Santa Barbara County
Special Education Local Plan Area………Joint Powers Agency
Environmental Analysis Summary of Observations
Student:John Doe
Observer(s):Carrie Hicinbothom, M.S., BCBA
Date of Observation(s):3/25/15, 3/27/15, 3/30/15
Problem Behavior(s):
1) Tantrum Behavior: John’s tantrum behavior consists of 2 or more of the following behaviors occurring simultaneously for at least 10 seconds (rocking repeatedly back and forth, facial grimacing, crying, emitting a low level whine or vocalization, clenched fists).
Identified skill deficit(s) requiring teaching:
John requires explicit instruction in the area of functional communication – particularly communicating his wants and needs in an appropriate manner.
Suggested Changes in Environment
Environmental Factors Observed / Alter?Yes
No / Factor to be added or removed / Why?
Physical Setting: (e.g., noise, crowding, temperature)
John’s current classroom consists of 8 students, 1 classroom teacher and 4 para-educators (1 fulltime and 3 part tme). The classroom itself is large, and the temperature comfortable. The noise level within the classroom can range from quiet – to moderate level of noise (depending on the activity level taking place and the behaviors of other students as well). The physical environment does not appear to be over-crowded, however certain areas of the classroom do appear cluttered with material and instructional items. The classroom itself has been physically separated (using partitions and furniture) to include a teacher area, a break/calm down area, a large area for whole group instruction which contains student desks, a computer area and a two small group work areas. / YES / Staff should make a concerted effort to further de-clutter the classroom environment, ensuring that only items which are necessary to immediate classroom instruction are out and visible to students. All areas of the classroom should also be labeled with clear visual supports and arranged so that students understand the what activities to expect within each area of the classroom and have a clear expectation as to the behavior expectation within each area of the classroom. / It has been reported that John struggles with maintaining visual attention during tasks. Minimizing visual distraction within his instructional environment may increase his attention to tasks. Also, providing visual supports and enhancing the overall physical structure of the classroom will provide him with increased structure across her academic day.
Social Setting: (e.g., interaction patterns, with and around the student)
A majority of John’s interactions with staff are one on one. He receives his instruction in a one on one setting throughout most of his day. John does sit near his peers during story time, snack and lunch; however his back is often turned away from his peers during these activities. There is one classroom peer who has taken an active interest in John and will attempt to “socialize” or “play” with him in the classroom, however John is rarely responsive to his peers bid for interaction. / YES / Staff should encourage John to sit near, look at or acknowledge his peers in some way shape or form throughout his school day. Likewise, staff should make sure to gain John’s visual attention and encourage a social interaction with him as often as possible (e.g., high five with eye contact) throughout his school day. / Although development of social skills, is not the primary area of concern or focus at this time, it is important to provide John with ample opportunities to attend to and interact with his peers throughout his school day. Continued exposure to appropriate social interactions and models will only aid in the future development of John’s social interactions with is peers in the future.
Activities: (e.g., activities/curriculum match learner needs?)
John’s instructional activities consist of hands on functional activities (e.g., setting a table using a material prompt, moving items from one basket to another, identifying his name). The purpose of these activities is to prepare John for increased independence and the ability to independently complete simple tasks/jobs as an adult. / NO / Classroom activities appear to align with John’s needs.
Degree of Independence: (e.g., reinforcement intervals appropriate to foster independence)
John does not have access to an individualized system of positive reinforcement. Staff currently alternate presenting John with preferred and non-preferred activities (e.g., work and then break).
John relies on adult mediation and prompting throughout his school day. He does not currently utilize a visual schedule or a structured work system to increase his independent completion of tasks. John also lacks a form of functional communication that allows him to independently get his needs and wants met. / YES / Staff should incorporate first/then visuals in order to provide John with clear expectations and structure across activities and throughout her day. Once John has a firmer understanding of the First/Then visual, staff can shape this to include a token economy and build in a more individualized system of positive reinforcement for John. Staff are strongly encourage to utilize a visual schedule with John that depicts activities across his school day (either using objects or pictures). John should also be presented with structured tasks using an Independent Work System in order to increase his on-task behavior and decrease his reliance on adults for task completion. Staff should also incorporate functional communication training throughout John’s school day in order to provide him with a functional means of getting his needs met independently. / Incorporating the aforementioned strategies will not only decrease John’s reliance on adults throughout his day, it will also likely lead to a decrease his need to engage in challenging behavior.
Degree of Participation: (e.g., group size, location, and participation parameters)
John does not currently participate in small or large group instruction. / NO / Staff should focus on developing John’s skills in a one-on-one teaching setting prior to incorporating her into group academic lessons.
Social Interaction: (e.g., social communication needs match instruction and opportunities)
John has very few opportunities to interact with his peers socially throughout his school day. John lacks the ability to visually attend to and socially acknowledge the presence of his peers. / YES / Staff should encourage John to sit near, look at or acknowledge his peers in some way shape or form throughout his school day. Likewise, staff should make sure to gain John’s visual attention and encourage a social interaction with him as often as possible (e.g., high five with eye contact) throughout his school day. / Although development of social skills, is not the primary area of concern or focus at this time, it is important to provide John with ample opportunities to attend to and interact with his peers throughout his school day. Continued exposure to appropriate social interactions and models will only aid in the future development of John’s social interactions with is peers in the future.
Degree of Choice (e.g., amount of choice making and negotiation present in the environment)
John has limited opportunities for choice making throughout his day, due to a lack of a consistent means of functional communication. Typically staff present tasks or demands to John throughout his day and if he engages in challenging behavior they present an alternate calming activity. / YES / Staff should consider teaching basic choice making (via pointing or gestures) by presenting her with a forced choice (using actual objects) as often as possible and prompting him to make a choices across his day. / Providing John with the ability to independently make choices can lead to a decrease in challenging behavior and an increase in his overall independence later in life. Also, presenting him with a choice between two objects/activities/items throughout his day will also create more opportunities to work on increasing his visual attention.
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