University of Phoenix Material
Behavior Intervention Plan
When teachers have difficulty managing a student, the first step is to get the parents or guardians involved. Together, the teacher, the parents or guardians, and the student may work to resolve the issue. This is the first step in documenting a bigger problem with the student’s behavior.
Complete the following document using one of the case studies in the Student Behavior Case Studies simulation located on the student website.
Student: Brittany Age: 6 Sex: Female
Teacher: Mrs. Lucero Grade: 1st
Case Managers (Learning Team Members):
Date: March 17, 2014
Reason for Intervention Plan: Uncontrollable behavior; Student lost interest in previous intervention plan
Participants:
Student: Brittany
Family Member: Mother & Father
General Educator: Mrs. Lucero
Fact Finding
1. Problem behavior: Define the behavior in observable, measurable, and countable terms, such as topography, event, duration, seriousness, and intensity. Include examples.
The problem behavior occurs in the classroom when Brittany is asked to work with other students. Brittany may scream, begin to rock back and forth, or will shake her arms and hands at the sides of her body. These severe outbursts have happened four times since the beginning of the year and it is currently January.
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2. Setting events: Describe important things happening in the student’s life that may be causing the behavior.
Brittany’s family moved from South Carolina toward the end of summer, making her a new student. Brittany is also one of four children in the household.
Possible Explanations
3. Identify likely antecedents, or precipitating events, to the behavior.
When Mrs. Lucero asks Brittany to work with another student, she will ignore the teacher. If Mrs. Lucero forces an answer, the problem behavior occurs.
4. Identify likely consequences that may be maintaining the behavior.
Mrs. Lucero recently implemented an intervention plan rewarding Brittany with stickers that can be used to receive prizes when Brittany worked with another student. Brittany lost interest in the plan and has reverted back to the problem behavior.
5. Identify and describe any academic or environmental contexts in which the behavior does not occur.
Brittany likes Mr. Toceo the P.E. teacher. He sees the isolative play, but she enjoys his class when he does not force her to interact with peers. In an academic context when the behavior does not occur is when Brittany is allowed to work alone.
Planning
6. Formulate a hypothesis statement: Using the following table, determine why the student engages in the behavior, if the behavior serves single or multiple functions, and what to do.
| |Internal |External |
| Obtain Something | Find something that motivates Brittany or gives | The behavior is induced by encouraged |
| |her incentive to interact with peers. Find an adult|interaction with peers. We want to slowly find|
| |that she trusts and build a relationship. |ways to encourage interactions, while reducing|
| | |the stressors. Maybe we begin with her |
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| | |interacting with Mr. Toceo and one friend. |
| Avoid Something | We want to avoid frustration that leads to | We want to avoid the behavior by focusing on |
| |behavior issues. We want to reduce stressors and be|only positive interactions. Find structured |
| |supportive and provide a safe and positive |and predictable times to encourage peer |
| |environment for her. |interaction. |
7. Current level of performance: Describe the behavior in a way that the teacher and parents will recognize its onset and conclusion.
Brittany will not work with peers and is more comfortable with isolative play. If forced or asked to play or work with someone Brittany will not respond and then begin to scream or act out. She calms down after the stressors are removed.
8. Describe replacement behaviors that will likely serve the same function as the behavior identified in Step 1.
Instead of Brittany screaming, rocking back and forth, or shaking her hands at her side, she can use a stress ball to alleviate her frustration or anxiety. Brittany will be allowed to take breaks and sit in a quiet part of the room until she has calmed down.
9. Behavioral intervention plan:
a. Specify goals and objectives, such as conditions and criteria for acceptable performance, for teaching replacement behaviors.
• Brittany and instructor will develop colored cards for Brittany to hold up for certain emotions. (yellow: needs a break)
• Brittany will complete independent work when necessary.
• Brittany will interact with peers during social play at a gradual pace.
• Brittany will interact with peers during learning activities at a gradual pace.
• Brittany will receive praise when goals have been accomplished.
• Brittany will receive rewards for completing tasks (according to what Brittany is interested in) the rewards may change as what she is interested in may change.
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b. Specify instructional strategies that will teach replacement behaviors.
• Brittany will be instructed that when she gets upset she may squeeze her stress ball in place of screaming.
• Brittany will be instructed when she feels stressed or overwhelmed she will hold up a colored card to indicate she needs a break and she may go sit in a quiet place in the room for five minutes.
c. Specify strategies that will be used to decrease the behavior and increase replacement behaviors.
• Teacher will not demand Brittany to do something she does not feel comfortable with.
• Teacher will present the student with choices in a calm neutral tone.
• Brittany will have a pictured plan of what is to be expected in class. This will alleviate any unexpected changes and her anxiety.
• Brittany will interact with teacher on a one-to-one basis during group activities to begin with.
• Brittany and the teacher will introduce one student to the group; to begin slowly interacting with another student.
d. Identify any changes in the physical environment needed to prevent the behavior and to promote desired replacement behaviors, if necessary.
• Brittany will be seated closer to where instructions will take place.
• There will be a quiet place set up in the room for Brittany for her to calm down with things that interest her (such as a stuffed animal)
e. Specify the extent to which the plan will be implemented in various settings. Specify the settings and persons responsible for the plan’s implementation.
The plan will be implemented daily during class activities, lunch, and recess. Allowing Brittany to make her own choices for a while will allow her to become more comfortable with the teacher and the students. Gradually introducing her to working with the other students will allow her to adapt to the changes. Teachers speaking in a calm neutral tone will make Brittany feel more comfortable than being demanded to do something she is not comfortable with.
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10. Describe a plan and timetable to monitor the degree to which the plan is implemented.
The plan will be managed every day and will be looked at and adjusted weekly depending on her progress. A monthly meeting with the parents will address any improvements or changes in Brittany’s behavior during class, and weekly emails from the teacher will keep her parents up to date on Brittany’s progress.
