BCP Check 2

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Liberty University *

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710

Subject

Mathematics

Date

Feb 20, 2024

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docx

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2

Uploaded by Samuelg3

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BCP Check 2 Include the description of the individual, target behavior, and operational definition from BCP Check 1 on BCP Check 2 so I have some context for evaluating your interventions! Description of Individual: Student J. York is a 1st Grade student at Mill Creek Elementary School located in Richland School District One. Mr. York is 6 years old has moved from neighboring district, Richland School District Two. Mr. York lives with his mother and brother. Father lives in New York City where Mr. York had lived at before. Mr. York has trouble with reading and writing. Mr. York loves math and loves numbers. While in the general education classroom, Mr. York shows behaviors that are aggressive. When Mr. York gets upset, he screams and cries at the top of lungs. This behavior normally takes place 10 to 20 minutes. He also kicks tables, throw stuff, attempts to leave the classroom. Students have been placed in an alternative program (RESET) to help with the behaviors. Target Behavior: Student J. York has been observed messing with another student during instruction time. When the teacher attempts to correct the behavior, Mr. York became upset and started to scream and cry for approximately 10 to 15 minutes. When the teacher tries to redirect Mr. York, he starts to kick his chair and go under the table. I will teach the student how to control his behavior as well as changing the constant screaming and crying when he doesn’t get his way. identify any antecedent interventions you plan to implement, if applicable. We covered antecedent interventions in week 7. The antecedent intervention that’s involving SDs and Prompts, since I want to make the undesired behavior less likely to occur, I want to change the behavior by arranging the environment to remove the SDs or prompts by either removing him from the environment or removing the chairs and desk away. . identify any teaching strategies you plan to implement, if applicable. Teaching strategies include prompting, BST, shaping, and chaining. I would use shaping to help teach the change behavior for Jovovan. If the goals are to help change the screaming and crying and change it from 15 minutes to 0, Goal: Student can control screaming and crying without getting up set for 30 minutes Now: Student control screaming and crying for 30 minutes Steps: 5 minutes, 10 minutes, 15 minutes, 20 minutes, 25 minutes, 30 minutes. As student masters Step 1 stop reinforcing Step 1 and require Step 2 for reinforcement. identify any consequence interventions you plan to implement. YOUR BCP needs to have some kind of consequence intervention! Consequence interventions include reinforcement, punishment, extinction, differential reinforcement, token systems, contracts.
When it comes to punishment, I would like to use reinforcement so the student can know what they are doing is wrong will have a consequence behind it. If Jovovan cannot complete the requirement times that are listed then he may lose, some recess time or silent lunch something that he can reflect and give redirection to hopeful deter the behavior.
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