scenario. Setting the Scene: Tabatha is in the 4th month of 2nd grade at Watson Elementary School. She has always been an excellent student. In fact, she completes work in a timely manner and usually receives excellent grades (i.e., 95–100% accuracy). Recently, her teacher has noticed a change in Tabatha’s behavior and performance. Tabatha has been raising her hand and asking for the teacher’s help multiple times during seat work in each subject. She has been breaking in line to go to the cafeteria, physical education, and recess, but only when the teacher is leading the line. She has also been pushing the new little girl that transferred to the school 2 weeks ago. Her teacher has reached out to you, a BCBA, for help. Mrs. Lake explains that she has tried everything to help Tabatha. She has let her walk with her to the cafeteria, physical education, and recess whenever Tabatha tries to break in line. She even moved Tabatha’s desk closer to hers so she could readily help Tabatha when she is doing seat work. She has also separated Tabatha from the new little girl by allowing Tabatha to sit next to her on the bench during recess. She does not know what else to do. Discussion: Explain the process you would undertake to identify the probable function of Tabatha’s target behavior. Discuss the antecedents and consequences in this scenario and hypothesize the probable function of the target behavior. Describe a potential function-based BIP for Tabatha, and discuss how you will determine whether your intervention has been effective (hint: data).
