Behavior Assessment Report
Assignment Content
- Imagine that you are an autism specialist for a large school district supporting the teachers and school staff that work with children with autism spectrum disorder (ASD). In addition, you are responsible for collaborating with the families of the children to promote consistency with potential behavior challenges, improve continuity in learning, and provide clear school-to-home communication. A principal from one of the schools has asked you to help a new special education teacher by demonstrating how to complete behavior assessments.
Complete the Behavior Assessment Worksheet. Refer to the Behavior Assessment Student Profiles as you complete Part 2.
SPE/576 v5
Behavior Assessment Worksheet
SPE/576 v5
Page 2 of 2
Behavior Assessment Worksheet
Complete Parts 1 and 2 below.
Part 1: Behavior Assessment Matrix
Complete the matrix below for at least 5 behavior assessments typically used in schools.
Provide a brief explanation, purpose, and components of each assessment.
Note: You may add more rows as needed.
Behavior Assessment
Explanation
Purpose
Component(s)
Part 2:
Student Profile
Analysis
Complete the matrix below based on the
Behavior Assessment Student Profiles
.
| Student Profile |
Issues Identified |
Recommended Behavior Assessment |
|
Jacob Myers |
||
|
Matthew Lee |
||
|
Natalya Ramos |
||
|
Nathan Brooks |
||
|
Kimberly Wilkes |
Copyright 2019 by University of Phoenix. All rights reserved.
Copyright 2019 by University of Phoenix. All rights reserved.
SPE/576 v5
Behavior Assessment Student Profiles
SPE/576 v5
Page 10 of 10
Behavior Assessment Student Profiles
Jacob Myers
|
Personal Information |
|
|
Name |
Jacob Myers |
|
Age |
Five years old |
|
Gender |
Male |
|
Ethnicity |
White |
|
Birth and development |
Jacob is the youngest of three children. His birth was normal and he weighed 7 lbs. Jacob was born 18 months after his brother Josh. Both boys experienced developmental delays; most noticeable was their lack of communication. Jacob was a healthy baby, but he had asthma from the age of 6 months to 3 years. He has recently had no problems other than the occasional cold. |
|
Family situation |
Ms. Myers is a single parent. Her husband left shortly after Jacob’s first birthday. She had to quit her job because the day care center was having trouble with Josh and Jacob. During a recent checkup, their pediatrician expressed concerns that Josh and Jacob were exhibiting signs of autism, despite not giving an official diagnosis. Ms. Myers confirmed that she has seen both boys exhibit repetitive behaviors, difficulty with social skills, and other behavioral problems. However, the problems are more noticeable and problematic for Jacob than for Josh. Recently, Jacob has thrown temper tantrums and what Ms. Myers does for Josh does not work for Jacob. He just began to attend pre-kindergarten for half a day each week, and she is already getting calls from the school due to his behavior. |
|
Type of ASD |
ASD-NOS |
|
Individual needs |
Jacob has a difficult time with change. He does not like to be around many people. He often sits and rocks by himself. Jacob also has a difficult time communicating and understanding what is said to him. |
|
Educational Information |
|
|
Grade level |
Pre-Kindergarten |
|
School history |
Mrs. Brock is Jacob’s teacher. She has expressed concerns about Jacob’s behavior. He does not want to work or play with other students. Jacob has had a difficult time fitting in; however, he seems to like the daily routine in the classroom and often throws a temper tantrum when it is changed. He rarely listens to Mrs. Brock. In the second week of school, he refused to leave the classroom during a fire drill. |
|
Academic and functional skills |
Jacob was functional at the age of 3 years, 3 months. He responds to his name, but with limited eye contact with only those in the family. He is non-responsive with those he does not know. Ms. Myers sends an extra change of clothes each day, because Jacob does not tell anyone he needs to go to the restroom. He often has an accident before going home. When Ms. Myers enrolled Jacob in school, she did not provide information about the recent checkup with the doctor. After receiving several calls from Mrs. Brock about his behavior, she attended a parent-teacher conference and shared the information. Jacob has since been entered into the special education program. |
|
Communication skills |
Jacob has difficulty communicating with his teacher and peers, and frequently fails to respond when people speak to him. Jacob never initiates any conversation or play activity. |
|
Behavioral challenges |
Jacob becomes upset and loses his temper when he is unable to communicate his needs. He will throw himself on the floor and bang his fists on his head. |
|
IEP goals |
Behavioral: When given a directive, Jacob will regulate his behavior with occasional reminders or assistance from Mrs. Brock, as measured in eight out of ten consecutive situations. Communication: When needing assistance, Jacob will initiate problem-solving strategies and seek adult help when necessary, as measured in eight out of ten consecutive situations. During classroom activities, Jacob will remain focused on engaging in group activities, for about 10 minutes at a time each day, as measured for three consecutive weeks. |
Matthew Lee
Personal Information
Name
Matthew Lee
Age
Nine years old
Gender
Male
Ethnicity
Asian American
Birth and development
Matthew was diagnosed with Down syndrome at birth and autism at age 5. Ms. Lee describes Matthew as a quiet baby who would lie around for hours. He began crawling at 20 months and did not walk until he was almost 3 1/2 years old. Matthew would scoot around on his butt to move about the house. Most of the time, he would move himself to a place where he could be alone. He would entertain himself with shoes, socks, a blanket, and so forth; however, he was not interested in toys at all.
Family situation
Matthew has two siblings: Kathy, age 12; and Kyle, age 7. His brother Kyle surpassed Matthew when he was only 4 years old. Mr. Lee is a truck driver and is not home often. Ms. Lee volunteers at the school three to five times a week.
Type of ASD
ASD-NOS and Down syndrome
Individual needs
Matthew’s challenges are communication, impulsivity, and behavior that may include tantrums, aggression, and property destruction. These behaviors have made it difficult for Matthew to participate in activities with peers.
Educational Information
Grade level
Fourth grade
School history
Matthew was moved to a self-contained special education classroom due to his cognitive abilities and behavioral needs during second grade. Prior to this, he was in a regular education classroom. The decision to move Matthew to a more restrictive classroom was made in lieu of him being retained, with the goal to provide the individualized instruction needed to catch him up. Ms. Lee is adamant that he can catch up with his peers.
Academic and functional skills
Matthew is currently functioning at a pre-primer level. When Matthew entered kindergarten, he struggled to perform basic functions, such as matching, coloring, and counting, and he lacked the ability to hold a pencil or crayon. Ms. Lee often comes in to volunteer, at which time Matthew wants her attention. Teachers allow Ms. Lee to volunteer because it frees them from providing the one-on-one attention Matthew requires. However, this has presented problems with Matthew making academic, social, emotional, or behavioral improvements. The current individualized education program (IEP) team is asking the administration to place Ms. Lee in another classroom and wants to present a new plan to help him in these areas.
Communication skills
Matthew does not initiate or participate in any communication. Teachers feel the priority for improving his communication needs must include social communication, such as sharing a range of emotions with symbols; sharing intentions for joint attention by commenting on objects, actions, and events; or requesting information with various people and contexts.
Behavioral challenges
Matthew needs to work on his ability to request assistance with emotional regulation from others, respond to assistance across contexts, and respond to the use of language strategies across environments, rather than trying to communicate with tantrums, aggression, and property destruction.
Matthew recently began to throw his food across the table during lunch. Ms. Lee now sits with him alone. Teachers have realized that his acting-out behaviors are a way for Matthew to get what he wants. What he wants is to be alone; therefore, his behavior is being rewarded.
IEP goals
Behavioral: When given a directive, Mathew will regulate his behavior by increasing or decreasing his intensity of emotions more consistently, although adult guidance is sometimes necessary, as measured in eight out of ten consecutive situations.
Communication: When needing assistance, Mathew will initiate problem-solving strategies and seek adult help when necessary, as measured in eight out of ten consecutive situations. During classroom activities, Mathew will remain focused on engaging with his peers, for about 10 minutes at a time each day, as measured for three consecutive weeks.
Natalya Ramos
Personal Information
Name
Natalya Ramos
Age
Eight years old
Gender
Female
Ethnicity
Hispanic
Birth and development
Natalya was a full-term baby delivered with no complications. Natalya’s mother reported that, as a baby and toddler, she was healthy and her motor development was within normal limits for the major milestones of sitting, standing, and walking. It was not until age 3 that her mother described her as having difficulty communicating and not playing as other children in her age group. At 3 years, Natalya had not developed any words.
Family situation
Natalya is an only child. Mrs. Ramos was in her early 40s when she was born. Mr. and Mrs. Ramos are involved in Natalya’s school. Given that Natalya is an only child, she did not have opportunities to play with children until entering kindergarten.
Mr. and Mrs. Ramos own a business. They spend most of their time with Natalya and she is given whatever she wants. She is often absent from school and her parents have been questioned about her lack of attendance. However, Natalya throws fits every morning and they are not able to control her behavior to get her to come to school.
Type of ASD
ASD-NOS
Individual needs
Natalya communicates her needs by hitting, grabbing, and pushing. The students in her class are afraid to be around her. She eats all the time and is a bit overweight for her age.
Educational Information
Grade level
Second grade
School history
Natalya began receiving special education services when she was in kindergarten. Teachers have tried various strategies to get her behavior under control. Although her parents are involved in school, they lack the parenting skills to provide the structure Natalya needs at home.
Academic and functional skills
Natalya is bright and teachers feel if her behaviors were under control, she would make more progress academically. She is reading at a second-grade level, her writing is not legible, and her math skills are at a beginning first-grade level. She can get dressed, brush her teeth, and go to the restroom with minimal assistance. She enjoys using the computer and her parents provide her with educational games to work with at home.
Communication skills
Natalya communicates through nonverbal means, such as pointing, grabbing, and pushing. In class, she yells and is often off-task during class activities.
Behavioral challenges
Natalya displays self-stimulatory behavior in the form of rocking, hand-turning, and hand-flapping. She does not follow instructions, such as walking in line or working in centers, and is often difficult to control in the classroom.
IEP goals
Behavioral: When given a directive, Natalya will demonstrate more appropriate behaviors using pictures with occasional reminders or assistance from the teacher, as measured in eight out of ten consecutive situations. When given a daily schedule, Natalya will sustain attention to personally chosen or routine tasks until they are completed, as measured for three consecutive weeks.
Communication: When needing assistance, Natalya will use pictures to get adults to respond to her needs and wishes, as measured in eight out of ten consecutive situations.
Nathan Brooks
Personal Information
Name
Nathan Brooks
Age
Ten years old
Gender
Male
Ethnicity
Black
Birth and development
Nathan was born four weeks early and experienced some respiratory difficulties. Nathan’s mom, Mrs. Myers, reports that Nathan remained in the hospital for an additional four weeks after she went home. Nathan’s developmental milestones were all met with the exception of communication and playing with other children.
Family situation
Mrs. Myers remarried after Nathan was 3 years old. Nathan has a sister who is 5 years old. Mr. Myers is an electrical engineer. Mrs. Myers states that Nathan does not get along with her husband and has no contact with his biological father. She is the peacemaker and tries to keep Nathan occupied when Mr. Myers is at home, to keep the household from being chaotic. Nathan cannot be left alone in the same room with his sister; it is often a battle when they are around each other.
Type of ASD
Asperger’s syndrome
Individual needs
Nathan is a perfectionist, which causes him difficulty with his teachers, parents, and other students. He does not understand social cues or communication. Nathan throws fits when things do not go his way.
Educational Information
Grade level
Fourth grade
School history
Nathan has always been in regular education classrooms. He struggles to work with his peers, and they are often frustrated with his arrogance. He feels everything must be done his way. Nathan has been suspended several times due to his outbursts. He often argues with teachers. Nathan does well with teachers who are structured and have high expectations. This year has been especially frustrating, because Mrs. Myers feels he is bored with the work he is doing in class. She thinks it is apparent that the teacher is not prepared to work at his academic level.
Academic and functional skills
Nathan is extremely smart and often completes his work with great ease. However, he is a perfectionist and insists on rewriting, redoing, or changing his answers before he turns his assignments in. He overthinks everything beyond what is asked of him on any given task. Often, his progress reports reflect a failing grade due to his failure to turn in his work, because he fears doing something wrong. When he turns his assignments in, he has a behavioral problem if the teacher does not have something else for him to do, so she often encourages him to double-check his work. Nathan also tends to misplace or lose his work, which causes a tremendous amount of anxiety.
Communication skills
Nathan has a hard time communicating with anyone. He is often blunt and rude. Nathan argues constantly with adults and will throw things if he is frustrated.
Behavioral challenges
Nathan was recently suspended due to his outbursts in class. He has thrown chairs, desks, and schoolwork. He does not seem to understand the consequences resulting from his behavior.
IEP goals
Behavioral: When completing an assignment, Nathan will immediately turn in his assignment to be graded with an understanding that corrections can be made; mastery will be indicated by a passing grade of 85% or higher on his report card. When given an unknown assignment, Nathan will demonstrate a reasonable understanding of his abilities and limitations by regulating his behavior, limiting outbursts, tantrums, and aggression with occasional reminders or assistance from the teacher, as measured in eight out of ten consecutive situations.
Communication: When needing assistance, Jacob will initiate problem-solving strategies and seek adult help when necessary, as measured in eight out of ten consecutive situations. During classroom activities, Nathan will demonstrate an understanding that others have perspectives and feelings different from his own, as measured in eight out of ten consecutive situations.
Kimberly Wilkes
Personal Information
Name
Kimberly Wilkes
Age
Seven years old
Gender
Female
Ethnicity
White
Birth and development
Mrs. Wilkes says Kimberly had a normal childbirth and there were no complications. She did not begin to notice the developmental and communication delays until Kimberly was 12 months old. Kimberly has a cousin who is three months younger and Mrs. Wilkes began noticing that the cousin was progressing through her developmental milestones much faster than Kimberly. Mrs. Wilkes immediately requested assistance and Kimberly has been receiving educational support since she was 3 years old.
Family situation
Kimberly is an only child, which is difficult because she is used to being alone at home. Mrs. Wilkes does work but is available to take and pick Kimberly up from school every day. Mrs. Wilkes’ mom lives with her and is always with Kimberly. Mr. Wilkes works in retail and is often not home on evenings and weekends. Kimberly spends most of her time with her mother and grandmother. Mrs. Wilkes takes Kimberly to spend time with her cousin; however, Kimberly becomes aggressive and is not willing to share or play like most children her age.
Type of ASD
Severe autism
Individual needs
Kimberly must learn how to communicate her needs, especially when she becomes stressed or overstimulated. She also needs assistance with social skills and working or playing with her peers. It has been suggested that music therapy may be beneficial to Kimberly.
Educational Information
Grade level
First grade
School history
Kimberly has been in school since age 3. She has received early childhood services with a team of specialists to provide support for her autism. She was in a self-contained classroom during pre-kindergarten and kindergarten, with a student–adult ratio of 2:1. This year, the IEP committee feels she will be best served in the general education classroom. However, the team must ensure that they have a plan in place to provide Kimberly with the support she needs.
Her kindergarten teacher was structured. Kimberly always had a schedule for the day with a goal to reach for by the time she was taken to the bus. If she reached her goal for the day, she was given a choice, which would vary, but included things such as 15 minutes of sensory stimuli: playing on the computer, coloring, listening to music, or eating a healthy snack. Kimberly does not do well with any type of change, but has been successful with using video modeling and social stories.
Academic and functional skills
Kimberly can write her first name and the numbers 1–20. She also knows her colors. Her work in the classroom has been limited to station teaching, centers, and limited interaction with her peers.
Kimberly needs sensory integration strategies throughout the day, which has helped reduce her meltdowns. When she becomes overly stimulated, she will wring her hands, rock back and forth, and hold her hands over her face while tapping the right side of her face with her index finger. The teachers and paraeducators have done an excellent job of watching for these cues and providing support to eliminate these behaviors.
Communication skills
Kimberly usually makes requests using one or two words. However, on many days, she may not speak at all. She likes using pictures to communicate and may benefit from some type of communication device.
Behavioral challenges
On difficult days, Kimberly will begin rocking, screaming, and lying down on the floor crying.
IEP goals
Behavioral: When given a directive, Kimberly will regulate her behavior with occasional reminders or assistance from the teacher, as measured in eight out of ten consecutive situations.
Communication: When needing assistance, Kimberly will initiate problem-solving strategies and seek adult help when necessary, as measured in eight out of ten consecutive situations. During classroom activities, Kimberly will increasingly interact and communicate with peers to initiate pretend play scenarios that share a common plan and goal, for about 10 minutes at a time each day, as measured for three consecutive weeks.
Copyright 2019 by University of Phoenix. All rights reserved.
Copyright 2019 by University of Phoenix. All rights reserved.