Behavior Intervention Plan
docx
keyboard_arrow_up
School
CUNY Queens College *
*We aren’t endorsed by this school
Course
629
Subject
Communications
Date
Jan 9, 2024
Type
docx
Pages
4
Uploaded by JusticeOpossum1570
Behavior Intervention Plan
Name:
Amy
Start Date:
1/10/2023
Current Setting:
School
Program Written By:
Teacher
Person(s) Responsible for Implementation:
Teacher
Rationale for Intervention:
The following behavior plan was developed based on information gathered during a Functional Behavior Assessment (FBA). These behaviors are highly limiting in
terms of accessing less restrictive environments. Treatment of behaviors and procedures used within this plan are subject to change based on ongoing analysis of student’s progress, her specific needs, and any changes within the classroom environment.
Functional Hypothesis: Based on the information gathered from direct and indirect assessments
such as checklists, data collection and observations, it is hypothesized that Amy’s maladaptive behavior of out of seat behavior is functioning for her by seeking attention, and a desire for response or feedback from another person. On the FAST assessment, the social (attention/preferred items) score was greater than the rest of the potential sources of reinforcement. During direct observation, the setting event would be either a work lesson with the entire class or the students working individually at their desks. Amy would engage in out-of-
seat behavior to gain attention from her teacher and staff, and the teachers would provide her with the attention, inadvertently reinforcing the behavior.
Description of Target Behaviors:
Behavior(s) Targeted for Reduction
Out of Seat behavior
– Leaving position of sitting in chair or on the floor (such as during circle time) during instructional time for more than 10 consecutive seconds, out of context of teacher direction. Examples include standing on the desk or chair, walking around classroom, or standing by the window. Non-examples include getting out of seat for musical chairs, taking a turn to answer on the board, or when called by the teacher to come up to her desk.
Intensity Scale 1-Amy responds within 1-3 redirections. 2-Amy responds within 4-5 redirections. 3-Amy responds within 6 or more redirections
Baseline Data
Frequency of Tantrum
1-5 times
Duration of Tantrum
1-15 minutes
1/10/2023
1/13/2023
1/14/2023
0
5
10
15
20
25
Duration of Out of Seat Behavior in Minutes
Date
Duration in Minutes
Fig. 1. Between 1/10/2023 and 1/14/2023 displays the baseline measure of target response.
Behavior(s) Targeted for Increase:
Compliance:
This is defined as engaging in a response that matches the delivered instruction within 10-20 seconds from the time the instruction was given and completing the original request.
Functional Communication:
This is defined as any occasion when an appropriate communicative response is used as a replacement behavior for the targeted behaviors.
Proactive Intervention Strategies & Definitions: a.
Token Economy System
A token system will be used to provide reinforcement throughout the entire day. Amy will earn tokens for tolerating antecedents within her environment or engaging in behaviors targeted for increase. When she earns all of his tokens, she can trade them in for a 3–5-minute break. Amy will use his visual choice board to communicate what she wants to do for a break.
b.
Visual Schedule
Amy will be provided with a daily visual schedule. Each activity will be represented by a picture. Following each activity, a timer will be set. When the timer goes off the completed activity will be removed, and the timer will move onto the next picture on her schedule. Additionally, you may establish more clear
and simple-to-follow expectations by using visual cues to show when attention can be given and when it's appropriate to get an adult's or peer's attention.
c.
Functional Communication Training (FCT)
The teacher will use functional communication training for Amy to effectively express her wants and needs, rather than resorting to inappropriate behavior. This will simultaneously teach her the skill of engaging in appropriate attention-
seeking behaviors as a replacement for challenging behaviors.
Reactive Protocol:
a.
Give attention to desired behaviors.
Give instant, focused attention to the student when they show a behavior you want
them to have. For example, “Amy, I love the way you raised your hand and
waited to be called on”.
b.
Give positive attention to another student.
There are times when just pointing out another student's good behavior can help
that student remember what is expected of them. For example, "Look at Student A
working so nicely and quietly at her desk and in her seat, let's give her a high
five!" can help the student get back on track.
Measurement Procedure:
Frequency, duration, and intensity of all behavior targeted for reduction and frequency of
functional communication. Progress Monitoring of Behavior Plan:
The behavior plan will be monitored by Landon’s team (including but not limited to: behavioral
consultant, classroom teacher, behavior case manager) quarterly. The aforementioned behavior
data discussed in the measurement procedure will be collected on a daily basis for the entire
duration of the school day by classroom staff. Data will be reviewed weekly by a qualified team
member. Team meetings and/or changes to the behavior intervention protocol can occur at any
time as a result of weekly data analysis. Criteria for Shaping:
Zero occurrences of out of seat behavior for 6 weeks. Possible Risks Associated with Proposed Intervention:
There is a possibility that behaviors may initially increase. Amy may develop other maladaptive
behavior as replacements for the target behaviors for reduction.
Summary:
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Token economies help students see their progress, understand and work towards reward, learn to
keep an eye on themselves, and control their behavior. Clear expectations can be set, challenging
behaviors can be decreased and desired behaviors can be reinforced through visual cues.
Including visual support in ABA treatment can help kids communicate better and improve their
social skills. The objective is to effectively use the acquired skills in a home setting, with the aim
of ensuring that both the school team and the student's family are informed about the student's
goals.
______________________________________________________________________________
Parent/Guardian Signature Date
______________________________________________________________________________
Behavior Consultant Date
______________________________________________________________________________
Classroom Teacher Date