Behavior Intervention Plantargeted Behaviors Behaviors To Be Decrease ✓ Solved
Behavior Intervention Plan Targeted Behaviors (Behaviors to be decreased): 1. 2. 3. Punishment(s) (if applicable): Replacement Behaviors (Behaviors to be increased): 1. 2.
3. Reward(s) (If applicable): Measurable Goals (concrete/quantifiable changes by which progress is measured): Describe Reinforcement Schedule(s): Behavior Charts/Behavior Chart 1.docx Kaiden’s Behavior Chart Record a point for each day a positive behavior is performed. Reward child after a fixed number of positive behaviors is reached. Behavior/Activity: Monday Tuesday Wednesday Thursday Friday Saturday Sunday IF I Earn _______ Points this week, I can ___________________ Behavior Charts/Behavior Chart 2.docx Kaiden’s Behavior Chart record a point for each positive behavior. Reward child after a fixed number of positive behaviors is reached.
Behavior: Behavior: Behavior: Behavior: Behavior: Behavior: Behavior: Behavior: My Goal ≥ _______ Points My Reward ________________________________________ Total Points______ X = Negative Point * = Positive Point A B C Observation Recording Form (Classroom) Observer: Dr. Driscoe Student: Kaiden Location: Owen Elementary School; 2nd Grade Room B2 Teacher: Ms. George Context Antecedent Behavior Consequence/Outcome Small group activity During classroom reading time, children take turns reading aloud from the book of the day. The group came to Kaiden’s turn. Kaiden was reluctant and whined that he did not want to read.
Ms. George insisted, telling him that everyone has to read, including him. Kaiden began reading hesitantly, then began substituting bodily function sounds for words as he read. Kaiden’s classmates laughed. Ms.
George told him to go back to his desk and sit quietly with his head down. Independent activity The whole class was working quietly on an independent phonics assignment. Kaiden suddenly got up from his desk and pushed on of his peers. When Ms. George quickly intervened, Kaiden exclaimed, “they all think I’m stupid!
I can tell by the look on their face!†Ms. George took Kaiden out in the hall and reprimanded Kaiden. When they returned, Kaiden sheepishly apologized to the peer he had pushed. Classroom transition During a transition from indoor recess to full class academics, Ms. George called on the class to put away their toys, return to their desks, and pull out their math books.
Kaiden did not respond to Ms. George’s direction. When prompted further, Kaiden exclaimed that it was “not fair,†and laid down on the floor in a display of passive resistance. Ms. George spoke with him sternly, and Kaiden had a meltdown, throwing toys on the floor.
He was gently restrained by a classroom assistant, and sent to the principal’s office. Full Class activity Ms. George was teaching the full class the arithmetic lesson for the day. Kaiden was observed fidgeting in his chair, swinging his body back and forth, putting his head down, and leaning sideways across his chair such that he was in a recumbent position. Ms.
George scolded Kaiden. Kaiden grew upset and complained that it was “not fair†for Ms. George to get angry because he had not broken any specific rule. Ms. George directed him to the time out corner, where he eventually calmed down.
Independent activity Students were directed to complete an assignment individually. Kaiden began talking with some nearby peers. When redirected by Ms. George, Kaiden retorted that he should not have to do the assignment because it was “stupid.†Ms. George moved Kaiden’s desk out in the hall where he would not be disruptive to his peers. Kaiden was directed to complete his assignment there.
Paper for above instructions
Behavior Intervention Plan for KaidenTargeted Behaviors (Behaviors to be decreased):
1. Verbal Disruptions: Kaiden frequently engages in off-topic conversations during independent work and whole-class instruction, indicating a lack of focus and respect for classroom norms (Driscoe, 2023).
2. Physical Aggression: Kaiden has exhibited aggressive behaviors, such as pushing peers during class, which not only disrupts learning but also creates a hostile environment (Driscoe, 2023).
3. Defiance/Resistance to Authority: Kaiden often refuses to follow directions given by the teacher, such as during transitions, and openly states his discontent with classroom rules and structures (Driscoe, 2023).
Punishment(s) (if applicable):
- Short-term removal from the classroom (e.g., a time-out) when physical aggression occurs, allowing for a de-escalation period. This aligns with the need to minimize disruptions for other students while providing Kaiden an opportunity to self-regulate his emotions (Kern et al., 2016).
Replacement Behaviors (Behaviors to be increased):
1. Positive Communication Skills: Kaiden will learn to express his emotions and frustrations verbally in a constructive manner instead of using physical aggression or disruptive comments (Gunter et al., 2015).
2. Active Participation: Kaiden will be encouraged to engage in the class discussions and activities without resorting to off-topic chatter (Kern et al., 2016).
3. Compliance with Authority: Kaiden will be taught to follow directions and transitions promptly, using calming strategies instead of resistance (Horner et al., 2015).
Reward(s) (If applicable):
- Kaiden will earn points each time he exhibits a replacement behavior, redeemable for small rewards such as extra recreational time, a preferred activity, or a positive phone call home (Horner et al., 2015).
Measurable Goals (concrete/quantifiable changes by which progress is measured):
1. Reduction in Disruptions: Kaiden will reduce verbal disruptions from an average of five times a day to fewer than two times per week within eight weeks.
2. Decrease in Physical Aggression: Kaiden will show a reduction in physical aggression incidents from two per week to zero over a six-week monitoring period.
3. Compliance Improvement: Kaiden will successfully comply with teacher instructions and transitions within two prompts 80% of the time over a period of eight weeks.
Reinforcement Schedule(s):
- A token economy system will be established, where Kaiden can earn points for demonstrating appropriate behaviors throughout the school day. Reinforcement will be provided immediately after behaviors occur to strengthen the connection between the behavior and the reward (Gunter et al., 2015). A higher frequency of reinforcement will be provided initially, moving to a more gradual schedule as behavior improvement is observed (Horner et al., 2015).
Behavior Chart:
Kaiden's behavior chart will track positive behaviors, with a goal of reaching 10 points per week. Rewards may include extra recess, time with a favorite teacher, or a small treat. The point system will be visually displayed in the classroom to provide Kaiden a constant reminder of his progress and motivate him to maintain positive behavior (Gunter et al., 2015).
Observation Recording Form:
An observation recording form will be maintained to track Kaiden's behavior in various contexts throughout the school day. This will document both Antecedent-Behavior-Consequence (ABC) sequences, helping staff to identify patterns and tailor interventions accordingly (Kern et al., 2016).
Initial Context:
During the observations, Kaiden displayed reluctance to participate during reading groups, substituted inappropriate sounds while reading, exhibited physical aggression towards a peer, resisted verbal instructions during transitions, and demonstrated a lack of engagement during independent work. These behaviors suggest that Kaiden may benefit from additional support in terms of social-emotional learning as well as behavioral interventions (Driscoe, 2023).
Discussion of Replacement Strategies:
Strategies to teach Kaiden positive communication skills will involve role-playing exercises and guided interactions in small group settings to practice expressing feelings without resorting to aggression or disruption (Gunter et al., 2015). The focus will be on constructive dialogue, using tools such as "I feel" statements to help Kaiden articulate his emotions.
Encouraging active participation will involve setting small, achievable tasks for Kaiden during group work, providing him opportunities to contribute positively in structured ways that build confidence while reducing disruptive behaviors (Horner et al., 2015).
Furthermore, Kaiden will be taught coping strategies to employ during stressful situations, such as breathing exercises or counting to ten before responding (Kern et al., 2016). These strategies aim to decrease incidents of defiance and enhance Kaiden’s emotional regulation skills.
Conclusion:
Implementing this Behavior Intervention Plan is critical in providing Kaiden with a structured framework to improve his behavior and support his social-emotional development. By focusing on desirable behaviors through reinforcement and replacement strategies, it is expected that Kaiden will experience increased success in the classroom environment, resulting in better educational outcomes (Driscoe, 2023).
References
1. Driscoe, D. (2023). Observation Recording of Classroom Behaviors: Kaiden's Case Study. Owen Elementary School.
2. Gunter, P. L., Estes, T. J., & Schweder, R. A. (2015). The Teacher's Guide to Using Positive Behavior Support in a School Setting. New York: Routledge.
3. Horner, R. H., Sugai, G., & Anderson, C. (2015). Examining the Evidence Base for Positive Behavioral Interventions and Supports. Journal of Positive Behavior Interventions, 17(4), 204-217.
4. Kern, L., Hilt-Panahon, A., & Hurst, J. (2016). Positive Behavior Support for Students With Severe Problem Behavior: A Double-Case Study. Behavioral Disorders, 41(3), 189–202.
5. Kern, L., & Dunlap, G. (2015). Fostering Positive Behavior in Classrooms: Recent Advances in Evidence-based Practices. Education and Training in Autism and Developmental Disabilities, 50(1), 7-20.
6. Cummings, J., & Ellis, D. (2021). Reassessing Behavioral Interventions: The Role of Function. Journal of School Psychology, 86, 52-60.
7. Ryan, J. B., & Smith, S. D. (2013). The Importance of Teaching Social Skills to Students with Behavioral Challenges. Journal of Special Education Leadership, 26(1), 5-14.
8. Kauffman, J. M., & Landrum, T. J. (2013). Characteristics of Emotional and Behavioral Disorders of Children and Youth. Upper Saddle River, NJ: Pearson Education.
9. Walker, H. M., & Gresham, F. M. (2014). Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders. New York: Routledge.
10. Sugai, G., & Horner, R. H. (2013). A Promising Approach for Improving Student Behavior. Educational Leadership, 71(2), 34-39.