Matias

Case Study

Case Study Part II: Johnny

Kim Matias
California State University, Long Beach
Matias Case Study

Abstract

Johnny is an eleven-year-old student 6th grade student in a SUCSESS class in the Long Beach
Unified School District. He is a student with autism and was selected for a two-part case study in
order to create a Behavior Intervention Plan. The first part of the case study introduced Johnny,
his behaviors, and possible interventions. This final part of the case study will have an evaluation
of the plan. This Case Study determined that the intervention was successful.
Matias Case Study

Identifying Information

Name: Johnny Junior Dates of Assessment: 10/13/16- 12/7/16

Gender: Male District: LBUSD, Middle School
Birthdate: 01/01/05 Placement: SUCSESS Program
Age: 11 Eligibility: Autism/Autistic Like
Grade: 6 Language: Khmer/English

Summary of FAA

Johnny is a 6th grade student at Hoover Middle School. He was diagnosed with autism at

the age of three and has participated in Special Education classrooms since then. His current

placement is in a SUCSESS program for the district. He lives with his mother and father along

with two younger siblings.

It was determined that the behavior of concern is: When sitting, Johnny will grab the

nearest object and throw it in any direction. He will also use his arms and hands to swipe away

anything within reach off the table. When standing, he will project himself toward any flat

surface with object(s) on it and swipe it to the floor using his hands. Data was taken to

determine that the behavior occurs at an average 8 times a day ranging from 0 times a day to 22

times a day over the course of 16 days. The behavior ranges from moderate to severe intensity

and will last from 30 seconds to 2 minutes. Interviews were conducted with the parent, former

teacher, a speech therapist, and some of the instructional aides in his classroom. Observations

were done, as well as a review of records and environmental analysis. All sources used to

analyze Johnny determined that Johnny exhibited three problem behaviors, but his throwing

behavior was the most pressing.

The original hypothesis for the function of the behavior was to escape an immediate

demand and/or avoid transitioning into another task. It was determined later on that the function

of the behavior may be: Johnny is seeking attention because he is still learning to appropriately
Matias Case Study

seek adult attention when he needs a break, needs more time, or use the bathroom. The following

functionally equivalent replacement behavior (FERB) was given to Johnny: When frustrated,

Johnny will request for a break or more time using his AAC Device instead of engaging in

maladaptive behaviors in at least 80% of opportunities throughout the school day.

For more detailed information regarding Johnnys behavior and past, please refer to Case

Study 1.

Plan Evaluation

Only one intervention was chosen for this Case Study, Functional Communication

Training (FCT). FCT addresses the problem behavior and Johnnys need to use his

Augmentative and Alternative Communication Device (AAC). In the plan development stage, it

was optional to provide training to staff members in order to use Johnnys Proloquo2Go, an app

on his iPad to help him communicate. It was also suggested by a speech therapist that the staff

members use the AAC to ask Johnny the questions. Due to resource constraints, these two were

not implemented.

Data collection for this intervention went by quite smoothly. Staff members in Johnnys

classroom collected data on a daily basis. This data collection remained consistent throughout the

intervention. However, in Graph A, there is a noticeable increase in throwing behaviors and

decrease in the FERB and number of opportunities for Johnny to use the FERB on two dates.

The students came back from a week long vacation on November 28, 2016. Unfortunately, the

parents, while aware of the intervention, were not asked to follow through at home during the

break. This lack of communication may have caused regression in Johnny. December 5th was a

Monday in which many students exhibited problem behaviors. Throughout the intervention,

there were days in which data collecting was not the priority. Student behaviors may have
Matias Case Study

distracted staff members from accurately taking data and/or give Johnny enough opportunities.

Data tracking and intervention implementation was difficult for these two dates. Communication

between the school and the parents started on 11/29.

Data was collected from October 13, 2016 to December 6, 2016. The intervention was

implemented on November 7, 2016. Data collection was between 9:35AM to 11AM and 1:05PM

to 3:40PM. Between 11AM and 1:05PM are Lunch and A.P.E., as well as fun activities.

Graph C shows the number of times Johnny exhibited his problem behavior during data

collection. The trend line shows that the behavior decreased. The average number of times

Johnny had problem behaviors prior to the intervention (10/13-11/7) was 5.9 times a day. The

average during the intervention (11/7-12/7) was 2.8 times a day. In total, the average number of

times Johnny exhibited his problem behavior throughout the entire intervention was 4.4.

On top of data tracking, the environment had to be manipulated so that Johnny would

have an increase in the number of opportunities to use the FERB. While this was communicated

to the staff early in the intervention, it was not implemented as planned until a week after the

intervention started. The staff would take data during the day, but the opportunities were limited.

As shown in Graph A, there was an increase in opportunities starting on 11/10. In order to elicit

the proper behavior, the staff would do several things. In order to have Johnny associate using

the bathroom and his AAC device, the staff would have Johnny stand next to the bathroom and

ask him, Do you need to use the bathroom? Can you show me your answer on the iPad? This

was done for almost two weeks. Starting on 11/28, Johnny was asked this question inside the

classroom. Similar strategies were used to teach Johnny how to request for a break during longer

tasks. Every time Johnny used the FERB, he was immediately praised and then given the request.
Matias Case Study

Overall, Johnnys response to the intervention was very positive. Teaching Johnny the

necessary steps in order to request for a break, more time, or the bathroom was far easier than the

staff previously thought. However, during the teaching step of the FCT, the staff started to see a

different function of his problem behavior. We originally thought it was to escape an immediate

demand and/or avoid transitioning into another task. However, as the student learned how to

request for attention on his AAC device, we began to wonder if this hypothesis was correct. As a

team, we gathered and talked about it. We concluded that while our original hypothesis might be

correct, there might be another function of the behavior that was not an escape. Upon further

review of the predictors and supports of the problem behavior, we began to think that Johnny

was seeking attention because he was still learning to appropriately seek adult attention when he

needed a break, needed more time, or needed to use the bathroom. Please see Lines 5 and 6 of

the attached BIP.

Currently, this intervention is still in the Environment Manipulation step. Staff are still

manipulating Johnnys environment to elicit the appropriate behavior.

Recommendations

There were very few challenges faced during this intervention. However, there is a

recommendation. Due to the staffs lack of communication with the parents, Johnny had a small

regression period. It would be recommended that this and other interventions be shared

immediately with parents to help hasten the generalization of the FERB. According to the

parents, it was only after 11/28 did the parents follow through and used the interventions at

home.

While Johnny has shown that he is capable of using his AAC device to request, he is still

learning when to use his AAC device. This intervention is not ready to be faded. While there has
Matias Case Study

definitely been a decrease in the behavior, this could still be attributed to the manipulated

environment. It might be prudent for staff to implement an A-B-A-B design. Staff would take

away the opportunities in which they present Johnny to use the FERB. Doing so will allow us to

see if Johnny has been far too reliant on the created opportunities. However, due to Johnnys

disability, this intervention may take a lot longer than two months before it becomes an

established behavior.

Conclusion

Graph B shows Johnnys replacement behavior goal: When frustrated, Johnny will

request for a break or more time using his AAC Device instead of engaging in maladaptive

behaviors in at least 80% of opportunities throughout the school day.

In 8 out of the 15 recorded days, Johnny was able to use his AAC device instead of

engaging in maladaptive behaviors 80% of the time. However, it must be noted that the average

for the 15 days is still only 78%.

This intervention will be ongoing. While the data shows positive outcomes, data is not

sufficient enough to consider this intervention to be successful.

Graph A # of Opportunities Replacement Beh. Throwing
7-Nov 4 3 10
8-Nov 8 4 1
9-Nov 7 5 6
10-Nov 12 7 3
14-Nov 11 9 0
15-Nov 13 10 2
16-Nov 16 13 3
28-Nov 10 4 7
29-Nov 16 13 5
30-Nov 14 12 4
1-Dec 15 12 1
2-Dec 13 13 0
5-Dec 9 6 6
6-Dec 13 12 0
7-Dec 14 13 1
AVERAGE 11.67 9.07 3.27
18
16
14
12
10
8 # of OpportuniBes
6
4 Replacement Beh.
2 Throwing
0

Dates
Dates Percentage Target Graph B
7-Nov 75% 80%
8-Nov 50% 80% 120%
9-Nov 71% 80%
10-Nov 58% 80% 100%
14-Nov 82% 80%
15-Nov 77% 80% 80%

Axis Title
16-Nov 81% 80%
60%
28-Nov 40% 80%
29-Nov 81% 80% 40% Percentage
30-Nov 86% 80%
20% Target
1-Dec 80% 80%
2-Dec 100% 80%
0%
5-Dec 67% 80%

7-Nov
8-Nov
9-Nov
10-Nov
14-Nov
15-Nov
16-Nov
28-Nov
29-Nov
30-Nov
1-Dec
2-Dec
5-Dec
6-Dec
7-Dec
AVERAGE
6-Dec 92% 80%
7-Dec 93% 80%
AVERAGE 78% 80% Dates

Date Throwing Objects Graph C
10/13/16 3
10/14/16 14
10/19/16 2
10/20/16 4
10/21/16 0
10/24/16 22
10/25/16 10
10/26/16 5
10/27/16 0
10/28/16 0
10/31/16 9
11/1/16 10
11/2/16 0
11/3/16 0
11/4/16 5
11/7/16 10
11/8/16 1
11/9/16 6
11/10/16 3
11/14/16 0
11/15/16 2
11/16/16 3
11/28/16 7
11/29/16 5
11/30/16 4
12/1/16 1
12/2/16 0
12/5/16 6
12/6/16 0
 # of Throws

0
5
10
15
20
25
Avg. Total
12/7/16

3
10/13/16
Average Before
Avg. w/ Intervention
10/14/16

14

2
10/19/16

4
10/20/16

0
10/21/16
10/24/16

22
10/25/16

10

5
10/26/16
10/27/16
4.4
2.8
5.9
1

0 0
10/28/16

9
10/31/16
11/1/16

10
11/2/16

0 0
11/3/16

5
11/4/16
11/7/16 10

1
11/8/16

Dates
11/9/16 6
3
11/10/16

0
11/14/16 2
11/15/16
3

11/16/16
7

11/28/16
5

11/29/16
4

11/30/16
1

12/1/16
Throwing Objects

12/2/16
6

12/5/16
0

12/6/16
1

12/7/16
Average Before
5.9

Avg. w/ IntervenKon
2.8

Avg. Total
4.4

IntervenKon
Throwing Objects

Linear (Throwing Objects)

 Note: Numbers correspond with the scoring system on the BIP Quality Evaluation Guide
This form
CONFIDENTIAL DO NOT DISPLAY

BEHAVIOR INTERVENTION PLAN

For Behavior Interfering with Students Learning or the Learning of His/Her Peers

This BIP attaches to: IEP date: 01/1/17 504 plan date: Team meeting date:

Student Name Johnny Todays Date 12/10/16 Next Review Date 01/1/17
1. The behavior impeding learning is (describe what it looks like) Johnny uses objects inappropriately. When
sitting, Johnny will grab the nearest object and throw it in any direction. He will also use his arms and hands
to swipe away anything within reach off of the table. When standing, he will project himself toward any flat
surface with objects on it and swipe it to the floor using his hands or grab it and throw it in any direction.
2. It impedes learning because When Johnny is displaying his behaviors of concern, Johnny may sometimes
throw an object at the direction of a student. If the object makes contact with another student, then that
student may start displaying behaviors of concern if the object or the throw are hard enough to disrupt the
student's task. When Johnny is able to stand up during his behavior, staff that have been assigned to
another student must stop the task he/she is doing with that particular student to clear the area of objects
and/or block Johnny from grabbing another object or getting to another area.
3. The need for a Behavior Intervention Plan early stage intervention moderate serious extreme
4. Frequency or intensity or duration of behaviorThe behavior occurs at an average 8 times a day ranging from 0
times a day to 22 times a day over the course of 16 days. The behavior ranges from moderate to severe
intensity and will last from 30 seconds to 2 minutes
reported by Staff and Teacher and/or observed by Staff and Teacher

PREVENTION PART I: ENVIRONMENTAL FACTORS AND NECESSARY CHANGES

What are the predictors for the behavior? (Situations in which the behavior is likely to occur: people, time, place, subject, etc.)
5.
1. Whenever Johnny has a long, unstructured break time of over 15 minutes in which he is not being requested to do a
task(snack time, movie time, lunch time).
2. The behavior can also happen whenever Johnny is transitioning from break time to a non-preferred task.
3. When Johnny is working on a non-preferred task for a duration lasting more than 10 minutes without a break.
4. When Johnny needs to use the restroom.
5. When Johnny has a bathroom accident in the classroom.
Observation & Analysis

What supports the student using the problem behavior? (What is missing in the environment/curriculum or what is in the
environment curriculum that needs changing?)
6.
1. Johnny is not receiving any attention.
2. Johnny is not given enough time to understand that he needs to transition to something different.
3. Johnny is still learning to ask for a break. When he is presented with a task that is far too long, staff may not be
asking him if he needs a break or not.
4. Johnny is still learning to use his Augmentive and Alternative Communication(AAC) device to request for the
bathroom. He needs attention but cannot seek it properly.
5. When Johnny does not express his need to use the bathroom and/or does not display any behavior indicating that he
needs to use the bathroom, Johnny may have an accident in the classroom. He is still learning to appropriately request
for attention.

Diana Browning Wright, Behavior/Discipline Trainings 1

For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 Remove students need to use the problem behavior-----
What environmental changes, structure and supports are needed to remove the students need to use this behavior?
(Changes in Time/Space/Materials/Interactions to remove likelihood of behavior)
7.
1. Johnny will be given positive adult attention during unstructured class time(snacks, lunch, movies) every 2-3 minutes
when he is not exhibiting problem behaviors.
2. Johnny will be given verbal cues as his break time is nearing its end. A timer could also be given to him with an audio
cue as to when his break is over.
3. Staff will divide up a task into steps and ask Johnny at the end of each step if he needs a break. Staff will prompt
Johnny to use his AAC device.
4. Staff will take Johnny to the bathroom and ask him if he needs to use the bathroom during the scheduled bathroom
breaks.
5. Refer to #4.
Intervention

Who will establish? Teachers and Staff Who will monitor? Teachers and Staff Frequency? As needed

ALTERNATIVES PART II: FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT

Team believes the behavior occurs because: (Function of behavior in terms of getting, protest, or avoiding something)
8.
Observation & Analysis

Johnny is seeking attention because he is still learning to appropriately seek adult attention when he needs a break,
needs more time, or use the bathroom.

Accept a replacement behavior that meets same need-----

What team believes the student should do INSTEAD of the problem behavior? (How should the student escape/protest/
avoid or get his/her need met in an acceptable way?)
9. When frustrated, Johnny will request for a break or more time using his AAC Device instead of engaging in
maladaptive behaviors in at least 80% of opportunities throughout the school day.

Diana Browning Wright, Behavior/Discipline Trainings 2

For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn
replacement behavior/s)
10. Staff will provide practice and instruction on using the AAC device to seek attention. Staff will show Johnny the
"Break, please", "Bathroom", and "More Time" icons on his device. Staff will prompt Johnny to use this at
appropriate times and immediately reinforce the behavior, if he does it, and give him the appropriate response to
his request.
Intervention

Who will establish? Staff Who will monitor? Staff Frequency? During appropriate times in the day: When Johnny is
working on a task, when it's Bathroom time, or when Johnny is on a break.

What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?
11. Johnny will get immediate verbal praise every time he uses his AAC device to request and will be given the
appropriate response(He receives a break when he requests it).
Intervention

Selection of reinforcer based on: The function of the problem behavior

reinforcer for using replacement behavior reinforcer for general increase in positive behaviors
By whom? Frequency?

Diana Browning Wright, Behavior/Discipline Trainings 3

For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 EFFECTIVE REACTION PART III: REACTIVE STRATEGIES

What strategies will be employed if the problem behavior occurs again?

12.
1. Prompt student to switch to the replacement behavior

2. Describe how staff should handle the problem behavior if it occurs again First, block all attempts at throwing objects without
giving him any attention. When the problem behavior is no longer occurring(the environment is cleared of any objects
for Johnny to throw), staff will prompt student with a gesture to his AAC device and give him a verbal cue, such as, "Use
your iPad and talk to me."

3. Positive discussion with student after behavior ends As soon as Johnny appropriately seeks attention using his iPad, staff
will give immediate verbal praise.

Optional:
4. Any necessary further classroom or school consequences

Personnel? Staff

Diana Browning Wright, Behavior/Discipline Trainings 4

For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 OUTCOME PART IV: BEHAVIORAL GOALS

Behavioral Goal(s)
13.
Required: Functionally Equivalent Replacement Behavior (FERB) Goal
For the For the As
Will do X Instead of Z Under what At what
By purpose purpose measured
Who behavior behavior contingent level of
when of y of y by whom
(line 9) (line 1) conditions proficiency
(line 8) (line 8) and how
11/28/17 Johnny will to seek instead of to seek when he 80% of the teacher and
request for attention engaging in attention needs a opportunities staff
a break or maladaptive break, more in a day observation
more time behaviors time, or to charts
using his such as use the
AAC throwing, bathroom
Device

Option 1: Increase General Positive or Decrease Problem Behavior

Will do what, or At what level of Under what Measured by

By when Who
will NOT do what proficiency conditions whom and how

Option 2: Increase General Positive or Decrease Problem Behavior

Will do what, or At what level of Under what Measured by

By when Who
will NOT do what proficiency conditions whom and how

The above behavioral goal(s) are to: Increase use of replacement behavior and may also include:
Reduce frequency of problem behavior Develop new general skills that remove students need to use the problem behavior

Observation and Analysis Conclusion:

Are curriculum accommodations or modifications also necessary? Where described: ............................... yes no
Are environmental supports/changes necessary? ................................................................................................. yes no
Is reinforcement of replacement behavior alone enough (no new teaching is necessary)? .................................. yes no
Are both teaching of new replacement behavior AND reinforcement needed? ..................................................... yes no
This BIP to be coordinated with other agencys service plans? ............................................................................. yes no
Person responsible for contact between agencies ...................................................................................... yes no

Diana Browning Wright, Behavior/Discipline Trainings 5

For the electronic expandable version, see www.pent.ca.gov/forms.htm.
 COMMUNICATION PART V: COMMUNICATION PROVISIONS

Manner and content of communication

14.
2. Under what
3. 6. How will this be
condition(s) 4. Expected
1. Who? Delivery 5. Content? two-way
(Contingent? Frequency?
Manner communication
Continuous?)
Teacher Continuous as Data Every day # of opportunities Johnny At the end of the
and Staff problem behaviors Tracking was given to perform the school day in the
occur and/or Chart functionally equivalent daily class debriefing.
replacement behaviors replacement behavior and
occur the # of times Johnny
performed the behavior.

2. Under what
3. 6. How will this be
condition(s) 4. Expected
1. Who? Delivery 5. Content? two-way
(Contingent? Frequency?
Manner communication
Continuous?)
Teacher When there is a Data Once a week # of opportunities Johnny Student is picked up
and positive outcome at the tracking was given to perform the daily by the parent at
parent end of the week and/or chart and functionally equivalent 2:30, teacher will
when the behavior is summary replacement behavior and communicate with the
extinguished. of the the # of times Johnny parent at the end of
week performed the behavior. the week.

2. Under what
3. 6. How will this be
condition(s) 4. Expected
1. Who? Delivery 5. Content? two-way
(Contingent? Frequency?
Manner communication
Continuous?)

PARTICIPATION PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

Student Johnny Junior

Parent/Guardian Mother of Johnny
Parent/Guardian
Educator and Title Kim Matias, Special Ed Teacher
Educator and Title
Educator and Title
Administrator
Other Ms. Jenny, Teacher's Assistant
Other Ms. Joan, Instructional Aide

Diana Browning Wright, Behavior/Discipline Trainings 6

For the electronic expandable version, see www.pent.ca.gov/forms.htm.


Case Study (Part II) Rubric

Each section below is rated 0 4. The final score is an average of each subscore and weighted.

Topic Expectations Rating/Score
Cultural Competence - Intervention is matched to CLD background and student skills.
Intervention
Data-based and detailed descriptions of the interventions (frequency,
duration, etc.) in past tense.
Description of student response to the intervention (descriptive and analysis
of PM data)
Plan Evaluation
Describe intervention duration/intensity and any fidelity data.
PM data charted correctly.
Explicitly refer to PM data and chart in the report.
Correct evaluation of success of intervention based on PM data.
Succinct restatement of problem, intervention and outcome; suggestions for
further interventions are sufficiently detailed to be implemented, creative,
evidence-based, feasible, and related to converging assessment data;
Conclusion Conclusions about special education eligibility are suggested when
appropriate.
Student post-intervention functioning described in relation to grade level
standards/expectations (met, approaching, far below).
Case Study Part II Points Earned: (weighted x 7) /28
Data graphs clearly depict progress monitoring & student progress 0-4 points
Language used clearly communicates complex ideas & information; (not weighted)
Transitions are facilitated smoothly with appropriate headings and
subheadings;
Report Writing Report is consistently focused and organized;
Statements are substantiated by the data;
Writing is grammatically correct & error free; consistently in active tone;
Person-first language is used;
Limited use of jargon and all acronyms are spelled-out when first used;
All data collection & graphs 0-3 points
Peer-reviewed journal article(s) directly related to intervention topic (not weighted)
Attached Documents Parent Consent
Rubrics

Total Points /35

Section Pts. Earned Weight Total Score

Case Study Part I x6
Case Study Part II x7
Case Study I & II /52

Fall 2013-Present 4
NOTE: The signature assignment and rubric for this course are used by School Psychology and ESCP I (Prelim)



Legend
College of Education Assessment Scale Equivalent
Total Points
(Report Writing & Attachments Not Included)
47-52 4 (Exceeds Expectations)
42-46 3 (Meets Expectations)
36-41 2 (Meets Some Expectations)
31-35 1 (Does Not Meet Expectations)
0-30 0 (Unable to Score; Incomplete or Missing Work)

Fall 2013-Present 5
NOTE: The signature assignment and rubric for this course are used by School Psychology and ESCP I
(Prelim)