Capella University The Case of Ruben Analysis

Capella University The Case of Ruben Analysis

Ruben

Ruben is a 2-year-old child diagnosed with developmental delay. He exhibits moderate delays in cognitive, motor, and communication skills. Ruben’s family speaks only Spanish at home, although he has an older brother who is learning English at school. Ruben is enrolled in a bilingual self-contained classroom for children with disabilities. His classroom contains nine other children who have moderate to severe disabilities. There is one primary teacher and one bilingual instructional assistant. Ruben has been enrolled in this program for 6 months. He did not receive early intervention services, so preschool is his first program experience. Ruben is a happy child who likes to interact with the other children as well as with the teacher, Mr. Gilbert, and the bilingual assistant, Mr. Sanchez. Currently Ruben primarily points to communicate, although he does say “no” and “more.” He does seem to have ageappropriate receptive language in Spanish, however. He receives speech therapy three times per week, and his teachers support communication goals in the classroom. Both Mr. Gilbert and Mr. Sanchez are concerned about the disruptive behavior that Ruben exhibits in the classroom. He often throws toys, does not play with toys appropriately, does not follow directions, does not pay attention for a sufficient length of time during activities such as circle and reading, runs away from activities, and he sometimes bites adults when they attempt to help Ruben comply with instructions. The school psychologist, Dr. Shipley, has been assigned to assist Mr. Gilbert and Mr. Sanchez in addressing Ruben’s challenging behavior. Because Dr. Shipley has a very full caseload and is not completely fluent in Spanish, she asks Mr. Gilbert and Mr. Sanchez to collect data using the ABC recording form. Dr. Shipley also completes this form during her observations in the classroom. Samples of observations collected by Dr. Shipley, Mr. Gilbert, and Mr. Sanchez follow: Antecedents and Setting Behavior Events Consequences Teacher reading large book to class Watches teacher read for a few minutes, then slides off cube chair, moves to teacher, pats teacher’s leg, grabs book Teacher looks at Ruben, shakes head no, tells him to return to his seat, movement Pledge of allegiance Stands and recites pledge with peers Movement, auditory stimulation Weather, calendar group time, his turn to answer a question Walks to board and points to picture of Praise by teacher, the sun movement Weather, calendar group time, students take turns Moves next to assistant, pats his leg Assistant removes Ruben’s hand and points to calendar Antecedents and Setting Behavior Events Consequences answering questions, Ruben’s turn is over Assistant removes hand and points to calendar Slaps assistant’s hand hard Assistant says no Assistant says no Continues to hit assistant Assistant takes him to office to pick up mail Taken to office to pick up Holds assistant’s hand, walks to office mail Assistant talks to him, movement Art, students doing individual projects Leaves art table, moves to play with blocks Left alone, movement Free choice of centers Joins peers at block area, knocks down Peer interaction, blocks, moves to rocking boat, next movement, auditory selects musical instruments, then stimulation Romper Stompers Given a puzzle by the teacher Bangs pieces together Left alone Teacher physically Resists, throws puzzle and pieces prompts putting pieces in puzzle Physical assistance to pick up puzzle and pieces Physical assistance to Picks up puzzle and pieces, pats pick up puzzle and pieces teacher, runs away from teacher Teacher reprimand, runs after him, movement Marching band Selects musical instrument, lines up for Movement, auditory march, marches with peers stimulation Nap time Resists lying on mat, leaves mat, runs to centers, plays with toys Physical prompting, allowed to select toy to play with at his mat Allowed to select toy to use during nap time Selects and plays with Slinky while lying on nap mat Left alone Snack, assigned to pass out cups and napkins Passes out cups and napkins, sits in chair, talks to peers and teachers, eats Peer and teacher interaction, gustatory, Antecedents and Setting Behavior Events snack, throws garbage in can, washes hands, selects center to play in until peers have finished snack

• Consequences tactile, auditory, movement stimulation

1. What is the function of Ruben’s challenging behavior? To answer this question, you should use the information provided on the ABC recording chart completed by Dr. Shipley, Mr. Gilbert, and Mr. Sanchez and the information provided in the case study.

2. After you have identified the function of Ruben’s behavior, provide a rationale for why you selected that function and why you think it is not one of the other functions.