EDSP 429
Behavior Intervention Plan
Sheyenne Mathis
Liberty University
Professor Anita Auber
EDSP 429
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EDSP 429
BEHAVIOR INTERVENTION PLAN
Student: Jackson
School: Sandy Elementary
Date Developed: 9/25
Grade: Pre-K
Philosophy of Behavior Management
In addressing students' individual behavioral needs, my philosophy centers on a proactive
approach guided by ethical principles to create a supportive and inclusive learning
environment. Proactive techniques encompass establishing clear expectations, fostering
positive relationships, and implementing preventative strategies that address the root
causes of behavior. By prioritizing prevention over reaction, educators can mitigate the
occurrence of disruptive behaviors and promote positive social and emotional
development. Ethical considerations underscore the importance of respecting students'
autonomy, dignity, and cultural backgrounds in all aspects of behavior management.
Collaborative decision-making, cultural responsiveness, and the promotion of equity and
fairness are paramount in ensuring ethical practice. As Gunter and Jack (2019) argue,
maintaining ethical standards requires ongoing reflection, professional development, and
a commitment to upholding the well-being of all students.
________________________________________________________________________
Description of Student
Jackson, despite being well-spoken and able to communicate his needs, struggles with
participating with his peers and dislikes working with others. His behavior often
deteriorates when he doesn't get his way, exhibiting yelling, throwing objects, and verbal
outbursts towards other students. These challenges stem from his attachment disorder, a
mental condition characterized by a lack of emotional connection with those around him.
Jackson's condition makes it difficult for him to receive direction or socialize with peers,
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as he exhibits a lack of emotional bond. Understanding the underlying factors
contributing to Jackson's behavior is crucial in developing effective intervention
strategies. In addition to addressing his attachment disorder, creating tailored support
systems that focus on building emotional connections and providing alternative means for
self-expression and collaboration with peers is essential. Moreover, promoting a
supportive and understanding environment that fosters empathy and acceptance among
Jackson's peers can help mitigate the challenges he faces in social interactions and
enhance his overall well-being.
Target Behavior
(Identify Target Behavior, Baseline Data, and Intervention Goal)
Target Behavior: The target behavior for Jackson is his disruptive behavior, which
includes screaming, throwing toys and objects, yelling "shut-up," and occasionally
throwing chairs.
Jackson exhibits these disruptive behaviors 4-10 times per day. The behaviors are brief
but very disruptive. Jackson's behavior episodes occur in a variety of circumstances and
are frequently prompted by requests or situations in which Jackson perceives a lack of
control.
The intervention goal for Jackson is to reduce the frequency and intensity of his
disruptive behaviors. Specifically, the goal may be to decrease the occurrences of
screaming, throwing objects, and yelling "shut-up" to a more manageable level.
Additionally, the intervention aims to teach Jackson alternative, appropriate ways to
express his needs and frustrations, while also promoting positive social interactions and
emotional regulation skills. Ultimately, the goal is to create a more positive and
supportive environment for Jackson to thrive in both academically and socially.
Hypothesis Statement
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Based on the observed behaviors and patterns of Jackson's disruptive actions,
implementing a proactive behavior management plan focused on providing Jackson with
strategies on how to express his feelings calmly and positively reinforcing his good
behavior, is expected to see a reduction in the frequency and intensity of his disruptive
behaviors such as screaming, throwing objects, and yelling. By providing Jackson with
alternative ways to manage his emotions and offering positive reinforcement for
appropriate behavior, the goal is to anticipate that he will become more adept at self-
regulation and exhibit fewer disruptive actions. Our hypothesis suggests that by creating
a supportive and structured environment tailored to Jackson's needs, the team can foster a
more positive and harmonious atmosphere, contributing to his overall improvement and
reducing disruptive behavior. The team will monitor Jackson's progress closely to
evaluate the effectiveness of our intervention and make necessary adjustments to ensure
his continued growth and well-being.
Intervention
(Include strategies, rewards & consequences, and implementation schedule. Explain the crisis plan. Attach
a behavior contract)
Strategy: Implement deep breathing exercises and teach Jackson to use a feelings
chart to identify and express his emotions appropriately.
Reward: Jackson earns points or stickers for using the feelings chart and
practicing deep breathing when he feels upset.
Consequence: Consistent redirection and reminders for Jackson to use his
emotional regulation techniques if he starts to escalate.
Implementation Schedule for Jackson's Behavior Intervention Plan:
Daily:
1. Morning Check-In:
Brief meeting with Jackson to review expectations and goals for the day.
Remind Jackson of positive behaviors and strategies to use when feeling
upset.
2. Throughout the Day:
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Continuous monitoring of Jackson's behavior by caregivers, teachers, and
therapists.
Provide immediate feedback and reinforcement for appropriate behavior.
Use visual supports and prompts to remind Jackson of expectations and
choices.
3. Afternoon Check-Out:
Reflect with Jackson on his behavior throughout the day.
Celebrate successes and discuss areas for improvement in a positive and
supportive manner.
Weekly:
1. Weekly Review Meeting:
Hold a meeting with Jackson, caregivers, teachers, and therapists to assess
progress.
Review data and observations to track Jackson's behavior over time.
Adjust strategies and interventions as needed based on progress and
feedback.
1. Crisis Management:
Be prepared to implement crisis management strategies in the event of
escalated behavior.
Ensure the safety of Jackson and others involved.
Use de-escalation techniques and seek additional support if necessary.
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Strategy: Provide verbal praise and tangible rewards immediately following
desired behaviors, such as using words to express frustration instead of
screaming.
Reward: Jackson earns tokens or points for each instance of positive behavior,
which can be exchanged for preferred activities or privileges.
Consequence: Loss of tokens or points for engaging in disruptive behaviors,
accompanied by a reminder of the expected behavior.
Strategy: Create a structured environment with clear expectations and visual
supports, including visual schedules and choice boards.
Reward: Jackson receives positive reinforcement for following the visual
schedule and making appropriate choices.
Consequence: Brief breaks or time-outs in a calm and supportive environment if
Jackson struggles to follow the visual schedule or make appropriate choices
Implementation Schedule for Jackson's Behavior Intervention Plan:
Daily:
4. Morning Check-In:
Brief meeting with Jackson to review expectations and goals for the day.
Remind Jackson of positive behaviors and strategies to use when feeling
upset.
5. Throughout the Day:
Continuous monitoring of Jackson's behavior by caregivers, teachers, and
therapists.
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Provide immediate feedback and reinforcement for appropriate behavior.
Use visual supports and prompts to remind Jackson of expectations and
choices.
6. Afternoon Check-Out:
Reflect with Jackson on his behavior throughout the day.
Celebrate successes and discuss areas for improvement in a positive and
supportive manner.
Weekly:
2. Weekly Review Meeting:
Hold a meeting with Jackson, caregivers, teachers, and therapists to assess
progress.
Review data and observations to track Jackson's behavior over time.
Adjust strategies and interventions as needed based on progress and
feedback.
2. Crisis Management:
Be prepared to implement crisis management strategies in the event of
escalated behavior.
Ensure the safety of Jackson and others involved.
Use de-escalation techniques and seek additional support if necessary.
Behavior Contract for Jackson
file:///Users/musicqueen/Downloads/2023%20Resume%20/BuSI%20390/EDSP429/
IBehavior%20Contract%20for%20Jackson%20%20.pdf
________________________________________________________________________
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Record-keeping System
(Identify what data will be collected, how data is collected/recorded & by whom. Include/attach an
example.)
Record-keeping System for Jackson:
1. Data to be Collected:
Frequency of target behaviors: Screaming, throwing toys/objects, yelling
"shut-up."
Duration and intensity of each behavior episode.
Antecedents and triggers of disruptive behaviors.
Use of coping strategies and positive behavior alternatives.
Rewards earned and consequences implemented.
2. How Data is Collected/Recorded:
Daily Behavior Log: Teachers and caregivers will maintain a daily
behavior log.
ABC Chart: Antecedent-Behavior-Consequence charts will be used to
analyze patterns.
Weekly Progress Reports: Completed by teachers and therapists.
Behavior Tracking Sheets: Monitor the frequency of positive behaviors.
3. By Whom:
Teachers: Responsible for daily monitoring and recording of Jackson's
behavior.
Caregivers: Responsible for monitoring and recording Jackson's behavior
at home.
Therapists/Behavior Specialists: Provide support and guidance.
Example of Data Collection Sheet:
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D B F D I A
C
S
R
E
02/01/2024 S 6 B H T time D breathing 2
02/01/2024 T toys 3 B M D a toy T -out 1
02/02/2024
Y "shut-
" 4 B H S dispute C to 10 2
Evaluation Schedule
Evaluation Schedule for Jackson:
1. Weekly Review:
Hold weekly meetings to review Jackson's progress.
Discuss challenges and adjust strategies as needed.
2. Monthly Data Analysis:
Analyze behavior data monthly to track trends and improvements.
Use data to inform adjustments to the intervention plan.
3. Quarterly Progress Reports:
Provide caregivers with quarterly progress reports.
Set new goals and objectives based on progress and feedback.
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4. Biannual Plan Review:
Conduct a formal review of the behavior intervention plan every six
months.
Revise strategies as necessary to better support Jackson's needs.
______________________________________________________________________________________
Communication with Parents
(Explain & attach an example)
Effective communication with parents is essential for supporting Jackson's behavioral
development and ensuring consistency between home and school environments. Regular
updates should be provided to parents on Jackson's progress, including both successes
and challenges. Encourage two-way communication, welcoming parents' insights and
concerns regarding Jackson's behavior. Collaborate with parents to develop and
implement strategies for managing behavior at home and school. Utilize various
communication channels such as emails, phone calls, or face-to-face meetings to keep
parents informed and engaged in Jackson's progress.
Example of Communication:
Subject: Weekly Update on Jackson's Progress
Dear Parents,
I hope this email finds you well. I wanted to provide you with a brief update on Jackson's
behavior and progress this week in school.
Overall, Jackson has shown improvement in managing his emotions and using positive
coping strategies when faced with challenging situations. He has been actively
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participating in classroom activities and has demonstrated increased cooperation with his
peers.
However, we have noticed some instances of difficulty in transitioning between
activities, particularly during group activities. We are working with Jackson to develop
strategies to help him transition more smoothly and effectively.
We appreciate your ongoing support and collaboration in implementing consistent
behavior management strategies at home. Please feel free to reach out if you have any
questions or concerns regarding Jackson's progress or if you would like to discuss further
strategies for supporting his behavioral development.
Thank you for your partnership in Jackson's education and growth.
Best regards,
Sheyenne Mathis
Sandy Elementary
Next Steps: Discuss the next steps. What happens if the plan is successful? What happens
if it is not successful?
Moving forward, the next steps for Jackson's behavior intervention plan entail a
comprehensive evaluation of its effectiveness in addressing his disruptive behaviors. If
the plan proves successful, it signifies a significant milestone in Jackson's behavioral
development. Positive outcomes, such as a reduction in the frequency and intensity of
disruptive behaviors, improved social interactions, and enhanced emotional regulation
skills, would be indicative of the plan's success (Smith, 2020). In this scenario, it would
be crucial to maintain consistency in implementing reinforcement strategies and continue
fostering a supportive environment both at home and in the school setting (Jones &
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Wilson, 2018). Celebrating Jackson's progress and reinforcing positive behaviors can
help sustain the gains achieved and promote further growth.
However, if the behavior intervention plan is not successful in mitigating Jackson's
disruptive behaviors, it necessitates a reevaluation of the strategies and interventions
implemented (Jones & Wilson, 2018). In such instances, it is imperative to identify
potential barriers or challenges that may have hindered the plan's effectiveness. This may
involve reassessing Jackson's individual needs, modifying intervention techniques, or
seeking additional support from behavioral specialists or experts in the field (Smith,
2020). Moreover, ongoing collaboration with Jackson's caregivers, teachers, and
therapists remains essential in troubleshooting challenges, brainstorming alternative
approaches, and devising a revised plan tailored to Jackson's evolving needs (Jones &
Wilson, 2018).
In either scenario, the overarching goal remains consistent: to provide Jackson with the
necessary support and resources to foster positive behavioral outcomes and enhance his
overall well-being. By adopting a proactive and collaborative approach, Jackson's support
network can adapt and refine interventions to best meet his unique needs, promoting a
nurturing and conducive environment for his continued growth and development.
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References
Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and
Social Psychology Review, 3(3), 193–209. https://doi.org/10.1207/s15327957pspr0303_3
Gunter, P. L., & Jack, S. L. (2019). Teachers Under Fire: Teachers’ Strategies for Coping,
Regulating Emotions, and Protecting Self. Information Age Publishing.
Jones, R. E., & Wilson, M. K. (2018). Strategies for addressing challenging behaviors: What
works in the early childhood classroom? Young Exceptional Children, 21(3), 134–146. .
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Smith, B. L., de Haan, M., Mihai, A. D., & Aitken, C. (2020). An investigation of behavior
support plan implementation in early childhood settings. Topics in Early Childhood
Special Education, 40(4), 199–211.
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