ABC Analysis

PART I

Background Information School Name: Metro Junior High Date & Length of Observation: October 1, 2010 | 9:30 AM - 2:30 PM Behavior being observed: disruptive behavior during class

Setting Event

In the classroom, after the group has seen a film on expected behavior at school

Antecedent

1. Instructor gets group seated for a discussion of the school rules mentioned in film

2. Instructor begins reviewing the rules

Behavior

1. JP fidgets around and leaves his chair

2. JP speaks out of turn on unrelated matter

Consequence

1. Instructor asks JP to sit quietly and listen.

2.Instructor asks JP to pay attention

Hypothesis Student's primary purpose seemed to be to get attention.

Intervention

The process begins on the first day of the week. Students place their stamps in a special book. They are reminded that on Friday, the stamps will be traded for extra music time, games, movie choices or similar perks. They are also told that rule breaking or misbehavior throughout the week will result in the loss of a stamp. The book is an organizational tool that gives learners a framework to think about behavior and a way to remind themselves of personal conduct goals. The routine of preparing and reviewing the book becomes an anticipated group activity and a relaxed time to address behavioral matters. The stamp book also creates a concrete, weekly record of goals and accomplishments so students can chart their progress.

PART II

Background Information of Teacher School Name: Metro Junior High Date & Length of Discussion: November 5, 2010 | 12:00 - 12:30 PM Name of Teacher: redacted

Information from Teacher

The urban student observed for this behavior analysis, referred to hereafter as JP, is an 11-year-old boy. He is clever, energetic -- and clearly loves his teacher, Ms. V. Just as I was arriving for my initial observation, Ms. V was busily attempting to usher JP and her other students back into their homeroom. The rowdy group was returning from an assembly where they had watched a film about (of all things) appropriate behavior in school! My host, Ms. V, is a dedicated, dynamic and devilishly funny woman. She has been a special education teacher for over twenty-five years. The depth of her experience and breadth of her knowledge provided edifying comments and consequent changes to my ABC report. The warmth of her heart supplied insight into some of the larger matters that must be considered when analyzing the behavior of exceptional learners.

Changes to Intervention Plan

Based on my meeting with Ms. V, this report is substantially improved with two modifications. First, all data in the "Behavior" section is restricted to accounts of decided misconduct -- as opposed to difficulty with language or expressions of personality. Secondly, information in the "Setting Event" section is to be described in greater detail. This includes information on atypical school events scheduled the same day as my visit and notation of shifts in class activity and people placement.

Reflection on Meeting with Teacher

This report's suggested intervention of starting each week by ceremoniously awarding all learners with four classroom privileges -- represented by the placement of colorful stamps in student stamp books -- is judged by Ms. V to be a sound method. It is viewed as an effective teaching strategy and organizational tool. However, Ms. V cautions that analyzing the behavior of exceptional students is an extremely difficult task. Witnessing the veteran educator pull her hair to the sides and dramatically bemoan the onslaught of gray, I conclude it is a task that does not get easier with time.

Stressing that children are always growing, learning and changing, Ms. V compares the ability to correctly assess when and how an intervention should happen, to the skill of walking a tight-rope. Each day, she explains, the instructor performs a balancing act of permission, penalty and priorities. Although students are learning to behave appropriately, they are also learning to express themselves and communicate. The learner must not be chastised, but rather, consistently encouraged in the expression of thoughts and feelings. Ms. V says successfully walking the tightrope of behavior intervention requires two things: a steady focus on individual student goals, and the setting of flexible parameters instead of rigid rules. After a quarter century of teaching exceptional learners, Ms. V shared a philosophy that emphasizes promoting growth, not preventing behavior. "I'm not so much interested in what rules were broken or what happened," she offered, "I'm interested in how the student handles it."

PART III

Background Information of Parent School Name: Metro Junior High Date & Length of Discussion: November 5, 2010 | 6:30 - 7:00 PM Name of Parent: AP

Information from Parent

AP is an unmarried, 32-year-old, White male. He has two remarkably charming children: a 7-year-old daughter who likes to read, and a 9-year-old boy with ASD who is fascinated with science. Both children report that they enjoy school and have had no significant behavioral difficulties. AP assessed this ABC field research to be a straight-forward, clearly written analysis with a credible intervention strategy.

Parent Additions / Suggestions to Intervention Plan

AP had no additions or suggestions except to say that the changes made after my follow-up meeting with Ms. V were necessary for clarification and completeness.

Reflection on Meeting with Parent

AP had limited knowledge about the ABC analysis and very few comments. His answers to a brief questionnaire give a bit of background data: no, he is not familiar with the phrase "ABC" as it applies to functional behavior analysis; yes, he appreciates the concept of preemptively eliminating things that can trigger disruptive behavior; no, his children have not experienced behavior problems or this type of analysis. (REDACTED) Asked if his family has ever encountered prejudice or cultural discrimination in connection with receiving special education services, AP expressed worries about the issue, but said there had been no such experiences. While he feels satisfied with the schools his children currently attend, AP is of the opinion that his son was being better served at a very, very small school in the rural southern Minnesota town where his family lived before moving to the Twin Cities.

The most significant aspect of my interview with AP was the behavior of his children during what was for them, a lengthy meeting. Though both children were constantly coming over to hug and hang on dad, draping themselves across his chair or crawling into his lap -- Dad seemed to instinctively know when he could carry on with our conversation and when he had to stop and give the children his full attention. As AP was walking that tight-rope described by Ms. V, I was reminded that every student behavioral analysis must begin with an observation of the child as a unique and precious individual.