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.

James is a second grade African-American student who attends school in an urban community he struggles with keeping his schoolwork and homework organized. His teacher reports he has problems listening to instructions in class and constantly interrupts classroom lessons. His parents and his teacher both reports he has behavior problems and has problems playing with children in his age group. His mother at first believed his behavior was typical for a boy, however she has expressed concerned with his behaviors because constantly fidgets and moves about. His mother is also concerned with his social skills because he has only two friends and she states when in public with her so, he lacks appropriate social skills, he runs about and climbs on objects such as handrails all the time. According to school records his teacher last year referred him several times to the school counselor for failure to remain in his seat and disturbing the learning environment, his 2nd grade teacher is reporting the problems. Due to his inability to stay focused and organized, James grades are fair but could be much better if he completed assignments on time and actively participated in all classroom activities. His teacher has referred James to the school counselor for help with his behavior and academics.

Jonnie, a 10th grade African American male, was referred to me because he considering college as a next step in his education. He needs support in building his GPA and course mapping so that when he is ready to enter a comprehensive high school he is on track to complete graduation and college requirements. Working with Jonnie, the immediate goal is to have him pass the California High School Exit Exam (CAHSEE). Throughout his academic career, Jonnie has had an inordinate number of disciplinary infractions put against him. His high school transcripts reflect the behavior problems that have had an effect on his ability to perform well in school. Currently, Jonnie is in a small school setting in which his academic abilities are being shown and fostered. Jonnie does not seem to exhibit many deficits when it comes to social-emotional relationships, however, it is evident in his work, that there are some academic gaps that need to be supported and scaffolded for him. When it comes to material that tends to be difficult for Jonnie, he withdraws himself from the class. Further examination of Jonnie’s behavior is necessary to better support his academic abilities and achieving his goal of attending college a reality.

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.

The goal of this program is to 1. Change a student’s behavior, 2. Change the behavior of the teacher, 3. Or a combinations of both. The behavior modification approaches are directed toward helping a teacher manage the behaviors in the children in the classroom.

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,

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.

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,

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

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

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.

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,