Proposal for Behavior Change Template Part 1: ABC Chart ✓ Solved

Proposal for Behavior Change Template Part 1: ABC Chart Create five mock activities to serve as your observation. Include antecedents, behaviors, and consequences for Joseph based on the functions of behavior data from “Student Scenario for Joseph.”

ABC Chart

Student Name: Joseph

Class Activity: What was the activity or task during the time of the behavior?

Antecedent: What was the trigger or situation right before the behavior occurred?

Behavior: What was the observed behavior?

Consequence: What happened because of the behavior?

Reading Example: Small group work of in-class reading of “James and the Giant Peach.” Teacher tells students to get into their designated small groups around the room. Joseph throws the book down and asks to use the restroom. Escape Reading.

Operationally Defined Target Behavior: Create one measurable, observable operational definition for Joseph’s target behavior. Focus on one function of behavior: attention, tangible, or escape.

Part 2: Analysis of Data In words, analyze the case study data, your ABC chart, and your operational definition, and discuss any emerging patterns. Develop a hypothesis as to why the target behavior is occurring. Justify your hypothesis with your assessment analysis and explain how your findings can be used to guide educational decisions for Joseph.

Hypothesis of target behavior including function of behavior: Analysis of case study:

Part 3: Intervention Ideas and Replacement Behaviors Develop a list of five motivational and instructional intervention ideas that will contribute to reducing the occurrence of the target behavior and encourage the replacement behavior. Interventions should help Joseph adapt to different environments and promote safe and appropriate behaviors.

Motivational and Instructional Intervention Ideas:

1.

2.

3.

4.

5.

Part 4: Proposed Intervention Plan Goal 1 (Identify one functional behavior focus: attention, tangible, or escape): Replacement behavior: Specific steps to change behavior (antecedent modifications): Strategies to manage situations (to reduce target behavior) using collaboration with general educators and other colleagues: Rewards and reinforcements: Progress monitoring (what data will be collected and in what manner, including data from colleagues and student’s family): Steps to resolve any escalation:

Part 5: Reflection In a word summary reflect upon how you, in your future professional practice, will ensure formal and informal assessments of student behaviors are unbiased and technically sound, considering culture, language, gender, and ability differences.

Paper For Above Instructions

The purpose of this proposal is to outline a behavior change plan for Joseph, a student exhibiting challenging behavior during classroom activities. The focus will be on understanding the antecedents and consequences of his behavior through the ABC chart framework, analyzing data to identify patterns, and proposing interventions to support positive behavior change.

Part 1: ABC Chart

For the ABC chart, we will create five mock activities that Joseph may engage in, identifying the antecedents, behaviors, and consequences.

  • Activity 1: Group Reading Session

    • Antecedent: Teacher instructs students to take out their reading materials and start group work.

    • Behavior: Joseph throws his book and requests to go to the restroom.

    • Consequence: Teacher permits Joseph to go, effectively allowing him to escape the activity.

  • Activity 2: Math Problem Solving

    • Antecedent: Teacher asks students to solve a math problem individually on the board.

    • Behavior: Joseph loudly complains that he doesn’t understand and refuses to participate.

    • Consequence: Teacher provides him with one-on-one help, reinforcing his attention-seeking behavior.

  • Activity 3: Science Experiment

    • Antecedent: Students are instructed to work on a hands-on science experiment.

    • Behavior: Joseph disrupts the group by making loud noises and distracting peers.

    • Consequence: Teacher reprimands him, providing negative reinforcement by drawing attention to him.

  • Activity 4: Art Class

    • Antecedent: Teacher announces it’s time to create individual art projects.

    • Behavior: Joseph throws his supplies on the floor and refuses to start.

    • Consequence: Teacher intervenes immediately, resulting in Joseph gaining peer attention.

  • Activity 5: Group Discussion

    • Antecedent: Teacher leads a discussion and calls on students to share their thoughts.

    • Behavior: Joseph continuously interrupts and talks over others.

    • Consequence: Teacher gives him attention, emphasizing his conduct.

In these scenarios, we observe a clear pattern of behavior linked to the function of escape and attention. Joseph tends to engage in disruptive behaviors when faced with tasks perceived as challenging or uninteresting.

Part 2: Analysis of Data

Based on the behavior identified in the ABC chart, it appears that Joseph’s target behavior primarily seeks to fulfill his need for escape from unengaging tasks, as well as attention from his peers and teachers. The operationally defined target behavior can be pinpointed as consistent disruptions within the classroom, specifically during structured activities that require sustained concentration or teamwork.

The emerging patterns suggest that Joseph exhibits disruptions to signal discomfort or disinterest in the assigned tasks, often resulting in teacher intervention that unintentionally reinforces his behavior. This leads to a hypothesis that Joseph’s challenging behavior may stem from a combination of avoidance of academic tasks he finds difficult and a desire for social interaction, evidenced by the consistent attention he receives following his behavior.

Part 3: Intervention Ideas and Replacement Behaviors

To address the identified behaviors and promote positive engagement, we propose the following five motivational and instructional intervention ideas:

  1. Implement check-in/check-out strategies to monitor Joseph’s feelings and provide prompt feedback on expected behaviors.

  2. Introduce alternative assessment formats that cater to Joseph’s learning style, allowing for choices in how he demonstrates understanding.

  3. Create structured peer collaboration opportunities to engage Joseph within group settings while providing clear roles.

  4. Use visual schedules to outline daily tasks, helping Joseph anticipate and mentally prepare for transitions between activities.

  5. Establish a reward system that reinforces positive behavior, rewarding small steps toward participation in group settings.

Part 4: Proposed Intervention Plan

The plan focuses on Joseph’s need for attention and escape, specifically targeting the replacement behavior of engaged participation in class activities.

  • Replacement Behavior: Joseph will raise his hand and wait to be called upon instead of interrupting.

  • Specific Steps to Change Behavior: Incorporate frequent breaks and provide him with a fidget tool to manage anxiety during challenging tasks.

  • Strategies to Manage Situations: Conduct regular behavior meetings with general educators and specialists to develop consistent expectations and supports.

  • Rewards and Reinforcements: Utilize a token economy system where Joseph can earn tokens for positive behaviors, redeemable for a desired activity.

  • Progress Monitoring: Collect anecdotal data from teachers and his family about his engagement levels and successes in completing tasks independently.

  • Steps to Resolve Escalation: If there’s an escalation of behavior, provide a calm-down area with sensory items to help Joseph reset before re-engaging in class.

Part 5: Reflection

As educators, it is essential that we ensure our assessments of student behavior are unbiased and respectful of diverse backgrounds. I will emphasize culturally responsive practices when observing behaviors, recognizing how language, culture, and individual differences influence student actions. This approach not only enhances equity in behavior management but also fosters a supportive learning environment where all students feel valued.

References

  • Horner, R. H., & Sugai, G. (2015). School-wide positive behavior support. In Handbook of Positive Behavior Support (pp. 65-82). Springer.

  • Simonsen, B., Fairbanks, S., Briesch, J., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.

  • Sugai, G., & Horner, R. H. (2006). The evolution of discipline practices: School-wide positive behavior support. Child and Family Behavior Therapy, 28(2), 13-29.

  • Smith, P. K., & Dziura, S. (2020). Understanding and improving behavior in schools: A systematic review of behavioral intervention research. Educational Psychology Review, 32(3), 557-578.

  • Marzano, R. J. (2003). Classroom Management that Works. ASCD.

  • Reinke, W. M., Herman, K. C., & Newcomer, L. (2016). Teacher and student perceptions of classroom behavior: How are they related? Behavioral Disorders, 41(2), 164-176.

  • Walker, H. M., & Severson, H. H. (1990). Systematic Screening for Behavior Disorders. Longwood Publishing Company.

  • Classroom Management and Positive Behavior Support: A Review of the Literature. (2017). Journal of Behavioral Education, 26(2), 1-24.

  • Fox, L., & Han, D. (2017). Social-Emotional Competence and Intervention with Young Children. SAGE Publications.

  • Mills, J. R. (2019). Practical strategies for promoting positive behavior in the classroom: Lessons learned. Journal of Education and Practice, 10(5), 88-94.