Describe the possible function of behavior ant the behavior intervention

Student Profile	Possible function of behavior	Behavior Interventions
Kimberly Wilkes

Kimberly Wilkes

Personal Information	Personal Information
Name	Kimberly Wilkes
Age	Seven years old
Gender	Female
Ethnicity	White
Birth and development	Mrs. Wilkes says Kimberly had a normal childbirth and there were no complications. She did not begin to notice the developmental and communication delays until Kimberly was 12 months old. Kimberly has a cousin who is three months younger and Mrs. Wilkes began noticing that the cousin was progressing through her developmental milestones much faster than Kimberly. Mrs. Wilkes immediately requested assistance and Kimberly has been receiving educational support since she was 3 years old
Family situation	Kimberly is an only child, which is difficult because she is used to being alone at home. Mrs. Wilkes does work but is available to take and pick Kimberly up from school every day. Mrs. Wilkes' mom lives with her and is always with Kimberly. Mr. Wilkes works in retail and is often not home on evenings and weekends. Kimberly spends most of her time with her mother and grandmother. Mrs. Wilkes takes Kimberly to spend time with her cousin; however, Kimberly becomes aggressive and is not willing to share or play like most children her age.
Type of ASD	Level 3
Individual needs	Kimberly must learn how to communicate her needs, especially when she becomes stressed or overstimulated. She also needs assistance with social skills and working or playing with her peers. It has been suggested that music therapy may be beneficial to Kimberly.
Educational Information	Educational Information
Grade level	First grade
School history	Kimberly has been in school since age 3. She has received early childhood services with a team of specialists to provide support for her autism. She was in a self-contained classroom during pre-kindergarten and kindergarten, with a student-adult ratio of 2:1. This year, the IEP committee feels she will be best served in the general education classroom. However, the team must ensure that they have a plan in place to provide Kimberly with the support she needs. Her kindergarten teacher was structured. Kimberly always had a schedule for the day with a goal to reach for by the time she was taken to the bus. If she reached her goal for the day, she was given a choice, which would vary, but included things such as 15 minutes of sensory stimuli: playing on the computer, coloring, listening to music, or eating a healthy snack. Kimberly does not do well with any type of change, but has been successful with using video modeling and social stories.
Academic and functional skills	Kimberly can write her first name and the numbers 1-20. She also knows her colors. Her work in the classroom has been limited to station teaching, centers, and limited interaction with her peers. Kimberly needs sensory integration strategies throughout the day, which has helped reduce her meltdowns. When she becomes overly stimulated, she will wring her hands, rock back and forth, and hold her hands over her face while tapping the right side of her face with her index finger. The teachers and paraeducators have done an excellent job of watching for these cues and providing support to eliminate these behaviors.
Communication skills	Kimberly usually makes requests using one or two words. However, on many days, she may not speak at all. She likes using pictures to communicate and may benefit from some type of communication device.
Behavioral challenges	On difficult days, Kimberly will begin rocking, screaming, and lying down on the floor crying.
IEP goals	Behavioral: When given a directive, Kimberly will regulate her behavior with occasional reminders or assistance from the teacher, as measured in eight out of ten consecutive situations. Communication: When needing assistance, Kimberly will initiate problem-solving strategies and seek adult help when necessary, as measured in eight out of ten consecutive situations. During classroom activities, Kimberly will increasingly interact and communicate with peers to initiate pretend play scenarios that share a common plan and goal, for about 10 minutes at a time each day, as measured for three consecutive weeks.