Execute of a short Functional Habit Assessment and Design of Great Behavior Prepare

 Conduct of your brief Practical Behavior Assessment and Design of Positive Patterns Plan Dissertation

п»їConduct of a quick Functional Tendencies Assessment and Design of Positive Behavior Plan Background of Dane

Dane, P3, 9 years of age, has Asperger's Syndrome. Both parents are doing work. He attends a after and before school treatment which caters to special requires students. This individual receives advice from the particular education tutor from the centre to complete his assignment work. He as well receives weekly therapy in the centre. At present, he is studying in Times school nevertheless he has been exhibiting incorrect behaviors since the start of the term, these manners have been self-injurious and have hurt others in the act. His behaviours have been considered as medium-risk manners as they include affected the training and psychological state of other pupils as well as teachers. FBA Step


1 . Seriousness in the problem

Dane throws tantrums at least 3 times weekly when he can be not allowed to see books. This individual throws tantrums by whimpering. The behavior occasionally intensifies if he gets into do it yourself injurious behavior by striking himself against the door and throwing chair and tables accompanied by moaping loudly. This kind of behavior shocked other learners within the same class. Tutor usually takes by least 30 minutes to peaceful him straight down, hence disrupting the lesson. For brief episode, the behaviour lasts around 10 minutes. To get long episode, the behavior may intensifies and lasts for an hour. It generally happens during any lessons when teacher does not allow him to read ebooks or tries to take the ebooks away from him. The behavior is usually not age group appropriate for Dane, as he can be identified to obtain Asperger's affliction, his educational psychologist diagnosed that his emotional maturity is 3 years younger than his peers. 2 . Classification

Dane whines or whines for at least 10 minutes for at least three times a week whenever a teacher removes books from charlie or would not allow him to examine. 3. Data collection

Using direct observation techniques (scatter plot), Let me ask the school counselor to do observations for British, Maths, Science and China lessons daily and make a note of the time the behavior occurs and plots the frequency for the chart. The best frequency is going to tell me the moment and which activity the behaviour occurs. Afterwards, the school counselor will use DASAR Observation Type and observe the possible antecedents that may induce the problem tendencies and make a note of the consequences. Using the Functional Evaluation Interview Contact form, I will interview the subject professors and some Dane's classmates to get information about the possible antecedents and consequences of Dane's behavior. 4. Analysis

Using the info I accumulate from immediate observations and interviews, I will analyze using triangulation of data sources and identify the setting occasions (for case in point, when teacher gives Dane tasks which can be beyond his ability) which may trigger Dane's problem tendencies. I will work with the feasible replacement behaviors (for example, breaking down the tasks) that may reduce the frequency of his problem behavior.

5. Hypothesis

Possible function(s) of Dane's problem behaviour:




Desires to be in control

Receive attention via teachers, colleagues


Avoid writing duties

I cannot do tasks


I am irritated because you give me what I want

I am unable to do it

Skill problem

Functionality problem

Fluency problem


Poor cultural skills due to autism


Does not discover how to do understanding and issue sums further than his potential Does not want to be seen underachieving

Due to autism, he is weakened in bigger –order control skills Talk

Does not discover how to express his needs appropriately

Due to autism, he is fragile in conversing his needs

6. Hypothesis testing

Let me try to take away or reduce or improve the antecedents (such as giving written tasks with comprehension, difficulty sums) and observe whether the function of the problem actions are avoided and whether the problem behavior alterations over a period of period....