Functional Behavioral Assessment/Behavior Intervention Plan Report

Student Name: A.J. School: Gier Park Elementary Date of Birth:2006 Examiner: Brittany Watters Parent Name(s): Teacher: Age (years/months): six years old Report Date: Spring 2012 1 Grade: Kindergarten

1 Reason for FBA/BIP: General Background A.J. is an African American Male Kindergartener in the Lansing School District. A.J is the youngest of four other children in his immediate family. A.J.s Kindergarten classroom is his first experience with a structured school environment. A.J. is amongst the most intelligent of his peers and is placed in the highest level reading group, tests above average over his peers and receives mostly all good marks on his report card. Literacy and gym are A.Js favorite subjects in school. A.J. holds an excellent attendance record missing only four days out of the entire year. When in a social setting with peers A.J. has absolutely no difficulties interacting and enjoying their company. A.J.s behavior in the classroom is, for the most part, very good but there are few times throughout the day where he could use improvement of his behavior in order to make his learning experience more beneficial and enjoyable. When A.J. is in a group setting, large or small, he has great focus and attention to the task on hand, it is when he works on individual tasks, however, where he struggles with time management and following directions. When A.J. is given an individual task such as completing morning duties (hang up coat, eat breakfast, sign in), reading silently alone, or doing a worksheet on his own, he does not complete these duties in a timely fashion. Instead, A.J. will occupy his time by sitting quietly in his chair, looking as though he is working, but really is just seeking escape from the given task. Definition of Target Behavior 1

Problem Behavior:
When A.J. is given an individual task such as completing morning duties (hang up coat, eat breakfast, sign in), reading silently, or doing a worksheet on his own he escapes from doing the task by sitting at his seat quietly and staring at the worksheet or book but not actually completing the task on hand. The student does take place in this action until the teacher has noticed that he is not working, once he is reprimanded he will work diligently.

Target Behavior:
When the student has an individual task at hand he will start the task within one minute of being asked to do so. Once the task is started it should be completed until it is completely finished or told by his teacher to stop.

Functional Behavioral Assessment

3 Sources of Data: Observations: Interviews: Document Review: Other: Observations: Initial Observations of A.J. A.J. was chosen to be my target student for my FBA/ BIP project mainly because he was the only student out of the twenty-two other students at my placement that turned in the permission form. I was very worried after learning that A.J. would be my target student for this project. On the surface from what I have observed of A.J. since the fall, was that he was very well behaved. After an interview with his teacher I began intensely observing him over my next few visits to the classroom. I found a problem behavior as well as antecedents and consequences that came along with it. A.J. is among one of the smartest in the class and is very strategic in the way he practices his problem behavior. During independent work time is a time in the class when students are the least managed. The students are set off on their own to complete the task at hand and the teachers main focus is students that may need a little more support in completing the task. During this time is when I observed A.J. participating in his problem behavior. On several occasions I observed that A.J. would not distract the ones around him, but he would merely just avoid the task. When an individual worksheet or task such as silent reading or morning chores was assigned to A.J. he would sit in his seat silently, occasionally whispering to the student next to him, hold his pencil but not complete the task at hand. During this time A.J. is watching his surroundings, especially my mentor teacher. A.J. appears to be paranoid of his avoidance of work, yet does not resume back to what he is supposed to be doing. During silent reading my mentor teacher is busy working with reading groups, and the rest of the students are sitting at the carpet silently reading their assigned books. A.J. will stare at his book but not read it. Again, during this time he will look around the room. I also noticed that when A.J. is asked to do other morning tasks such as hanging up coat, eating breakfast or signing in, he will allow others around him to go in front of him. He will take his time and move very slowly when he completes these tasks. He is often at the sign in table longer than any other student. A.J. participates in the problem behavior until the class is instructed to continue on to their next activity or my mentor teacher notices and yells at his actions. At this point I decided track A.J.s latency. Interviews: Interview with Teacher (Mrs. K)

After learning that A.J. was the only student out of all twenty-two other students in my mentor teachers classroom that returned their consent forms, I was a little concerned. A.J. has always been very well behaved and very intelligent. Out of all of the students in the class he is one of the last students that I would have considered to have problem behavior. I conducted an informal interview with my mentor teacher in order to get perspective on what exactly I could focus my Functional Behavior Assessment on. Question: A.J. seems so well behaved... is there anything about his behavior that you would want to change? Teacher: Oh there are always behaviors that could be changed. This is kindergarten. It is a lot of these childrens first experience with any type of structure or discipline. Question: So what have you noticed about A.J. and behavior that he struggles with? Teacher: He just doesnt listen or follow directions sometimes. Question: Can you give me an example or time of day when this happens? Teacher: The other day for example. Every day we come in and place our jackets on the hooks in the locker room. He left his on the carpet and just did not pick it up. Or when we do our seat work in the mornings, he will just sit there and not do it or he sometimes turns things in half completed. It is simple following directions. He does not want to listen. Interview with A.J. Once I learned that I would be working closely with A.J. this semester on his behavior I wanted to find out what motivates him, what he enjoys and does not enjoy. I think that it was very important to get his perspective on his work in the classroom and areas of improvement. Question: A.J., what kinds of behaviors in the classroom upset Mrs. K? Answer: Mrs. K gets really mad when people dont listen. She doesnt like when kids dont follow directions and do what they are told to do. Question: when was the last time that you got in trouble with Mrs. K What was it for? Answer: I got in trouble the other day for not doing my work after breakfast. Question: Why were you not doing your work like Mrs. K asked you? Answer: I dont know. I was tired and wanted a break. Question: How does it make you feel when you get in trouble with Mrs. K? Answer: I dont like it. Question: What do you think Mrs. K wants you to do during individual work time? What would make her happy?

Answer: If I did my work right when she gives it out, and do my personal best and listen. Question: What happens when you dont get to work like you are supposed to? Answer: I get yelled at. Question: Do you get started on your work after Mrs. K yells at you? Answer: Yes. Question: Do you think it is far that Mrs. K yells at you? If not what do you think she should do instead. Answer: She should let me have a break when I dont want to do work. Question: That is why I am talking to you now we are going to work on changing that behavior together. You are also helping me to become a better teacher so thank you very much! A.J. what time of day do you think it is hardest for you to get to work on your worksheets and other classroom tasks? Answer: I dont know. Question: What is your favorite time of day and what is your least favorite time of day? Answer: I dont like doing math worksheets or journal writing in the morning. Question: Why not? Answer: Its boring. It is not fun. Question: What is your favorite thing to do in school? Answer: Gym and recess, I like my friends and I am good at reading. Question: What dont you like about school? Answer: I dont like math and coloring. Question: If you could change something about school what would you change? Answer: More recess. Interview with Teacher (Mrs. K) I was eager to get my mentor teachers take on A.Js behavior because she is one of the people that has the most interaction and observation of his behavior. Question: From my observations thus far I have found that A.J. refrains from doing his work whenever you are not directly observing it. Almost as if he thinks that if you are not watching you will not catch him not doing what is expected are there any settings or conditions in which you observe the trouble behavior?

Answer: I notice the trouble behavior with mostly individual tasks. When he is expected to do something on his own, like you said when he is not being watched or I am busy helping other students. Question: Are there times during the day when the trouble behavior is not shown by A.J.? Answer: When we are doing class activities such as carpet time or calendar he is always well behaved. Question: What kinds of things happen right before the problem behavior occurs? Answer: A.J. is smart. I think he knows when I am not watching him directly he can get away with not doing what is expected of him. I think it is part laziness and not following directions. Question: What is the typical consequence of this behavior? Answer: He gets reprimanded. I usually correct him by telling him that what he is doing is a bad choice. Question: Have you ever used positive reinforcers or rewards for the students that behave correctly. Answer: When students are good I praise them. When they finished with their work I let them read silently on the carpet. If students do their personal best on an assignment on three different occasions they get a choice from the treasure chest. Question: What reinforcers seem to work best with A.J.? Answer: He seems to like reading silently the best. He is a very good reader. Question: Why do you think A.J. shows this behavior? Answer: Again, I think that it is lack of following directions and laziness. He just doesnt listen sometimes. He just doesnt want to do the work. He would rather sit and stare at the assignment all morning. Question: How do you think we could achieve the same function of this behavior in a more acceptable manner? In other words, A.J. seems to not to follow directions and avoid his word because he wants to escape the work load and take a break, how can we allow him to do that in a more acceptable manner. Answer: He needs to learn that he has to do his work diligently. I think that any avoidance of work is unacceptable. What is expected from him is also expected from the rest of the students. Question: Is there any other factors such as home life, sleep patterns or social issues that may play a role in A.Js behavior? Answer: I do not think he has issues with any of those things and I do not think that they influence the way that he is in the classroom. Document Review: A.J. is a kindergarten student in the Lansing School district. He has never moved schools and has a good attendance and tardy record. There is no alarming information on A.J.s records. I have personally tested A.J. in order to gain report card information. I found that A.J. is one of the most intelligent students in his

classroom and has received excellent marks on his report card. My mentor teacher has informed me that A.J. will be graduating kindergarten and continue to move on to the first grade in the fall

1 Description of Behavior The problem behavior that A.J. participates in is consistent. When individual work or tasks are assigned such as worksheets, silent reading, or morning chores (i.e. hang up coat, eat breakfast, sign in for the morning) A.J. will not be disruptive to others but will avoid his own work by sitting complacently holding his pencil, looking around the room, starring at the book but not actually reading, allowing others to cut in front of him during his morning tasks (sign in, coat hang-up, breakfast) as well as completes these tasks amongst the slowest in the class. A.J. will stop acting in the problem behavior when he is yelled at by his teacher or when students are instructed to participate in the next activity. 1 Frequency/Duration/Intensity of Behavior The problem behavior occurs consistently on average two out of the three times individual work is assigned. According to baseline data taken on the behavior (latency) has been recorded a total of fourteen times on seven different dates. The times of latency range between 3:13 minutes and 15 minutes. The behavior is rarely disruptive to others around him but affects the amount of work that he individually completes. The behavior shows no signs of high intensity and is not physically harmful to anyone. Environment Issues and Situational Variables Related to Behavior 1

After getting the opportunity to spend time with A.J. this year, more specifically observe him this semester it is clear that there are environmental issues and situational variables related to his behavior. It has shown constant that A.Js problem behavior has been shown when he assigned individual tasks (i.e. putting away coat, sign in, eating breakfast) , silent reading, or worksheets. Most individual tasks are assigned in the morning when students first arrive to school. On average the rest of the day is largely designated to large group instruction. The morning is usually one of the busiest times in the class room, as well as the least managed time of individuals in the classroom. In larger group instruction students are facing directly in front of Mrs. K in rows, or sitting in their seats following her instruction check pointed step by step. Mrs. K has a close watch on students during large group instruction; therefore, students who misbehave are quickly reprimanded. During individual work times in the morning Mrs. K spends more time individually supporting the students who struggle with the days particular worksheet/reading or cleaning up from breakfast. If it is silent reading time, Mrs. K will often pick a group of four students to read to her while the rest of the class is instructed to silently read on the carpet. The classroom atmosphere is quiet and contains very little distraction. Mrs. Ks eyes are not directly watching the whole class like in

whole group instruction; rather she is focused on helping those who need help with the task or individuals she has chosen to read with. It is during individual work time that A.J. participates in his problem behavior. 1 Settings and Situations where Behavior is Most/Least a Concern Most Concern A.J.s problem behavior is of most concern during individual tasks that are assigned to the entire class. These tasks include individual worksheets, silent reading, morning sign in, and putting away coat upon arrival to school. During this time in the classroom A.J.s teacher is occupied with other concerns, helping individuals who need support on the particular worksheet or task, reading with a small group, or preparing/ cleaning up from breakfast. All subject areas are addressed during individual tasks/worksheets Least Concern A.Js problem behavior is of least concern when participating in whole group instruction time. Whole group instruction takes up the majority of the entire day. During this time A.Js teacher is directly in front of her class of students leading/ teaching a particular activity. All subject areas are addressed in large group instruction time. 1 Specific Triggers and Relevant Antecedents/Consequences There are specific triggers and relevant antecedents and consequences that correlate with A.Js behavior. Before A.J. participates in his problem behavior his teacher does not have direct eye contact over his behavior. He is given a little freedom to avoid his work without getting reprimanded. This takes place consistently when an individual task is assigned to the entire class. A reliable consequence that follows the behavior is avoidance of work/ task. A.J. can sit complacently not completing his work for as long as his teacher does not notice his actions or the class does not move on to the next activity. When Mrs. K does notice his problem behavior, he is punished by getting yelled at. 1 Academic Factors In my opinion academic factors do not play a factor in A.J.s problem behavior. A.J. is amongst the smartest in his class but still shows signs of being challenged by the work he is given. During observation A.J. has shown signs of both problem behavior and target behavior in all subjects. 1 Social Emotional Factors In my opinion social emotional factors do not play a factor in the problem behavior. When A.J. participates in his problem behavior he does not disrupt anyone around him. He will occasionally whisper

to the person sitting next to him but this does not occur on a consistent basis. I have never observed A.J. to have a social or emotional altercation at any time. I have observed him to have many friends. A.J. has never shown signs of sadness, aggravation, or frustration in school. 1 Other Related Factors (if relevant) There are no other relevant factors in the case of A.J.s problem behavior.

2 Hypothesized Function of Behavior The primary motivator for AJs off-task behavior (e.g., walking around the room, uncompleted work, latency to follow directions) is to avoid class work. To a lesser extent, he also seeks to be entertained by other things in the classroom other than work. Format of hypothesis gathered from the IRIS Module.

Behavior Intervention Plan

4 Function of Behavior

After conducting the Functional Behavior Assessment with A.J it is clear that the function of his behavior is escape. A.J. has discovered that individual work time is a time for him to escape from doing his work and get away with it. When individual work or tasks are assigned, A.J. will sit in his seat silently, occasionally whispering to the student next to him, hold his pencil but not complete the task at hand, silently stare at a book but not actually read it, or allow others to cut in front of him and complete tasks very slowly. During this time A.J. is constantly watching his surroundings to ensure he does not get caught escaping from his work. When A.J. is participating in his problem behavior he is escaping from his work. According to baseline data collected in the Functional Behavior Assessment A.J. has escaped from doing his work after instructed anywhere from 3:13 minutes to 15:00 minutes. On a total of fourteen different data points over a span of seven different days A.J. had varying different points of latency, totaling an hour and thirty two minutes. Thus A.J. escaped from doing an hour and thirty two minutes of his work. A.J.s problem behavior serves none other than escape. During the time of A.J.s problem behavior he does not gain attention, for he does not distract or others in anyway. A.J. gains no access to tangibles, sensory stimulation, or play. The function of A.Js problem behavior is to escape from doing his work. 4 Replacement Behavior In order for A.J. to be more productive with his time it is very important for him to utilize a replacement behavior. Instead of participating in the problem behavior, the introduction of a new behavior to replace the old is in order. The new behavior must still have the same function as the old. Following the FBA, A.J. has been instructed on the replacement behavior for his actions. A.J. has been notified that it is important to complete an individual worksheet or task within one minute after being instructed to do so. A.J. is expected to work steadily on the task until entirely finished or has been instructed to stop. It is procedure in Mrs. Ks classroom that if work is completed on time they get to have free choice time on the carpet until students are instructed to participate in the next activity. The replacement behavior serves the same function as the problem behavior. By completing the worksheet or task on hand when it is first assigned, A.J. will be able to complete it, and after have time to escape from work during free choice time. 6 Intervention Explanation Selected Intervention: Behavioral Contract along with the Token Society Explanation:

I chose the behavioral contract along with the token society for several reasons. After closely monitoring A.J. as well as conducting student and teacher interviews, I have discovered a function for the behavior and exactly what atmosphere the behavior occurs in. The behavior serves as an escape during times throughout the day in which the student is not being closely monitored. The student is very bright and knows when he is able to get away with taking a break from working diligently. This is most frequent during independent work time in the morning. The classroom atmosphere is very stiff. The teacher is very strict on her kindergarten students and they are always expected to be working hard with little to no time for not following directions and slacking off. The teacher is an older female who runs her classroom traditionally and distractions or changes in routine bother her immensely. When interviewing my mentor teacher she told me that AJ has trouble following directions and doing what he is told. She told me that he often will just not do tasks and assignments in a timely fashion when told, but I observed he is very intelligent and has little to no difficulty with the content. When A.J. is not doing his expected assignments or tasks he is sitting at his desk with his pencil in his hand pretending to do his work. He is not loud or disruptive besides the occasional whisper to his neighbor. I chose to implement the behavioral contract in order to make A.J. familiar with exactly why he is getting yelled at for not working diligently, what actions he is partaking in during independent work time that need to change, and the actions that are expected of him during independent work time. This has never been explicitly communicated to him directly. I feel that the contract will make him aware of the behavior that needs to be changed and the replacement behavior that needs to be alternatively displayed. I chose to implement the token society for several different reasons. AJ is extremely intelligent and very aware of his surroundings. I feel that with a reinforcement that is immediately gifted he will catch on and work the system so to speak. With a token society A.J. will receive a dot that will go on a chart with 15 boxes. He will learn that he must work hard to receive the ultimate reinforcement, and hopefully the target behavior will replace the previous behavior. My mentor teachers classroom is extremely structured and she does not like change, distraction, or difference in routine. With the token society a dot is placed on AJs chart with little to no distraction taken away from him or any other students, unlike reinforce menus, spinners, or connect the dot reinforcers. I feel the need to respect my mentor teachers classroom environment and refrain from making her aggravated in any way possible. A.J. will ultimately be rewarded with 10 minutes of free choice reading in order to ensure that the target behavior replaces the same function of the undesired behavior. A.J. will receive the ultimate reinforcer after all of the boxes in the token society chart have been filled. Implementation: I plan to first start by giving my student the behavioral contract. During this time we will fill out the contract together. I will obtain the contract from page 91 of the tough kid tool box. After filling out the contract I will tell AJ about the token society part of the intervention plan. He will clearly know the target behavior that I am looking for, When the student has an individual task at hand he will start the task within one minute of being asked to do so. Once the task is started it should be completed until it is completely finished or told by his teacher to stop. A.J. will be rewarded with a dot immediately on his chart when target behavior is visible during independent work/ task time. A.J. will be notified each time he receives a dot. A.J. is expected to work on the given assignment/ task from beginning until completion without taking long pauses of unproductively after the directions are given. When A.J. performs this target behavior he will be rewarded with dots. The dots will go on a chart with 15 possibly spaces. When all spaces are full A.J. will gain 10 minutes of free choice reading after the completion of the chart. A.J. will be compensated with his free choice reading time during the next independent work is assigned.

Teaching Plan

In order to successfully implement the intervention I created for A.J., there are guidelines and steps that must be followed in order to seek success. Before the Intervention Before implementing an intervention it is important to complete the steps carried out above in the Functional Behavior Assessment. By compiling observations, interviews, document review and analysis of these sources of data, one is able to form a tight grasp on the function of the behavior as well as how and what it should be replaced with. You should always be clear and consistent with the student. Starting the Intervention The first step to our intervention plan is to begin with a behavioral contract. Depending on the situation and age the behavior contract can be drawn up by the student and teacher together. The behavior contract first makes the student aware of the correct behavior that is expected of him/her rather than highlighting the bad behavior. There is space available for how well the student is expected to complete these tasks and that is upon the discretion of the teacher and student. For A.J. we filled in the blank with personal best a slogan that is often used in my mentor teachers classroom. There is the option of reinforcement that is available upon action of the target behavior. For this particular intervention dots on the chart will be used as reinforcement. The student and teacher will both sign the contract. Explain to the student how a contract is an agreement, kind of like a promise, and it is important to try your absolute best to do what it says, and by signing the contract you have said that you are aware of this agreement. The token economy intervention plan will now begin. Carrying on the Intervention Now that the student is aware of what is expected of him/her the reinforcement part of the intervention can be set into place. Every time the student has performed the target behavior agreed upon in the contract, which in this case is (1) focus on work instead of others (2) get started on work right away after instructions (3) do our personal best (color inside lines, try our best, work without distractions) the student is to be instantly rewarded with a dot on his/ her chart. Ensure that the student is aware that they have been rewarded for their good behavior. The reward (dot) must be given to the student immediately after the good behavior to ensure that the student associates participating in the target behavior with being rewarded. Concluding the Intervention As the student continues to participate in the target behavior he/she will eventually fill up their token economy based chart. Once that chart is full the student will receive a larger, more motivating reinforcement. The object of the reinforcement should be something that interests and motivates the student. In the case of A.J., the function of his behavior was to escape from work, for final reinforcement I chose to allow him to have free choice time on the carpet for ten minutes during individual work time. This time is usually designated for individual worksheets to be completed. 2 Arrange the Environment to Facilitate Success

In A.Js case it is not necessary to drastically arrange the environment to facilitate success. A.J.s problem behavior is not set off specifically by anything around him. A.J.s problem behavior has been observed to not bother the others around him. However, I have mentioned the patterns of A.J.s problem behavior to his teacher. More attention will be paid to A.J. during individual work and task times. Mrs. K and I have agreed to take time to take random glances towards A.J. to ensure that he is staying on task when work is assigned. By keeping watch on A.J. after work is assigned his teacher and I will be able to be aware of whether or not the target behavior is being demonstrated. By watching A.J. after work is assigned and throughout the duration of the work period his teacher and I will be able to serve consequences to his actions by reinforcement or punishment.

2 Develop Consequences for Desired and Undesired Behaviors In the event that A.J. does not hold true to the behavioral contract, consequences have been developed for undesired behaviors. A.J. has been notified that if he does not participate in the target behavior and demonstrates the problem behavior instead, the response cost procedures will be taken into effect. On the event that A.J. returns to the problem behavior a dot from his token economy like chart will be taken away. This will set him one step farther from receiving the ultimate and very motivating reinforcer. If A.J. continues to participate in undesired behaviors and intervention data shows unsuccessful a new intervention will be created and set into effect. In the event that A.J. demonstrates desired behaviors, the intervention program will be carried out as planned. When A.J. shows the target behavior he will immediately be rewarded a dot to place on the token economy chart. Once the chart is completely full of dots, A.J. will get the ultimate reinforcer of being able to have free choice reading time during morning individual worksheet time upon completion. 2 Specify Behavioral Objectives A.J. will participate in the individual worksheet or task (i.e. silent reading, putting away coat, and sign in) assigned to him within one minutes of being told to do so. A.J. will complete his work diligently and consistently all the way through until task or work sheet is completed or instructed to stop with no breaks. 4 Generalization and Maintenance Now that the Intervention has been set into place and it is working successfully it is time to set up an appropriate plan for A.J.s behavior intervention after I leave the classroom. Since the behavior intervention plan has been implemented, A.J.s behavior has improved. He is only two dots away from receiving the ultimate reinforcement of ten minutes of free choice reading time during morning worksheet time. After I leave the classroom I have instructed A.J.s mentor teacher with a generalization and maintenance plan to ensure A.Js success.

Generalization Though A.J.s behavior only seems to occur when certain antecedents are involved it is important to be able to address his problem behavior if it arises during other instances throughout the day. By discretion of my teacher I have told her that by enforcing the behavioral contract as well as the token society in all settings throughout the day A.J. is apt to have improved behavior across the board. When A.J. shows the same problem behavior of latency during other times throughout the day, it may be helpful to remind him of the behavior contract he has signed and the behaviors and conditions the contract includes. I have given Mrs. K a copy of A.Js behavioral contract to reference back to. Mrs. K may also find it helpful to enforce the token economy at all times of the day as well. If ever throughout the day A.J. experiences a very productive moment or rather an undesired behavior taking away or adding dots to the token economy chart in the classroom may generalize A.J.s behavior across all subjects rather than just during individual tasks and worksheets.

Maintenance A.J. is very close to receiving his ultimate reinforcement by filling his token economy chart with dots. I am also approaching the end of my time in A.J.s class. I have left Mrs. K with a few suggestions on how to maintain A.Js target behavior. I have left Mrs. K with two different options. One option that requires less work on Mrs. Ks end is just to hold A.J. accountable for his actions by continuing to hold him responsible by the behavioral contract. When A.J. demonstrates positive target behavior reward and reinforce him with praise and attention. When A.J. demonstrates negative problem behavior remind him of the contract he is responsible for. This involves no tangible reinforcements and allows Mrs. K to go about her day as she normally would. The other option that has been recommended to ensure A.J.s success is for Mrs. K to continue with the behavior intervention program just as I left it. This would mean that she would be enforcing the contract as well as the token society. In order to keep A.J. motivated as well as what is most comfortable for Mrs. K, she could change the reinforcer to best fit the needs of A.J. as well as her schedule. The program would work exactly like it did before I left it. A.J. would be reinforced with a dot when he exhibits the target behavior and the response cost would be practiced when he shows undesired behavior. When the token economy chart is full of dots Mrs. K will give him the ultimate reinforcement of her choice. 2 Conclusion As I reflect on the process of my Functional Behavior Assessment and Behavioral Intervention Plan, I think it is important to think about what things I would do differently, how well my intervention worked for my student, and how meaningful this experience has been for me. By taking the time to reflect on this experience I will be a better special education teacher in the future as well as more useful for my fellow colleagues and future students.

Judging by the success of my intervention there is very little that I would change about my Functional Behavior Assessment and Behavior Intervention Plan. My teacher is very strict and does not like abnormalities in her classroom. Looking back on my intervention plan if I could change one thing I may have done a more interactive and fun interventions like the yes/ no program or the lottery intervention program. I think that these two interventions are, in my opinion, not only good for behavior improvement, but fun and motivating for the student. The token system that was used for my intervention worked but I dont feel like it was particularly fun or motivating for A.J. I feel like he is very smart and for the most part well behaved, and once his problem behavior was brought to his attention he was able reach the positive target behavior very easily. Though I would have liked to choose an intervention that was more and motivating for my student, I am very pleased with the intervention results. It is clear by my intervention data that the intervention worked for A.J. Overall; the intervention was very easy to implement with very limited distraction to my mentor teacher and her other students. Like mentioned earlier, that is exactly the reason I chose that particular intervention plan. I think that given the settings of the classroom and the wishes of the teacher this was the best intervention that I could have chosen. I am satisfied with the final product and ecstatic about A.J.s new behavior skills. Through this process A.J. has been more productive and rarely ever is measured for latency over a minute after he has been given directions. I am so pleased with the experience that I have had while conducting my FBA/ BIP. It is so cool to be able to take what you are learning in class and actually apply to a real life situation. This project will no doubt help me in my future. I have learned so much about managing problem behavior and I feel more confident about my future as a special education teacher.