She really likes to participate in cooperative group activities. She readily participates in most activities and routines and gets good grades on assignments that do not involve reading skills. ShariLynn excels in sports, is a member of the school soccer team, and recently qualified for membership on the track team.
ShariLynn also likes the teacher in the resource room and the speech and language pathologist. However, she does not like leaving regular education to go to her special education class. She is afraid that other students will make fun of her when she leaves, and often she refuses to go to speech therapy and the resource room. The frequency of refusals and noncompliant behavior is increasing, and this behavior is expanding to other activities and routines within the regular classroom and other school settings. Together, the educators working with ShariLynn have made a referral for behavioral consultation. They are concerned about her increasing noncompliance in speech therapy, the resource room, and the regular education classroom.
Dr. Knofler, the behavior analyst for the school district, observed ShariLynn and recorded both challenging and appropriate behaviors on the ABC recording form. Some of these observations follow:
|
Antecedents and Setting Events |
Behavior |
Consequence |
|
Cooperative groups, working on science experiment |
Works with group |
Peer interaction |
|
Told it was time to go to resource room |
Says her group project is not finished, continues working |
Prompted again to go to resource room |
|
Prompted to go to resource room |
Refuses, says she doesn’t need any special help |
Prompted again to go to resource room |
|
Note: This interaction continues with escalation in prompting and arguing between the teacher and ShariLynn. |
||
|
Threatened with detention if she doesn’t go to the resource room |
Goes to resource room (there are only 10 minutes left in the period) |
Detention threat withdrawn, spends little time in resource room |
|
Resource room teacher asks her to read short story |
Says no, puts head down on the desk |
Teacher says she will work with someone who wants to learn and works with peer |
|
Given homework reading and study guide assignment |
Throws study guide in trash on leaving school |
No assignment to complete |
|
Given math worksheet |
Works at desk |
Completes worksheet, allowed to play computer game |
|
Students take turns reading parts of story, ShariLynn is called on to read |
Says she left her book at home |
Teacher calls on a different student |
|
Regular class, given note that it is time to go to speech therapy |
Tells teacher the speech pathologist told her not to come today |
Teacher calls to verify |
|
Teacher tells her she is supposed to go to speech therapy and not to lie to her again |
Says she will go as soon as she finishes her project |
Teacher gives her five minutes to finish her project |
|
Ten minutes later, teacher tells her to go to speech therapy right now |
Refuses |
Teacher threatens with detention |
|
Threat of detention |
Still refuses |
Teacher gives her detention and walks away |
|
Students take turns reading parts of story, ShariLynn is called on to read |
Says she left her book at home |
Teacher asks peer to share her book with ShariLynn |
|
Teacher asks a peer to share her book with ShariLynn |
Says she doesn’t feel like reading |
Instructed to read again |
|
Instructed to read |
Refuses |
Sent to office for discipline |
|
Sent to office for discipline |
Stops at resource room, talks to teacher |
Teacher asks where she is supposed to be |
|
Teacher asks where she is supposed to be |
Tells her in the office |
Sends her on to the office |
|
Sent on to the office |
Stops at speech therapy office, talks to speech pathologist |
Speech pathologist talks to her about missing speech yesterday |
