Using the completed FACTS form for TRACY complete the shaded top portion of the ABC recording form for TRACY amp answer the following questions WhenWhere will you observe her What ID: 270333
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Activity 1 - Tracy
Using the completed FACTS form for TRACY complete the shaded top portion of the ABC recording form for TRACY & answer the following questions When/Where will you observe her?What behaviors will you be looking at?What Antecedents (triggers) will you be looking for?What Outcomes will you be looking for?
Activity 2 - Tracy
Record TRACY
’
s behavior from video using the ABC recording form that you prepared in the previous activity
Summarize the data from your observation
Rate how likely it is that this Summary accurately explains the identified behavior occurringSlide2
Activity 3
Practice observation for EddieWatch Eddie’s behavior on the videoReview ABC Recording Form for Eddie Slide3
Activity 4 - Shane
Using the completed FACTS form for SHANE complete the shaded top portion of the ABC recording form for SHANE & answer the following questions When/Where will you observe her?What behaviors will you be looking at?What Antecedents (triggers) will you be looking for?
What Outcomes will you be looking for?
Activity 5 - Shane
Record Shane’
s behavior on the video using the ABC recording form that you prepared in the previous activity.
Summarize the data from your observation
Rate how likely it is that this Summary accurately explains the identified behavior occurring (1-6)?Slide4
Activity
6Shane Complete the summary of behavior form provided in the Participant’s Workbook for Shane.Use the results from the FACTS Teacher & Student and the ABC observation to make a Final Summary statementWhat was your Final Summary of her behavior?Slide5
Summary of Behavior from Staff Interview
Setting Event
Antecedent
BehaviorConsequence
Summary of Behavior from ABC Observation.
Setting Event
Antecedent
Behavior
Consequence
Summary of Behavior from Student Interview
Setting Event
AntecedentBehavior ConsequenceFinal Summary of Behavior Move to Behavior Support PlanSetting Event Antecedent When: Behavior Student will: Consequence Because: Therefore the function is to access/escape/avoid:
Summary of Behavior - Shane
Student
Shane
Case Manager
Chris
Date
11/17/--
Routine
Math
___Slide6
Summary of Behavior from Staff Interview
Setting EventFailure to complete homework
Antecedent
Difficult tasks, any word problems & most math operationsBehaviorWork refusal, doodling, not follow directives, yells at teacher, disruptiveConsequence
Avoid math task, doodling, work refusal, sent to office
Summary of Behavior from ABC
Observation
.
Setting Event
Antecedent
Teacher
confrontation
Behavior
Work
refusal, doodling, yells at teacher, disruptive Consequence Avoid teacher confrontation, avoid math task, to office Summary of Behavior from Student InterviewSetting Event Homework not doneAntecedentMultiple step math problems that use multiplication or division.Being called on by the teacher or redirected to workBehavior Noncompliance with instructions, drawing, yelling at teacher Consequence1. Avoid Mr. T telling me what to do2. Avoid work that is too hard-teacher keeps calling on me, won’t leave me alone, I get mad Summary of Behavior - ShaneStudent Shane Case Manager Chris Date 11/17/-- Routine Math___Slide7
Final Summary of Behavior
Move to Behavior Support PlanSetting Event
Failure to complete homework
Antecedent When: 1. Teacher confrontation2. Difficult math task
Behavior
Student
will:
Work refusal, doodling, not follow directives, yells at teacher, disruptive
Consequence
Because
:
1. Avoid teacher confrontation
2. Avoid math task
Therefore the function is to access/escape/avoid: Math tasks and Math teacherSummary StatementWhen Shane has not completed is homework and is given difficult math tasks or is confronted by the math teacher, he will refuse to complete the task, doodle, not follow directions, yell at the teacher and become disruptive in order to avoid the math task and the math teacher.