Teaching from Joy: Practical Functional Assessment and Skill Based Treatment: 5 Case Studies from Public School Settings Part 2

Ali Sweitzer & Jodie Tagel Author

04/10/2023 Added

83 Plays

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2023 Conference Session

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[00:00:00.120]I know Hayden just gets super mad,
[00:00:02.190]if you said something like, "I like your dress".
[00:00:04.650]She would say, no, no my dress.
[00:00:06.390]And it would just escalate her to no end.
[00:00:09.360]So she was very isolated within her homeschool.
[00:00:15.600]This was her SBT.
[00:00:17.400]She is vocal, but we did not choose
[00:00:19.500]to do a complex FCR,
[00:00:20.790]we just stuck with "my way",
[00:00:22.110]because she didn't have the best language ability,
[00:00:27.090]I should say.
[00:00:27.923]And we just really needed to kind of
[00:00:29.160]get through this, right?
[00:00:30.207]So, we were fine with "my way".
[00:00:34.170]CAB 1, relinquishing,
[00:00:35.310]so these are what, depending on what she's doing,
[00:00:36.900]if she was watching a movie,
[00:00:38.280]she was gonna pause the movie,
[00:00:40.920]she was gonna get into the items up, whatever she was doing.
[00:00:45.347]Kinda had a different plan for that.
[00:00:46.757]CAB 2, she was gonna transition to the work table
[00:00:49.320]and show ready hands.
[00:00:51.784]We were trying to teach ready hands in different locations
[00:00:53.610]so that they could say, like, "safe hands" in the hallway,
[00:00:56.010]and she would like put her hands together or something.
[00:01:00.120]Her branches, she would respond
[00:01:01.830]to a greeting and a compliment from other people.
[00:01:05.310]Cooperate to complete academic work.
[00:01:07.740]And then some job tasks, due to the fourth grade,
[00:01:09.137]and we really needed to start embedding
[00:01:11.520]some functional skills in her day.
[00:01:13.470]But, she did not wanna do anything that
[00:01:17.420]she didn't stand up for.
[00:01:18.840]Like, I mean she just was living her best life in her room.
[00:01:22.440]She was not living her best,
[00:01:23.430]she thought she was living her best life.
[00:01:24.870]We did not agree with that one.
[00:01:26.457]She could have a better life.
[00:01:27.963]Some challenges,
[00:01:28.950]appropriately ask someone to move
[00:01:30.540]if they're in her way
[00:01:31.770]when doing something, different locations
[00:01:33.930]throughout the building.
[00:01:35.070]And then follow directions from, follow, okay.
[00:01:40.410]Follow directions from
[00:01:41.340]and appropriately greet multiple adults across the building.
[00:01:46.290]We had, like, strategically,
[00:01:48.120]you would have like, somebody from the other room walk in,
[00:01:50.880]be like, you know, during the SBT when we got to the table,
[00:01:54.390]the teacher might say something like
[00:01:55.897]"remember when somebody says 'hi Hayden', you can say 'hi'."
[00:01:58.740]And then we would like, strategically have a para
[00:02:00.720]or somebody, or if I was there, I'd be like, "hey Hayden".
[00:02:03.480]And she'd say "Hi", "wow, that was a great job.
[00:02:05.490]You can go back to my way."
[00:02:06.330]Right?
[00:02:07.163]Some of these things you really had to set up
[00:02:09.240]when she made it out
[00:02:10.650]to where she was doing some job tasks
[00:02:12.120]out within the commons area and like cleaning some things.
[00:02:15.807]And we would just grab a random,
[00:02:18.840]if there was somebody walking in the hallway,
[00:02:20.462]if I was there or if her teacher, she'd be like,
[00:02:23.197]"hey, can you tell Hayden you like her dress?
[00:02:25.140]Or tell Hayden her hair looks nice today."
[00:02:28.398]And, and so, she would get compliments randomly
[00:02:31.650]from peers or adults when she was out.
[00:02:33.750]So, we had to set some of that up more strategically
[00:02:37.503]to make it seem more natural.
[00:02:42.990]So, this is a little bit of her graph,
[00:02:45.210]and see, starts out prompted.
[00:02:49.080]We had, when we got to some challenges,
[00:02:51.660]we had some more like screen, like more, some art,
[00:02:54.930]those lower level precursor type behaviors,
[00:02:58.830]cause things were getting a little bit harder for her.
[00:03:01.200]But we eventually were able to shape some of that too.
[00:03:04.980]But as she was starting,
[00:03:05.970]and look at this, you guys, there was no behaviors.
[00:03:09.630]There was no yellow dots,
[00:03:10.620]or red dots, to show behavior, right?
[00:03:12.450]And her teacher was scared to death to work with her.
[00:03:14.940]And I, there was one time I was sitting there watching,
[00:03:18.690]and she said something, and then Hayden like,
[00:03:20.707]leaned in to give her teacher a hug.
[00:03:22.350]And the teacher just embraced it, and I just started crying,
[00:03:24.780]and the teacher looked at me,
[00:03:25.710]she's like, "what is wrong with you?"
[00:03:27.030]And I'm like, "you, that, no,
[00:03:29.220]like, your relationship is so cool,
[00:03:31.530]because it wasn't that way.
[00:03:33.330]And so, and it was just powerful.
[00:03:37.110]Okay, so here's Hayden's video.
[00:03:45.450]This one shows you the prompted and unprompted for each one.
[00:03:57.483]Put guinea pig away.
[00:04:03.270]Like, they got her guinea pig, I'm not joking.
[00:04:05.765]It was incredible All right, let's go table.
[00:04:09.653]No go.
[00:04:10.539]Okay. You can have it your way.
[00:04:11.820]Do you want to hold?
[00:04:14.040]No go.
[00:04:15.010]Okay. You can have it your way.
[00:04:16.400]Do you want to hold?
[00:04:17.820]So all she did right there, R two, "no go.
[00:04:20.220]I don't wanna go."
[00:04:21.053]Okay, cool.
[00:04:22.170]Right, because we're letting her know
[00:04:23.700]her behavior has power,
[00:04:25.290]and then we'll shape it.
[00:04:29.910]Time to work.
[00:04:31.020]Say my way.
[00:04:32.070]Say my way.
[00:04:33.209](teacher gasps)
[00:04:34.042]Your way!
[00:04:34.875]We can keep playing!
[00:04:35.772]Oh!
[00:04:36.922]She also has a kid that said, to "say what?"
[00:04:37.773]"Say my way."
[00:04:38.606]"Say, okay."
[00:04:39.480]So, we had to eventually take out the say,
[00:04:41.190]and that eventually did fade for her.
[00:04:43.080]But it, we also weren't hanging our hat on that one either.
[00:04:46.067]Time to work.
[00:04:47.014]My, my way.
[00:04:48.803](teacher gasps)
[00:04:49.667]It is your way!
[00:04:51.420]It is your way.
[00:04:52.440]We can play.
[00:05:03.270]Time to work
[00:05:05.017]My way.
[00:05:06.287]Not right now.
[00:05:07.222]Say okay.
[00:05:08.055]My way.
[00:05:08.939]Okay.
[00:05:09.772]Oh, good job!
[00:05:10.605]You said Okay!
[00:05:11.438]You can have it your way.
[00:05:22.976]Alright. Time to work.
[00:05:24.845]My way.
[00:05:25.699]Not right now.
[00:05:26.532]Say okay.
[00:05:27.390]Yes, we can have it your way.
[00:05:29.100]You want movie on, for your way?
[00:05:30.896]Okay.
[00:05:31.740]We can put movie on.
[00:05:43.446]Hayden, all done.
[00:05:44.815]My way.
[00:05:46.194]Not right now.
[00:05:47.264]Say okay.
[00:05:54.525]Thanks for pausing the movie, we can have it your way.
[00:05:57.690]You paused the movie.
[00:06:02.460]Okay, so I'm gonna fast forward a little bit
[00:06:03.660]for the sake of time.
[00:06:06.180]She goes to the table, and does some work.
[00:06:08.742](laughter)
[00:06:09.575]Hadn't been in the gen-ed class many years.
[00:06:11.160]Good job lady
[00:06:12.090]She is really, really capable, you guys,
[00:06:14.610]being in the gen ed classroom, not doing gen, you know,
[00:06:18.480]not the same work necessarily, but modified work for sure.
[00:06:21.660]And being around her peers,
[00:06:22.560]and doing some intentional social things.
[00:06:29.550]Maybe I shouldn't have done that big of a jump.
[00:06:37.868]K, all done.
[00:06:40.385]Okay.
[00:06:48.631]All done.
[00:06:49.650]My way.
[00:06:50.483]Not right now.
[00:06:51.484]Say okay.
[00:06:53.880]Thank you.
[00:06:54.713]Can you show me ready hands?
[00:06:55.950]Thanks. All right, we're gonna go.
[00:06:58.624](indistinct) Like okay, let's talk to the gen ed.
[00:07:00.480]She's like, no, but I, I what?
[00:07:02.940]Like, we have to plan, you know,
[00:07:04.020]I mean, it was just a shock for everybody.
[00:07:05.460]Cause they're not thinking she was gonna (indistinct)
[00:07:08.310]in the gen ed classroom.
[00:07:09.300]What do we do to figure it out?
[00:07:11.250]Spell that one, any strategy.
[00:07:15.660]All three months.
[00:07:17.100]All three months.
[00:07:20.070]All three months.
[00:07:25.110]So if you're solving for all three months.
[00:07:28.024]Hi.
[00:07:28.857]And then you get time.
[00:07:29.690]Thanks for circling.
[00:07:31.123]Hi Hayden.
[00:07:34.133]Hi Hayden.
[00:07:35.583]Hi.
[00:07:36.840]Hi. Hey, that was a really big deal in her world.
[00:07:40.980]I mean a big deal.
[00:07:44.010]So kind of some next steps for her were
[00:07:46.950]being intentional in the classroom, right?
[00:07:48.420]Like, we don't wanna just put a kid in the classroom
[00:07:49.860]and have 'em do their own stuff, totally away
[00:07:52.290]from the rest of the peers, right?
[00:07:53.190]That's not meaningful and purposeful.
[00:07:54.990]So, how can we have her go in maybe
[00:07:57.540]during some math time and do some modified math,
[00:08:00.210]but then what are some social things that we can have her do
[00:08:01.920]with peers embedded in that time?
[00:08:03.690]So really being intentional about her being
[00:08:05.430]in the classroom and being with her peers.
[00:08:08.640]Obviously she still needs some pullout time
[00:08:10.590]for some direct instruction type stuff and that's okay.
[00:08:13.407]We, you know, totally fine with that.
[00:08:14.910]But, just the fact that she hadn't been
[00:08:17.130]in her gen ed classroom in years
[00:08:19.200]and was living in her own little beautiful,
[00:08:21.360]her own little world was, that was fun.
[00:08:25.800]That was Hayden, we got two more for you.
[00:08:29.400]We're moving up by age.
[00:08:30.750]So if you're, "like gimme some secondary", we're there.
[00:08:33.270]We're there.
[00:08:36.630]So this is Nick.
[00:08:38.370]Nick is, well, I'm not gonna tell you about Nick.
[00:08:41.490]This is Jennifer, in this video right here.
[00:08:44.040]Jennifer is Nick's special education teacher.
[00:08:49.282]I was asking Jennifer a lot of questions about,
[00:08:50.820]hey, (indistinct) help me with,
[00:08:52.350]I wasn't as involved with this one.
[00:08:55.890]And I was like, you know what,
[00:08:57.750]why don't you just make a video,
[00:08:58.950]because you're the person that should
[00:09:00.060]be telling the story anyway, not me.
[00:09:02.716]I also wanna give props to Beth right there, Beth.
[00:09:04.890]There's a school psychologist that works
[00:09:06.510]with Jennifer, and helps a lot with Nick.
[00:09:10.170]So she's gonna chime in
[00:09:11.250]if she has things to that she wants to add.
[00:09:13.650]But we're gonna let Jennifer tell you
[00:09:15.420]a little bit about Nick.
[00:09:20.130]I'm Jennifer Stevens,
[00:09:21.780]and I am a middle school life skills resource teacher
[00:09:25.290]at Elkhorn Valley View Middle School.
[00:09:27.660]And my student that I've been working with is Nick.
[00:09:31.080]He is a sixth grader who is also a multimodal communicator.
[00:09:36.960]He uses a communication device, some sign language,
[00:09:41.160]and vocal approximations.
[00:09:43.740]He has an intellectual disability verification.
[00:09:48.240]He has down syndrome and autism.
[00:09:51.510]We decided to do the PFA with Nick
[00:09:53.850]because he had had many different challenging behaviors
[00:09:59.550]at the start of the new school year.
[00:10:01.710]He had a hard time transitioning to middle school.
[00:10:05.190]It was a new environment.
[00:10:06.900]He had all new people.
[00:10:08.880]There was no bathroom in my classroom.
[00:10:12.150]And then he also had to share somewhat of the spotlight
[00:10:15.720]with some other challenging students.
[00:10:18.060]He will drop in the hallway, he will scoot,
[00:10:21.360]but he loves to kick to hear the noise on walls and doors.
[00:10:26.580]He also has a laugh that will
[00:10:28.710]tell if he is getting dysregulated.
[00:10:33.150]There have been times where he has been very unsafe
[00:10:35.910]where he will get underneath the table and he will push up
[00:10:39.848]and try to make the table topple over.
[00:10:42.300]So we have had to bolt his table to the ground
[00:10:46.230]for safety reasons Talk about modifying
[00:10:47.702]the environment, right?
[00:10:49.020]And through our challenges with Nick,
[00:10:53.250]we have had to create his very own space,
[00:10:55.980]where we have him away from students.
[00:11:00.540]He is, we have little furniture in the classroom,
[00:11:04.136]and we have made it so the windows have pads on them.
[00:11:09.120]So when he kicks,
[00:11:10.868]there is no way that the windows can break.
[00:11:18.030]So some of you, we, I know if you were in last session,
[00:11:20.760]sorry we keep repeating things,
[00:11:21.900]but, one thing we talked about is sometimes
[00:11:24.210]with our kids with severe behavior,
[00:11:26.550]we modify the environment to not see that behavior, right?
[00:11:30.810]And we take things away because they can't handle it.
[00:11:33.570]But, that's not life, that's not the reality of life.
[00:11:36.720]So, we have to maybe take them away for a hot minute,
[00:11:40.470]right? But then we're gonna teach them to handle
[00:11:43.200]those aversive situations, those things that trigger them,
[00:11:46.380]and teach them the skills to be able to be in a room
[00:11:50.370]where the table doesn't have to be bolted down,
[00:11:52.380]to be able to walk in the hallway,
[00:11:54.090]to be able to handle a greeting, right?
[00:11:56.160]We don't just take those things away and be cool with it.
[00:12:02.550]Them bolting the table down.
[00:12:04.140]I was like, yeah, that's a good example
[00:12:05.370]of what we were talking about earlier. So.
[00:12:07.949](indistinct) handle anything on the wall,
[00:12:12.270]too, so almost have a (indistinct) first, (indistinct).
[00:12:16.600]Yeah, so Beth was just saying that they also,
[00:12:18.840]he couldn't handle things on the wall.
[00:12:20.670]I'm just repeating for the Zoomers.
[00:12:22.710]Couldn't handle things on the wall,
[00:12:23.850]so they had to take everything off the walls,
[00:12:26.760]which we made sure when we did the workbook,
[00:12:29.310]those were all listed in his challenges,
[00:12:31.650]things on the wall.
[00:12:33.030]Tables not bolted down.
[00:12:34.590]Trash cans next to him.
[00:12:36.210]He couldn't work with a trashcan next to.
[00:12:39.240]So, fun little things.
[00:12:43.170]I'm Jennifer Stevens. Nope, nope, nope.
[00:12:44.910]And I.
[00:12:46.260]Okay, so, this is Nick's SBT.
[00:12:50.130]For the sake of time,
[00:12:51.090]I think I'm gonna just talk through this kind of quickly.
[00:12:56.633]So he did open hand to chest.
[00:12:59.730]He does approximate "my" sometimes.
[00:13:03.660]So we accept either hand to chest or my, either one's fine.
[00:13:08.160]He does a fist bump for his tolerance response.
[00:13:14.940]I just wanna back up for a second.
[00:13:16.020]Jennifer was so nervous about this when we started.
[00:13:18.720]You could hear her voice shaking when we first met.
[00:13:20.940]And she was so nervous.
[00:13:22.020]She's like, "I'm gonna mess this up".
[00:13:23.157]I'm like, "you can't mess it up.
[00:13:23.990]We're just gonna have fun
[00:13:25.186]with the kid to start with right?"
[00:13:26.100]Like, and she was just so nervous.
[00:13:29.361]And I had, I was so impressed with her.
[00:13:30.540]Like I just, she got, she had all the things he loved,
[00:13:33.210]and she really got down there and played with him,
[00:13:35.460]and just watching their relationship is huge too.
[00:13:37.740]So he has done some pretty great things.
[00:13:40.350]But I just think about,
[00:13:42.157]she was one of the best cases of,
[00:13:43.080]wow, she really took getting that kid to HRE to heart.
[00:13:45.990]And she did a great job with him.
[00:13:48.870]Anyways, that was kind of side note.
[00:13:50.460]CAB 1, relinquishing.
[00:13:51.420]So he was playing with something,
[00:13:52.530]he would give it to her, if he was watching the video,
[00:13:55.920]he would pause the video.
[00:13:59.640]CAB 2, they did this in a really unique way.
[00:14:03.120]So that's transitioning to the table.
[00:14:05.490]He was a flopper,
[00:14:08.310]and he would flop to the ground, and he would not move.
[00:14:10.710]Well, he's a big kid.
[00:14:12.750]So, we had to figure this out, right?
[00:14:16.350]We couldn't help him up.
[00:14:17.220]So, they got a chair and they broke it down,
[00:14:21.780]and he would sit up, and then he would put his hands
[00:14:24.660]on the chair,
[00:14:25.493]and then he would use the chair to push him up.
[00:14:27.360]And then he would walk over to the table and stand, or sit.
[00:14:30.990]That was all broken down.
[00:14:32.370]So it might have been sit up.
[00:14:33.817]"Wow. Way to sit up.
[00:14:35.310]That was amazing.
[00:14:36.143]You can go back to my way",
[00:14:37.470]then it was sit up, hands on table, right?
[00:14:39.800]Or hands on chair and push up.
[00:14:42.960]And Jennifer had to model that sometimes.
[00:14:45.554]But, we reinforced, or she reinforced,
[00:14:49.590]every step along the way to get our end goal,
[00:14:54.180]which is him not needing the chair, even, to get up,
[00:14:59.176]to transition to the table.
[00:15:01.290]So CAB 2 is a little bit
[00:15:05.501]longer than normal there.
[00:15:07.650]Branch A, he will complete academic tasks.
[00:15:11.370]Branch B, he'll independently clean a table with water,
[00:15:14.190]and then he'll tolerate playing non-preferred
[00:15:16.230]age appropriate games with others.
[00:15:17.400]So we really wanted to start doing some things with peers.
[00:15:21.926]And so they had some different ideas
[00:15:23.790]of what were other middle schoolers doing,
[00:15:27.318]and how could we get him to practice
[00:15:28.530]and play with some of those things?
[00:15:31.170]Challenges.
[00:15:32.670]I literally, I couldn't fit all of his challenges on here.
[00:15:35.220]I'm like, whatever.
[00:15:36.810]And she talked about and said, I'm like,
[00:15:38.010]okay we'll add those ones.
[00:15:39.815]So, those are some of his challenges.
[00:15:42.450]And then we'll show his video.
[00:15:45.716](indistinct) Nick's.
[00:15:59.576](student speaking faintly)
[00:16:02.551](indistinct) Probably right.
[00:16:08.315](student speaking faintly)
[00:16:12.810]It says my screen sharing paused.
[00:16:15.298](student speaking faintly)
[00:16:26.820]Sorry.
[00:16:28.479](Student speaking faintly)
[00:16:33.000]Oh, we got it to work again.
[00:16:36.540]Can they hear it?
[00:16:37.684](indistinct) Man.
[00:16:38.517]You know what?
[00:16:39.350]Give.
[00:16:42.425]Give.
[00:16:44.520]Okay, you know what?
[00:16:46.208]Here you go.
[00:16:47.041]Your way.
[00:16:53.550]Hey Nick, all done, time to go work.
[00:16:55.956]We gotta work now.
[00:16:57.253](Nick grunts)
[00:16:58.086]Okay, give.
[00:17:00.656]Okay, great.
[00:17:01.489]Stand up.
[00:17:02.994]Stand up.
[00:17:06.528](Nick grunts)
[00:17:07.489]No, stand up.
[00:17:11.490]Doesn't need the chair anymore.
[00:17:12.720]Yeah, that was big right there.
[00:17:14.103]Just that right?
[00:17:15.240]Yep.
[00:17:19.333](Indistinct) You can have your way now.
[00:17:21.420]Sit.
[00:17:27.720]Yep.
[00:17:28.808]Hey Nick, all done, time to work.
[00:17:30.120](Nick laughs)
[00:17:30.953]No.
[00:17:31.786]Go work.
[00:17:33.121]Give.
[00:17:34.500]Give.
[00:17:36.720]Thank you.
[00:17:37.710]All right, stand up.
[00:17:38.543]Next table.
[00:17:39.780]Stand up.
[00:17:40.613]Next table.
[00:17:41.970]Let's go.
[00:17:47.610]Look at her.
[00:17:48.443]She's still on the ground.
[00:17:49.365]She got a broken foot.
[00:17:52.050]Yeah, she's like, "I got this."
[00:17:55.890]You got this, next table.
[00:18:08.670]Sorry, I just fast forwarded you.
[00:18:09.907]Hey Nick.
[00:18:10.740]All done.
[00:18:11.573]Time to go work.
[00:18:12.806]All done.
[00:18:13.639]Time to work.
[00:18:15.627]All done, time to work.
[00:18:20.610]Hey Nick.
[00:18:22.376](Nick grunts)
[00:18:23.400]No, we we're gonna work.
[00:18:24.427]Give.
[00:18:26.802]Awesome, nice.
[00:18:35.890]Great job, next table, let's go.
[00:18:44.963]See, she slid that trashcan right there to work.
[00:18:47.310]Yep, that is an issue.
[00:18:58.380]Hey Nick, (indistinct).
[00:19:02.107](indistinct) buddy, your way.
[00:19:07.590]We just recently did his generalization workbook.
[00:19:10.500]One of the things when we started this PFA,
[00:19:13.950]Nick has been a very challenging student.
[00:19:19.181]He is a bigger boy.
[00:19:21.120]He has the challenges with communication,
[00:19:25.290]and several of his behaviors have been scary to staff,
[00:19:30.990]adults, and students.
[00:19:32.940]So through this PFA,
[00:19:34.470]we have been able to tone down some of the behaviors,
[00:19:40.440]and more adults are willing to and enjoy working with Nick.
[00:19:47.490]He is calmer.
[00:19:50.400]We are able to get a lot more accomplished.
[00:19:55.200]We are,
[00:19:59.460]it's just been amazing to show,
[00:20:03.193]the improvement of Nick's behavior,
[00:20:06.750]and just the staff being amazed
[00:20:09.420]at what they see Nick doing in the hallway.
[00:20:12.210]I have a-
[00:20:14.790]For the sake of time, we're gonna pause Jennifer,
[00:20:16.140]but she had all the great things to say in her staff.
[00:20:18.900]So, we're gonna show you the last one.
[00:20:20.400]We're gonna go through 'em quick.
[00:20:24.870]Oh, that's not.
[00:20:26.243]Okay.
[00:20:27.930]All right.
[00:20:28.763]This is Eliot.
[00:20:29.596]Eliot is, okay.
[00:20:30.510]So again, I'm looking for those kids that are,
[00:20:36.150]have a lot of academic skills.
[00:20:38.970]Oppositional for sure.
[00:20:40.530]So, we were having extreme difficulty with Eliot.
[00:20:43.770]He had a different case manager last year in seventh grade.
[00:20:47.040]And that was his first year of middle school where he could,
[00:20:51.270]I don't know how this happened.
[00:20:52.500]They shortened his day, had half days,
[00:20:54.900]and, if he felt distressed,
[00:20:56.460]he could tell his resource teacher
[00:20:58.027]that he wanted to go home,
[00:20:59.610]and his dad would come pick him up.
[00:21:01.410]And, any functional analysis would, anything we did,
[00:21:04.950]any artifact we looked at,
[00:21:07.140]is he's one of the most escape maintained kids
[00:21:09.180]I've ever seen.
[00:21:10.013]So, this was problematic.
[00:21:12.240]So, I got brought in and I was like,
[00:21:14.257]"well, I'm gonna try this.
[00:21:15.660]Like, I've seen success with a similar student
[00:21:17.499]that was younger,
[00:21:19.350]so I'm gonna try it with an eighth grader."
[00:21:20.760]And again, with him, it was a lot of explaining.
[00:21:23.070]But his mostly was school refusal,
[00:21:25.088]even on that half schedule,
[00:21:26.910]he was coming maybe one period a day, maybe not at all.
[00:21:29.580]He would just tell his dad, I don't feel like it.
[00:21:31.037]I need to stay home.
[00:21:33.510]Lots of threats.
[00:21:34.590]He's found it very powerful.
[00:21:36.360]If he is asked to do what he wants to do,
[00:21:38.760]or he doesn't wanna do, then he just makes a threat.
[00:21:41.520]He knows that's serious.
[00:21:42.840]And then property destruction, a lot of that,
[00:21:45.900]some aggression, but mostly property destruction.
[00:21:49.350]And again, significant attendance issues.
[00:21:53.880]These are his CABs.
[00:21:54.750]And I can, again, he didn't want my way, he wanted,
[00:21:58.200]may I have a break please?
[00:21:59.033]Which I thought was pretty cool,
[00:22:00.150]because he would get frustrated in classes,
[00:22:02.520]and instead of saying, may I have,
[00:22:03.457]he had an any time pass, he could ask
[00:22:06.120]for a break at any time.
[00:22:07.080]Hand the person, we tried all sorts of ways.
[00:22:09.150]He just wouldn't do it.
[00:22:10.650]He would rather stay there and throw things,
[00:22:12.540]and threaten people and do all these things.
[00:22:14.400]So, because that got him out fast.
[00:22:16.500]So we're like, okay, we're gonna practice take,
[00:22:18.150]so that was what we explained.
[00:22:19.380]We're doing sessions, we're gonna practice asking
[00:22:22.200]for a break, we're gonna practice accepting
[00:22:25.653]"no, not right now",
[00:22:27.150]and we're gonna practice giving up reinforcers,
[00:22:30.090]because, we could not find anything that reinforced him.
[00:22:33.240]And we knew games, iPads, stuff, video games,
[00:22:36.797]were the ticket for him and his parents.
[00:22:38.730]Like, oh no, he even gets violent with us.
[00:22:41.610]So we're like, yep, we're gonna do it.
[00:22:43.710]Bring him in, they were super skeptical.
[00:22:46.520]So, you had kind of look through his,
[00:22:50.010]but the one thing was also work.
[00:22:51.960]Like, if he doesn't see the importance of it,
[00:22:53.580]he's super smart.
[00:22:54.413]I already know that.
[00:22:55.470]But he actually,
[00:22:58.860]he was in a lot of honors classes,
[00:23:00.360]but was demoted
[00:23:01.620]because he wasn't turning anything in,
[00:23:02.930]he wasn't doing anything.
[00:23:04.230]And he's smart enough to know
[00:23:06.000]that in eighth grade you don't get credits for a class.
[00:23:08.940]So he is like, "I know, next year I'll do the works.
[00:23:10.860]I have to to get credit to graduate."
[00:23:16.230]So this is, he did perspective taking again,
[00:23:19.440]like when he threatened to bash someone's head in.
[00:23:23.151](indistinct) how that person feels.
[00:23:26.670]One of his known triggers was,
[00:23:28.440]I actually brought mints with me every day.
[00:23:30.540]Bad breath and body odor, and he goes to middle school.
[00:23:33.359](Student laughing)
[00:23:38.010]And then he has no problem
[00:23:39.510]telling someone "you smell like crap."
[00:23:42.300]You know, all the things.
[00:23:44.797]"Your breath smells like a sewer."
[00:23:46.800]Yeah, all those things.
[00:23:47.910]So I'm like, okay, we gotta do something about that,
[00:23:50.199]cause he's gonna be around that.
[00:23:51.120]So that was perspective taking,
[00:23:53.160]and then social filter,
[00:23:54.240]again, that idea that some things stay in your head,
[00:23:57.660]and some things don't.
[00:23:58.620]So he has mastered perspective taking.
[00:24:00.750]I actually figured out that he actually knows the skills.
[00:24:03.660]He just doesn't, it's a performance.
[00:24:07.050]So, but the social filter one, he's like,
[00:24:09.157]"why shouldn't I say it?
[00:24:10.230]It's the truth."
[00:24:11.220]Right?
[00:24:12.053]So, we're really still working on that.
[00:24:14.460]And then this one was interesting.
[00:24:16.230]We had to reintroduce this,
[00:24:17.100]this is one of those times we had to back up,
[00:24:19.786]and just again, cause he just flew through his,
[00:24:23.340]'cause we started at the beginning of December.
[00:24:25.470]He flew through the academic task branches because
[00:24:27.900]it was the end of semester, and his parents
[00:24:29.550]were making him do everything on the Google classroom,
[00:24:31.740]missing assignments.
[00:24:33.240]And if he didn't get 'em done by the last day before break,
[00:24:36.210]that he would have to do them over Christmas break.
[00:24:38.160]So he would do anything we asked.
[00:24:39.360]I'm like, well this is silly, we're not gonna do that.
[00:24:42.570]Well guess what, we are now second semester,
[00:24:45.480]he's starting to ball things.
[00:24:47.430]He got demoted from his honors math class
[00:24:49.650]into the other math class,
[00:24:50.790]and he just doesn't see why he should have to do it.
[00:24:52.980]I was like,
[00:24:53.813]but that's what happens when you don't do the work.
[00:24:56.580]You aren't going to pass the class,
[00:24:58.260]and that's an honors class,
[00:24:59.250]and they're gonna make room for someone else who is.
[00:25:01.590]So again, explaining things along to him,
[00:25:05.040]he was, oddly,
[00:25:08.280]I guess cooperative with this whole thing.
[00:25:10.170]He, I thought, kinda thought he would think it was weird.
[00:25:13.140]He totally did it.
[00:25:14.100]He loved it and,
[00:25:16.378]it improved his relationship.
[00:25:17.670]Now his attendance, I will tell you.
[00:25:20.010]So see it's going up, we started,
[00:25:24.210]and then we had
[00:25:25.440]a code of conduct violation that I could do nothing about.
[00:25:28.590]So, his parents were mad
[00:25:30.240]and pulled him out for a little bit.
[00:25:31.500]So we can see now starting kind of over,
[00:25:33.420]that was a hit that I didn't wanna take,
[00:25:35.370]and I'm kind of disappointed,
[00:25:37.590]but we're going back up and he's starting to attend.
[00:25:40.080]And, for the classes he's assigned right now,
[00:25:42.930]he's had a hundred percent attendance.
[00:25:44.790]So these are just his office referrals.
[00:25:48.993]These were all majors, except for the one in March
[00:25:51.960]where he drew a
[00:25:55.980]male body part Penis.
[00:25:57.300]Just say it.
[00:25:58.380]Which I was like, actually,
[00:25:59.910]kind of, socially, saying,
[00:26:02.490]developmentally appropriate for middle school boys.
[00:26:04.730](teacher laughs)
[00:26:05.563]So, I was not too upset.
[00:26:08.114]Okay.
[00:26:08.947]This is Eliot.
[00:26:09.870]Okay. Eliot, you have been participating
[00:26:11.940]in skill-based treatment sessions since November.
[00:26:15.540]How has skill-based treatment helped you here
[00:26:18.480]at middle school?
[00:26:19.740]It's helped me take breaks easier,
[00:26:23.010]and it is very helpful,
[00:26:25.650]cause I'm able get, because I'm starting,
[00:26:28.110]cause I may soon be able to get my work done,
[00:26:30.840]and they'll help me to get more work done,
[00:26:33.780]and I'll be able to have a little fun in it.
[00:26:36.147]And it helps me have a little positive outlook
[00:26:39.060]on my school days.
[00:26:40.621]Great, thanks for sharing.
[00:26:43.992]He actually did that one take,
[00:26:46.131]and he said it's cause he listened to,
[00:26:47.912](indistinct) YouTuber,
[00:26:49.232](speech digitally garbled).
[00:26:51.992]A lot of my video them doing it,
[00:26:54.282]he talks really lightly and it's hard to get.
[00:26:56.318]But his HRV, I kept bringing all that stuff.
[00:26:58.799]I just want the Minecraft,
[00:27:00.725]I got Minecraft put on my computer.
[00:27:02.250]The tech people were not happy with me about that.
[00:27:04.709]We actually put it on a couple computers,
[00:27:07.100]and so he does Minecraft at school.
[00:27:08.741]Like when we told him, he goes,
[00:27:09.850]"I never thought I'd see the day that I
[00:27:12.260](speech digitally garbled)
[00:27:15.530]And sometimes, he really wants to talk with them about it.
[00:27:17.817]And sometimes I just like sit there,
[00:27:19.620]or the teacher sits there.
[00:27:20.610]I sometimes do if she does,
[00:27:21.837]and it's really actually pretty cool.
[00:27:25.320]Again, I'm not saying without its bumps,
[00:27:28.050]but we are progressing, and it could prove
[00:27:30.900]to me that even with a kid like that,
[00:27:33.360]we can make some progress.
[00:27:37.140]So we have hit our time.
[00:27:38.730]Okay.
[00:27:39.990]One thing I wanna know is,
[00:27:41.350]what I want you to know is this isn't
[00:27:43.606]what you do all day long.
[00:27:44.670]Okay?
[00:27:45.676]So, there's session times, there's outside of session times,
[00:27:50.700]and there's, you know, so don't think
[00:27:52.117]"oh my gosh this is, I have to staff this all day long."
[00:27:54.330]No, that's not this at all.
[00:27:55.560]So, we talked in the last one that we, in the state
[00:28:00.450]of Nebraska through our Nebraska ASD network,
[00:28:03.450]we have supported 35 school teams, student teams,
[00:28:08.130]through this in different school districts around the state.
[00:28:10.830]There's three of us that are credentialed high enough
[00:28:14.220]to train and support others.
[00:28:16.602]which is super cool.
[00:28:18.240]And so if you're like, "oh my gosh, I need this,
[00:28:21.840]I have a kid that I need this."
[00:28:23.820]Start with your regional ASD team and go from there.
[00:28:30.654]Thank you for being here.
[00:28:32.910]I know that was a lot of information.
[00:28:34.080]We need to get through it all, but appreciate it.
[00:28:36.720]Any questions?
[00:28:37.620]I know we're past time, so if you wanna go I get it.
[00:28:39.750]Put the code up.
[00:28:41.160]Oh yeah.
[00:28:42.236]Code.
[00:28:43.069]Sorry.
[00:28:43.902]Thank you Zoomers for being on and joining us.
[00:28:46.720]Thank you.
[00:28:48.120]Appreciate you.
[00:28:50.208](student speaking faintly)
[00:28:51.600]Oh, sorry.
[00:28:52.433]Gosh, guys, there you go.
[00:28:54.750]Oh, you know what?
[00:28:55.583]That's the code that was on the.

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Teaching from Joy: Practical Functional Assessment and Skill Based Treatment: 5 Case Studies from Public School Settings Part 2

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