Student Behavior Intervention Plan

The clients involved in this case study is an African-American 12-year-old boy ,30-year-old mother and 33-year-old father. I have been assigned to work with the 12-year-old regarding his issues with attention deficit hyperactivity disorder, anger issues, mood disorder, and oppositional defiance disorder. My agency has created several goals for the client to achieve while receiving services such as mastering three coping skills to improve his ability to effectively deal with losses in his life (i.e. the absence of his biological father); identifying seven ways he can respect authority figures in the home and community; and mastering five

Individual counseling is a responsive service that involves one-to-one counseling with a student. Please use the case noted below to conceptualize the case and answer the questions on the rubric. Please use the rubric as your template for the assignment. That is, save a copy of the rubric as “Elementary School Treatment Plan”. Then, simply type your responses within the rubric template row and under each bulleted item. References will be included at the end of the document on a separate page in APA style. There is no required page length; just be sure to cover the rubric components completely and succinctly.

There are many strategies to address behavior deficits in the classroom, and each behavior requires specific and individualized attention. The two case studies (Grand Canyon University, 2016) detailing the behavior issues of Doug and Ellie are prime examples of situations in which behavior intervention is necessary. This paper will discuss the particular behaviors involved and outline explicit plans for increasing positive behavior exhibited from each child.

The Behavior Analyst Certification Board, Inc. (BACB) has adopted ten guidelines for professional conduct for behavior analyst. Guideline four discusses, The Behavior Analyst and the Individual Behavior Change Program. The guideline states, “The behavior analyst (a) designs programs that are based on behavior analytic principles, including assessments of effects of other intervention methods, (b) involves the client or the client-surrogate in the planning of such programs, (c) obtains the consent of the client, and (d) respects the right of the client to terminate services at any time.” Within guideline four, Least Restrictive Procedures 4.10 dictates, “The behavior analyst reviews and appraises the restrictiveness of alternative interventions and always recommends the least restrictive procedures likely to be effective in dealing with a behavior problem” (Bailey & Burch, 2011.) Based on our ethical guidelines as future behavior analyst we must guarantee our clients interventions are the least restrictive. Promoting least restrictive interventions in school settings ensures the utilization of antecedent manipulations. Utilizing antecedent manipulations may assist with deescalating or preventing further maladaptive behavior. Preventing maladaptive behavior decreases the risks of potential negative side effects such as emotional responding. Employing our ethical guidelines ensures the dignity of our students and promotes student independence.

It is also vital to keep good behavioral documentation to show the intensity and frequency of behavior incidents, the use of positive behavioral supports, and other teacher interventions if an IEP meeting is needed to alter placement. Teachers can also use documentation to prove their use of positive behavior supports and BIP techniques. Our district’s School Psychologist does Functional Behavioral Assessments (FBA) to assist in developing a BIP frequently. We have a student who has been exhibiting an increase in maladaptive behavior and the mother requested a FBA to form a BIP because she believed it would further protect her son from disciplinary action. Under this statute, she was correct. Statutes such as IDEA (2004) and TEC § 37.007 can be used to proactively protect students and provide them with the means to be as successful as possible. They can also be used by the courts to hold up rulings as in the case of Honig v. Doe (1988). Both IDEA and TEC §37.007 affect school districts on a daily basis and provide administrators, counselors, and teachers, the legal framework and protocol to use when making the best decisions for students, protecting students and families,

For the prevent component of the behavioral intervention Environmental Supports and Increased Non-contingent Reinforcement techniques were selected. These techniques were chosen in order to help support John refrain from engaging in the socially unacceptable flicking behavior. In order to prevent John from engaging in the flicking behavior, the teacher should equip John with a squeezy ball. The teacher should chat with John upon his arrival and encourage him to utilize his squeezy ball. According to research, “ To replace maladaptive behaviors, are sound educational choices grounded in learning theory and supported by empirical evidence” (Dooley, Wilczenski, & Torem, 2001, p. 58). Providing the optimal antecedent conditions will help support John as he acclimates himself to the replacement behavior. Teachers and staff should be encouraging, supportive, and implement the prevent strategies when they are most likely to occur. In John’s case this would be in the morning, afternoon, and arrival.

Participants: M. Parker, Guidance Counselor, B. Michael, Social worker, Parent, D. Shaw Principal, S. Roberts, Behavioral Consultant, Classroom Teachers; D. Chemnitz and C. Ragusa

Designed for students diagnosed with emotional and behavioral disabilities (EBD) there are a numerous amount of intervention strategies and methods that can be used to implement and help students build their self-management skills. These intervention strategies are used with the intention of students ultimately learning how to control their behaviors in and out of school. Consequently, self-sufficient intervention approaches are a supported and efficient method of delivering pertinent and significant supports to students with EBD. Advocates of cognitive behavioral intervention (CBI) substantiate the communal correlation amid views and behaviors as a central credence of their method. Students

Overall, I really enjoyed doing the behavior modification project this semester. Originally I did not think I was going to be able to take much away from the project since I was not the one who was having a behavior modified, but surprisingly I was able to learn a lot from the project. After a while of watching and observing my partner, Karley, who was the participant in the project, have success with the stress management techniques, I decided to apply some of the techniques to my life as well. Even if it wasn’t part of the project, I still felt I could benefit from the techniques.

Individualized education programs are a key component in special education. An IEP lays out the goals and methods needed for helping special education students reach their potential. These legal documents insure that all students are getting the resources they need in an education setting. Brewer and Diliberto use their article to explain a family’s experience with the IEP process and then offer tips to the reader to make their IEP meetings more successful. Brewer and Diliberto begin by telling the story of a kindergarten boy with behavioral issues. The article states, “At the beginning of the Sam’s kindergarten year, his teacher started sharing concerns about his behavior with Ms. Payton. According to his teacher, Sam was not able to sit still and was eating erasers” (Brewer and Diliberto,

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.

To complete a Functional Behavior Assessment (FBA) and Behavioral Intervention Plan (BIP) I collected data through observations, conducted a Lewis Environmental Inventory, interviewed my mentor teacher, and did Functional Assessment Checklist for Teachers and Staff (FACTS). By completing an FBA and BIP I prepared myself for my future career as a teacher, and addressed some best practices for teachers when it comes to behavior management. I’ve learned how you can change student behaviors through things like reinforcements and consequences. How to use strategies for teachers and students to help them succeed academically and socially. In this reflection, I analyze the strengths and drawbacks of creating an FBA/BIP, my own learning in completing

I really liked reading your post; Social workers have to think about the well being of the children as well as the families. Rural areas are different then urban areas. In the urban areas there are a lot of people who have other resources that they can use if they don’t think the policies of an agency, in a rural area that may not be provided therefore a social worker has to realize the potential problems. By upsetting someone in a rural area you could possible be upsetting so one that you will need in the future. I really like the behavior intervention method. I think that it provides good result and should be implementing in agency’s all thought the country. Creating program to help with this problem can increase the chances offing the behavioral

Concerning the various sources in which data is collected, they can include; parents, other teachers, bus driver, principal, and the student. The means of collecting this data are from interviews, behavior rating scales, and direct observations. Regarding the different means, interviews are the first tools used to assess a behavior’s function. They will help determine the background of the problem behavior, the antecedents and consequences associated with the behavior, the times of day, places, and settings in which the behavior occurs or does not occur, and strategies that have already been tried. The behavior rating scales include a set of questions or statements to which parents, teachers, students, plus others respond to provide information about the problem behavior. These help identify antecedents, consequences, and reinforcers. Lastly, direct observations are when someone observes the student in the classroom and gathers information as to his or her problem behavior. These observations help to see when, where, and how often the problem behavior occurs, and how long it lasts.

For students in a self-contained classroom, cueing and behavior modification are frequently used components of behaviorism. Cueing is using a method other than a verbal reminder as a way to encourage appropriate behavior, or discourage inappropriate behavior (Standridge, 2002). Behavior modification, as outlined in Foundations of Workforce Education, is used “to elicit better classroom performance from reluctant students” (Brewer, Campbell, & Petty, 2000, p.17). Behavior modification involves several components, such as determining what is desired, creating specifics within the environment, identifying appropriate rewards, reinforcing behavior patterns,