Fluent Essays

• Create a intervention plan to address the needs of a fictional struggling student at a 1st grade level . • Scenarios should address the following: talking during your teaching. 2 Intervention Plan Assignment · Create a intervention plan to address the needs of a fictional struggling student at a 1st grade level . ·   Scenarios should address the following: talking during your teaching (Math) Below is an example of a Behavioral Intervention Plan: Cite any reference and use intext citations if needed. Addressing Student Behavior: A Positive Approach Conducting Functional Behavioral Assessments and Developing Positive Behavior Intervention Plans Behavioral Intervention Guide - 2 - The purpose of the following information is to provide some ideas on interventions and strategies to include in the Positive Behavior Intervention Plan (PBIP). This guide was written for the team to use when developing the PBIP. These strategies are not meant to be comprehensive or exclusive of other strategies/interventions. They simply represent a set of ideas that could be elaborated and modified for each individual student‘s behavior. Remember, the interventions chosen for the PBIP should correspond with the function of behavior (e.g., if a student‘s behavior is attention seeking, the team should choose interventions such as delivering attention only for appropriate behavior and withholding attention for inappropriate behavior). The contents of this guide include: Prevention Strategies Teaching Appropriate Behavior Increasing Appropriate Behavior (Reinforcement) Decreasing Inappropriate Behavior Descriptions of Behavioral Interventions (Alphabetical Order) Strategies for Effective Behavior Management o Do‘s and Don‘ts of Behavior Management o Common Problems and Helpful Hints o Delivering Effective Commands Note: Strategies with an asterisk (*) are described or defined in the ―Descriptions of Behavioral Interventions‖ section of this guide. Behavioral Intervention Guide - 3 - AVOID CERTAIN TRIGGERS MODIFY CURRICULUM AND INSTRUCTION Curriculum Adjustments* o Appropriate and motivating curriculum* o Adjust the amount of assignment given to the student at once o Adjust the difficulty of the assignment o Intersperse difficult assignments with easier assignments o Break assignments into manageable sections* o Modify task length* o Assign tasks that require active participation o Assistive technology devices or services* o Allow for ―do-overs‖* o Personal interests used for motivation* o Provide extra time to complete assignments Instructional Adjustments o Shorten the instructional lesson o Instructional Pacing* o Change voice intonation o Peer assisted instruction o Direct instruction o Increased academic learning time* o Student follow-up* o Student maintains a planner for assignments o Specific, or modified, instructions* o Limited number of instructions provided at once o Multiple modes of instruction (visual, auditory, hands-on) o Increase reinforcement quality of classroom* o Increase frequency of task related recognition* Avoid large or noisy crowds Avoid long delays Avoid repetitive tasks (e.g., writing out spelling tasks) Avoid power struggles* Avoid long periods of desk work Avoid seating arrangements next to instigating peers Avoid negative language, such as ―no‖ or ―stop‖ Avoid reprimands Avoid talking about the student‘s problem behavior in their presence Behavioral Intervention Guide - 4 - ENVIRONMENTAL ENGINEERING* PROVIDE STRUCTURE Set clear expectations and rules* Preview rules and behavioral expectations* Structured daily schedule* Visual schedule* Preview schedule* Preferred activities scheduled in daily routines Schedule adjustment* Non-preferred activities scheduled among preferred activities Student involved in planning Planned activities for transition times* Routines or signals to prepare for transitions Minimize down times* Predictability* Structuring non-instructional periods, including recess Post all classroom rules and daily schedules in prominent locations* Preferential Seating * Needed materials are easily accessible Rearrange the room or furniture Create separate or designated work areas Quiet areas* Change the lighting Adjust sounds (e.g., volume of music, voice volume) Minimize or eliminate distracting materials* Play music* Behavioral Intervention Guide - 5 - PROVIDE STRATEGIES TO INCREASE COMPLIANCE DESIGN SOCIAL SUPPORTS PROMOTE SELF-REGULATION Allow the student to take frequent breaks during difficult work activities Provide time alone or time to regroup after a negative event Self-monitoring* Behavioral momentum* Offer choices* 5-10 second compliance time window* Effective commands* Prompting* Precision requests* Proximity control* Quiet start requests* Allow flexible seating positions (e.g., stand, sit on knees) Systematic prompting (if age-appropriate)* Positive peer role models* High rates of positive responses* Peer mentor/tutor opportunity* Peer involvement and influence* Progress Reports* Parent-Teacher Communication System* Monitoring * Personal Connection with Student* Participation in extracurricular activities* Positive peer reporting* Transition supports* Meaningful work projects* Behavioral Intervention Guide - 6 - REPLACEMENT BEHAVIORS These are communicative alternatives that provide an immediate mechanism for the student to meet their needs. The important part of this intervention is that the team must know the function of the behavior in order to teach an effective replacement skill. Functional Communication Skills* [Verbal & non-verbal (cues, signs, picture cards)] o Asking for attention o Raising hand o Asking for help o Requesting an item or activity o Asking questions o Seeking peer help o Requesting a break o Request to leave a situation (e.g., ―I want to be by myself for awhile‖) o Requesting an alternative activity o Appropriately communicating a protest response o Negotiating a start time for a task o Alternative behaviors for sensory feedback* o Requesting movement (e.g., stretch break, squeeze stress ball, move to an empty desk, stand while working, sit on an exercise ball, go for a walk, etc.) Social Skills* o Appropriate rejection/Ignoring* o Appropriately initiating social interactions (e.g., ―Play with me‖) o Socially appropriate play behaviors  Suggesting an activity  Sharing  Waiting for a turn Incompatible behavior* o Teaching a student to sit in a chair instead of lie on the floor. o Giving a student something to hold or do with his hands to avoid self-injury or other disruptive behavior o Sitting with hands folded in lap instead of poking or pinching peers Identify appropriate settings for the behavior * Behavioral Intervention Guide - 7 - OTHER ALTERNATIVE BEHAVIORS These are skills that teach the student to cope with or tolerate difficult situations. They also alter problem situations and prevent the need for problem behaviors. Organizational skills to reduce frustration Social skills to increase appropriate peer interactions* Problem Solving skills* o Conflict resolution o Choice making Tolerance skills* o Longer wait times for teacher attention o Ignoring instigating peers o Delays to get the reinforcer (e.g., waiting for an activity)* o Appropriately dealing with peer accusations o Walking away from fights o Accepting ―no‖ o Accepting consequences* Self-management/Coping skills* o Breathing exercises o Time to vent about frustrations o 5 minute walk o ―Calm down‖ break* o Relaxation strategies o Positive self-talk* o Self-initiation activities to prevent boredom o Behavioral self-control* o Anger management* o Self-monitor occurrences of behavior* Behavioral Intervention Guide - 8 - TEACHING STRATEGIES Direct Instruction* Modeling* Incidental Teaching* Practice opportunities* Natural opportunities* Role-play* Verbal reminders* Non-verbal reminders* Verbal rehearsal* Visual strategies* Monitoring checklist* Task analysis* Chaining* Shaping* Prompting* Stimulus cueing* Errorless learning* Fading* Scripts* Social skills training* Social stories/Comic book conversations* Behavioral learning games Use of manipulatives* Functional communication training (FCT)* Technology device instruction* Curricular integration* Teaching interaction* Behavioral self-control training (BSC)* Integrate curriculum into music* Momentum training with relaxation strategies* Self-management* Behavioral Intervention Guide - 9 - TYPES OF REINFORCERS (with examples) Specific verbal praise* Social interactions o 1:1 conversations with certain people o Talking about their interests o Social time with friends o Being able to talk during lunch Appropriate touch o High five o Pat on the back o Hug – if appropriate Materials/Tangible items o Stickers o Toys o Books o Pencils o Notebooks Edibles (e.g., food) Activities o Computer time o Assist with morning announcements o Extra 5 minutes of recess Privileges o Line leader o Visit a teacher or school personnel o Run office errands o ―No homework pass‖ Positive referrals* School-wide recognition* Leadership roles/Responsibility Behavioral Intervention Guide - 10 - REINFORCEMENT PROCEDURES Behavior contracts* Academic contracts* Chaining* Positive Reinforcement* o Differential Reinforcement of Appropriate Behavior* o Differential Reinforcement of Other behavior* o Differential Reinforcement of Low rates of behavior* o Differential Reinforcement of High rates of behavior* o Differential Reinforcement of Incompatible behavior* o Differential Reinforcement of Communicative behavior* Goal setting* Home-school reinforcement system* Mystery motivator* Group reinforcement contingency* Observational learning* Individualized reward system* Token economy* Premack Principle* Behavioral Intervention Guide - 11 - PROMPTS/REDIRECTION WITHHOLDING ACCESS TO CONSEQUENCES THAT MAY PROVIDE THE “PAY-OFF” FOR THE BEHAVIOR ENVIRONMENTAL ARRANGEMENTS Change seating arrangements Rearranging the room or furniture Moving the student closer to the teacher Move the student away from instigating peers Provide a barrier between students Eliminating distracting items in the classroom Provide organized places for materials and assignments Extinction* o Planned Ignoring* o Eliminate Audience* o Peer Ignoring* o In-class time-out* Follow through* Redirection* Verbal prompt* Visual reminder (sign or picture) Gestural prompt (pointing or using a hand signal)* Physical prompt (slight touch on the shoulder, gentle guidance) Corrective feedback* Teacher restates expectations to the student Verbal rehearsal* Rules Review* Contingent observation* Behavioral Intervention Guide - 12 - THE PROBLEM BEHAVIOR PERSISTS DESPITE LEAST RESTRICTIVE INTERVENTIONS Conference with student Parent contact (e.g., phone, e-mail, notes) Parent conference Offering the student choices Reflection center* Response cost* Detention In-school suspension Restitution* Positive Practice* Peer consequences* Reflective essay* Required relaxation* Behavioral Intervention Guide - 13 - Descriptions of Behavioral Interventions (Alphabetical Order) 5-10 second compliance-time window After a request is made, allow the student a 5-10 second time window to follow through with compliance. Academic contracts This involves establishing a written contract for grades between adult (teacher) and student. Example: The teacher and student agree that for each reading test grade above a ―C‖, the student will receive 10 additional minutes of computer lab time. The agreement is written in contract form prior to the test and signed by both teacher and student. Accepting consequences The student tolerates or accepts the natural and/or artificial consequences given to the student for positive or negative behavior. Allow “do-overs” This intervention will help to reduce stress induced behaviors of students who do not believe in their ability to do assignments. If they are allowed to ―re-do something‘ when they have attempted an assignment the inappropriate and anxious behaviors may be eliminated. Example: A female student gets nervous each time there is a math quiz and during the third math quiz of the semester she refuses to do it and ―shuts down‖ by putting her head down and disengaging with those around her. The teacher can inform her that if she attempts to do this quiz and then finds out she did not pass it, she can attempt to take it again the next day or later on that week. Alternative behaviors for sensory feedback Attempt to find a less distracting behavior that serves the same sensory purpose. Examples: A student who taps their pencil can squeeze a ball or a student who rocks on their chair can use an exercise ball to sit on instead of a chair. Anger management Helping the student recognize when they are being ―pushed to the limit‖ and/or getting frustrated. It is possible to use a set curriculum to teach these skills (access school guidance counselor). Appropriate and motivating curriculum This refers to a curriculum which challenges students while enabling them to achieve success. A curriculum too difficult or easy is likely to increase inappropriate behavior. To use the appropriate curriculum, the teacher must know the level at which their students are functioning. Make adjustments to the curriculum to better fit the student‘s abilities, while still maintaining the integrity of the curriculum. Examples: Pre-K» Mr. Peabody makes the concepts being taught relevant to young children‘s interests by using colorful and engaging pictures to supplement his verbal explanations. Elementary» Maria is given independent reading materials at the reading level identified by her teacher as ―instructional‖ or ―easy‖ for her, never at her ―difficult‖ level. She successfully reads these, improving her fluency. Secondary» Mr. Practical structures skill building in his ninth grade math classes around real life events such as balancing a checkbook and saving for a car. This provides his students with the opportunity to relate the skills they are learning to their own lives. Behavioral Intervention Guide - 14 - Appropriate rejection/ignoring This refers to a socially acceptable behavior to avoid contact with an undesired person, object, or activity. Example: The student ignores another peer who is teasing him. Assistive technology devices and services This refers to any item, piece of equipment, or product system used to increase, maintain, or improve functional capabilities of students with disabilities. Consider the need for assistive equipment that elicits success and motivation, such as large print material, laptop computer, or augmentative communication devices required by the student to make progress on IEP goals. Examples: Mr. Taylor teaches Emily to use a communication board. By pointing to the letters to spell ―I need some water,‖ she gets a drink without having a tantrum. Mr. Rapidity leaves material on the overhead projector for an extended period of time for students who have a difficult time keeping up with the pace of lecture presentations. Avoiding power struggles Power struggles typically involve arguments or negative interactions between the teacher and student. In a power struggle, neither the teacher nor the student wins. The teacher often loses valuable teaching time due to the confrontation and the student‘s behavior usually worsens. Avoid power struggles by following these guidelines: 1. Obtain students attention. 2. Make eye contact. 3. Offer choices or state clearly what you need the student to do. 4. Walk away from situation. 5. Ignore attempts by student to further engage you. Behavior contracts This is a written contract agreed upon by the teacher and student or possibly the parent and student, specifying an appropriate behavior and a motivating reinforcer that the student may earn when he/she displays the behavior. The contract is signed by all parties who are participating in the contract (student, teacher, parents, etc.). For preschool, an informal verbal contract is appropriate. Remember, contracting involves a delay or interval before a primary reward is given, which can result in decreased responding if the interval is too long. Positive consequences should be included in a well-balanced contract. Examples: Pre-K» The teacher says to Kelly, ―If you pick up the toys, then you get to pass out the snack today.‖ Elementary» Gavin and his teacher have developed a behavioral contract that states: If Gavin completes all of his classroom assignments throughout the day, he will be allowed to choose two items from the treasure box. Secondary» Kevin is failing his Algebra class and his teacher puts him on a behavior contract. If he completes and turns in four consecutive assignments with 80% accuracy, he only has to do half of the assigned problems on the fifth day for full credit. Behavioral learning games Learning behavior can be made into a classroom wide game. For individual student behavior, there are board games that help to promote and teach certain target behaviors. Behavioral Intervention Guide - 15 - Behavioral momentum This refers to increasing compliance by identifying and then making a minimum of three requests with which the student has a high probability of compliance before making a low-probability request. Be sure to reinforce compliance with the low-probability requests. Examples: Pre-K» At lunch time, Ann is often reluctant to eat her lunch. In order to increase the likelihood that she will try her lunch, her teacher uses the following sequence of requests: ―Ann, please sit down next to Shauna today! Ann, pass the napkins, please! Ann, look at the pretty shoes Shauna is wearing! Ann, have a bite of your sandwich!‖ Elementary» Mr. Cleaver is working with nine-year-old Alison on compliance. After identifying high- and low-probability behaviors for Alison, he uses the following sequence: ―Alison, tell me your name. Alison, give me five. Alison, point to the dog. Alison, put your puzzle back on the shelf.‖ If she puts the puzzle away, she receives a token. Behavioral Self-Control (BSC) This involves creating a highly structured plan for students who lack self control on a consistent basis. When a student is engaged in inappropriate behavior, the following teacher prompts and student responses should take place: Self-evaluation o Teacher asks: What are you doing? o Student responds: I am….. Self-management o Teacher asks: What do you need to be doing? o Student responds: I need to…. Self-instruction o Teacher asks: What are you going to do now? o Student responds: I have to….. Self-reinforcement o Teacher asks: Let me know when you finish. o Student responds: I did…… Break student tasks into manageable sections Students may misbehave to escape activities that they find too hard or tedious. Consider breaking a larger task into smaller or easier 'chunks' that the student will more willingly undertake. If the student must complete a large number of subtasks, include an occasional 'fun break'. Calm down break The student must first identify when they are getting too tense, excited, or angry, and then take a short break away from the setting or situation until they have calmed down sufficiently. Chaining This involves reinforcing responses in sequence to form more complex behaviors. Chaining can involve both forward and backward steps. As each new behavioral step is added, only the most recent step needs to be reinforced. Note: In conjunction with chaining and other behavior management techniques, a strategy known as task analysis must first be used. In task analysis, skills are broken down into concrete, specific component tasks, which in some cases may be very minute. If a child doesn‘t make progress on a task, it may be that it needs to be task analyzed further (broken into even smaller steps). Example: Al can‘t put on his coat. First he is reinforced for taking his coat off the hook. Once he masters that task, he is then reinforced for putting the coat on the floor in the prescribed manner and then for putting both arms in the sleeves. Last, he receives praise for flipping the coat over his head and having it on properly. Behavioral Intervention Guide - 16 - Contingent observation This involves telling a student who is doing something inappropriate to step away from the activity, sit, and watch the appropriate behavior of other students while the teacher intentionally reinforces them. After a brief period of observation, the teacher prompts the student to rejoin the activity, and reinforces the desired behavior. Coping skills When students do not have a repertoire of appropriate strategies to deal with adverse situations, problem behavior can often be the result. This intervention involves teaching a student appropriate ways to cope/deal with frustration, anger, embarrassment, etc. Corrective feedback This involves providing information which points out areas in need of attention. Giving corrective feedback does not have to be a negative punishing experience but one that will give needed information. Feedback should be specific, simple, and immediate. Avoid correcting the student publicly or when angry. Examples: o Types of corrective feedback: o Explicit correction: The teacher supplies the correct form of the behavior or skill to the student and clearly indicates what was incorrect or inappropriate. This is common corrective feedback in large groups of students where the teacher‘s time is limited.  Explicit correction has a very low rate of effectiveness since the student doesn‘t have to self-correct and the mistake could be easily forgotten. o Elicitation: Teacher asks for a replacement skill, ‗How would you do that appropriately? And then pausing to allow student to complete teacher‘s request. o Clarification: Teacher uses phrases such as, ‗I don‘t understand what you are trying to do‘, or ‗What do want from choosing to do that?‘ Curricular integration A technique known as curricular integration is useful in teaching skills to students, as the technique integrates positive strategies for modifying problem behavior into the existing classroom curriculum, and is based upon the premise that a skill is more likely to be learned when taught in the context in which it is used. Teachers who incorporate behavioral interventions into daily instruction generally state that this technique has proven to be particularly effective for teaching replacement behaviors. Delay to reinforcement The student tolerates and accepts having to stay engaged in the task or activity or wait for a desired object/item for longer periods of time. Differential reinforcement This involves the reinforcement of one form of behavior, but not another; or the reinforcement of a response under one (stimulus) condition but not under another. All of the differential reinforcement procedures take a substantial amount of time to be effective. If an inappropriate behavior is very disruptive or dangerous, use of a more intrusive procedure may be warranted to protect the student or other students in the classroom or work environment. Because an inappropriate behavior is ignored or not reinforced, there may be a dramatic increase or burst of the behavior before it decreases. Behavioral Intervention Guide - 17 - Differential reinforcement of alternative behavior (DRA) This involves the reinforcement of a replacement behavior while ignoring the inappropriate behavior. This procedure is commonly called differential attention and proximity praise. One way is to ignore the misbehavior, wait, and then praise any appropriate behavior. A second approach is to ignore the misbehavior of a student and praise a student nearby for the appropriate behavior. Examples: Primary» Kit does not follow the teacher‘s directions. He is verbally reinforced each time he does comply and is ignored when he does not. Elementary» When Sam is out of his seat, he is ignored. But when he is in his seat, the teacher goes to Sam and praises him for being in his chair. Secondary» Tammy writes and passes notes during class. Whenever Tammy is taking notes from the lecture or paying attention and listening, the teacher stands near her desk and praises her for being on task. Whenever she writes notes, her behavior is ignored. Differential reinforcement of functional communicative behavior (DRC) This involves the reinforcement of a functional communication skill leading to a needed reward, activity, or alternative, while ignoring inappropriate behavior. Pre-K» Sandra receives her snack each day as she displays successive approximations of an appropriate verbal request to the teacher. Elementary» Cade is having a tantrum and is ignored by the teacher. The teacher determines that the function of the tantrum is to obtain a glass of water. He is then taught the sign for water. When Cade signs ―water,‖ he is given a glass of water and praised. Secondary» Paul starts carving on his desk with his pen whenever he gets bored or distracted. The teacher teaches him to raise his left hand whenever he begins to feel restless. When and if the teacher acknowledges him with a nod, he is allowed to go and get a drink of water. Paul is allowed this privilege two times at most in a given period, and a time limit is established for his drink breaks. Differential reinforcement of high rates (DRH) This involves reinforcement given after performing some behavior at a predetermined higher rate. Examples: Pre-K» Kate does not interact with her peers. She is reinforced for spending increasing amounts of time in appropriate interaction with her peers. Elementary» Diane receives a star for finishing three problems in five minutes. The next time she has to finish four problems in five minutes to earn a star. Secondary» Lyle has a habit of being tardy to class. The staff decides to reinforce him with extra computer time each day he makes it to six of his ten periods on time. Differential reinforcement of incompatible behavior (DRI) This involves reinforcement of an appropriate behavior that is physically or functionally incompatible with the target behavior, while ignoring the inappropriate behavior. Examples: Pre-K» Denise pokes students who sit next to her on the rug during opening time. She is reinforced for sitting with her hands folded together on her lap. Elementary» Jose, a first grader who is often lying on the floor, is reinforced when he sits on a chair. Secondary» Emily draws on her notebook and books during lectures. The teacher reinforces her for writing notes about the lesson in her notebook. Behavioral Intervention Guide - 18 - Differential reinforcement of low rates (DRL) This involves reinforcement given after performing the target/problem behavior at a predetermined low rate. This procedure is usually used for behaviors that occur at such a high rate, or are so ingrained into the student‘s behavior patterns, that a large immediate drop in occurrences is unrealistic. Example: Dale has a habit of swearing an average of six times during class. The teacher sets a limit of three swear words each day during the first week. If Dale swears three or fewer times during the class period, he is reinforced. The following week the criterion is set at two swear words in a given class, and the program continues until the criterion is zero. Differential reinforcement of other behavior (DRO) This involves providing reinforcement following any appropriate behavior while ignoring the inappropriate behavior in a defined period of time. DRO always contains a predetermined length of time or interval. After each interval, the student is reinforced for any appropriate behavior, but never reinforced after the target/inappropriate behavior. Examples: Pre-K» Nadia has a tantrum whenever she is asked to put her toys, supplies, and/or belongings away. Her teacher praises her and gives her a sticker each time she goes ten minutes without a tantrum, while ignoring her each time she has a tantrum. Elementary» John is a student who scratches his arms all the times. The staff decides to smile, compliment, and give him points every two minutes when he is not scratching. They ignore him and do not reinforce him at the two minute interval if he is … Ryan Adams Professor Gust EDUC 350 27 April 2010 Behavior Intervention Plan Student: Nigel Bomb Class: Life Skills—Mrs. Beacon Date: April 27, 2010 Behavioral Definitions: Target Behavior: Reduce talking out of turn—stimulates self by blurting out answers or talking to self or neighbors while teacher is delivering a lesson and misses key information. Reduce sharing of irrelevant information—stimulates self by sharing inappropriate stories when choosing to talk out during lessons. Replacement Behavior: Nigel will raise his hand and wait to be called on before sharing information with the class. Nigel will write down what he wants to say and decide whether the information is appropriate to share and whether it is the correct time to share the information. Rationale: If Nigel does not stop talking out of turn and sharing inappropriate information, he will not meet his ISTAR standards that he must meet by the end of the school year. If Nigel does not stop talking out of turn and sharing inappropriate information, it could place stress on his classmates and make it difficult for them to meet standards. Baseline Data: When observed for thirty minutes during a whole class review session, Nigel was involved with the target behavior (talking out and sharing inappropriate information) at least once or twice during every five minute time slot. During these time slot observations, Nigel would yell out answers to questions being asked by the classroom teacher and share stories about guns with the whole class or just one student. Nigel would ask the teacher to repeat questions and get frustrated when the teacher just moved on to another question. Antecedents Behavior Consequences Teacher asks a question that Nigel knew the answer to Loudly yelled out the answer Teacher signaled and told Nigel to be quiet and raise his hand Given a question that Nigel does not know or does not want to answer Shares inappropriate stories with the class Teacher verbally tells Nigel that the story is inappropriate and that he needs to keep quiet and keep the story to himself. Function of the Behavior: Nigel’s behaviors provide him with individualized attention from students, teachers, and aides in the classroom. Behavioral Objective: 1. When given the desire to speak aloud, Nigel will put his hand up and wait to be called on before speaking 90 percent of the time. 2. When wanting to share inappropriate/irrelevant information, Nigel will write down his thoughts in his personal notebook eight of ten times. (*Nigel would be the only one seeing this notebook*) Intervention Procedures: Antecedent modifications: Tier 1: All students within the classroom will raise their hands and wait for the teacher or aide to call on them before sharing information with the class. A classroom rule will be put into place about sharing irrelevant information during lessons and inappropriate information in the classroom. Tier 2: The teacher will stand by Nigel while talking with the class and point to his notebook when he starts sharing irrelevant information. The teacher or aide will tap Nigel on the shoulder when he is going to be called on to answer a question. Tier 3: The teacher will provide Nigel with an answer sheet to write answers down on and star (*) the questions he will get to answer aloud. (Directions on the sheet will indicate that the starred questions can only be answered if he raises his hand and waits to be called on to answer.) If Nigel is unable to stop sharing irrelevant/inappropriate information, his parents will be notified by either phone, e-mail, or letter home, and he will have to serve a Friday night school. Comment [jcg1]: This should be 2 different objectives. What if he puts his hand up but doesn’t wait, or vice versa? Positive Reinforcement for target and/or replacement behavior(s): 1. If Nigel puts his hand up and waits to be called on with a proportion of seven to one related to speaking out of turn, he will be given the choice of one of the following: an additional five minutes of computer times or answering three problems at the board. 2. If Nigel goes the four out of five class periods without blurting out inappropriate information he will be given ten minutes at the end of the day to work on any homework that needs to be completed or read a magazine silently. 3. If Nigel goes three out of five class days without blurting out inappropriate information and talking out, he will be given the option of a free homework pass (good for one assignment) or lunch in the classroom with two friends. Extinction of problem behavior: 1. If Nigel does not put his hand up and wait to be called with a proportion of seven to one related to speaking out of turn, he will not be able to answer questions at the board or have any computer time. 2. If Nigel does not go four out of five class periods without blurting out inappropriate information, he will not be given any free time at the end of the day to read a magazine or work on homework. 3. If Nigel does not go three out of five days without blurting out inappropriate information and talking out, he must complete all homework on time and eat lunch in the lunchroom at his assigned seat. Fading and Generalization Plan: Fading 1. After four consecutive days of not demonstrating the target behaviors, Nigel will no longer receive a sheet of paper that provides him with the answers and signal to when the teacher will call on him. He will also not receive Friday night school. 2. After seven consecutive days of not displaying the target behavior, the teacher or aide will no longer point to Nigel’s notebook or place his/her hand on his shoulder. Nigel will still be required to write the inappropriate information he wants to share with the class in his notebook. 3. After three weeks with four or fewer appearance of the target behavior, Nigel will be weaned from receiving rewards such as eating lunch in the classroom, free homework passes, and additional free time. Nigel will also be able to stop writing thoughts down in his notebook if he chooses to do so or he can continue to use the notebook. Comment [jcg2]: Why would he be assigned to Friday night school in the first place? This is a jump for the reader. Generalization 1. All students in the classroom will be required to raise their hands and wait for the teacher or aide to call on them before sharing information. 2. All students in the classroom will not be allowed to share inappropriate information with the class or share information that is irrelevant to the lesson being taught. If any student chooses to share this information, the teacher or aide will warn them verbally. Data to be collected during Intervention: The teachers or aides that are involved in Nigel’s education will take notes in a behavior log when Nigel talks out of turn or shares irrelevant/inappropriate information. The teachers and aides documenting information should note what caused the target behaviors and what the consequence that Nigel faced. Teachers and aides should also keep a tally of how many times Nigel does not exhibit the target behavior in a class period. BIP Review Date: May 10, 2010 Personnel and Roles Mrs. Beacon (Special Education Teacher)—Mrs. Beacon will be in charge of teaching all the tiers of the behavior intervention plan to Nigel. (All students will be taught all skills necessary under tier one.) The last two tiers of the behavior intervention plan should only be taught if necessary. The different tiers will only be taught if the behaviors worsen and that tier of intervention is needed. Mrs. Beacon will also tell Nigel what he must do to obtain rewards like additional free time and lunch with friends within the classroom. She will also work with other teachers, aides, and Nigel’s parents to education them on how they are going to try and eliminate the target behaviors. While talking to the parents, aides, and other teachers, she should help them understand how to implement the plan when the behavior occurs in places where the special education teacher is not present. Mrs. Beacon will also teach aides and teachers how to effectively collect data on Nigel’s target behavior. Aide or paraprofessional—aides or paraprofessionals will assist Mrs. Beacon in collecting data on Nigel’s target behaviors. They will also be asked to place their hands on Nigel’s shoulder when necessary to remind him to raise his hand and wait to be called on to share information with the class. Other staff members/teachers in contact with Nigel—other people that interact with Nigel in the school environment will be asked to implement the same interventions that are outlined in this document. They will also help Mrs. Beacon collect data on the target behaviors by documenting times when Nigel demonstrates the target behavior. These people should also notify Mrs. Beacon when Nigel is not blurting out or sharing irrelevant/inappropriate information. (These people may verbally report incidents to Mrs. Beacon if time does not allow them to fill out the behavior log.) Emergency Procedures: If Nigel becomes so frustrated that he starts yelling and using inappropriate language he will be asked to leave the room and sit in the small conference beside room 105. While in the conference room, an aide or paraprofessional would sit with Nigel while he completed his work. If teachers and aides cannot control Nigel’s outbursts, the crisis team will be dispatched to Nigel’s location and his parents will be contacted. Manchester College BIP for EDUC 350 Name: ___Ryan Adams_____________________ Due Date : __April 27, 2010________________ Criteria Points 1 4-6 7-9 10 Replacement behavior Replacement behavior(s) is not defined, specific, observable, or in competition with problem behavior. Replacement behavior(s) defined, but not specific enough, easily observed, or in competition with problem behavior. Replacement behavior(s) is defined, specific, easily observed, but may not be in direct competition with problem behavior. Replacement behavior(s) is clearly defined, very specific, easily observed, and in direct competition with problem behavior. __10__ Behavioral objective Objective is not written using the ABCD method. Objective is written using the ABCD method, but the conditions and/or degree of performance is not easily implemented. Objective is written using the ABCD method; however, the degree of performance is not reasonable. Objective is accurately written using the ABCD method. _8- first objective should be 2 different objectives ___ Intervention Procedures Intervention Procedures are not Intervention Procedures are Intervention Procedures are Intervention Procedures are _10___ planned, feasible, or directly related to the replacement of the target behaviors with acceptable behavior(s). planned, but do not clearly relate directly to the replacement of the target behaviors with acceptable behavior(s) and may not be feasible. planned, relate directly to the replacement of the target behaviors with acceptable behavior(s) but may not be feasible. well planned, feasible, and relate directly to the replacement of the target behaviors with acceptable behavior(s). Positive reinforcements Positive reinforcements that are planned are not appropriate or feasible. Positive reinforcements that are planned may not be appropriate, but are feasible. Positive reinforcements that are planned are appropriate but may not be feasible. Positive reinforcements that are planned are appropriate and feasible. 9 Extinction, Fading, and Generalization Plan Plans for extinction of the problem behavior, fading of prompts, and assistance with generalization of skills learned are not appropriate or feasible. Some plans for extinction of the problem behavior, fading of prompts, and assistance with generalization of skills learned are appropriate and feasible. Most plans for extinction of the problem behavior, fading of prompts, and assistance with generalization of skills learned are appropriate and feasible. Plans for extinction of the problem behavior, fading of prompts, and assistance with generalization of skills learned are appropriate and feasible. 10 Total----> _47/50___ Teacher Comments: 2 Behavioral Intervention Plan Date of Plan: 09/06/2021 Student Name: Josh Bennett School: Matty Akin Elementary School Grade: 1st grade Use the example below to create the rest of the plan and use example of Plan in attachments to add information to finish this plan.