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Students’ Behavior Assessment

Students’ Behavior Assessment-Quarterly Reporting Exercise

Much of the Behavior Specialist’s job responsibilities include reporting on student’s progress on their behavioral goals and objectives for quarterly meetings. Below include a graph, contributing factors, and the data. Using the information provided by the graph, independent variables, and data write the strengths and weaknesses for the student’s quarterly treatment plan report.

Date	Independent Variables
5/9/2013	Started New Program in which Student A was reinforced with token for transitioning from room to room. Once Student arrived at room he received a reinforcement.
7/31/2013	Program was modified and “nice hands” was added to token reinforcement, student was to have “nice hands” during transitions to receive his token.
8/26/13	Zoloft Medication was added
9/2/13	New Teacher in his classroom
11/20/14	“Nice hands” was removed from reinforcement component for transitions and program returned to the program of 5/9/2013.
Other notes: The primary function of Student A’s behavior is gaining adult attention. Commenting on the student’s behaviors have been noted in student’s functional behavior assessment to increase behaviors. Student A has had fairly consistent staff from September to January.

GOAL:Student A will increase appropriate behaviors by 25% as measured by decreasing episodes of physical aggression, fecal smearing, inappropriate urination, and removing clothing. Benchmark/Short term Objectives	Baseline	Q1 2/1/2014	Q2	Q3
Student A will decrease episodes of physical aggression to an average of 30.6 episodes or less per week for 4 consecutive weeks.	40.8	21.4-Met
Student A will decrease episodes of fecal smearing behaviors to an average of 2 episodes or less per week for 4 consecutive weeks.	2.6	1.6-Met
Student A will decrease episodes of inappropriate urination to an average of 4.5 episodes per week or less for 4 consecutive weeks.	6	2.8-Met
Student A will decrease episodes of removing clothing to an average of 4.8 episodes or less per week for 4 consecutive weeks.	6.4	3.3-Met

Quarterly Review 2:

Strengths:

Weaknesses:

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Students' Behavior Assessment

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