Waldman Benchmark- Proposal for Behavior Change Plan

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Psychology

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Dec 6, 2023

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Benchmark- Proposal for Behavior Change Plan 1 Benchmark - Proposal for Behavior Change Plan Rachael Waldman Grand Canyon University: SPD-540 December 29, 2023

Benchmark- Proposal for Behavior Change Plan Functional Behavior Assessment (FBA) Angel, an 11-year-old boy in 6th grade, has been diagnosed with attention deficit hyperactivity disorder (ADHD) and a specific learning disability. These conditions have led to disruptive behaviors that are impacting both Angel's academic progress and the learning environment for his classmates. In his English Language Arts (ELA) class, Angel frequently engages in three main behaviors: getting out of his seat to sharpen his pencil, taking items from his peers, and making disruptive and inappropriate comments to both adults and peers. In his ELA class, Angel utters inappropriate comments to his peers, with an approximate frequency of three to nine times per day. These behaviors, along with other disruptive actions, have led to various consequences for Angel, including in-school and out-of-school suspensions for fighting and arguing with both adults and peers, redirection from his teachers, negative reactions from his peers (such as yelling or physical altercations), office referrals, and lower grades due to incomplete assignments. The ELA teacher conducted data collection over the course of a week to assess Angel's behaviors. Within that week, Angel exhibited inappropriate behaviors at least 85 times. This data prompted the team to implement an Antecedent-Behavior-Consequence (ABC) chart to gather additional information regarding the triggers for these inappropriate behaviors. After two days of collecting data, the IEP team identified two main reasons for Angel's inappropriate behavior. These reasons were determined to be seeking attention from peers or staff and attempting to avoid tasks assigned during ELA. It is common for students to seek attention when they lack the necessary social skills to interact effectively with others (Dowd, 2022). Similarly, attempting to avoid tasks may indicate a lack of confidence in independently completing the work or the task being too challenging for 2

Benchmark- Proposal for Behavior Change Plan Angel. Minahan and Rappaport (2012) further explain that students may struggle with basic social skills to navigate interactions, lack flexibility in following demands, or struggle with self- regulation when faced with anxiety-inducing tasks. Implementing Positive Behavioral Support (PBS) interventions could potentially address his need for social interaction in a more constructive manner. Research shows that simple modifications to the academic environment, such as incorporating students' interests into tasks, allowing students to choose the sequence of assigned tasks, and adjusting instructional strategies can lead to significant improvement (Zuna, 2004). Behavior Intervention Plan (BIP) Student Name: Angel Date: 12-28-2023 DOB: 03-20-2012 Teacher/Case Manager: Miss Waldman Defined Behavior During English Language Arts (ELA) class, Angel often exhibits a tendency to deviate from the current activity. This habitual off-task behavior is commonly manifested through actions such as getting up from his seat with the intent to sharpen his pencil. This act distracts not only Angel but also his peers. Once Angel returns to his seat after sharpening his pencil, he frequently engages in the inappropriate act of taking items from his classmates' desks. This behavior not only disrupts his own learning process but also that of his peers, causing general unrest and further deviation from the subject matter being taught. Angel also displays a tendency to make inappropriate comments. These comments are not limited to his peers but are often directed towards the staff as well. Such behavior disrupts the respectful and conducive learning 3

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Benchmark- Proposal for Behavior Change Plan environment that the class and the school aim to maintain. It poses a challenge to the smooth running of the class, affecting both the teaching and learning processes. Behavior Goals 1. After a maximum of three teacher prompts, Angel will be on task during his independent work time in his ELA classroom and will remain on task for 20 minutes for four out of the five days of the week. 2. Angel will reframe from making negative comments to his peers on an average of two less per day during his ELA class for four out of the five days of the week. Interventions and Frequency of Intervention (This will support the teaching and learning of the goal.) List persons who are responsible for services and monitoring performance. 1. Verbal praise will be given to Angel by the ELA teacher or special education teacher on average five times a class period for demonstrating desired behaviors. This will be documented by both the ELA teacher and the special education teacher. 2. When Angel is off task the ELA teacher or the special education teacher will give verbal and nonverbal prompts for Angel to remain on task. This will be documented by both the ELA teacher and the special education teacher. 3. Movement break will be given up to three times an ELA class periods to provide time for movement without disrupting or distracting the class. This will be documented by both the ELA teacher and the special education teacher. 4

Benchmark- Proposal for Behavior Change Plan Motivational and Instructional Interventions  Verbal corrections to redirect behaviors and keep engagement.  Nonverbal corrections to redirect behaviors and keep engagement.  Reward system to encourage desired behaviors.  Praise for all desired behaviors. Rewards and Reinforcements Verbal praise when making desired behaviors. Additional computer time at the end of the day. Free time at the end of the week when desired behaviors are seen four of five school days. Safety Interventions In preparation for potential instances of physical violence, a crisis intervention plan will be implemented for Angel. Before using this plan, supporting staff will verbally redirect Angel a maximum of three times in an attempt redirect Angel towards desired behaviors. If after these redirection attempts Angel poses a physical threat to himself or others, the special education teacher will implement the next steps of the crisis intervention plan. With the support of the special education teacher Angel will follow de-escalation techniques to help resolve any conflicts he may be experiencing. If Angel begins to exhibit signs of calming down during this time, he will be encouraged to engage in self-regulating strategies to further facilitate his return to class. If Angel is not calming down or escalating the special education teacher and the administrator will move forward with the best next steps into a crisis intervention plan for extreme behaviors as stated 5

Benchmark- Proposal for Behavior Change Plan by the school. Throughout the crisis intervention, all staff members involved will carefully document the incident on Angel's Behavior Intervention Plan (BIP) form, making sure to include details such as the time, date, duration, and the specific behaviors exhibited. Following the implementation of the crisis intervention plan, Angels team will discuss the event and write a formal repost for the school to keep as well as to give his Angel’s parents. Legal and Ethical Considerations in Maintaining Student Confidentiality All teachers, paraprofessionals, school counselors, and other school staff have a responsibility to maintain the confidentiality of Brandie’s information and abide by privacy procedures. It is crucial that no staff member embarrasses or draws negative attention to Brandie’s behavior. Our primary goal is to ensure that Brandie receive a free and appropriate public education in the least restrictive environment, prioritizing her well- being and academic success. Resources Curran, C. (2021). Encouraging Appropriate Behavior - Vanderbilt University. IRIS Center. CEC. (n.d.). Special Education Professional Ethical Principles. Council for Exceptional Children. References CEC. (n.d.). Special Education Professional Ethical Principles. Council for Exceptional Children. Curran, C. (2021). Encouraging Appropriate Behavior - Vanderbilt University. IRIS Center. Dowd, T., & Green, E. (2022). Teaching social skills to youth . Boys Town Press. 6

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Benchmark- Proposal for Behavior Change Plan Minahan, J., & Rappaport, N. (2012). The behavior code: A practical guide to understanding and teaching the most challenging students . Harvard Education Press. Vanderbilt University. (n.d.). What strategies can educators implement to prevent or address challenging behaviors? . IRIS Center. Zuna, N., & McDougall, D. (2004). Using positive behavioral support to manage avoidance of academic tasks. Teaching Exceptional Children , 37 (1), 18-24. 7

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