Describe the possible function of behavior and Behavior Interventions

Student Profile	Possible function of behavior	Behavior Interventions

Nathan Brooks

Personal Information	Personal Information
Name	Nathan Brooks
Age	Ten years old
Gender	Male
Ethnicity	Black
Birth and development	Nathan was born four weeks early and experienced some respiratory difficulties. Nathan's mom, Mrs. Myers, reports that Nathan remained in the hospital for an additional four weeks after she went home. Nathan's developmental milestones were all met with the exception of communication and playing with other children.
Family situation	Mrs. Myers remarried after Nathan was 3 years old. Nathan has a sister who is 5 years old. Mr. Myers is an electrical engineer. Mrs. Myers states that Nathan does not get along with her husband and has no contact with his biological father. She is the peacemaker and tries to keep Nathan occupied when Mr. Myers is at home, to keep the household from being chaotic. Nathan cannot be left alone in the same room with his sister; it is often a battle when they are around each other.
Type of ASD	Level 1
Individual needs	Nathan is a perfectionist, which causes him difficulty with his teachers, parents, and other students. He does not understand social cues or communication. Nathan throws fits when things do not go his way.
Educational Information	Educational Information
Grade level	Fourth grade
School history	Nathan has always been in regular education classrooms. He struggles to work with his peers, and they are often frustrated with his arrogance. He feels everything must be done his way. Nathan has been suspended several times due to his outbursts. He often argues with teachers. Nathan does well with teachers who are structured and have high expectations. This year has been especially frustrating, because Mrs. Myers feels he is bored with the work he is doing in class. She thinks it is apparent that the teacher is not prepared to work at his academic level.
Academic and functional skills	Nathan is extremely smart and often completes his work with great ease. However, he is a perfectionist and insists on rewriting, redoing, or changing his answers before he turns his assignments in. He overthinks everything beyond what is asked of him on any given task. Often, his progress reports reflect a failing grade due to his failure to turn in his work, because he fears doing something wrong. When he turns his assignments in, he has a behavioral problem if the teacher does not have something else for him to do, so she often encourages him to double-check his work. Nathan also tends to misplace or lose his work, which causes a tremendous amount of anxiety.
Communication skills	Nathan has a hard time communicating with anyone. He is often blunt and rude. Nathan argues constantly with adults and will throw things if he is frustrated.
Behavioral challenges	Nathan was recently suspended due to his outbursts in class. He has thrown chairs, desks, and schoolwork. He does not seem to understand the consequences resulting from his behavior.
IEP goals	Behavioral: When completing an assignment, Nathan will immediately turn in his assignment to be graded with an understanding that corrections can be made; mastery will be indicated by a passing grade of 85% or higher on his report card. When given an unknown assignment, Nathan will demonstrate a reasonable understanding of his abilities and limitations by regulating his behavior, limiting outbursts, tantrums, and aggression with occasional reminders or assistance from the teacher, as measured in eight out of ten consecutive situations. Communication: When needing assistance, Jacob will initiate problem-solving strategies and seek adult help when necessary, as measured in eight out of ten consecutive situations. During classroom activities, Nathan will demonstrate an understanding that others have perspectives and feelings different from his own, as measured in eight out of ten consecutive situations.