Summary Statement: There is no identified distant setting event. When CW is participating in free play with peers, he will begin to invade others personal space by either touching or grabbing staff or students, have close proximity (closer than arms reach away), partake in sexual acts towards peers such as air humping, or caressing or rubbing others to gain attention from peers and staff and at times to escape activities or academic tasks. FAI Summary: (See Appendix A for the Functional Assessment Interview) I felt that I was very lucky because I got to interview multiple people in the school setting that work with CW on a daily basis. I was also able to interview some of the staff from the residential unit as well. At the school, I interviewed the special education teacher, the school social worker, the two teacher assistants, and a member of the Peace Crisis Team as well. At the residential unit, I was able to interview 2 of the staff on shift. I was able to receive information from multiple people’s point of view. This was extremely helpful, but at times, also made it very complicated because I had to pick and choose what the important information would be. Everyone has observed the behavior, but when determining the frequency, most of the people could not agree on a particular amount. That was when my A-B-C chart and my FAO came in handy. Since there was only one particular problem behavior “invading personal space” it made some of the questions on the interview not really relevant. I also noticed that when I was interviewing staff, we could not pinpoint any particular setting or time of day that would most likely initiate the problem behavior. When conversing with staff, we could not really think of anything that would set the student off. However, when the student is angry or set off, we
Summary Statement: There is no identified distant setting event. When CW is participating in free play with peers, he will begin to invade others personal space by either touching or grabbing staff or students, have close proximity (closer than arms reach away), partake in sexual acts towards peers such as air humping, or caressing or rubbing others to gain attention from peers and staff and at times to escape activities or academic tasks. FAI Summary: (See Appendix A for the Functional Assessment Interview) I felt that I was very lucky because I got to interview multiple people in the school setting that work with CW on a daily basis. I was also able to interview some of the staff from the residential unit as well. At the school, I interviewed the special education teacher, the school social worker, the two teacher assistants, and a member of the Peace Crisis Team as well. At the residential unit, I was able to interview 2 of the staff on shift. I was able to receive information from multiple people’s point of view. This was extremely helpful, but at times, also made it very complicated because I had to pick and choose what the important information would be. Everyone has observed the behavior, but when determining the frequency, most of the people could not agree on a particular amount. That was when my A-B-C chart and my FAO came in handy. Since there was only one particular problem behavior “invading personal space” it made some of the questions on the interview not really relevant. I also noticed that when I was interviewing staff, we could not pinpoint any particular setting or time of day that would most likely initiate the problem behavior. When conversing with staff, we could not really think of anything that would set the student off. However, when the student is angry or set off, we
functional_behavioral_assessment.docx