502 Intervention Plan

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: