Behavioral Intervention Plan

Intervention Central is a free online resource for teachers and school districts to use for the implementation of intervention in or outside of the classroom while following the Common Core State Standards. Jim Wright, a psychologist and school administrator out of New York, created Intervention Central in hopes that the website would help offer high quality RTI in even the lowest budgeted schools. The website offers a wide variety of tools for teachers to use for academic and behavioral interventions as well as assessments and informative articles. Intervention Central also offers training videos and webinars on many different topics. The site breaks the intervention process activities down by subject and subject areas.

The implications of TEC § 37.007 are apparent in school on a daily basis. Many of the students in which I serve have a Behavior Intervention Plan (BIP). I am required to give the general education teacher a copy of the student’s BIP prior to school starting. Last week, I had a teacher refer a child for disciplinary action. The child’s BIP required that the child use a behavior chart and a daily schedule. I provided the teacher with both of those supports which she does not consistently implement. The student struggles behaviorally due to his disability, deficits in self control, and the lack of consistent implementation of his behavior chart and visual schedule. I shared again with the teacher the importance of fully and consistently implementing the

The objective of this Positive Behavior Intervention Plan (PBIP) is to provide John the tools and support necessary to replace the behavior in question and implement, the prevent, teach, and reinforce strategies and recommendations. The desired outcome of this PTR plan is for John to substitute the “flicking” behavior with the use of a squeezy ball and or personal schedule/chart.

Anxiety disorders involve fears that are uncontrollable, unreasonable to the actual danger the person might be in, and interferes with their ordinary life. Symptoms associated with anxiety involve jumpiness, nervousness, trembling, hyperactivity, and agitation. Anxiety causes distress and as a result can intensify symptoms of ASD and cause behavioral difficulties including tantrums, aggression and self-injury. Not all children with ASD will develop anxiety, therefore there are potential benefits of understanding the mechanisms whereby anxiety develops and of identifying which young people are most vulnerable (Conner, C., Maddox, B., & White, S.,

The agency is committed to the education and enrichment of Middle School students’ ranging from 11-14 years of age. The counseling department in the school is committed to working with kids with special education needs and providing them service that is outlined in the Individuals with Disabilities Education Act (IDEA) of 2004. Functional Behavior Assessment (FBA) or Individualized Education program (IEP) plans are created to ensure that schools are in compliance with IDEA. These plans are derived through the collaboration with the IEP team, which consist of General Education teachers, the school Social worker, School Counselor, Special Education Educator and parents/guardians of the student. During these meetings,

Weiss, Mary Jane. (C. 2007) Practical Solutions for Educating Young Children with High-Functioning Autism and Asperger’s

Evanovich, L. L., & Scott, T. M. (2016). Facilitating PBIS Implementation: An Administrator's Guide to Presenting the Logic and Steps to Faculty and Staff. Beyond Behavior, 25(1), 4-8.

When conducting psychological research, it is difficult to gain access to large and normally distributed samples (Gravetter & Wallnau, 2006). Fortunately, there is a statistical test employed when making comparison between two independent groups that have no requirement for large and normally distributes samples; the Mann-Whitney U test. This paper provides a summary of the test, an explanation of the logic that underlies the test and its application, and the forces and weaknesses of the test. For instance, one of the major limits of this test is the type I error which is rather amplified in a heteroscedasticity situation.

There are several in-home treatments for reducing child physical abuse (Barnett Miller-Perrin Perrin 184). With Project SafeCare parents actively acquire needed skills through techniques such as completing homework assignments and demonstrating (modeling) desirable parental behaviors (Barnett, Miller-Perrin, Perrin 185). Behavior - based treatment programs focuses on parent’s behavior, the child’s behavior, parent-child interactive behaviors, or all three (Barnett, Miller-Perrin, Perrin 185). With behavior-based treatments parents are taught the effects of reinforcement and punishment on children’s behavior, appropriate methods of delivering reinforcement and punishment, importance of consistency in discipline and so on. There are other treatments that deals with, children learning how to express their feelings, parents writing letters of apologies for being abusive, and the children writing about the traumatic elements of his/her abuse, and counseling (Barnett,

The special education field is a very specialized career. A 1:1 Instructor has the responsibility of implementing the individual education plan written by the certified teacher. They also have the responsibility of ensuring that the student’s environment is structured, as is written into their applied behavioral therapy plan. This task requires, not only individual training by the students former staff, but a sound understanding of applied behavioral therapy as well. The workshop to train for this position should include, both an online component to formally address how applied behavioral therapy works, as well as on the job training and shadowing by former staff.

When I first learned that we were doing a behavior modification plan for ourselves I did not know what to think. After having it explained to me I knew that it had to be something related to my stress and anxiety levels. My entire life it has been something that has hindered me from getting outside of my comfort zone to better myself. So I started from there and had to figure out a way to measure my stresses in numbers. I wasn’t sure how I was supposed to mathematically lay out what gives me stress. Our awesome teacher then asked me what it was that I did to relieve stress. I told her that I like guns and going to the shooting range. From there I was off and running.

Amazingly, one percent of new births will have some type of autism (Autism Society of America, 2010). Asperger’s disorder is one type of Autism, and is at the high end of these disorders. This “disorder, which is also called Asperger's syndrome (AS) or autistic psychopathy, belongs to a group of childhood disorders known as pervasive developmental disorders (PDDs) or autistic spectrum disorders”(Exkorn, 2006). A characteristic of this disorder is harsh and strict disruption of a certain type of brain development. The most affected areas of Asperger's disorder is difficulty in social understanding and in behavior or activities that are limited or recurring (Frey, 2003). Students with Asperser’s have different levels of seriousness,

Your child has an invisible disability that you are aware has been there since an early age. As you watch your child struggle to make friends, come home almost every day from school and exhibit angry outbursts, be disorganized at school, and be lost in the same activity daily for hours; you seek help from the school. The teacher blames your child’s behavior on your parenting ability, suggest you medicate your child for ADHD or some other disorder, and/or you are ignored by the school professionals to help. Meanwhile, as your child continues to struggle you listen to your child express how they feel weird, odd, just do not fit anywhere, and call themselves destructive names. You seek

In this study, Zachor, Ben-Itzchak, and rabinovich (2007) determine the difference in effect of eclectic interventions compared to Applied Behavior Analysis (ABA) on autism core symptoms. Their study aimed to answer the following questions: “How do symptoms in the major autism domains change with treatment? Are there specific manifestations in autism that improve with any type of intervention or only with a specific intervention approach?” (Zachor et al., 2007, p. 307).

Presenting Problem: Student is a Caucasian male presented to the TCC counseling center with complains about feeling anxious because he is unable to socially or academically adapt to his school environment. The client has expressed concerns about his inability to build peer relationships as well as feelings of inadequacy. Tony indicated that college was not for “people like him.” Mr. Tony has contemplated dropping out of school but is apprehensive because his mother has threatened to “kick” him out of the house if he does so.