Developing a behavior intervention plan for Leonard Collins

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 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.

Conclusion

This study implements the behavioral plan for Leonard who has been identified suffering from the ADHD. The student is hyperactive making him not concentrating in the class. The intervention strategy consists of the combination of reinforcement strategies, and academic incentives. Part of the of reinforcement strategies is by rewarding the students showing positive behaviors to encourage Leonard changing his behavior and adopting positive behavior. The plan also encourages parents to monitor Leonard behaviors at home and guide him towards positive behaviors. A collaborative effective of the teacher and parents will help Leonard adopting positive behaviors.

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

Sugai, G. Homer, R.H. & Dunlap, G. (2000). Applying Positive Behavior Support and Functional Behavioral Assessment in Schools. Interventions.

Webb, T. & Sheeran, P. (2006). Does changing behavioral intentions engender behavior change? A meta analysis of experimental evidence. Psychological Bulletin, 132, 249-268.