TiffanyPoritz

BehaviorInterventionCaseStudy
December5th,2015

CaseStudyofMilesDavis

MilesDavisisa7thgradestudentataruralschoolinsoutheastern,Wisconsin.
MilesisatwelveyearoldstudentdiagnosedwithadisabilityintheareaofEmotional
BehavioralDisorder.Mileshasstruggledwithhisbehaviorsinceearlyelementary
school.
Whileinelementaryschool,Mileswaseducatedatanalternativelocation.Miles
behaviorsweresosignificantthathewouldbecomephysicallyviolentthrowing
furniture,hittingadults,andtrippingadults.Mileswouldalsobecomeverydisruptivein
theclassroom.Mileswouldyelloutinappropriatecommentstotheteacher.Comments
wouldincludeteasingofclassmatesandteacher.TheI.E.P.teaminthirdgradedecided
theappropriatelocationforMilestoreceivehiseducationwasattheSchool
AdministrationCenter(SAC).
Milesshowedsuccessworkingoneononewithateacherforacoupleofhoursa
day.WhileatS.A.C.,Milesreceivedindividualizedinstruction.Milesbehaviors
decreasedsignificantlyatbythebeginningoffourthgrade,Milesreturnedtoschoolwith
hispeers.TheremainderofMileselementarycareerincludedelevenoffice
behaviors.referralsforfifthgradeandsixteenreferralsforfifthgrade.

Accordingtothesixthgradeteachers,mom,andadministrationMilestransition
tomiddleschoolwasabitdifficult.Milesspentmoretimeintheofficethaninthe
classroom.TheteamtrieddifferentapproachestohelpMiles.Someofthestepsthe
teamdecidedtotrywasthechangingofteachers.TherewereconflictsbetweenMiles
andsomeofhisteachers.Switchingteachersdidnotprovetomakeadifference
(accordingtothebehaviordatarecorded)EventhoughMilesexhibitedlessphysical
aggression,hestillexhibitedquiteabitofdisruptivebehavior.Inthesixthgrade,Miles
hadatotaloftwentyofficereferrals.Manyoftheofficereferralswereinresponseto
defiantbehavior,swearing,andnotstayingintheclassroom.Mileswouldwalkoutof
theclassroomwithoutpermission.
Milestransitiontoseventhgradeseemedtobeasmoothone.TheI.E.P.team
metbeforeschoolstarted.TheteamaddressedtheirconcernsforMilesandwherehe
wouldseethemostsuccess.TheteamdecidedthatMileswouldbeoneofthestudents
inthenewlydesignedS.A.F.E.program.TheS.A.F.E.programallowsMilestoworkina
smallgroupsettingandhavemoreonetoonetimewiththeteacher.TheS.A.F.E.room
isanalternativegeneraleducationsetting.Itisnotdesignatedforspecialeducation
studentsonly.InadditiontoastudyhallintheS.A.F.E.program,Mileswillalsohave
SocialStudiesintheS.A.F.E.room.Inthepast,SocialStudieshasproventobean
areaofweaknessforMiles.
Theteamhassincereconvenedfourmoretimessincethestartoftheschool
year.TheteamhasbeencollectingdatathroughtheuseofnarrativeGoogle
documents,frequencycharts,classroomobservations,andofficereferrals.Milessofar

thisyearhastwentytwoofficereferrals.ThemajorityofMilesreferralshavebeeninthe
areaoftardies,defiantbehavior,andabusivelanguagetowardsteachersandstaff.

TheI.E.P.teamrecentlymettodiscusswhattheexpectationsareforMilesand
hisplacement.TheteaminvitedMilestothemeeting.OneofthecomplaintsfromMiles
wasthathewasnotapartofmakinghisplanandwillnotfollowit.
TheteammetagainandincludedMilesinhismostrecentIEPmeeting.TheIEP
teamdidnotmakehugechangestotheplanthatwascreatedtwoweeksprior.The
agendaofthemeetingwastohelpMilesunderstandtheplanthatwascreatedandto
hearthefeedbackthatMileshad.Milesdidnotprovidemuchinputatthemeeting.
However,theteamvocalizedthattheyrelisteningtohisconcernsandmeettohelp
supporthim.Milesappearedtoacknowledgetheconcerntheteamhadforhim.
TheteamthenoutlinedtheexpectationsforMiles.Hewillattendto20minutesof
hisgeneraleducationclasses.Mileswilldemonstrateappropriatebehaviorbyfollowing
alongthroughlistening,beingrespectful,followingtworedirects,andusingappropriate
languagetowardsteachers.Afterthe20minutes,Mileshasanalternatelocationto
reportto.ThealternatelocationsaretheS.A.F.E.roomandtheresourceroom.Both
roomsprovideMileswiththeindividual,smallgroupsupportthatheneeds.
Theattachedbehaviorinterventionplanandfunctionalbehaviorassessment
providesmoreinformationastothefrequencyofMilesbehaviorandtheplantheteam
recentlyputtogetherforMiles.MilesbehaviorsaresevereenoughthataCrisis
InterventionPlanisattached.Milesappearstoacceptmoreoftheplansincehisinput

hasbeenadded.Mileshasalsobeenabletoidentifysomepositiveincentivestohelp
withmotivation.

FunctionalBehaviorAssessment(FBA)Summary
Name:MilesDavis

Grade:7

Date:10/5/2015

SettingEvent
(time,place,events,orwithinchildfactors)
10/05/2015ArrivedlatetoLanguageArtsclass(15minutes)nopass.10:45a.m.
10/05/2015SitsinaseatnexttohisfriendinLanguageArtsclass10:46a.m.
10/05/2015Ignores3teacherredirectsinL.A.classtogotohisseat.10:47a.m.
10/05/2015AfterredirectsinL.A.classMilesbeginstocalltheteacherslazy,dumb,and
tellthemtogodieinahole10:48a.m.
10/05/2015Studentissentoutofclasstotheofficetodeescalate.Studentdoesnotreturn.
10/5/2015Studentisroamingthehallsandnotinclass.(10minutessincethestartofclass)
1:20p.m.
10/5/2015Studentiswiththeguidancecounselorandlisteningtopossibleoptionsfor
positivereinforcementforfollowinghisBIP.Milescallsguidancecounselorand
teacherdumb,goF*@koff.2:40

Antecedent/Trigger
(whatishappeningimmediatelybeforetheproblembehavior(s)occur)
Transitioningtoclasses
Transitioningbetweenactivities
StartofClass
Requiringtoread
ClassmatesinclassthataretalkingandofinteresttoMiles
Redirections
HeldtoCometCodeBeRespectful,Responsible,ALearner,andSafe

SpecificProblemBehavior
Specific
problem
(
Observable,
measurable).
Prioritizeuptothree
behaviorsthatmost
interferewiththe
childsfunctioningat
school.

Frequenc
y
(how
often___
timesper
____)

Duration
(howlong)

Intensity
(how
severeconsider
disruptionandharm)

Consequence

1.Defiancetalking
backtoadults,
swearing,refusalto
followdirectionsfrom
adults,physical
aggression,leaving
theclassroomwithout
permission.

05times
ormore
perclass
period

590
minutes

Severetoharmful

10min.breakto
leaveclass,
deescalate&
returnbackto
class
Verbally
redirected,given
2options

Consequences
mayincludebut
arenotlimitedto
TABout,lunch
detention,calls
home,lossof
participationin
fieldtrips,office
referral,inorout
ofschool
suspensions
2.Arrivinglateto
class

06times
perday

535
minutes

Severe

Officereferral
Lossof
participationin
fieldtrips,school
dances,inorout
ofschool
suspensions

3.Useof
inappropriate
languageand
comments

520
timersper
class
period

535
minutes

Severe

10min.breakto
leaveclass,
deescalate&
returnbackto
class
Verbally
redirected,given
2options
Consequences
mayincludebut
arenotlimitedto
TABout,lunch
detention,calls
home,lossof
participationin
fieldtrips,office
referral,inorout
ofschool
suspensions

FunctionoftheSpecificProblemBehavior(s):
1.Toengageinpowerstruggleswithadults
2.Workavoidance
3.Attentionfrompeersandstaff

Replacement(Acceptable)Behavior(s)

1.Mileswillappropriatelyengageinconversationswithadultsandlistentoteacherredirects
thefirsttime.
2.Mileswillparticipateinclassandcompletework.
3.Mileswilldisplayappropriateinteractionswithadultsandpeersatschoolbothverbally
andphysically.

BehaviorInterventionPlan
Name:MilesDavisDate:October27th,2015
SpecificBehaviorProblem(s)
1. WhenMilesbecomesupsetheengagesindefiantbehavior.Defiantbehaviorfrom
Mileslooksandsoundslikethefollowing
talkingbacktoadults
(e.g.Icando
whatIwant,ShutUp,Yourestupid),
namecalling
(e.g.Fatties,Youregay),
swearing
(e.g.verbalandnonverbal),
refusaltofollowdirections/requestsfrom
adults
(e.g.slouchinginchair,scribblingonwork,crumplingworkup,tearingwork
apart,puttinghisheadonthedeskandcoveringhisface,takingtangibleobjects
apart),
physicalaggression
(e.g.throwingobjects,pushingtablesover),
leavingthe
classroomwithoutpermission.
2. Arrivingtoclasslateorrefusaltoattendclassasregularlyscheduled.
ReplacementBehavior(s)
1. Complywithadultdirectionorrequestwithoneortwoteacherredirectswithout
disrespectfulverbalcomments.
2. Staywithinthegeneraleducationclassroomfor20minuteswithoutteacher
redirects(1or2redirectsand/orescalationofspecificbehaviorproblems).
3. Transitiontoclassandarrivingtoclassontime.
Whatstrategieswillbeusedtoeliminatethestudentsneedtoengageintheproblem
behavior?SettingEventStrategies
20minutesofinstructionaltimeingeneraleducationclassroom(Smallgroupwork,
1:1,andhelpinS.A.F.E.roomafter20minutesinMath,S.A.F.E.roomafter20
minutesinScience,andResourceRoomafter20minutesinLanguageArts).
Providepositivereinforcementthroughoutthelessontoencourageselfconfidence
Avoidsituationsthatmayleadtopowerstruggles.Mileswillengageinargumentsto
winthem
ProvideindependenttasksforMilestoinitiateandcompletewithconfidence(Miles
showsfrustrationwhenmaterialisnotathisindependentlevel)
Allowforsmallgroupsituationsandindividualtime.
GroupMileswithstrongpeerstomodelappropriatebehavior
Postclassroomrules,expectations,andconsequences
MonitoruseofChromebook.Chromebookistobeusedforacademics.The
ChromebookshouldnotbeusedintheHealthorFocusroomforbreaks.(Theuseof
Chromebookcanbeusedasarewardforpositivebehavior).
Whatstrategieswillbeusedtoeliminatethestudentsneedtoengageintheproblem
behavior?AntecedentStrategies
Providepositiveleadershipopportunities(e.g.classroomchores/responsibilities,
helpingotherstudentswheninanareaofMilesstrengths)atleastonetimeper
classorwhentheopportunityarises.
Provideimmediatepositivefeedback(positiveverbalpraiseandStarbucks)when
Milesarrivestoclassontime,20minutesstayedinclassappropriately,when
completionofwork,followeddirectionsafter1redirectfromteacher.
UseofStarbuckstoreinforcepositivebehaviorArrivestoclassontime(receivesa
Starbuck),Staysinclass(appropriately)for20minutes(receivesaStarbuck)

Milessitsnexttoastrongpeerthatcanhelpmodelappropriatebehaviorsinthe
class.
ModelAppropriatebehaviors(e.g.raisingyourhandtoask/answeraquestion,
appropriateuseofpositivelanguageintheclassroom,reviewclassroomexpectations
andconsequences)
Rewards
Lunchwithupto3friendsandastaffmemberofhischoice
AdditionalStarbucks
IndividualizedRewardChart
Theuseoftheresourceroomatlunchtimetolistentochromebook(asanincentiveto
redirectspecificproblembehavior).
Designated5minutesoftimewithMs.Vincentperday(arrangementofappropriate
timeswillbedeterminedbasedonMs.Vincent&Milessschedule)
AvoidpowerstruggleswhenMilesbecomedefianthewilltrytoengagein
argumentsthatleadtopowerstruggles.Mileswillengagewiththeuseof
inappropriatecomments(e.g.yourelazy,YoudidntgetmyworkwhenIwantedit,
etc.Ignorecommentsanddonotengageinverbaldisagreements.
HaveMilestakeabreakintheresourceroomwhenfeelinganxious(e.g.crumpling
papers,coveringface,headisdown,notrespondingtoredirects,shoutingoutPeanut
Butter,squirmingindeskseat).Ifanxietyescalatesradioforamemberofthe
interventionteamtocometotheclassroom.Theinterventionteamconsistsof
GuidanceCounselor
SchoolPsychologist
SocialWorker

Iftheinterventionteammembersareunavailable,thenradiofortheprincipalor
associateprincipal.
Ifabreakisneeded,communicatetotheofficethatMilesiscomingdowntothe
focusroomtotakeabreak(Milesmayuseheadphonesinthefocusroom.The
headphonesarenottoleavethefocusroom.Theyaretobelockedupafterwards)
TheclassroomteacherwillhavealaminatedpassforMilestograbwhenheneedsa
break.Milesistousethepassforlessthan10minutes.ThegoalistohaveMiles
gotoalocation,deescalate,andreentertheclassroomappropriatelyafter10
minutes.
IfMilesisabletousethepassappropriately,heistoreceiveaStarbuck.
IfMilesremainsinthefocusroomlongerthan10minutes,thenhewillmakeup
thoseminutesatlunchthatdayorthefollowingday.
IftimeintheFocusroomexceeds30minutes,thenaphonecallhomewillbemadeto
discussifandwhenthattimewillbemadeup.
MileswillparticipateinPIE.IfMarcuscannotparticipateappropriatelyinPIE
MilesmayworkintheResourceRoomonhisinterventionmaterial.

MethodofTeachingReplacementBehavior:
[x]Explicitbehaviorinstructionby:
Classroomteacherswillmonitoranddeterminethe
appropriatebehaviorsnecessaryforeachclass.Ifsupportisneeded,theCrisisIntervention
teamwillintervene.

[x]Angermanagementby:
Modeledandmonitoredbyclassroomteachersandmembersof
theCrisisInterventionteam.
[]Roleplayingby:
[]Behaviorcontractby:
[]Problemsolvinglessonby:
[]Socialskillstrainingby:
[]Providingcuesby:
[x]Modelingby:
ClassroomteachersandCrisisInterventionteam
[x]Selfcalming/relaxationby:
CrisisInterventionteam
[]Useofmentorsby:
[]Impulsecontrolby:
[]other:
MethodofMeasuringProgress(Howwillweknowifitsworkingornot?)
[x]Directobservation
[x]Dailybehaviorsheet
OnGoogleDocuments
[]Weeklybehaviorsheet
[]Charting/graphing
[x]Selfmonitoring
[x]Numberofdisciplinereferrals
[]Other
PositiveConsequencesforReplacementBehavior
(Strengthenreplacementbehavior.
Someexamplesincludespecificpraise,tokeneconomy,tangiblerewards,earned
privileges,phonecallshome)
Starbucks
Lunchwithfriendsandastaffmember
PositivecommentsonGoogleDocument
Positivereinforcementplanwithincentives
NegativeConsequencesforProblemBehavior
(Weakenproblembehavior.Some
examplesincludelossofprivileges,timeout,lossoftoken/reward,phonecallhome,
escorttoanotherarea)
Makeupmissedclassroomminutesduringlunchandrecessor(withparent
agreement)makeuptimeafterschool
Escortedtoresourceroomorfocusroomwhenleavingclasswithoutpermissionor
whenMarcusaskstoleavetheclassroomforabreakduetoescalatedanxiety
IsaCrisisBehaviorResponsePlanneeded?[x]yes[]no
Ifyes,continuewithsectionbelow.

CrisisBehaviorPlan
StagesofCrisis

I.Anxiety/Tension
Strategies:
Supportive,empathetic,
PhysicalAppearance:
nonjudgmental
Inattentive(lookingawayfromlessons,trying
Provideencouragementfortask
toobtainattentionfrompeers)
completion/initiation

privatelyredirecthimbacktotask
Language:
givetwopositivechoices
Makingnoises(i.e.grunts)
modifyassignments
Disrespectfulcommentsandname
teacherproximity
callingdirectedtowardsteachers(i.e.
offerbreak
shutup,IcandowhatIwant,Gay
allowMarcustochewgum
Wad,Fatties)
reteachconcepts
PhysicalBehaviors:
Slouchinginchair
Layingontheground
Sittingunderthetable
Picksatobjectswithinhisreach(i.e.
paperclips,etc.)
Sweatshirthoodisup
CoveringFace
Walkingoutoftheclassroomwithout
permission

II.Defensive/Distress
PhysicalAppearance:
Pouting
Makingfaces(rollingeyes)

Language:
Sayingthefollowingstatements
IcandowhatIwant
Idonthaveto
Youcantmakeme
Idontcare
Godieinahole
Orstatingothernegativecomments,
directedspecificallytoanindividual
PhysicalBehaviors:
Pacing
WalkingAround
Turninghisback
Tearinguphiswork
Crumplingupwork
Scribbling
Increasedhandwritingsize

Strategies:
Directive,setlimits
Offerbreak
Offerthechancetospeakto
interventionstaff
GuidanceCounselor
SchoolPsychologist
SocialWorker

III.Actingout
Language
Shouting
Makinghurtfulcommentstoteachers
Swearing

PhysicalBehaviors:
Walkingawayfromadults
Throwingobjects,pushingfurniture
over

Strategies:
NonviolentPhysicalCrisis
Intervention

Trainedstaffwillprovidephysical
interventions(CPI)ifMilesisdeemeda
harmtohimselforothersinanyway.Ifhe
requiresasafeplacetodeescalate,hewill
beaskedtogotoeithertheOffice,Focus
Room,orResourceRoomfordeescalation.
Ifherefusestogotoasafeplace,his
classmateswillberelocatedfromtheareato
gotoasafelocation.Ifhebecomes
threateningtostaff,peers,orself,hemaybe
restrainedviaCPImethodtoprotecthimself
andothers.

IV.TensionReduction/Recovery
Supportingrecovery:
Reestablish
PhysicalAppearance:
therapeuticrapportandcommunication
Whenasked,willlookadultsinthe
Apologiestoadultsand/orstudents
eye
forhisbehavior(verbal,written,

actions)
Language:
Reflectswithanadultabouthis
Usesacalmvoice(e.g.nolonger
behaviorandthesituation
shouting,swearing,grunting)
Mayoccurthenextdayafterthe
Usesappropriatecomments(e.g.no
incident
longersayingIcandowhatIwant,I
donthavetolistentoyou)

PhysicalBehaviors:
Sittingupinachair
Walksbacktoclass
Makesanattempttocleanuphis
messonceonewasmade

BehaviorGoalsforMilesDavis

GOAL#1

Whengiiveninstructions,strategies,andpromptsthefirsttime,Mileswillimprovehis
abilitytoparticipateinsmallorwholegroupactivitiesintheclassroom70%ofthetime
in4outof5classperiods.

Proceduresformeasuringthestudent'sprogresstowardtheannualgoal:
TeacherrecordedObservations
ChecklistsDailyReportCard

Whenwillreportsaboutthestudent'sprogresstowardmeetingtheannualgoalbe
providedtoparents?
QuarterlyatregularreportcardintervalsandannualIEP

GOAL#2

WhenMilesbecomesupset,frustrated,orangry,hewilluseaselfregulation/coping
strategytoavoidengaginginanunexpectedbehavior,withonereminder,on3outof5
opportunities,asmeasuredbyobservationsanddocumentation.

Proceduresformeasuringthestudent'sprogresstowardtheannualgoal:
TeacherrecordedObservations
ChecklistsDailyReportCard

Whenwillreportsaboutthestudent'sprogresstowardmeetingtheannualgoalbe
providedtoparents?
QuarterlyatregularreportcardintervalsandannualIEP