ABC Analysis

Date: 01/30/2018 & 02/2/2018

Name of Person Observed: Gabriel García Observer: Melvin Valentín
Behavior(s): Biting, defined as any instance of or attempt to bite himself with enough force to
cause redness or teeth marks.

Date Time Antecedent Behavior Consequence Possible Function

Gabriel completed Gabriel bit his The teacher
a task and was right forearm. blocked and used Attention; Possibly
1/30/2018 10:00 asked to wait. nonverbal sensory.
redirection.

An item Gabriel The teacher

10:20 wanted Gabriel bit his blocked and used Attention; Possibly
1/30/2018 (Smartboard) was right forearm. nonverbal sensory.
denied (told no). redirection.
There was a Gabriel bit his left Teacher ignored
10:25 transition between forearm. the behavior. Attention; Possibly
1/30/2018 activities. sensory.

The teacher
10:35 Attention was Gabriel bit his left blocked and used Attention; Possibly
1/30/2018 given to others. forearm. nonverbal sensory.
redirection.

Transition between Gabriel bit his left Teacher ignored Attention; Possibly
2/2/2018 12:30 locations forearm. the behavior. sensory.
(Cafeteria to
classroom.

Downtime (Nap Gabriel bit his Teacher ignored Attention; Possibly

2/2/2018 12:40 time) Gabriel was right forearm. the behavior. sensory.
left alone.

Attention; Possibly
2/2/2018 12:50 Downtime (Nap Gabriel bit his Teacher ignored sensory.
time) Left alone. right forearm. the behavior.

Transition between Gabriel bit his The teacher Attention; Possibly

2/2/2018 1:30 locations right forearm. blocked and used sensory.
(Classroom to nonverbal
Music Room. redirection.
 Behavior Support Plan SEA

Student: Gabriel García Date: 2/22/2018

TARGET BEHAVIORS

Biting, defined as any instance of or attempt to bite himself with enough force to cause redness
or teeth marks.

HYPOTHESIS STATEMENT

Gabriel engages in self-injurious behavior (e.g. biting himself) throughout the day when there are
no demands and there is no one to attend him. These behaviors appear more frequent during
“downtime” and appear to provide some type of internal reinforcement. His demeanor appears
calmer after completing the behavior.

Target may be more likely to occur…

1. when there are no demands placed in the classroom.
2. when there is no one to attend him.
3. during “downtime”.

Behaviors rarely occur…

1. when Gabriel is engaged in completing demands
2. when attention is on Gabriel.
3. when Gabriel is involved in “sensory stimulating” activities.

FUNCTION OF THE BEHAVIOR

1. To gain attention from adults

2. To obtain sensory stimulation

ALTERNATIVE SKILLS TO TEACH

1. Teach Gabriel to request attention appropriately with the “attention” card.

2. Teach Gabriel to wait for his turn or wait for the next activity when given a “wait” card.

ANTECEDENT MODIFICATIONS
1. Schedule one-to-one time to give student appropriate attention.
2. Structure Gabriel’s day so there is less downtime.
3. Provide Gabriel with planned activities to keep his hands busy.
4. Use antecedent “warm-up” exercise as a way to help with sensory regulation
(deep-touch pressure brushing, bouncing on a therapy ball, stretching, and/or
jumping jacks) before nap time.
5. Gabriel to take frequent "sensory breaks" between activities.
 6. Increase density of reinforcement during transitions and downtime.
7. Provide Gabriel fiddle or chew toys for downtime.

REINFORCING POSITIVE BEHAVIOR

Reinforcement system

1. DRI - In the classroom, teachers will plan for Gabriel to engage in physically incompatible
behaviors throughout his day (e.g., meals, holding his communication book in the hallway,
participating in planned activities to keeps his hands busy, providing fidget or chew toys for
downtime).

Token economy - Gabriel will be working to earn stickers to fill his token card. Once he
earns (5) stickers by requesting attention appropriately (using attention card), requesting
help, requesting “sensory breaks” in his schedule, and/or requesting items that meet his
sensory needs, Gabriel may cash out for the reinforcer.
Reinforcers- iPad, bubbles, trampoline, cookies, lollipops, social praise, music (nursery
rhymes on TV)

WHEN TARGET BEHAVIOR OCCURS

When target behavior occurs…

1. teachers will redirect Gabriel to positive as quickly as possible, responding to behavior by

using nonverbal redirection/prompting.
2. teachers will use planned ignoring of Gabriel’s behavior and offer replacement.

PLAN TO MONITOR PROGRESS

Measurable Behavior Objective

Gabriel will reduce the times he engages in self-injurious behavior (biting forearm with enough
force to cause redness or teeth marks), across all environments, from 8 occurrences to 5
occurrences, for 2 consecutive weeks, as measured by event data. If the goal of 5 occurrences is
achieved, it will be modified to 3 occurrences.

Data Collection

Data will be collected by all team members. Partial Interval will be the data collection method to
report the target behavior. This data collection method is the most appropriate because it can help
the observer indicate whether the target behavior occurred at any point during a time interval. It
will also be helpful because the target behavior onset and end are difficult to distinguish because
the behavior occurs at high rates.
The partial intervals will be of 2 minutes (breaking them into 20 second intervals). For each
interval, the observer will make a “+” or “-” mark depending on whether the behavior was
displayed at any point during the observation period. The observer will then compute the % of
intervals that the behavior was displayed.

The observer will record the data with the aid of the Insight App, a behavior observation
recording timer for partial interval data collection. Team members have been trained in the App.
Once the data is collected, the observer will export the data to an Excel spreadsheet that will look
like the chart below. This data collection form will be used for data-based decision-making
throughout the monitoring process.

Schedule

1. Data will be collected during the times when the problem behavior can most likely be
observed, and then for only a representative period of time.

2. Data collecting will be reduced to once per week when the data indicates that the behavior has
reached the desired level for at least three observations.

3. The Team Members will meet Friday, February 23, 2018 to review the plan.
ACTION PLAN TO IMPLEMENT THE BEHAVIOR SUPPORT PLAN

1. The intervention will be implemented every day; however, data might will be collected 3
times a week (every other day), and reported to the team leader (Melvin Valentin) by COB
Friday via email.

2. The plan will be shared with other members of the team and family during a pre-
implementation meeting February 3, 2018.

3. No training is necessary to support fidelity of implementation because the Team members

developed a simple implementation fidelity form (such as the one below) by listing each
component of the intervention.

Implementation Fidelity Checklist

Student: Teacher:
Observer: Date:
Subject / Activity:
Interventions Completed
Yes No N/A
1. When teacher is transitioning between activities he/she gives
Gabriel the “Wait” card to hold.
2. The teacher will “catch him being good” and reinforce Gabriel with
a sticker (from the token economy system) when he is not biting
himself, especially when there is a transition or downtime.
3. When Gabriel is seeking attention inappropriately, the teacher will
redirect him to the “Attention” card.
4. The teacher schedules Gabriel to take frequent "sensory breaks"
between activities.

5. The teacher will use an antecedent “warm-up” exercise before

downtime.
6. The teacher will provide Gabriel with fiddle or chew toys for
downtime.

7. Gabriel will carry his PECS book during transitions from settings.

4. Ms. Stuart, School Phycologist, will be responsible to coordinate the BSP.

5. To make sure the elements of the plan encompass the total school environment Gabriel will
take his PECS book (including the Wait, Token, & Attention cards) to all school settings.

CRISIS INTERVENTION

None at this time

EVALUATION OF BEHAVIOR SUPPORT PLAN
The progress towards reducing the target behavior was accessed based on outcomes and the
behavior objective was successfully achieved. A fidelity check was conducted and each strategy
was implemented as designed. The target behavior was reduced from 8 occurrences to 3
occurrences. The interventions will remain in place and the target behavior will be monitored
periodically (once a week).

The Measurable Behavior Objective has been revised to:

Gabriel will reduce the times he engages in self-injurious behavior (biting forearm with enough
force to cause redness or teeth marks), across all environments, from 4 occurrences to 1
occurrence.

Generalization

The same antecedents and consequences will be implemented across settings to encourage the
generalization of positive behaviors.

Maintenace

Consequences that occur naturally in a school setting (e.g., verbal praise) will gradually replace
the token economy system used in this plan.

Gabriel will continue to use the “attention” card and the “wait” card as self-management
strategies.

DATA AND DOCUMENTATION

 Continues on next page…

Student: Gabriel Garcia Teacher: Mr. Valentín

Length of observation: 20 minutes Length of intervals: 2
minutes
Target behavior: Biting, defined as any instance of or attempt to bite himself with enough force
to cause redness or teeth marks.
Recorded data 2/6/2018 for 20 minutes at approximately 10:00
Data was collected in the classroom.
DATE: 2/6/2018
Interval- 10 intervals Code Behavior notes
(+ target behavior occurred
-Target behavior did not
occur)
1. +
2. -
3. + Gabriel completed a task and
was asked to wait.
4. +
5. +
6. +
7. - Teacher used nonverbal
redirection.
8. + Attention was given to others.
9. +
10. +

Total intervals that target occurred 8

Total intervals coded 10
% during which target behavior occurred 80%

Student: Gabriel Garcia Teacher: Mr. Valentín

Length of observation: 20 minutes Length of intervals: 2
minutes
Target behavior: Biting, defined as any instance of or attempt to bite himself with enough force
to cause redness or teeth marks.
Recorded data 2/12/2018 for 20 minutes at approximately 12:30
Data was collected in the classroom.
DATE: 2/12/2018
Interval- 10 intervals Code Behavior notes
(+ target behavior occurred
-Target behavior did not
occur)
1. + Gabriel was laid down for a
nap.
2. + Gabriel is bitting himself
while laying down.
3. +
4. +
5. +
6. -
7. -
8. +
9. +
10. +

Total intervals that target occurred 8

Total intervals coded 10
% during which target behavior occurred 80%

Student: Gabriel Garcia Teacher: Mr. Valentín

Length of observation: 20 minutes Length of intervals: 2
minutes
Target behavior: Biting, defined as any instance of or attempt to bite himself with enough force
to cause redness or teeth marks.
Recorded data 2/14/2018 for 20 minutes at approximately 11:30
Data was collected in the transition from classroom to cafeteria.
DATE: 2/14/2018
Interval- 10 intervals Code Behavior notes
(+ target behavior occurred
-Target behavior did not
occur)
1. + Gabriel was waiting in line.
2. - Gabriel was given his PECS
book to hold.
3. - Gabriel is carrying his PECS
book.
4. - Gabriel is carrying his PECS
book.
5. - Gabriel is carrying his PECS
book.
6. +
7. -
8. + Waiting for his lunch to be
served. Attention given to
others.
9. + Waiting for his lunch to be
served.
10. + Waiting for his lunch to be
served.

Total intervals that target occurred 5

Total intervals coded 10
% during which target behavior occurred 50%

Student: Gabriel Garcia Teacher: Mr. Valentín

Length of observation: 20 minutes Length of intervals: 2
minutes
Target behavior: Biting, defined as any instance of or attempt to bite himself with enough force
to cause redness or teeth marks.
Recorded data 2/20/2018 for 20 minutes at approximately 10:00
Data was collected in the sensory room.
DATE: 2/20/2018
Interval- 10 intervals Code Behavior notes
(+ target behavior occurred
-Target behavior did not
occur)
1. +
2. +
3. +
4. + Julian was given a sensory
break.
5. -
6. -
7. -
8. -
9. -
10. -

Total intervals that target occurred 4

Total intervals coded 10
% during which target behavior occurred 40%

Student: Gabriel Garcia Teacher: Mr. Valentín

Length of observation: 20 minutes Length of intervals: 2
minutes
Target behavior: Biting, defined as any instance of or attempt to bite himself with enough force
to cause redness or teeth marks.
Recorded data 2/22/2018 for 20 minutes at approximately 1:30
Data was collected in the Music classroom.
DATE: 2/22/2018
Interval- 10 intervals Code Behavior notes
(+ target behavior occurred
-Target behavior did not
occur)
1. -
2. - Julian is dancing to music
3. -
4. -
5. -
6. -
7. -
8. + Music was changed to a non-
preferred choice
9. +
10. +

Total intervals that target occurred 3

Total intervals coded 10
% during which target behavior occurred 30%

Student: Gabriel Garcia Teacher: Mr. Valentín

Target behavior: Biting, defined as any instance of or attempt to bite himself with enough force
to cause redness or teeth marks.

Behavior Summary – Number of intervals in which target behavior occurred

Baseline
10
9
8
7
6
5
4
3
2
1
0
2/12/2018 2/14/2018 2/6/2018 2/20/2018 2/22/2018

Number of intervals in which target behavior occurred #REF!

#REF!