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FAA: A structured observation was performed three times during the different days of the week and different times of the day to obtain a picture of his disruptive and aggressive behavior. The frequency count of hitting, kicking, biting, pinching, poking, grabbing eyeglasses and jewelry, and screaming was done to establish a baseline. Additionally, Jon’s teacher was interviewed to get her perspective and develop a working relationship in order to develop successful interventions.
Setting Event (Ecological) Strategies: During transitions, Jon can be assigned to a peer partner who could model being calm and explain what was going on and what was expected; and the new teacher can be given more training in behavior management.
Antecedent Strategies: Jon might benefit from more opportunities to choose which activities he would do first (e.g., allowed to continue working on puzzle if asks appropriately); Easy and preferred tasks may be combined with difficult, less preferred tasks; Activities should be made more appealing (e.g., reduce length, assistance offered).
Consequence Strategies: The teacher should listen to and honor Jons new alternative requests (i.e., he was given assistance, or a break, or allowed to choose a different activity if he made the requests appropriately); The teacher will remain emotionally supportive when confronted with problem behaviors.
Measures: (a) Number of incidents of aggression, noncompliance, and disruption per week, (b) percent of class activities in which Jon participated, (c) general indicators of quality of educational experience (e.g., type of activities, need for one-to-one assistance).
From the information collected during FAA is seems that the function of Brandon’s behavior was actually seeking attention. That’s why when his grandmother moved away, the frequency of negative behaviors at school has increased. It seems that Brandon is lacking some social skills, which is typical among children
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