FBA part 3 SPCE 610.pdf - Running head FBA PART 3...

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Cognitive Psychology: Connecting Mind, Research, and Everyday Experience
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Chapter 3 / Exercise 1
Cognitive Psychology: Connecting Mind, Research, and Everyday Experience
Goldstein
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Running head: FBA PART 3 Functional Behavioral Assessment & Consultation Project Report Andrea Gasaway Ball State University SPCE 610 Section 816 September 19, 2018
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Cognitive Psychology: Connecting Mind, Research, and Everyday Experience
The document you are viewing contains questions related to this textbook.
Chapter 3 / Exercise 1
Cognitive Psychology: Connecting Mind, Research, and Everyday Experience
Goldstein
Expert Verified
FBA PART 3 Reflection #1 My past experiences with FBA’s have been on the data collection side to aid in creating an FBA for a student who I am usually the teacher of record for. We have behavioral consultants in our district and they were in charge of all aspects of the FBA. This year is different and the TOR for the student will be in charge of creating the FBA. In previous years, the behavioral consultants would have me fill out narrative and systematic data for the case conference. I have experience with filling out Time On Task systematic data for students who are off task. I also have experience with setting up ABC data sheets for the teachers to use in the classroom. When creating an ABC chart, I am usually the one to teach other staff members how to fill it out as well since the behavioral consultants are not on site. The parts of my data collection that went well was teaching the staff members how to use the different forms. One challenge of ABC chart or frequency chart is that the teachers check off everything and don’t always stick to the operational definition. Recently I have been in charge of implementation of interventions for students with behavior issues. This process has started with the teacher coming to me with a behavioral issue of a student. I have been talking about the behavior with the teacher and helping them come up with a chart or plan to control the behavior in their classroom. These are primarily for students without disabilities. Through this FBA/Intervention Project I expect to get a firm grasp on how to conduct an FBA. I would like to be someone that administration and school psychologists can go to for an FBA well written.
FBA PART 3 Consultee Information Samuel is a first grade student at the school that I am a special education teacher at. The student is not on my caseload at this current time, but I have been called into his IEP meetings due to his behavior in the classroom. Samuel also comes from a home where his parents are going through a divorce at this time. Samuel has a twin sister in the same grade level. Student Description and Context Samuel is 7 years old with a diagnosis of a speech impairment and language impairment. He also works with another agency at our school where he was diagnosed with anxiety and depression. Samuel’s communication mode is verbal English and there is no injury or illness history. Samuel comes to our school from a charter school in the inner city. He was held back in Kindergarten and he is currently in first grade. He attended the same charter school for both years of Kindergarten. His mother informed us that when his previous school could not handle his behavior anymore, they would call her. She would then have to leave work to pick him up.

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