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Case Study Summaries
Real-world situations created to show the applicational value of best practices.
Cases include authentic artifacts, video, audio, and questions to engage the
user. An online forum is available for students to use to discuss the case with
colleagues. Cases are also tied to national standards.
Functional Behavior Assessment
Developed by: Laura Riffel and Lisa Williams
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I Can't Teach Because This Kid is Driving Me Crazy!
 Printable Version
Gordon, a sixth grade student with mild learning disabilities was referred for a functional behavior assessment because of his constant interruptions and inability to complete assignments independently. His teacher had tried the three "R's": rant, rave, and rescue. The Behavior Support Team (BST) was formed to determine the function of Gordon's behaviors and to help write and implement a behavior intervention plan.
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This Case is Taylor Made
Printable Version
Taylor Case is a sixth grade student who is disrupting not only her learning, but the learning of her classmates. Her teacher, Mrs. Casemore has asked the Behavior Support Team to help her determine the function of Taylor's disruptions so she can develop an intervention before Taylor's behaviors are out of control. Taylor verbally disrupts, shows physical aggression, and throws items from time to time. Taylor has a mild learning disability.
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Sometimes a Functional Behavior Assessment Is Not Enough
Printable Version
Occasionally, a Functional Behavior Assessment is not enough to determine the function of the behavior and a Functional Analysis is required. An important difference between a Functional Behavior Assessment and a Functional Analysis is the environment. The Functional Behavior Assessment is completed in the natural environment during typically occurring activities. A Functional Analysis is where the environment is controlled to elicit target behaviors. The team at John F. Kennedy Elementary had completed a Functional Behavior Assessment for Brandon McKinley; however, they were unable to determine the function of his behaviors. They called the Behavioral Intervention Program, a special project in the state of Georgia, to complete a functional analysis for Brandon. All adults involved hope to help Brandon attend John F. Kennedy Elementary during the next school year.
Positive Behavior Support Planning
Developed by: Beckham Linton, Jennifer Smith, and Cindy Van Horn
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Woody to the Rescue: Decreasing Temper Tantrums in Students with Autism through Special Interests
Printable Version
"To infinity and beyond!" Who ever thought an animated character
could have a lasting impact on a child’s behavior? In this case,
Woody, Bo and Mr. Potato Head from the movie Toy Story have
become pivotal characters in the life of Joey, a ten-year old
with autism. Joey spends his school day in a center-based
program for students with autism. He participates in the school
community during art, physical education, computer, lunch,
recess and some general education activities. Joey has had
difficulty with screaming, throwing himself on the floor, and
hitting his chin, both in and out of his center-based classroom.
This behavior not only interferes with his learning, but the
learning of others around him, especially when it occurs in
general education settings.
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Making the Grade: Using Positive Behavior Supports to Help a Student with Asperger Syndrome Succeed in the Regular Education Classroom
Printable Version
There it was ... the name ... Maddie Rodriguez. Sam Meyer, a first year teacher has feelings of anxiety as he reads his class list. All he has heard about this child with Asperger's Syndrome is
how difficult she is to manage in the regular education classroom. Many of the teachers with years of experience have struggled with the amount of time spent helping this one child attempt to be successful in the classroom. Along with the social issues associated with Asperger's Syndrome, Maddie’s primary difficulties include: organization, notetaking, homework, long term project completion, and test-taking. Time after time, during class, Maddie refuses to work and just sits there and does nothing. When teachers attempt to engage Maddie, she feels singled out and becomes belligerant. Sam feels confident that if he can help Maddie improve her academic skills, she would become more independent and have fewer behavior problems. Sam knows however; he can not do this by himself.
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The Taming of the Drew: Getting a Hold on Impulsivity
Printable Version
Drew Smith is a seventh grader whose behavior in class makes her
stand out among her peers. Not only is she driving her teachers
crazy with her impulsive blurting out, but her peers are
beginning to distance themselves. As the beginning of the year
progresses and the behavior is intensifying, the classroom teacher
feels a parent/teacher conference is necessary. Drew's behavior
is impacting her learning.
Classroom and Group Support
Developed by: Kaye Otten
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Starting the Year Off Right
Printable Version
Miss Heier is starting her second year as a third grade teacher. Last year had been exhausting, mostly because she had spent a great deal of her time trying to keep students on task and not talking and goofing around. She felt like she spent more time trying to manage behavior than on actually teaching academic content and finished the year extremely frustrated.
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A New Kid in the Mix
Printable Version
One Friday afternoon, the principal informed Miss Heier that a new student was going to join her classroom who had experienced some behavior issues at his past school and had been diagnosed with attention deficit hyperactivity disorder, pervasive developmental disorder, and received special education services. The principal commented on how well managed her classroom was and that he felt confident she could provide the structure this student needed. Although she had taken one class in special education in college and the behavior management class in the summer, Miss Heier did not feel prepared to deal with any major issues.
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The Students Take Ownership of their Own Behavior
Printable Version
The class wide point and level system that Miss Heier had developed at the beginning of the year was still providing the basic behavioral management structure in the classroom. Although Miss Heier was generally pleased with the system, it was time consuming and she felt that the students were not completely understanding and owning their behavior. Many times when they did not earn their points they did not even seem to notice as long as they were on the highest level at study hall.
School-wide Environmental Support
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