Student Profile

Name: John Smith School: Middle School Grade: 7

Some words that describe me are:

 Happy
 Hard worker when motivated
 Kind

Some things I am interested in are:

 Math
 Science
 Love walking the track at lunch
 Loves to read

The best ways for me to show what I know:

 Hands on or orally. I love to work with my hands and trying to figure things out. I
am not very good at writing. I am very quiet so I might need to do my oral projects
in private.
Some things that I need you know about me are:
 At times I can get overwhelmed, especially if there is a lot of commotion, loud
noises or too much information. I sometimes need assignments or concepts
broken up into smaller pieces or repeated.
Some things that I want to get better at this year are:
 Writing. I am not very good at writing stories. I struggle with getting my ideas
down and organized. I tend to rush through my stories so I can be finished. I will
need some help with this.

My Goal Areas Strengths Stretches

Personal Goals
(Things I can do on my own)
(What I am good at/know a lot
about)
I know a lot about science and
love reading science facts. I
love to read.
(What I still need support
with/need to get better with)
I need to participate in all class
discussions and not just
science and French (because I
like those best).

Social Goals I am very friendly, and I always When I work in groups of

(Things I can do with other try to work hard in various students, I need to understand
people) group settings. I like to work social cues and gain the
with my best friend. courage to participate more.

Intellectual Goals I am very good at math. I enjoy I want to improve my writing

(Things I can learn and think working on solving math skills. I want to organize my
about) problems. thoughts and develop good
paragraphs.

Strength Based Student Profile, adapted from Schnellert & Brownlie, 2011 Shelley Moore, 2011
 Functional Behavioural Assessment Plan

Imagine taken from http://www.educateautism.com/functional-behaviour-assessment.html

John’s main problematic behaviour is lack of motivation and rushing

through his work. He is not completing his work to the best of his
Problematic Behaviour ability.

The teacher completed an ABC chart observing the student at

different times during various activities. She noticed the following
behaviours;
 answers did not make any sense
Data collection and  written work was not organized with sloppy handwriting
analyzed  often was the first one to turn work in (test, assignments,
etc.)
 frequent incorrect answers
 when work was completed, he would sit and read

ABC Chart

Antecedent (describe the Behaviour (describe what the
activity and specific event preceding behaviour looked like)
the behaviour)
John was told to complete a John completed the first and
5-step math problem. last step. He did not
conclude with a sentence
statement.
John was told to write a John wrote very short,
persuasive essay. disorganized paragraphs.
Consequence (describe event
that followed or results of the
behaviour)
John was asked to complete
the other steps but refused.
Continued to read his book.
John refused to add more
details.
 John rushes through his work so he can read quietly at his desk
escaping the world around him. He refuses to take his work
Hypothesized reasons for
back to correct his mistakes saying he knows how to do so he’s
behaviour not doing it again.

PBS Plan
 Break down assignment into smaller sections allowing the
student to work on one section at a time
Developed Plan
 Simple reward system & incentives
 Alternative modes for completing assignments

Sample ABC Analysis

ABC Analysis
Date____/____/____ Name of Person Observed: ________________________________ Observer: _________________________________

Behavior(s): __________________________________________________________________________________________________________

Date Time Antecedent Behavior Consequence Possible Function

Taken from http://theautismhelper.com/take-great-abc-data/

 Questions

Possible uses for the student profile

I think there are many uses for student profiles. As a case manager, I made up student profiles, (at a
glance) and distributed them to their classroom teachers. This gave the teachers an overview of the
file they may not have had time to read.
The classroom teachers could also leave this profile for a TOC that may be in the classroom. It
would be a resource for any other staff member to read if they are working with that student. It gives
a great overview of student strengths, interests, and goals.
All of the grade 6 teachers fill in a similar student profile of the students who will be entering middle
school. As a classroom teacher or LST, these profiles allowing us to provide the needed programs to
in order for the student to succeed.

How is this PBS going to be communicated to various members of the school-based team?
How will its effectiveness be assessed? What is the mechanism for changing it?

Communication – I would join in a SBT meeting to discuss any plans for the student. At our school,
we have SBT meetings every other Monday where teachers can sign up with a concern or follow up.
Assessment - data should be collected by the classroom teacher (or all who teaches the child). Data
should be easy to collect such as using a checklist. This data should be periodically reviewed so that
any changes may be made.
Effectiveness – if the teacher sees the targeted behaviour change in a positive way or if the student is
more engaged and willing to work, then the plan is working and is effective.
Changing the plan – if the strategies are no longer working or the behaviour becomes more frequent
then it is important to take this concern back to the SBT. There, you can show the data you have
collected and the SBT can discuss further testing or strategies.

Last year I was a part of the student-based team where we discussed concerns and developed
strategies. I have not seen a functional behavioural assessment, so I am only going with what I have
read during the course.

How does the FBA/PBS connect in a meaningful way to other aspects of the student’s life?

In most cases the behaviours you may see in class are also seen by others such as parents and
through their social life (friends) By explicitly teaching students a variety of coping strategies or
conflict resolution strategies, these may carry over into other parts of the student’s life.

Does your district have a safety plan for individual students as part of the positive behaviour
support plan?

I am not sure if our district has a safety plan for individual students. I know there are plans in place
with students who are on behavioural contracts such as being sent home or ISS if a certain number
of tries have been reached (i.e. three strikes). I have not seen or participated in any FBA or PB
support plans therefore I am unaware of any safety measures.
References

https://csesa.fpg.unc.edu/sites/csesa.fpg.unc.edu/files/ebpbriefs/FBA_Steps_0.pdf

http://www.educateautism.com/functional-behaviour-assessment.html

https://www.pbisworld.com/

http://theautismhelper.com/take-great-abc-data/