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Functional Analysis

Functional Analysis. Spring 2006. Introducing. Doug. Summary of Doug. First Grade 7 years old Communication Disorder (phonics instruction, speech) Failing in all academic areas Behavioral problems, at home & school. Math skills Listening comprehension Social Communicates

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Functional Analysis

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  1. Functional Analysis Spring 2006

  2. Introducing Doug

  3. Summary of Doug • First Grade • 7 years old • Communication Disorder (phonics instruction, speech) • Failing in all academic areas • Behavioral problems, at home & school

  4. Math skills Listening comprehension Social Communicates feelings Drawing Building Legos Reading skills Writing skills Poor social skills Doesn’t do homework Strengths Weaknesses

  5. Problematic Behavior • Staying on-task • Direct/Indirect ways of asking for help • Inappropriate off-task behaviors Playing with chair Breaking pencils • Negative statements • Not keeping his hands to himself • Doesn’t work well with others

  6. Antecedents of Behavior • Reading • Math • Writing • Listening

  7. Doug’s Payoffs

  8. Doug’s Payoffs

  9. Analysis of Behavior • % of Avoids/Gets • Reading Avoids failure 60% • Gets competence 60% • Math • Avoids failure 75% • Gets competence 75% • Gets stimulation 38% • Gets relatedness 12% • Writing • Avoids failure 80% • Gets competence 70% • Gets relatedness 30% • Gets stimulation 20% • Listening • Gets stimulation 47% • Gets competence 45% • Gets relatedness 8%

  10. Highest-Frequency Behavior • Antecedent: All academic areas • Behavior: Avoiding failure Getting competence

  11. My dilemma Skill deficit OR Behavior problem ?

  12. Drawing Markers Attention Praise Recess Lego’s Being ignored Academics - failure Doug’s Likes Dislikes

  13. Goals & Intervention • Goal: Provide motivation, experience success, and decrease avoidance behavior • Intervention: Reading

  14. Reading Intervention: Process • Doug chooses words to learn. Writes words on cards. • Listens to story-on-tape. • With partner, practices words & charts # times practice. • Envelopes: “Words I’m Learning” or “Word I Know”

  15. Intervention Results

  16. What went well: Selecting words Motivating: Self-monitoring & envelopes Listening to peer-assist read = comprehension improved Positive self-statements Avoidance behavior decreased Intervention to continue What didn’t go well: Doug’s behavior during reading Teacher’s time Intervention: Did it work?

  17. Reference • Zentall, S.S. (2006). ADHD and Education. Upper Saddle River, NJ: Merrill Prentice Hall.

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