Fluent Essays

https://drive.google.com/file/d/0Bzfbl2KT-rhAbDRXNVRlU3UzQ3c/view   Anecdotal Record to ABC Analysis Assignment:  You will watch this video:  Eddie  and write an anecdotal record of the events.  You will then convert that anecdotal record into an ABC analysis.Example of Anecdotal Record and ABC Analysis Matt, a 4th grade student, seems to react in a negative manner toward his peers. During his reading class, he pushed another student and said a sarcastic remark to his teacher when he was instructed to get his reading homework out to pass toward the front of the class. Follow This Case During this reading class, Matt’s teacher requested that the special education teacher observe to assist her with figuring out why Matt seemed to be having difficulty. The special education teacher completed an anecdotal recording. Anecdotal Recording of Matt’s Behaviors Matt entered the classroom. He went to his desk and talked to the student sitting next to him. The student responded. When the teacher requested that the students prepare for their oral reading period, Matt continued talking with his peer. The peer asked Matt to leave him alone. Matt continued talking to the student and the student replied “Leave me alone. Stop talking. We are going to get into trouble.” At this point, Matt shoved the student. Peer repeats request. The teacher instructed the students to hand in their reading questions that were assigned for homework. The peer told Matt, “Pay attention. Get your homework out.” At this point, Matt replied, “I didn’t do the stupid homework.” The peer laughs. Analysis of Anecdotal Records Once the anecdotal recording is completed, the teacher analyzes the behavior to determine the sequence of the behaviors and the consequences for those behaviors. Review the anecdotal recording on the previous slide. Determine the antecedents (what occurred before the behavior), the behaviors, and the consequences of the behaviors. Write each in the following format: Antecedents Behaviors Consequences Antecedents Behaviors Consequences Matt enters the room. Matt talks to his peer. The peer responds. Teacher gives command. Matt talks to his peer. The peer responds. Peer tells Matt to stop. Matt pushes peer. The peer responds. Peer tells Matt to get homework out. Matt talks to peer. The peer responds (laughs).Functional Behavior Assessment Student’s Strengths Operational Definition of the Target Behavior Setting Antecedents Consequences Environmental Variables Hypothesis of Behavioral Function Behavioral Intervention Plan Summary of Previous Interventions Attempted Replacement Behaviors Intervention Strategies and Supports Environment Instruction/Curriculum Positive Supports Motivators and/or rewards Restrictive Disciplinary Measures Crisis Plan Data Collection Procedures and Methods Provision for Coordination with Caregivers Observation Purpose of observation: gain an awareness of what factors are influencing the behavior and identify the target behaviors Observation of a specific situation: i.e. during lunchtime, recess, or show and tell Observation in various settings: i.e. across different settings, such as in the classroom, on the playground, and during band Observation at different times during the day: i.e. in the morning, in the afternoon, and by parents in the evening 11-3 Observation Methods Anecdotal recording: record behaviors and interactions within a given time frame Event recording: look specifically for one or more target behaviors and records the frequency with which they occur. (also referred to as frequency Latency recording: determines the amount of time between a given stimulus for the child and the response Duration recording: the amount of time a target behavior occurs is recorded 11-4 An interview method of gathering information that is conducted face to face between two people (the interviewer and the interviewee) whereby recorded responses to questions are obtained. Purpose: to gain insight into the nature and history of the child’s difficulties. Purpose to interview the child: to determine whether the child has any awareness that there is a concern about his or her behaviors and the degree to which he or she may be willing to change. 11-5 Interviews Types of Interviews Structured interview: An interview in which the individual is asked a specific set of predetermined questions in a controlled manner. Unstructured interview: An interview in which the questions are not predetermined, thereby allowing for substantial discussion and interaction between the interviewer and interviewee. 11-6 Psychological Tests that assess social/emotional and behavioral health Types: Projective Tests Apperception Tests Sentence Completion Rating Scales Adaptive Behavior Measures Projective Tests A projective drawing test: The tests are used to get the child to “project” his feelings about himself onto paper. The examiner looks for certain patterns in the drawings and the way the child handles what is being asked (e.g., a child who draws away from everyone else may have low self-esteem, or a child who takes the pencil and writes very hard on the paper may be exhibiting anger). Two common examples: Goodenough-Harris Drawing Test (GHDT) Draw-A-Person: Screening Procedure for Emotional Disturbance