Running head: MINI-INTERVENTION 3: FUNCTIONAL BEHAVIORAL ASSESSMENT

Behavioral Assessment

Johnny Hughes

June 3, 2017

Capella University
MINI-INTERVENTION 3: BEHAVIORAL ASSESSMENT

Behavior Assessment

1. Provide a detailed overview of a student's current behavior that needs to be changed

in order to improve the learning environment.

The current behavior that needs to be changed in order to improve the learning

environment is the student's tendencies to not work on assignments and to stop working and stare

off into the distance or engage in off-task behaviors.

The student comes in late each day due to daily scheduled interventions with learning

specialists. When he comes into the room, he is given the daily assignment. If not directed by the

teacher every few minutes, he will sit and stare at the desk, his hands, or his pencil for around a

few minutes then, he will fidget, talk, dance, twitch, and balance in his chair for several minutes

before pulling out the needed supplies for the assignment.

2. Identify the outcomes for the student's behavior change, including the rationale for

the change, the behavior goal, and the replacement behavior.

Outcomes for student behavior change would be for the student to come to class and

begin the daily assignment within a reasonable amount of time. This would help him learn the

material that he is struggling with and would distract the class less. The replacement behavior

would be him coming to class and doing the assignment in a timely manner and to stay engaged

until the assignment is finished.

MINI-INTERVENTION 3: BEHAVIORAL ASSESSMENT

3. Develop intervention procedures to implement in order to change the identified

behavior.

An aspect of personal success that is important in this situation is for the student

do develop his internal locus of control. This would be him wanting to do well and focus

on the assignments for his own good rather than to avoid trouble or negative

consequences (Shindler, 2010). Breard (1999) states that, (the) “Inner or internal locus of

control means that the student is guided in his/her actions by what is meaningful and

important to him/her, not by what others think. This may isolate the student from peers

or adults in authority. This early independence may lead others to perceive the student as

'marching to a different drummer.'” In other words, he should do well because he wants to

do well. He is also alienating himself from his peers through his behaviours, so this plan

would also help his social development and growth.

This student is much like Newton's First Law of Motion: once he is in motion, he

tends to stay in motion. There needs to be some type of set guidance to get him started,

periodic reminders to keep going, then positive feedback to congratulate him and make

him see his progress and daily successes.

The first step to get him going could be a daily routine sheet made just for this

student. It could be attached or taped to his desk, but that could possibly make him feel as

though he is being singled out or treated differently than his fellow classmates. A small,

laminated card could be given to him upon his late arrival each day. This card would have

numbered steps such as:

1. Get out pencil, paper, and needed assignment supplies.

2. Ask the teacher details regarding the assignment.

MINI-INTERVENTION 3: BEHAVIORAL ASSESSMENT

3. Begin the assignment.

4. After finishing three problems or one page, ask the teacher to check the

work.

There could be a small box to the side of each numbered step for the student to

check the box upon completion of that step. The card stock would be laminated, so a dry-

erase marker could be used to check the box. Note: different steps on a different

laminated card would be necessary depending on the assignments for that day.

Students need positive reinforcement, so this would be an important part

of this improvement plan. This student enjoys praise, but he particularly likes pleasing his

mother. Rather than praising the student every time, an email or note home once a week

(to avoid over-saturation) would go a long way to motivate this student.

Along with praise, there needs to be reinforcement. Praise and reinforcement are

different things. Praise focuses on perfection rather than progress and improvement and

puts more emphasis on the outcome rather than the experience (Hoefle, 2017). The

student needs to see his efforts are leading to self-improvement, which is making him a

better student. This is related to the aforementioned internal locus of control the student

needs to develop further.

A final step would be a periodic review of the improvement plan to see if it is

working and to see if any changes or tweaks or needed for improvement. The parent

should be contacted or included in this plan so she can see the student is making progress

and see the school and teacher are making efforts to help the child achieve his personal

highest potential.
MINI-INTERVENTION 3: BEHAVIORAL ASSESSMENT

References

Breard, N. (1999). Gifted Studies. Converse College. South Carolina Department of Education.

Hoefle, V. (2003-2017). The Difference Between Praise and Encouragement. PBS Parents.

Retrieved from http://www.pbs.org/parents/expert-tips-advice/2015/05/difference-praise-

encouragement-matters/

Shindler, J. (2010). Transformative classroom management: Positive strategies to engage all

students and promote a psychology of success. San Francisco: Jossey-Bass.

MINI-INTERVENTION 3: BEHAVIORAL ASSESSMENT

Peer-Feedback Form

Ask a fellow peer to provide feedback on what you have written. They should check off the box
next to each question, and write a brief comment that will improve their work.

Peer reviewer: Sharon Birchmore Date: June 2, 2017

Trait on which to provide feedback Yes No Comments

Provides a detailed overview of a This looks good.
student's current behavior that x
needs to be changed in order to
improve the learning
environment.
Identifies the outcomes for the I see these things.
student's behavior change, x
including the rationale for the
change, the behavior goal, and the
replacement behavior.
Develops intervention procedures
to implement in order to change x
the identified behavior.
Is critical thinking evident? x

Is the writing clear and concise? x

Do word usage errors occur? x
Do grammatical errors occur? x I do not see any.
Do mechanical error occur? x
(Punctuation, capitalization, et
cetera).
Is APA 6th edition used correctly? x Looks good.
MINI-INTERVENTION 3: BEHAVIORAL ASSESSMENT

Self-Assessment of Competencies

Criteria Non- Basic Proficient Distinguished Comments

performance
Provide a Does not provide Identifies a Provide a Provides a Provides a
detailed a detailed student's current detailed detailed detailed overview
overview of a overview of a behavior that overview of a overview of a of a student's
student's student's current needs to be student's current student's current behavior
current behavior that changed in order behavior that current that needs to be
behavior that needs to be to improve the needs to be behavior that changed in order
needs to be changed in order learning changed in order needs to be to improve the
changed in to improve the environment, but to improve the changed in learning
order to learning lacks adequate learning order to environment,
improve the environment. detail. environment. improve the including specific
learning learning examples and
environment. environment, quality details of
30% including the student’s
specific current behavior.
examples and
quality details
of the student’s
current
behavior.
Identify the Does not identify Lists the Identifies the Identifies the Identifies the
outcomes for the outcomes for outcomes for the outcomes for the outcomes for outcomes for the
the student's the student's student's student's the student's student's behavior
behavior behavior change. behavior change, behavior change, behavior change, including
change, but lacks including the change, the rationale for
including the adequate detail. rationale for the including the the change, the
rationale for the change, the rationale for the behavior goal,
change, the behavior goal, change, the and the
behavior goal, and the behavior goal, replacement
and the replacement and the behavior,
replacement behavior. replacement including a rich
behavior. behavior, description of
30% including a rich what the
description of outcomes mean
what the for the student
outcomes mean and the learning
for the student environment.
and the learning
environment.
Develop Does not develop Lists intervention Develops Develops Develops
intervention intervention procedures to intervention intervention intervention
procedures to procedures to implement in procedures to procedures to procedures to
implement in implement in order to change implement in implement in implement in
order to change order to change the identified order to change order to change order to change
the identified the identified behavior, but the identified the identified the identified
behavior. behavior. lacks adequate behavior. behavior, behavior,
40% detail. including including specific
specific examples and
examples and high-quality
high-quality details.
details.