Behavioral Support Plan

Behavior Support Plan

Signature Assignment - EDUU 696

Your Signature assignment for this class is a Behavior Support Plan that is based off of the FBA that you did last term. The PENT template is provided for you. Although the template is intended for school or center based programs, it can be applied to home programs as well. You can receive more information on behavior support plans from the PENT website at https://www.pent.ca.gov/ .

The scoring manual that you will use to ensure that you are correctly completing each section is attached in this folder. Use the scoring manual to make sure that you receive the maximum number of points per criteria.

Functional Behavior Assessment Report

An FBA is an analytical process based on observations, review of records, interviews, and data analysis to determine the function the behavior serves for the student, how that function can be met more appropriately and how the environment can be altered to better support general positive behaviors.

Date of Report: Date(s) of FBA Data Collection:
SECTION 1: Student Information
Student Name:	Minnie Mouse			Male	Female-X
	Last (legal)	First (no nicknames)	M.I.
Birthdate:	12/13/1987	Grade:	N/A
Resident District:	N/A	School of attendance:
SECTION 2: Parent/Guardian Contact Information
Parent	Name:	Kelly Rose	Home Phone:	()-980-567-5095
Foster Parent	Address:	4800 Rally Drive	Work Phone:	()-
Guardian	City/State:	Charlotte NC	Cell Phone:	()-
Surrogate	Zip:	28090	E-mail:	[email protected]
Student
SECTION 3: Behavior Analysis

1. Behavior(s) of concern (State a clear, measurable, and observable description of the behavior or behaviors of concern)

Diana Browning Wright, M.S., L.E.P. with contributions from Sioux City Iowa Schools Page 3 of 4

2. Minnie Mouse shows a lack of social, reasoning, and cognitive skills. It has been absorbed that she has issues in dealing with the crowd and noise as she becomes irritated and also suffers from cognitive skills or memorization. She gets panicked easily in crowded areas and also requires courage to talk to other people as she clearly lacks social skills.

3. Frequency, Intensity, and/or Duration of current behavior:

The current intensity of the depiction of such behavior is high because of the severity of the acts. The behavior of concern has a significant effect on the student because she lacks social skills, which limits her from interacting with others. She can easily get panicked, which also limits other people from reaching out. The data is lacking in establishing any frequency or duration of current behavior because current behavior occurs at irregular intervals, which makes it difficult to measure. However, an estimation of about three to four times a week can be made regarding the depiction of such behavior.

4. Analysis of this behavior was based on:

Interviews with

Student observation(s) on at

Review of records, consisting of: health discipline other:

Environmental analysis for supportive and unsupportive variables on

Summary of Interview, Observation, Record Review, and Environmental Analysis :

Conversations with the student, parents, and instructor.

The school psychologist made observations of the students on 17th Oct, 2023.

Examination of documents, including disciplinary, health, and academic records.

On 18th Oct, an environmental study was performed to identify supporting and unsupportive factors.

The student's violent behaviour is mostly observed in unstructured environments, and transitions and feelings of overload have been noted as triggers.

5. Is the behavior impeding learning of the student or peers? Yes No 
 If yes, please describe:

Indeed. Peer connections are impacted and the learning environment is disturbed by the hostile behaviour.

6. Have Tier II Strategies or other Interventions been tried? (e.g., school/home notes, behavior contracts, self-monitoring)

Yes No

Describe previously selected intervention:

Indeed. A behaviour contract that outlined expectations and penalties was put into place.

7. Result of selected Tier II or other Positive Behavior Interventions and Strategies:

The behaviour contract has some success, but the aggressive episodes continue.

8. Is a behavior intervention plan recommended? Yes No Rationale:

Indeed.

Justification: A more all-encompassing approach is required, as the aggressive behaviour has not been adequately handled by the present tactics.

9. Environmental Factors:

· What are the reported and observed predictors for the current behavior(s)? (Antecedent events that trigger problem behavior)

Changes from organised to unstructured environments, surroundings that are loud or packed.

· What supports the student using the current problem behavior(s): summary based on the environmental assessment portion of this assessment: (e.g., what is in the environment that should be eliminated or reduced? What is not in the environment that should be added?)

Lower the volume of noise when there is a changeover.

Give the learner access to a special place of silence when they're feeling stressed.

10. Functional Factors:

· Hypothesis of function (purpose) of this behavior for this student based on data collected in Section 3. above

When a student feels overwhelmed, they use aggressiveness as a way to express their dissatisfaction or concern.

· Suggested functionally equivalent replacement behavior:

Instruct the student to ask for a break or to vocally express their dissatisfaction when they are feeling overburdened. Use stress-relieving activities to counteract aggressive conduct.

SECTION 4: Conclusion/Recommendation

1. Conclusions: (Recommendations for IEP, 504, or school team consideration)

2. Estimate of need for behavior intervention:

Extreme

Serious

Moderate

Needs attention, early stage intervention

Monitor behavior only; no formal behavior intervention plan is recommended at this time

3. If a Behavior Intervention Plan is NOT now recommended:

Behavior goals to be developed by: and contained in:

Consider Tier II interventions, or other interventions, such as

Consider assistance to student’s teacher to enhance environmental/student

Consider other Tier III interventions, such as district provided Cognitive Behavioral Therapy such as a Related Service to address emotionally driven behavior

Consider WrapAround or Multiagency teaming

Rationale for selection of an alternate approach:

4. This team has determined that if a behavior plan is NOT to be developed as a result of this assessment, a functional behavioaral assessment will be considered again if:

data demonstrates the problem behavior intensity, duration or frequency escalates or continues at current rate or data demonstrates non-responsiveness to selected other approaches

Describe:

5. This student has: a current IEP a current 504 Plan neither

6. Goals to monitor future behavior will be added to:

a new or amended IEP

a new or amended 504 Plan

a school team’s plan (no IEP or 504 Plan)

SECTION 5: Evaluation Personnel

Individuals contributing to this evaluation:

Name	Position	Name	Position

Contact person for this report:
Phone:	()-
E-mail:	@