Step 2: Activity PTR Functional Behavior Assessment Summary Table Student: Paris School: Cotton Candy Date: 2/26/06 Behavior Antecedent/Prevent Data Function/Teach Data Consequences/Reinforce Data Tasks Get attention from any Redirection or reminders Independent work—specifically when seatwork peer or any adult Gets reactions from peers) Teacher led lessons—academics both whole and small Structured Seat location changed group to terminate (moved away from other (incomplete work or Non-preferred activities—activities that involve students) illegible); wants to be paper/pencil, academic content (reading and lang.arts) Stays in from preferred activities (specials, recess) Given demands/requests to start working ‘done’; Transition: Wanting to to complete work (when During transitions between activities-specifically from rush to next task; this happens, she has preferred to non-preferred terminate reading and attention with Setting events: writing to go to centers teacher or other adult) When Paris is fatigued (sleep deprived), behavior more likely to occur Call-outs Desired Skills to be taught Activities Social time with teacher and Computer, center time (spelling stamps, listening center, Social skills staff computer, listen and learn), math Problem solving Computer Classroom arrangement Getting attention in Playing games Teacher proximity (close by) appropriate ways Outside activities Asking questions when appropriate Staying on task and completing work Complying with instructions Pro-social Step 2: Activity Hypothesis for Paris
Step 2: Activity PTR Functional Behavior Assessment Summary Table Student: Paris School: Cotton Candy Date: 2/26/06 Behavior Antecedent/Prevent Data Function/Teach Data Consequences/Reinforce Data Call-outs Tasks Independent work—specifically when seatwork Teacher led lessons—academics both whole and small group Non-preferred activities—activities that involve paper/pencil, academic content (reading and lang.arts) Given demands/requests to start working During transitions between activities-specifically from preferred to non-preferred Setting events: When Paris is fatigued (sleep deprived), behavior more likely to occur Get attention from any peer or any adult Structured to terminate (incomplete work or illegible); wants to be ‘done’; Transition: Wanting to rush to next task; terminate reading and writing to go to centers Redirection or reminders Gets reactions from peers) Seat location changed (moved away from other students) Stays in from preferred activities (specials, recess) to complete work (when this happens, she has attention with teacher or other adult) Pro-social Activities Computer, center time (spelling stamps, listening center, computer, listen and learn), math Classroom arrangement Teacher proximity (close by) Desired Skills to be taught Social skills Problem solving Getting attention in appropriate ways Asking questions when appropriate Staying on task and completing work Complying with instructions Social time with teacher and staff Computer Playing games Outside activities Step 2: Activity Hypothesis for Paris