Case Study Introduction - VCU Autism Center
Case Study Introduction
Slide 1: Case study introduction
Selena J. Layden, Ph.D., BCBA-D
Training Coordinator
Slide 2: Introduction
• Welcome to the final module!
• We will use the term interfering behavior.
• We use this term instead of "problem behavior."
• Interfering behavior is different for every student.
• We will talk about, Lloyd's and Dwight's behaviors.
Transcript:
Welcome to the final module of this course. For this module, we are going to combine a lot of the information that we have talked about and apply it to what we do when we encounter negative or ‘problem’ behaviors. Throughout this module, we will use the term interfering behavior when we discuss negative behaviors. We use the term interfering behavior, instead of terms like problem behavior, because the term “problem behavior” suggests the person has a problem. However, what we want you to remember is that the behavior is considered negative because it “interferes” with your student’s ability to successfully participate in the classroom, at school, in the community and at home.
Interfering behavior can be different in every student. Some interfering behavior may cause harm to the student or harm to other people, including classmates, teachers or paraprofessionals. Other interfering behavior may cause damage to materials or the environment or be a safety issue. Still other behavior may be less severe but that behavior interferes with the student’s learning or the learning of those around him.
However, during this module, we are going to talk about the interfering behaviors of two particular students, Lloyd and Dwight. We will come back to these two students throughout the module as we demonstrate a positive and proactive approach to interfering behavior. Let’s take a minute to introduce these two students.
Slide 3: Lloyd
• Lloyd is a second grade student.
• He enjoys riding his bike, baseball, and animals.
• Lloyd struggles socially.
• Lloyd:
o Fidgets with the items on his desk.
o Throws and hits items.
o Swats at the teacher.
Transcript:
Let’s start with Lloyd. Lloyd is a second grade student with ASD. Lloyd is very intelligent. He enjoys riding his bike, baseball, and animals. Lloyd is in a general education class for the majority of his day. Lloyd does see the special education teacher for a little bit of reading time to work on comprehension. Lloyd can read almost anything put in front of him, but he doesn’t always understand what he is reading. Math is a particular strength for Lloyd and he does well when given a set of rules or formula. Lloyd struggles socially. He prefers to talk about his chosen topics of baseball or animals. Many of his classmates seem to get tired of talking with Lloyd about these topics. When they bring up a different topic, Lloyd will simply ignore them and return to his chosen topic of conversation. Lloyd also interrupts others frequently. He does engage in interfering behaviors sometimes. During class, Lloyd’s face will turn red and he will begin to fidget with the items on his desk. If the teacher does not respond to Lloyd, he has thrown items across the room and will hit items such as his desk, the wall, or his chair. If the teacher does come over and tries to explain the assignment to Lloyd, he will sometimes swat at her. When Lloyd engages in these behaviors, the teacher will either send Lloyd to the back of the room with a book or to the special education room where he and the special education teacher can work on the assignment together.
Slide 4: Lloyd’s Functional Behavioral Assessment
• Antecedent: Being given an assignment
• Behavior: Throwing items, hitting items, swatting at adults
• Consequence: Read book at back table, get support from Special Ed Teacher
Transcript:
The team decided to complete a Functional Behavior Assessment (FBA). This is something that you will learn more about in this module, but the information is important for you to have. The team learned that Lloyd struggled to understand the directions to the assignments he was given when they weren’t written down and so he wasn’t sure what to do. Lloyd was also reinforced for his escape behaviors by being allowed to read in the back of the room or go to the special education room where he was given support to complete the assignment.
Let’s look at the visual on this page as we discuss what the team determined. The visual is a series of arrows. Starting on the left you will see the antecedent, followed by the behavior, and finally on the right you will see the consequence. The team determined the following behavior contingency:
The antecedent was being given an assignment. His behavior was throwing items, hitting items, and swatting at adults. The consequence was determined to be reading a book at the back table or getting support from the special education teacher.
After determining the behavior chain, the team determined that the behaviors of throwing items, hitting items, and swatting at the teacher were all related to escape. Lloyd tried to escape the assignments by throwing items, hitting items, and swatting at the teacher.
Slide 5: Lloyd’s behavior support
• Behavior:
o Throwing items
o Hitting items
o Swatting at adults
Transcript:
Lloyd’s team created a behavior intervention plan (BIP) for him based on his FBA. They determined that the behavior was throwing items, hitting items, and swatting at adults. We will be reviewing the behavioral strategies put in place for Lloyd during this module.
Slide 6: Dwight
• Dwight is a high school student.
• Dwight really likes music.
• His interfering behaviors are:
o Leaving the class without telling anyone.
o Leaving the building without someone with him.
o Running away from adults on CBI trips.
Transcript:
Dwight is a middle school student with ASD. Dwight is able to communicate his wants and needs but doesn’t always do so, especially with unfamiliar people. He spends most of his day in a special education classroom working on functional academics. Dwight can read but reads below grade level and has difficulty being able to answer questions about what he read. He can add and subtract and is very good with money. Dwight really likes listening to music. Dwight has started engaging in interfering behaviors in school. Dwight will leave the classroom without telling anyone and has even left the building on two occasions without someone with him. On community-based trips, Dwight has run away from adults a few times and people have had to chase him.
Slide 7: Dwight’s Functional Behavior Assessment
• Antecedent: During times when Dwight is by himself or not being attended to
• Behavior: Leave the area without permission
• Consequence: Adults chase Dwight, talk to him, and bring him back to the classroom.
• Dwight wants attention!
Transcript:
The team decided to complete a Functional Behavior Assessment (FBA). The team is concerned about Dwight running away from adults and leaving the area without permission. During the FBA, the team gathered a lot of information. Dwight’s mom had shared that he used to do this when he was younger but hasn’t run out of the room or away from adults since he was in elementary school. At that time, the team didn’t really know why he was doing it but the behavior seemed to go away when Dwight was assigned a paraprofessional to work with him. Dwight is more likely to leave the area during independent work time and when the teacher pulls individual or small groups of students to work with her. Dwight has never left the area when someone is working one-on-one with him. When Dwight left the group during community-based instruction trips, he laughed as people chased him. Dwight’s class has recently had a staff member leave and they haven’t yet been able to hire a new person.
Let’s look at a similar visual as before as we again discuss what the team determined. The visual is a series of arrows. Starting on the left you will see the antecedent, followed by the behavior, and finally on the right you will see the consequence. The team determined the following behavior contingency:
The antecedent was determined that during times when Dwight is by himself or not being attended to, he engages in the behavior of leaving the area without permission. When this happens, the consequence is that adults chase Dwight, talk to him, and bring him back to the classroom.
The team determined that the behavior of leaving the area without permission is due to wanting to obtain attention.
Slide 8: Dwight’s behavior support
• Behavior: Leaving the area without permission
• We will review Dwight's behavior strategies.
Transcript:
Dwight’s team created a behavior intervention plan (BIP) for him based on his FBA. They determined that the behavior was leaving the area without permission. We will be reviewing the behavioral strategies put in place for Dwight during this module.
Slide 9: Summary
(Note: Photo of Lloyd sitting at his desk. Photo of Dwight standing in the classroom.)
[pic]
[pic]
On this slide, you see a photo of Lloyd sitting at this desk on the left. He has a worksheet in front of him and is holding a toy. The photo on the right is Dwight. He is standing in the classroom. As you can see, interfering behaviors can definitely ‘interfere’ with a student’s ability to participate in class! However, the important thing to remember is that there are ways to help students with ASD learn replacement behaviors through a positive and proactive approach. Now that we have reviewed our two case studies, we are going to talk about how help them with their interfering behaviors. If you need to view the case study information at any time, you can see the case studies in the course site.
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