Activity 1 - Tracy Using the completed FACTS form for TRACY complete the shaded top portion of the ABC recording form for TRACY & answer the following questions When/Where will you observe her? What behaviors will you be looking at? What Antecedents (triggers) will you be looking for? What Outcomes will you be looking for? Activity 2 - Tracy Record TRACY’s behavior from video using the ABC recording form that you prepared in the previous activity Summarize the data from your observation Rate how likely it is that this Summary accurately explains the identified behavior occurring

Activity 3 Practice observation for Eddie Watch Eddie’s behavior on the video Review ABC Recording Form for Eddie

Activity 4 - Shane Using the completed FACTS form for SHANE complete the shaded top portion of the ABC recording form for SHANE & answer the following questions When/Where will you observe her? What behaviors will you be looking at? What Antecedents (triggers) will you be looking for? What Outcomes will you be looking for? Activity 5 - Shane Record Shane’s behavior on the video using the ABC recording form that you prepared in the previous activity. Summarize the data from your observation Rate how likely it is that this Summary accurately explains the identified behavior occurring (1-6)?

Activity 6 Shane Complete the summary of behavior form provided in the Participant’s Workbook for Shane. Use the results from the FACTS Teacher & Student and the ABC observation to make a Final Summary statement What was your Final Summary of her behavior?

Summary of Behavior from Staff Interview Setting Event AntecedentBehaviorConsequence Summary of Behavior from ABC Observation. Setting EventAntecedent Behavior Consequence Summary of Behavior from Student Interview Setting Event AntecedentBehavior Consequence Final Summary of Behavior Move to Behavior Support Plan Setting Event Antecedent When: Behavior Student will: Consequence Because: Therefore the function is to access/escape/avoid: Summary of Behavior - Shane Student ShaneCase Manager Chris Date 11/17/-- Routine Math___

Summary of Behavior from Staff Interview Setting Event Failure to complete homework Antecedent Difficult tasks, any word problems & most math operations Behavior Work refusal, doodling, not follow directives, yells at teacher, disruptive Consequence Avoid math task, doodling, work refusal, sent to office Summary of Behavior from ABC Observation. Setting EventAntecedent Teacher confrontation Behavior Work refusal, doodling, yells at teacher, disruptive Consequence Avoid teacher confrontation, avoid math task, to office Summary of Behavior from Student Interview Setting Event Homework not done Antecedent Multiple step math problems that use multiplication or division. Being called on by the teacher or redirected to work Behavior Noncompliance with instructions, drawing, yelling at teacher Consequence 1. Avoid Mr. T telling me what to do 2. Avoid work that is too hard -teacher keeps calling on me, won’t leave me alone, I get mad Summary of Behavior - Shane Student ShaneCase Manager Chris Date 11/17/-- Routine Math___

Final Summary of Behavior Move to Behavior Support Plan Setting Event Failure to complete homework Antecedent When: 1. Teacher confrontation 2. Difficult math task Behavior Student will: Work refusal, doodling, not follow directives, yells at teacher, disruptive Consequence Because: 1. Avoid teacher confrontation 2. Avoid math task Therefore the function is to access/escape/avoid: Math tasks and Math teacher Summary Statement When Shane has not completed is homework and is given difficult math tasks or is confronted by the math teacher, he will refuse to complete the task, doodle, not follow directions, yell at the teacher and become disruptive in order to avoid the math task and the math teacher.