Jack’s Story

ParticipantsStudent

GrandmotherSisterPastor

Boys Club MentorJuvenile Intake Officer

Guidance Center Case ManagerKIPBS facilitator

General Education TeacherSpecial Education Teacher

School CounselorAssistant Principal

•Never lived with dad•1995- mom went to jail•2000- hit by a truck and put in hospital broke his leg•2000- grandma takes custody•2004- great grandma died•2005- brother murdered•2006- arrested for 2 offenses and put on probation

HISTORY

Born: March 19, 1991

Dreams Jack wants to attend the Technical

College to study the field of Auto Collision Repair.

Jack would like to have more contact with his mom.

Jack wants to make it out of his home town.

Preferred LifestyleJack lives in low income housing with his

grandmother, sister and cousin, but would like to live with his mom.

In the future, he wants to work in the field of auto collision repair.

He enjoys socializing with his sister and his friends.

Jack enjoys listening to Rap music, “bustin a flow”, “chillin with the boyz”, and attending church with his family.

VIP’s

Friends

Family

Community

School or Work

•Jill•Nana •Fred •Jerry

• Sally A.• Cathy M.• Linda H.• School counselor• Assistant Principal• Para

• Jason• Jimmy• Jeff• Jorge• Jacob

• Pastors• Boys & Girl’s Club Mentor•Guidance Center, Case manager

Things you like to do

School Or WorkSleepLunch

Socializing in between classes

Research on computers

History

Home

SleepEat

Watch Movies

CommunityPlaying

basketball at the park

Playing PS2 with friends

Strengths Friendly Respectful Leader Good friend

Weaknesses Easily angered Does not like to be corrected Does not like authority Does not always follow through

with promises and tasks

What works

What doesn’t

Giving correction by one to oneTalk to him like an equalGive him respect

Calling him out in publicYelling at himDisrespect

Fears

Hopes

Does not want to wind up an unsolved murder victim like his brother or in prison like his mom.

To prove everyone wrong and make something out of his life.

Priorities Maximizing instructional time Improving personal relationships with

legal authorities Calling grandma when staying at a

friends house or coming home on time Staying awake in class

Goal To attend the technical college to

study Auto Collision Repair

How I Will Meet My Goal Decrease Office Referrals Complete all assignments Follow (city) curfew and stay awake in

class Increase positive relationships with

legal authorities Get accepted into the Technical College

Functional Behavior Assessment

Operational Definition: Refusing to comply defined as lack of performing

requested tasks arguing with the person who made the request, cursing, or verbal/physical aggression

Indirect assessments:Functional Assessment InterviewQuality of Life Evaluation

Record review Direct assessment:

Functional assessment observation

Based on Functional Assessment

When Jack is given a request, he becomes verbally aggressive, escalates and walks out in order to escape the demand of an authority.

Competing Behavior Diagram PBS Brainstorming Tool

Step 1: Write down the hypothesis statement, the desired behavior and consequence, and a new replacement behavior.

Antecedent Demand or request is made by person in authority

Setting Event He is not in control of many aspects of his personal life.

Problem Behavior

Jack refuses to comply, becomes verbally aggressive, escalates and

walks out.

Maintaining Consequence

Escapes demands or requests by person in authority

Desired Behavior

Follow the request immediately

Maintaining Consequence

Receives verbal thanks from person in authority

Replacement Behavior

Jack chooses to quietly walk away.

Step 2: As a team, brainstorm interventions that are directly linked to each part of the hypothesis statement.

Setting Event

Antecedent

Problem Behavior

Consequence

He is not in control of many aspects of his life.

Demand or request is made by person in authority

Jack refuses to comply, becomes verbally aggressive,

escalates and walks out

Avoids losing control

Setting Event Interventions Antecedent Interventions Replacement Behavior & Other Related Social and

Communication Skills Consequence Interventions

Guidance Center case manager will help family set routines.

Jack will be given choices at home.

Pre-correction (teach him

he does have control of his choices)

Teachers and PCP

team members will give Jack requests in a

positive way.

Provide choice of activities to Jack.

Modify

AcademicTasks so they are presented naturally

Explain why the task is meaningful to Jack and

his future and goals.

If Jack chooses not to comply, teach him to quietly walk away.

Jack will complete a Daily Rating Point

sheet that both he and each of his teachers to

evaluate.

Teach Jack to disagree appropriately.

Daily rating sheet will allow Jack to see the

control he has during his day.

Reinforcement for replacement behavior will be given. Reinforcement for desirable behavior will be give.

When asked about PBS… Jack says,

“It’s copasetic.”

Brainstorming ActivityDiscuss with the person next to you:• What questions should the team discuss

with Jack at the next meeting to create a transition plan?

• What kinds of plans should Jack and his team consider immediately and which activities might help Jack reach his goal (auto-collision repair person)?