Rebecka Runyon

Holistic Behavior Analysis Report

Pseudonym: Layla
Reporter: Becka
Date: 12/8/18

Learning About Student

● Review of Records:
Review of Records: review background information relevant to your student
language(s) Spanish/English in home
grade and age Kindergarten/Five years old
IEP: Current IEP plan: eligible for IEP for Language/Speech Communication
Development with LSH specialist
■ Area of Need: Receptive Language
■ Services: Participates in Speech therapy weekly-30 min. group speech
therapy per week
■ Parents requested IEP to be done in TK during previous academic year
2017-2018
■ IEP evaluation was conducted for speech as her “expressive language
deficit adversely affects her communication/collaboration in classroom.
■ Baseline: student demonstrates difficulty using appropriate word-order and
grammar in spontaneous speech.
● (ie. difficultly using appropriate capula (is/are), pronouns, plurals,
possessive nouns, and double marks negations (measured by BESA
English test and word structure subject of CELF-P-2).
● Student can express thoughts and desires and demonstrate lengthy
utterances.
Goals: For student to be able to use expressive language, morphosyntax
■ Measurable Goal: Speak audibly and express thoughts, feelings, and ideas
clearly. By next annual IEP date (October 2018), student will produce 10
meaningful sentences using 3-5 word utterances with appropriate word-
order and grammar (pronouns, progressive verbs, etc). with 80 % accuracy
measured by LSH specialist’s data.
Next Annual IEP 10/12/2018, Previous 10/13/2017
present levels of performance (current grades, attendance, office referrals,
incident reports, etc.)
 ● Interview w/teacher:
Interviewed Lead Teacher: Teacher really enjoys student, Layla, and had her in
her TK class previous year. Teacher continues to monitor student’s behavior in
class, with continuous redirection. Student often taunts her classmates, especially
during table work in groups/on their own at table. Student does not always have
response to questions regarding behavior, however understands and often smiles
when in trouble.
■ I was able to learn quite a bit about Layla from my cooperating teacher.
Layla was previously in the same teacher’s TK class the year before, and
they have a solid relationship. The teacher also has a relationship with her
parents, and they are in close contact.
● Interview w/family:
Although I did not formally interview her family, I have had the opportunity to
speak with her father on multiple occasions. Parents are involved in student’s
academics. Student has one year old sibling. Teacher believes student is
academically at grade level, if not advanced. Student lives in household with both
parents and younger sibling. Student speaks Spanish in home primarily, but
parents said her native language is English.
● Culturally Responsive Student Transition Presentation:
Slides:
1. Resources:
a. Participates Speech therapy once a week for 30 minutes with LSH specialist
b. -Who helps me at home? “my mom”
c. -Who helps me in classroom? “myself and Maestra”.
2. When I grow up I want to be:
a. Work as a -princess and cheerleader
b. Go to school-believes she has heard of college in a movie, but doesn’t know what
it is
c. She would like to live-“with my family at my house”
3. My Academic Abilities:
a. Reading-mastered sight words
b. Writing-knows ABCs, can write letters
c. Mathematics- can write numbers, can add and subtract 1&2 numbers at a time
4. I Can Do It!
a. Layla says,“Because I love doing work and doing it by myself!”.
5. Things Teachers Can Do To Help Me Learn:
a. -Teachers can help me… “with letters, doing ABC’s”.
 b. -“Maestra helps me learn and do math”.
c. What helps you have a good day?
d. -“go home and listen to mom and dad”
e. -“give hugs to Ms. E and learn ABC’s”
f. What helps you get your work done?
g. -“do my work, when everyone is quiet”
6. I know I will be successful because…,“go to school and like it, and be a bucket filler”.
7. Important People in My Life:
a. My friends- L, A, and M
b. My parents and my baby brother
c. My grandma, Concha
d. My dog-ChaCha
8. I Will Reach My Employment Goal:
a. When I grow up, I want to work as “a Cheerleader and princess”.
b. I will practice, “my cheerleading by myself”.
9. I Will Reach My Education Goal:
a. When I grow up I want to learn how to, “do homework by myself and scooter”.
10. I Will Reach My Independent Living Goal:
a. I want to learn how to cook “sushi” all by myself.
b. I can clean “trash and dog poop” all by myself.
c. I help my family by “playing tag, feed the dog, and give baby brother bottle when
he cries”.

● Strengths:
Three of Layla’s strengths are: high performing in academics, strong family
support, and social. She performs high in academics and has a lot of friends in the
class. She is well liked by her peers, although they do sometimes get frustrated
with her due to the behaviors recorded throughout this assignment.
● Problem Identification and Decisions About Behaviors:


Case Study 1.3

Step 1A Worksheet: Problem Identification and Decisions About Priorities
Student: Layla Pontes Date: 9/20/2018
Describe each problem behavior as specifically as possible— what it looks like and sounds like,
how intense it is, and how long each has been a problem. Estimate the frequency and duration of
each behavior. Label the behaviors according to their level of priority.
Behavior Identified: Taunting peers during independent table work time.
Level of priority: ☐ Destructive X Disruptive ☐ Distracting
Description of problem behaviors:
Throughout the day, the students in my classroom work independently at their tables after
the teacher completes the instructional modeling and guided practice portion of the lesson. The
tables are composed of a group of four students, where they have been sitting since the beginning
of the school year in mid July. The students are at varying academic levels, but Layla has the
ability to work independently and complete her work on her own when she wants to. However,
on a daily basis, Layla will spend a portion of this time taunting her table partners in some form.
I have observed her doing this multiple times in one day during these independent working
times, in each subject-math, reading, and writing. The behaviors have included being mean and
taunting her table partners, stealing erasers from peers and hiding them/refusing to share,
coloring/marking on other students work, and taking pencils/books so others cannot work. The
majority of the time, Layla will make comments very quietly so that neither I or the teacher will
hear unless we are standing there. I have observed her saying things such as, “you are not my
friend anymore”, “that looks ugly”, “you are wrong”, etc. That being said, sometimes the
taunting is unnoticed until another student brings it to our attention. These behaviors will take
place both before she has completed her work and sometimes after she has completed the task.
However, it is evident that her behaviors will disrupt the group, not allowing some of her peers to
complete their work. This especially effects two of the less advanced students that sit at her table.
Because these behaviors sometimes last for the majority of the table work time, I have also
witnessed it resulting in Layla rushing to complete her work at the very end of the time allotted.
Because she can work quickly, she is often able to still complete the activities even in a very
short amount of time. The students typically have anywhere from 10-20 minutes to complete
independent activities at their tables. These behaviors can sometimes be corrected fairly quickly,
for instance if I continue to stand or sit at the table with this group. But, other times, Layla will
be doing these things for 10 minutes at a time. My cooperating teacher and I are constantly
walking back over to the table to redirect Layla. My cooperating teacher says that Layla has
struggled with these behaviors since the previous year in TK. These behaviors are one of the
reasons that Layla has a behavioral contract in the classroom.

● Safety Plan (group example):

Step 1B Worksheet: Safety Plan

Student: Sam
Date: 9/27/18
Behavior(s) that call for use of the Safety Plan:
 ● Physically pushing, name calling
Who will intervene in a serious behavior episode?
● Teacher and principle
● Whoever is closest to him on the playground (closest teacher)
How to intervene and support the student during phases of the crisis cycle:
● Remind him that we want him to be safe to others and that we want others to be safe to him
○ Remind him that others have feelings and his feelings affect them
● Bring family in
○ Support from grandma and mom
○ Consequences are extended from school to home
● Expresses that he will not be able to continue his education within the catholic school system
○ The realization that his behavior has the potential to change his future

1. Trigger phase: Describe signals the student sends that indicate feeling threatened or uncomfortable.
Describe antecedents known to trigger problems and how to eliminate them.
● Competitive play time
○ If someone does not understand the rules to the game or if they are not good he gets very
frustrated
● Gets physical with smaller students (defenseless), peers he knows he can take advantage of
2. Escalation phase: Tell how to interrupt, redirect, and facilitate relaxation.
● Constant reminders
○ In class behaviors
● Teachers are aware of him during recess
○ Redirection is implemented

3. Crisis phase: Describe how to interrupt and protect the student and others.
● Move student to a quiet place
● Aggressive and self-injurious actions will be blocked
● Potential need for hands on if another student is in danger (if it gets to this)
○ There has been more positive behaviors and practices, showing improvement

4. Begin recovery phase: Describe how to avoid re-escalating the behavior and continuing to reach full
Recovery.
● Have student complete behavior slips
○ Having the student write about his own behaviors and explain how it affects others plays a role in
preventing the behavior in the future
○ Intrinsic reflection
○ Do not make a big deal in front of the whole class, simply ask student to fill out a slip on reflect
on his behavior
● Family meetings
● Reminders
 ○ On and off of the playground, avoid screaming at him
5. Recovery phase: Describe any processing/reflecting that should be done with the student and how to
reinstitute the positive behavior support plan.
● Personal reflection of behavior (above behavior slips)
● Remind student of the rules
Directions for reporting and documentation: Give instructions for reporting the incident and complet-
ing and filing Incident Records.
● Teacher has a communication folder
○ Writes everything down that she observes (dates and behavior included)
○ Used when behavior examples are needed
○ Hold on for three years as a resource for herself and/or other teachers

Teachers’ Guides to Inclusive Practices: Behavior Support, Third Edition, by Linda M. Bambara, Rachel Janney, and Martha E.
Snell. Copyright © 2015 by Paul H. Brookes Publishing Co., Inc. All rights reserved.

Summary of Student Support Team Meetings

Please include the information your presented, the intervention you identified, and the data
collection or progress monitoring system you implemented. You may use screenshots or pictures
of the materials. This should include a Schedule Analysis, Functional Behavior Assessment
Profile, Summary of Functional Behavior and Hypothesis Statement, and Positive Behavior
Support Plan (completed by your group).

● SST #1
○ We introduced our students and got to know what is going on in all of our
classrooms. We also discussed each of our case study students’ powerpoints that
we created for them based on their background information.
● SST #2
○ We completed the functional behavior assessment file together as a group. We
discussed each of our case study student’s behaviors and began to analyze the
connections between their behaviors and their environment both within the
classroom and outside. We also discussed their strengths, weaknesses,
communication preferences, target behaviors and past interventions.
$ $

$ $
● SST #3
○ We discussed how we tracked our students the first time. We decided on a
behavioral tracking collection method and utilized in our own classrooms.
● SST #4
○ We presented our data and decided on a new intervention to implement for our
students. We decided if we are going to use the same data tracking form.

$ $

● SST #5
○ We discussed one case study student to create a positive behavior support plan for
them. We also created a plan of action for implementing, monitoring, supporting,
and evaluating that student’s positive behavior.
Critical Reflection On Process
● What went well?
I really enjoyed getting to know my case study student. She can be very disruptive in

class, but I think that by spending time with her and getting to know her on a personal level

definitely affected my perception of her. She also really enjoyed “helping me” with my

homework and this seemed to build a strong sense of trust between she and I. She was proud to

be my “helper” and felt special, often sharing/bragging about this to her peers. She would even

come up and ask me if there was anything that she could help me with. This student also often

comes to me for help or just to share things with me throughout the day now. I also noticed a

change in her behavior after we spent time together getting to know each other.

● What do I need to do to ensure things go better next time?

Next time, I think it would be helpful to implore more than one intervention or strategy. I

found that Layla sometimes responds to this intervention, but other times does not at all. I also

think that for the beginning portion of this case study, I continually tried to redirect her in the

same way which was ineffective. I also believe that the teacher should have some kind of

consistent process in place for behavior. She often gives “warnings”, but they are randomly

given out and oftentimes do not have any sort of a consequence. I think that if I were to do this

again, I would work with my teacher to set up a type of system in place for Layla to make her

more accountable for her behavior.

● How will this impact my teaching?

 I thought this was a meaningful experience. It gave me the opportunity to track and really

monitor one student who does have significant behavioral issues. It gave me the opportunity to

really take the time to get to know this child deepening my understanding of where they are

coming from and why they might have these behaviors. I now have a better understanding and

am conscious that if something is not working, as a teacher I need to reflect on myself rather

than get continually frustrated with the student’s behavior. I also have experienced the

importance of getting to know the whole child to try and best support them. This will definitely

impact my teaching and has been very insightful in restorative practices, positive reinforcement,

and behavioral management strategies.