Leonard S Behavior Intervention Plan

Behavior Intervention Plan for Leonard The BIP (behavior intervention plans) are the strategy to prevent the behavioral problem among the schoolchildren by addressing their cause. The case of Leonard reveals that he does not perform well in school, and sometimes leave his seat and skip to the back room. Based on his behavior Ms. Allison recommends that Leonard should be evaluated for special education services, however, his parents refuse to sign the consents. Thus, Ms.

Allison developed an ABC chart to assist in developing the intervention plan to stop Leonard problem's behavior. The objective of this paper is to develop a behavior intervention plan for Leonard based on the ABC chart. BEHAVIOR INTERVENTON PLAN Name: Leonard Collins School: St. Peter Elementary Parent: Ben Collins and Emily Collins Teacher: Ms.

Allison DOB: June 21, 2009 ephone *** Target Problem Behaviors: Not paying attention, leave seat, distracted, off task Hyperactive, fidgets walk away from his seat Unorganized, bite fingers and kneeling on seat Standing on desk, chat with peers, worksheet very messy, work done incorrectly Trips over peers, bounce up and down on seat, fall out of seat Plays with manipulatives, and leaves seat INTERVENTION PLAN Objectives: To help Leonard focusing on assignment, improves attention and focus tasks and instruction Reduces distractibility Always remain seated in the class Engages in non-distracting, and non-disruptive behaviors Pays attention in class and does his work correctly.

Teacher to List and Post Classroom Rules Ask permission before leaving your seat Raise your hand before asking question or speaking Keep your feet, hands, and object to yourself Follow and listen direction Preventive Strategies: Teacher should monitor students' proximity Uses seating plan to reduce distraction from students Physical and verbal to redirect students such as signal or touching shoulder. Teacher to move around the class or working standing should be prohibited Introduces activities to awaken student's interest Teacher could introduce several worksheet problems to assist the student.

(Webb, & Sheeran, 2006). The alternative assignment to be given to students and not losing focus. (Repp, & Horner, 1999). Positive Reinforcements: Praises from teacher Giving prizes and rewards at school Call home or positive note Put candies, star, stickers or behavior chart Choice time with peers based on the students' choice INCENTIVES FOR POSITIVE BEHAVIOR ACADEMIC INCENTIVES: 1. Gives a free choice of academic activities such as free time in the iPad or computer 1. Listen to books recorded on Tape 1. Selects friend to work for the cooperative activity 1.

Helps a classmate to do his work activities in class. RECOGNITION/PRIZES 1. Free stickers and candy 1. Write the name of the student on the wall for his "caught being good" 1.

Give extra time to play with another class in the gym Consequences for Non-Compliance: Firm warning and redirection Note or call home Timeout Complete a think sheet Home Intervention/Support: Informs parents to monitor Leonard behaviors, academics and attendance Teacher should maintain with parent Parent should follow up the BIP through incentives and rewards at home Parents are to establish the homework routine at home Parents should be asked to attend academic and behavior meetings and conferences.

Behavior Intervention Plan for Leonard A BIP is a plan to reward and teach positive behaviors. The following intervention strategy will also assist Leonard stopping the problem behaviors in school. Level 1 Intervention: Encourage Leonard's appropriate behavior The Interventions are the effective method to assist Leonard to be responsive to a verbal redirection to prevent further problem escalation.

Plan Intervention Strategies Examples Teacher should use a frequent verbal cueing to assist Leonard understanding positive behaviors I play with kids who are working and always remain seated at their seat and do not move to the back room. Praised the nearby children who display appropriate behaviors Good job! Tom and Peter do their assignment very well. The teacher should use a frequent descriptive praise Good! You are sitting quietly. Very good! He responds positively to the questions.

Level II: Decreasing Inappropriate Behaviors Teacher should use eye contact and a firm voice to make Leonard complying to instructions Clear nonverbal cueing and a simple verbal cueing at close proximity. Facial expression, hand signal, and eye conjunction with simple and short verbal contact. Other Encouragement for Appropriate Behaviors The following targeted additional reinforcements and supports are encouraged: Keeps your hands to your body Concentrates on your work; Quiet hand up listening to others quietly sharing ideas with group quietly Reading practice.

Justification Supporting the Intervention Plan The study provides the behavioral intervention plan that can assist Leonard teachers addressing his hyperactivity disorder. It is essential to realize the Leonard is presumed suffering from the AHDD (attention-hyperactivity-deficit disorder), which is one of the common childhood neurobehavioral disorders and if not corrected can last into adulthoods. Typically, children with ADHD face challenges in paying attention, controlling their impulsive behaviors, overly active and sometimes act without thinking of the consequences. The behavioral intervention plan is developed to correct the hypersensitive behaviors of Leonard.

The BIP represents an important strategy to improve the quality behaviors in children, which assists the teachers in building the effective behavioral support planning. (Sugai, 2000). Sugai, Horner, & Sprague (1999) argue that the BIP is effective in assisting a child in learning and change his or her behavior. Thus, the BIP assists the problem children in changing their negative behaviors to positive behaviors. A positive BIP increases the use and acquisitions of new skills, facilitate improvement in a quality of life and decrease a problem behavior.

Lewis, & George, (1999) also point out that being an educator in the U.S. public schools requires additional efforts of monitoring the students' behavioral problems. Typically, the behavioral problems are the major reasons making school management removing.