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
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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...
(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…
Reference
Lewis, T. J. & George, S. (1999). Effective behavior support: A systems approach to proactive schoolwide management. Focus on Exceptional Children. 31:(6 ): 1-24.
Repp, A., & Horner, R. H. (Eds.). (1999). Functional analysis of problem behavior: From effective assessment to effective support. Belmont, CA: Wadsworth.
Sugai, G., Horner, R. H., & Sprague, J. (1999). Functional assessment-based behavior support planning: Research-to-practice-to-research. Behavioral Disorders, 24, 223-227.
Sugai, G. (2000). Applying Positive Behavior Support and Functional Behavioral Assessment in Schools. Journal of Positive Behavior Interventions. 2 (3): 131-143
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