Behavioral Case Study: LR

Gina Caroddo
Education 7676T, Learning Environments for Students with Disabilities
Professor Stephanie Durham
July 8, 2012

Table of Contents
PART II: FUNCTIONAL BEHAVIOR ASSESSMENT................................................5
General Information................................................................................................................5
Reason for referral...................................................................................................................5
Identification of Problem Behaviors.......................................................................................5
Description of Behavior...........................................................................................................5
Contextual factors contributing to behavior..........................................................................5
Observation Techniques Employed.........................................................................................6
Hypothesis about general conditions under which behavior usually occurs........................6
Possible Consequences serving to monitor problem behavior..............................................6
Behaviors that can be substituted...........................................................................................6

PART III: BEHAVIORAL INTERVENTION PLAN..................................................14

Strengths of student:..............................................................................................................14
Definitions of target behaviors:.............................................................................................14
How data is to be collected:...................................................................................................15
Previously Implemented Interventions and resulting effectiveness:...................................15
Problematic Behaviors:..........................................................................................................15
Description of the behavioral changes expected:.................................................................16
How the success of the interventions will be measured:......................................................16
Schedule for Review:..............................................................................................................16
Provisions for Home Coordination:......................................................................................16
Crisis Management Plan:.......................................................................................................17
II. Group Work.......................................................................................................................18
III. Case Study........................................................................................................................19

PART I: STUDENT PROFILE

Students name: LR
Birthdate: 02/22/09
Birthplace: Brooklyn, NY
Current home:
537 18th Street, Brooklyn, NY 11215
School: Rorys Room Preschool, Brooklyn, NY
Home environment: Lives with mother, father and one brother (age 6)
Age when beginning preschool: 2 years 7 months

General outline of behaviors:

LR began showing the following behaviors within the first month or two of school:

Difficulty sitting still during circle time; getting up, moving around
Asking to use water fountain repeatedly then, when given water, simply allowing the
water to run over her tongue and not drinking
Pushing her body against the wall while in circle time, as if to test her limits or
boundaries of her body
Tonguing behavior-using her tongue repeatedly to lick around her mouth as if there was
something there that was bothering her
Licking toys

Because of some of the previously mentioned behaviors, LR has needed to sit on a teachers lap
during circle time in order to not create a disruption. Her teacher has noted that she exhibits
frustration, sadness and tantrums when limits are placed on her behavior.
LR has been evaluated in five areas (educational, psychological, occupational, physical and
speech) and Occupational Therapy has been recommended to help her regulate her sensory input
needs. These needs and the behaviors they are creating are affecting her ability to be successful in
the classroom environment.

Strengths:
LR has an above-average level of intelligence. Her verbal skills are very good, and she is very
focused when working on any type of art project.

Weaknesses:
LRs in-class oral behaviors are making it hard for her to maintain good relationships with other
children at school.

Family history:
Father had significant speech delay in childhood (until approximately age 3). Childbirth: Normal,
no complications

PART II: FUNCTIONAL BEHAVIOR ASSESSMENT

General Information
Students name: LR
Date of birth: 2/22/09
Age: 3 years 4 months
School: Rorys Room (preschool)
Grade: Preschool
Examiners name: Gina Caroddo
Dates of Observation: 6/8/12; 6/11/12; 6/13/12
Reason for referral
Source: Head teacher of preschool, owner of preschool
School wants to identify possible issues LR may have that are making school and socialization
more difficult than they have to be. Also there are safety issues (other children getting hurt).
Brief history: Behaviors began within a month or two of start of school (October-November
2011), according to her teacher.
Identification of Problem Behaviors
Tonguing and other oral behaviors, spinning, bumping or falling into other students, safety
concerns. Also, one instance of trying to push another child down stairs (interrupted by teacher).
Description of Behavior
Observation took place at LRs school on the dates 6/8, 6/11 and 6/13. School is a private
preschool.
The size of the class ranged from 9 13 students on the days the observations took place.
Duration of the observations ranged from 1 3/4 hours to 2 1/4 hours each.
The classroom activities being observed were music, circle time, playground/outdoor time, and
transition times.
Behaviors observed were: multiple requests to go to water fountain during circle time (where she
would run water over her tongue instead of drinking it), tonguing (a book), rolling tongue over
outside of mouth (observed many times), pulling on and playing with her tongue or lips (observed
many times). She also appeared restless during circle time (often moving around) and was
observed pushing her body against the wall during that time.
See attached scatterplot for frequency counts, and ABC forms for breakdowns of antecedent,
behavior and consequence.
Contextual factors contributing to behavior
During downtime, not during activities like art or other table projects

Observation Techniques Employed

Frequency count.
Hypothesis about general conditions under which behavior usually
occurs
Function of the behavior:
Many of LRs behaviors seem to be rooted in her sensory needs. This is supported by classroom
observations of tonguing, other mouth play, and body movements (pushing against wall,
observation of little personal space).
This hypothesis is also supported by information supplied by the parents. LR has been observed
licking mirrors in the home, thumb sucking, and during swim class she does not observe personal
space between herself and other children (example: pushes her body into them while at poolside).
What evidence confirming this hypothesis is available from successful or unsuccessful
behavior interventions attempted?
Having LR sit on a rubber dot did help her sit still during circle time for a day or two but did
not help after that. Using the rubber dot, however, did not stop her getting up repeatedly to run
water over her tongue at the water fountain.
Giving LR soft plastic bracelets or necklaces did help LR stop tonguing behaviors (running
tongue over lips, playing with tongue, licking objects), also for a day or two. It seems that having
sensory outlets does help her but that she needs to be using a sensory gym and be working with
an OT therapist to give her the assistance she needs. The school also used a bumpy seat to give
LR another outlet for her sensory needs and her teacher mentioned that it does seem to help her
sit still.
Possible Consequences serving to monitor problem behavior
Time outs, verbal warnings and redirects have all been used to monitor LRs behaviors. Redirects
and verbal warnings have been used most successfully in the classroom, according to her teacher
(a time out was necessary for the incident in which she tried to push another child down the
stairs; she calmed down), however, for the other behaviors listed here, verbal warnings and
redirects have been more appropriate.
Behaviors that can be substituted
Chewing on chewy bracelet or necklace, have her sit on her bumpy seat during group activities.
It is highly recommended that LR continue receiving occupational therapy to help with her
sensory needs.
IEP can be revisited at the end of the school term to monitor and check progress. A second formal
interview with the teacher can also be done (in addition, not in place of).
Parents will have the opportunity to review progress during parent-teacher conferences (once
each term).

Scatterplot
Student:_______LR_________________________ Grade: _Preschool_

School: _Rorys

Room_________
Date(s): _6/8; 6/11; 6/13_____ Observer: __Gina
Caroddo_________________________________________
Behavior of Concern: _Tonguing (objects, other students, water
play)________________________
Additional relevant information:
____________________________________________________________________
Setting or Class
Times or Day/Date Day/Date Day/Date Day/Date Total Times
Interval
Observed
6/8
6/11
6/13
Drop-off and free play 8:30-9:30
Circle

9:30-9:45

IIII

Snack

9:45-10:00

II

Art/music

10:00-10:45 IIIII III

II (art)
(music)
Group
10:45-11:45 III
III
projects/Outdoor time
(outdoors) (outdoors)
Storytime
11:45-12:00

III (art)

13

IIII
(outdoors)
III

11

Lunch

12:00-12:40

IIIII

Nap

12:40-2:30

Table toys

2:30-3:15

Snack

3:15-3:30

Free play and pickup

3:30-4:00

Observation Notes
(e.g., specific circumstances under which the behavior occurred, particular antecedents that triggered
the behavior, times/conditions during which the behavior does not occur, patterns observed, etc.)
LR doesnt ask to use the water fountain repeatedly at the playground (maybe as its less accessible
than the one in school?). She definitely had more interruptions for water play and more tonguing
during music, and less during
art._______________________________________________________________________________
____________________

__________________________________________________________________________________
___________________

Interview subject: Jessica Glickman

Title: Head teacher, Rorys Room (preschool)
Date: 6/17/2012
Concern has been expressed about LRs behavior, specifically tonguing (objects and other
students); tripping/falling into other students. We are gathering information for the purpose of
identifying possible reasons for the behavior so that we are able to develop and recommend
appropriate interventions.

1. In what specific settings or under what conditions do you observe the behavior?
"Tongue-ing" can happen at any time of the day- free play, circle, projects, physical activities,
etc.

2. Are there settings, conditions, or situations in which the behavior does NOT occur?
No. Seems to happen whenever, though happens much less frequently during art.

3. Characterize your observation of the frequency, intensity, and duration of the behavior.
In the beginning of the school year it seemed to happen a lot more than it
does now. She is receiving OT services now, which seems to have a positive impact. In the
beginning tonguing and other oral behaviors (pulling on lips and tongue) would happen
throughout the day, all day. Now it is more sporadic through the day.

4. Who is present when the behavior occurs?

Teachers and other students

5. Which of these, if any, typically precede the behavior?

Directive or request from authority
Unstructured setting
Either can precede the behavior

6. Describe the activity or interaction that takes place just prior to the behavior.
Does not seem to be specific to anything.

7. Which of these, if any, typically immediately follows the behavior?

Behavior is socially reinforced by peers
Is removed from the setting
Consequence
No consequences or behavior is ignored
It depends on what she is doing with her mouth. If she puts her mouth on a toy, a child, etc
then there is feedback or removed from setting. If she is putting her hands in mouth, sticking
her tongue out etc., we try to replace with a chew toy.

8. Describe the typical result of the behavior and consequence of it.

Same answer as to number 7.

9. Are there other behaviors that usually occur along with the problem behavior?
Her sensory needs go beyond oral. There is also spinning, hand flapping, constant need to
move around. This also often tires her out and she often needs to take rests during the day.

10. What positive reinforcers have you used with this student and how effective were they?
We try to help her with her physical needs. We play one-on-one physical games in order to
get her body moving before her body needs to spin etc. For example, throughout the day I
will take LR into the hallway to run, jump, and wheelbarrow walk. This focuses her body and
mind and it helps her sit during activities like circle time.

11. What negative consequence have you used with this student and how effective were they?
Negative consequences are not typically effective with this type of situation.

12. For what reasons might the student be showing this behavior? (e.g., to get, control, or avoid
something)
Its definitely her sensory needs.

13. In your opinion, what would be an acceptable way for the student to achieve the same
outcome?
She needs outlets for her body through sensory activities and sensory toys.

14. Do you feel that this student does not know how to achieve his needs using appropriate
behavior (cant). Or, does the student know how to behave differently, but consistently
chooses not to (wont)?
I think she is learning how to get her physical outlets met. This at the moment
is either with her teachers or at her OT appointments outside of school. It isn't currently
achieved by the student solely.

15. What other insight can you offer about this student or the behavior that might assist us in
developing appropriate, effective interventions? (sleeping habits, other patterns?)
I think we're on the right path with LR. I do however believe that the OT should also be in the
classroom.

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Interview subject: JR
Title: LRs mother
Date: June 14, 2012
Concern has been expressed about LRs behavior, specifically tonguing (objects and other
students); tripping/falling into other people. We are gathering information for the purpose of
identifying possible reasons for the behavior so that we are able to develop and recommend
appropriate interventions.

1. In what specific settings or under what conditions do you observe the behavior?
At home: In between activities (TV watching, drawing, painting). Often when there is
nothing to do.
Mother has observed that she doesnt observe much personal space between herself and
other children during swim class (gets in other childrens face) and that she
occasionally licks a mirrored wall. She hasnt been observed by her mother tripping or
falling on other people, though.

2. Are there settings, conditions, or situations in which the behavior does NOT occur?
When immersed in an art project.

3. Characterize your observation of the frequency, intensity, and duration of the behavior.
Tonguing is often: 10 15 times per day. Licking mirror occasional (once a day, once
every 2 days)

4. Who is present when the behavior occurs?

Mother, father, or brother

5. Which of these, if any, typically precede the behavior?

Yes: Directive or request from authority
Yes: Unstructured setting

6. Describe the activity or interaction that takes place just prior to the behavior.
A request is made of LR to stop doing something and she responds with tonguing.

7. Which of these, if any, typically immediately follows the behavior?

a. She receives verbal instruction to stop tonguing or a redirect from parent if she
tongues the mirror or puts objects in her mouth.
b. She is removed from the setting if she has been tonguing/licking her older
brother
c. Her mother thinks that her behavior may occasionally be reinforced by her older
brother (if he thinks the behavior is funny; e.g., licking the mirror)

8. Describe the typical result of the behavior and consequence of it.

Removal from the situation (carried away from brother)

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9. Are there other behaviors that usually occur along with the problem behavior?
Yes: Sucking thumb, spinning

10. What positive reinforcers have you used with your child and how effective were they?
None

11. What negative consequence have you used with your child and how effective were they?
None

12. For what reasons might LR be showing this behavior? (e.g., to get, control, or avoid
something)
Sensory needs

13. In your opinion, what would be an acceptable way for LR to achieve the same outcome?
Dont know/not applicable

14. Do you feel that your child does not know how to achieve his needs using appropriate
behavior (cant). Or, does he/she how to behave differently, but consistently chooses not
to (wont)?
Definitely does not know how to satisfy sensory needs (cant)

15. What other insight can you offer about your child or the behavior that might assist us in
developing appropriate, effective interventions?
Sleeping and eating habits are good. Tonguing and other oral behaviors seem to be
happening when she doesnt have anything to do or is tired or nervous. She also
continues to suck her thumb when tired or perhaps bored.

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ABC Observation Form

Antecedent-Behavior-Consequence

Student:____LR_________________________ Observer:__Gina Caroddo_____________________

Dates: 6/8; 6/11

Behaviors of Concern: Interruptions for mouth/water play ;

not observing sufficient personal space____________________________________________________

DATE: 6/8/12
TIME: 9:30-10:45 AM

DATE: 6/11/12
TIME: 10:00 10:45 AM

Context of Incident: LR is in circle time with 9

LR is in music class with 11 children, 1 music
other children and 2 teachers for 15 minutes, from teacher, and 2 other teachers for 45 minutes.
9:30-9:45AM.
Antecedent: The students are going over the
schedule for the day; students are talking about
the next items on the calendar (snack, then art).

The students are singing a song with the music

teacher.

Behavior: LR tells a teacher she wants water. She LR pushes the side of her body against theirs. The
proceeds to go to water fountain and runs water other child pushes back then slides farther away.
over her tongue and doesnt drink the water.
Consequence: LR is apart from her classmates
and their activity (social consequence).

LR is corrected by one of the teachers (not the music

teacher) and told to move away from the other
student.

Comments/Other Observations: This happened 2 Comments/Other Observations: Teacher mentions

3 times during circle time; teacher comments say that she also pushes her body against the wall and
she does this as many as 3 times during a typical sometimes gets uncomfortably close to the other
circle time.
students (they move away or tell her they dont
What she is gaining is fulfillment of her sensory
needs. However, she is losing social and activity
time with her peers in the process.

She is gaining satisfaction of a sensory need possibly,

but losing a positive social experience with a peer.

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PART III: BEHAVIORAL INTERVENTION PLAN

Name: LR
Age: 3 years 4 months
School: Rorys Room Preschool
Date Written: June 26, 2012
When will the intervention start?
When and where will the intervention take
place?

7/2/12
Preschool, 3 days per week (Mondays, Tuesdays
and Fridays, when student is in attendance); 9am4pm
Who will be responsible for carrying out this Head teacher (Jess Glickman); teachers (TG, SB,
intervention plan?
BE)
Support provided by occupational therapist (V.
Khan)
What (if any) special instructional or
Recording logs, sensory gym (for support from
behavioral program materials/resources or
occupational therapist)
training is needed for this intervention?

Strengths of student:

LR has good verbal skills and above average intelligence.

She loves hands-on activities including art projects (especially fingerpainting or anything
similarly sensory) and gardening.
LR is very willing to participate in group activities.

Definitions of target behaviors:

1. Oral behaviors:
a. Licking (interactive-involving either other students or objects)
b. Mouth play (non-interactive)
c. Interruptions in circle time to ask to go to water fountain to run water over
tongue
2. Falling or bumping into other students
According to her teachers, LR makes multiple requests to go to water fountain during circle time,
where she runs water over her tongue instead of drinking it. She also tongues objects and other
students and engages in mouth play, rolling her tongue over the outside of her mouth (observed
many times), pulling on and playing with her tongue or lips (observed many times).
Only some of LRs behaviors cause disruptions in classroom activities, but her falling and
bumping could cause other children to be injured. Also, all of her behaviors, if they continue, will
make it more difficult to get along with her classmates.

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How data is to be collected:

LRs head teacher will record numbers of occurrences on recording logs and calculate weekly
tallies for a period of one month.

Previously Implemented Interventions and resulting

effectiveness:
Having LR sit on a rubber dot did help her sit still during circle time for a day or two but did
not help after that. Using the rubber dot, however, did not stop her getting up repeatedly to run
water over her tongue at the water fountain.
Giving LR soft plastic bracelets or necklaces did help LR stop tonguing behaviors (running
tongue over lips, playing with tongue, licking objects), also for a day or two. It seems that having
sensory outlets does help her but that she needs to be using a sensory gym and be working with
an OT therapist to give her the assistance she needs. The school also used a bumpy seat to give
LR another outlet for her sensory needs and her teacher mentioned that it does seem to help her
sit still.
Time outs, verbal warnings and redirects have all been used to monitor LRs behaviors. Redirects
and verbal warnings have been used most successfully in the classroom, according to her teacher
(a time out was necessary for the incident in which she tried to push another child down the
stairs; she calmed down), however, for the other behaviors listed here, verbal warnings and
redirects have been more appropriate.

Problematic Behaviors:
Behavior #1: Licking other students or objects
Baseline
Function of the Behavior
Replacement Behavior
Interventions

Goals

LR has been observed licking other students or classroom objects on

average 8 times per day.
Relieves/addresses oral sensory needs. LR does not know other
ways to satisfy her oral sensory needs.
Chew on chewy bracelet or necklace. This will make her sensoryseeking behavior more socially appropriate.
A. Her teachers have been advised to use verbal redirects and
offer a chewy bracelet or necklace in the classroom
environment to help her satisfy her oral needs and redirect
her behavior.
B. LR will continue to attend sessions with an OT therapist 2
times per week in a sensory gym environment.
C. As a prophylactic measure, one of her teachers will take
her out into the hall before group activities and have her run,
jump, and do a wheelbarrow walk for 5 minutes before the
activity to help her focus and calm her mind and body.
Reduce licking to 1-2 times per week within a period of one month.

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Behavior #2: Repeat interruptions in circle time to run water over tongue
Baseline
Function of the Behavior
Replacement Behavior
Goal

LR has been observed asking to go to the water fountain and then

running water over her tongue (and not drinking) on average 10
times per day.
Relieves/addresses oral sensory needs. LR does not know other
ways to satisfy her oral sensory needs.
Chew on chewy bracelet or necklace. This will make her sensoryseeking behavior more socially appropriate.
Reduce water play to 3-4 times per week within a period of one
month.

Behavior #3: Bumping/falling into other students

Baseline
LR has been observed bumping into or falling on other students on
average 6 times per day.
Function of the Behavior
Possibly indicates imbalance in vestibular system?
Replacement Behavior
LR will observe an appropriate amount of personal space between
herself and other students.
Interventions
A. Verbal redirects from staff, move her body apart from that
of other students
B. As a prophylactic measure, the head teacher will take her
out into the hall before group activities and have her run,
jump, and do a wheelbarrow walk for 5 minutes before the
activity to help her focus and calm her mind and body.
C. LR will continue to attend sessions with an OT therapist 2
times per week in a sensory gym environment.
Goal

Reduce bumping or falling into other students to 1 or 2 times per

week within a period of 1 month.

Description of the behavioral changes expected:

Less frequent interruptions in circle time to run water over tongue, less frequent licking of other
students and classroom objects; less frequent bumping or falling into other students.

How the success of the interventions will be measured:

If the number of instances of licking and interruptions to run water over tongue decrease to the
goal levels listed above over a period of one month, the interventions will be considered
successful.

Schedule for Review:

IEP reviews are scheduled every 3 months during the school year but a parent-teacher conference
will be scheduled in one month. At that time LRs behaviors and the success of interventions will
be assessed.

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Provisions for Home Coordination:

Parents will continue to take LR for appointments with an OT therapist in a sensory

gym environment 2 times a week.
Parents can do wheelbarrow walk or running and jumping before group activities to
provide LR with an outlet before the activity begins (e.g., swim class). Parents will
continue to take LR to swim and art classes to provide her with physical and creative
outlets.

Crisis Management Plan:

Because of her age, a crisis management plan is not completely necessary for LR (she is just
learning self-regulation, and most of her sensory-related behaviors are not really hurting anyone
besides herself. However, her school does have a three strikes and youre out policy, in which a
child is sent home after 3 instances of pushing or hitting. If her behaviors do expand to these, that
policy will be enacted.

17

PART IV: SELF-ASSESSMENT

I. General
The most challenging issues I had coming into the class was how to manage students who
hit, and managing students who have trouble sitting still.

What was the most challenging content for you to address during the course?

The content from the second IRIS module on behavioral interventions is pretty tricky. Its
hard to figure out the differences between a DRL, a DRO, and a DRI. Also, determining
behavioral strategies to use depending upon the situation or issue can be difficult.

Looking back from when you walked in three weeks ago, what have you gained from
this class?

Ive acquired a lot of strategies that should help me in helping LD students to learn. I
already had some understanding of certain learning disabilities, but strategies are most
important in setting up and running a classroom so that LD students can learn/do their
work. For example, for elementary students who have trouble staying in their seats, I
used the tactic of giving them post-it notes with question marks on them so that the
students learned to periodically ask themselves Where should I be right now? This
method was successful for me but I think it would have been more successful if I worked
consistently with the same group of students (I work as a substitute teacher.)
Also, its extremely useful to know how to document behavioral issues in FBAs and
BIPs, and to approach them with a scientific perspective (collecting baseline data,
forming hypotheses, etc.). The scientific method seems sensible for determining how to
get students to behave in the classroom, which will hopefully allow them, and other
students, to learn.
I already knew before coming into the class that sometimes its fine to allow a student
with OT issues to move around and not make them sit in their seats all day. Taking the
class confirmed that belief.

II. Group Work

My group worked very well together. We immediately chose the sections of the assigned
chapter that each of us wanted to report on, then met to share ideas on the presentation
and to divide up the work a little more fairly (some of us had longer sections than others).
Everyone in the group contributed fairly. There was no problem either getting anyone to
volunteer to put the individual work together in the PowerPoint presentation.
I was mostly satisfied with the presentation but my notes fell into the space behind the
CPU of the computer and I had to work without them. I dont like to put every single
detail in the PowerPoint presentation itself, instead using the notes to remind myself of
particulars, but this time I had to work without them (I put some of them back in for the
presentation that I e-mailed as it wouldnt have shown all our topics and details).

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I think everyone in our group deserves the same grade for the presentation. We worked
together fairly, as stated above.
Aside from what I learned from doing my own group presentation on Solutions for
Chronic Behavior Problems, I learned a great deal from the presentation on Chapter 8,
Verbal Interventions. The group presentation was really thorough and the activities were
good ways to reinforce the material from the chapter. I also learned a lot from the chapter
about learning environments as well (Erols part especially was well-done.)

III. Case Study

I benefited greatly from the assignments aside from the case study. For instance, the
modules from the IRIS website were really, really useful. Also, the work we did on
making successful transitions was helpful, as classroom transitions are so critical to
maintaining flow and order.
I think I should receive an A for effort, and an A for the research and work on my case
study.
What did I learn from doing the case study? I learned how to approach behavioral
problems in the classroom scientifically (gathering and analyzing data to form a
hypothesis; working step-by-step). I also learned who contributes to Behavioral
Assessment Plans.
I think the constant group work was the most useful thing in this course, aside from the
content. The small group discussion model allows students to get other perspectives and
perhaps do some deeper level thinking than can be achieved by self-study. Also, the
textbook is a great resource on classroom management.
The least useful thing? I think everything presented in this course was useful. There
should be more emphasis on behavioral management in all education programs. Without
proper behavior management, there can be no learning in the classroom.

19