bardin- edex 716 project

8/2/2019 Bardin- EDEX 716 Project

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Behavior Support Plan

Ecological Information

Student: Bob

Time(s): 8:55-9:35- reading

1:15-1:45- circle time

Location(s): in classroom

Initiator(s): Jill Bardin

I. Description of other students present, their activities, and target behaviors:

A. There are eleven 4th and 5th grade students with mild mental

disabilities that are served in a self contained classroom.

B. All students in the class are expected to follow school and classroomprocedures.

II. Instructors present and their activities (includes aides, volunteer, etc.):

A. 1 teacher, 2 aides, 1 shadowB. The teacher and the aides work with the students through one on one,

small and large group instruction. The shadow assists Bob in daily

activities.

III. Equipment and materials:

1. cue cardsa. 1 cue card to request a breakb. 1 cue card to request help

See attached cue cards

2. recorder job checklista. Each day Bob will receive a checklist with topics on it. Every

time a topic is discussed, he will put a check by it. For example,

if a student writes something they learned in math, he would put

a check next to the picture of school. See attached recordersheet

3. self-monitoring card

a. Bob will receive a self-monitoring card. He will be taught toself-monitor his behavior by circling yes or no depending on

whether or not he displayed the behavior.

See attached self-monitoring card4. data sheet to record effectiveness of intervention

IV. See attached schedule


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Behavior Support Plan

I. Description of problem:

A. see attached scatterplot

B. Bob will replace problem behaviors with socially appropriatebehaviors as indicated on Behavior change model.

C. For reading the following objectives:

1. Bob will complete his reading assignments during readingtime 100% of the time for 3 consecutive weeks.

2. Bob will ask for a break during reading instead of hitting,

kicking, or screaming 100% of the time for 3 consecutive

weeks.

For class meeting the following objectives:

1. Bob will keep his hands and feet to himself during class

meeting 100% of the time for 3 consecutive weeks.2. Bob will ask for a break instead of choking during class

meeting 100% of the time for 3 consecutive weeks.

II. Rationale:

The problem behaviors that he displays inhibit him from access to the leastrestrictive environment. By implementing a positive behavior support plan,

Bob will learn skills, so he can access the least restrictive environment.

III. Student characteristics that assist:Teacher reports that Bob is a friendly student who likes interacting with his

peers. He demonstrates responsibility by running classroom errands daily.

He successfully participates in independent sport activities. Academically,his strengths are in his comprehension skills.

Student characteristics that hinder:

Bob has poor communication and language skills that prohibit him frombeing able to communicate efficiently. He also has chronic academic failure.

IV. Functional Assessment

A. See attached interviewB. See attached summary statement

C. Functional analysis: did not do

D. I am not confident in final summary statement because all we received wasinterview. We did not get to observe directly.

V. Recording system and data-collection procedures:

A. A/B design

B. Bob will be assessed during reading and class meeting for baseline

and intervention.


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C. see data sheet and support plan

VI. Behavior change procedures

A. see attached behavior change strategies for setting events

B. see attached behavior change strategies for antecedent eventsC. see attached behavior change teaching strategies for direct instruction

D. see attached behavior change strategies for consequence events

E. see attached Competing Behavior Model formF. We hypothesized that Bob uses problem behavior to escape new reading

material and uses problem behaviors to escape class meeting. We will teach

Bob how to request a break in a socially appropriate way.

G. See accountability checklist

VII. Maintenance strategies

A. We will keep using Bobs data sheet during reading and class meeting time,and we will eliminate supports one by one to develop appropriate behaviors.

B. We will strategically reduce the frequency and intensity of the behaviors bytaking away supports one at a time.

C. If behaviors are not maintained, we will strategically add back in supports.

VIII. Generalization strategies

A. We will implement the strategies and support in the regular education

setting and will use the data sheet to monitor behavior.B. We will use the data sheets for monitoring in different environments (i.e.

playground, regular education settings, and lunch room)

C. If problem behavior reoccurs, we will put the corresponding supportstrategies back into place.

IX. Crisis management strategies

A. We will follow the legal protocol set forth by the school district.

B. We will follow the plan developed by administration that has been signed

off by administration.


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Bobs Schedule

7:40-8:00- arrival/ unpack8-8:50- special areas

8:55-9:35- reading

9:35-10:00- word study/ spelling10:00-10:30- science/ social studies

10:30-11:00- language

11:05-11:30- lunch

11:30-12:00- recess12:00-12:30- handwriting/ writing

12:30-1:15- math

1:15-1:45- class meeting

1:45-2:00- snack2:00-2:15- pack up/ dismissal

Tuesdays- 2:30- 3:30- private speech therapy

21 hours of at home ABA services weekly


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Bobs Behavior Intervention Plan and Teaching strategies

for the Class Meeting

Setting Event and Antecedent Strategies

1. Teacher will be happy and enthusiastic

with Bob.2. Teacher will provide frequent positive

comments to Bob when he displays

desired behaviors3. Teacher will review cue cards with

Bob before class meeting4. Teacher will give Bob the job of

recorder during the class meeting5. Teacher will review expected behavior

during class meeting

Teaching Strategies

1. teach Bob to use visual recorder

checklist to keep track of what isdiscussed during the meeting

2. teach Bob how to use a cue card to

request a break

Consequence Strategies

1. Teacher will provide verbal praise

when he keeps his hands and feet tohimself for the entire class meeting

and will let Bob have a choice of

preferred activity with adult of hischoice for 10 minutes.

2. Teacher will thank Bob for beingthe recorder for the class meeting

3. Teacher will provide Bob with atwo minute break upon him

correctly asking for it.

None identified Classmeeting/

group timeSitting next

to Katie or

Lilly

choking Escape andaccess to

shadow

Replacement Behaviors

Teach Bob to request a

break

Desired Behavior

Keep hands and feet to

self during group time

Choice of preferredactivity with adult of

his choice


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Bobs Behavior Intervention Plan and Teaching Strategies

during reading

Setting Event

Strategies

1. high interest-low vocabulary

2. longer practicewith new material

before reading

3. personal CBMchart

Antecedent Strategies

1. Practice with teacher

1 to 1 before whole reading group2. teacher will give Bob cue cards

3. teacher acts happy and enthusiastic to be

with student4. let Bob select new reading material from a

choice of 4 or 5 books5. introduce new reading materials in smaller

chunks (introduce 2-3 words at a time)6. provide frequent positive comments to Bob

when he is being good

Teaching Strategies

1. teach Bob to use cue

cards to ask for a break2. teach Bob how to use a

cue card to ask for help

3. teach Bob to use a selfmonitoring card to

record the of times heuses desirable and

replacement behaviors


1. teacher will provide verbal prai

when Bob completes anassignment

2. Bob will get to do an activity fo

10 minutes with adult of choice3. teacher will provide Bob with a

two minute break upon himcorrectly asking for it

4. teacher will provide Bob will hupon him correctly asking for it

Chronic

academic

failure1. effort2. fluency

3. publicacknowledge

Presentedwith newreading

material

Hitting, kicking,throwing things,screaming

Escape andaccess toshadow

Choice of funactivity with adult of

his choice

Replacement Behaviors

Self monitoring of academic

progress

Raise hand to ask for a break

Desirable Behaviors

Complete assignments

in reading


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Accountability Checklist during reading

Date:___________________________ Name:___________________________

Directions: Place a check in the corresponding box for each strategy that you used before

or during class.

Setting Event Strategies Yes No

1. I selected five high interest books on Bobs reading level to read during

reading.2. I reviewed new reading material one on one with Bob for five minutes before

reading class.

3. I had Bob read to me and we graphed it on his personal CBM chart at least

once a week.

Antecedent Strategies

1. I practiced one on one with Bob before reading instruction with the wholegroup.

2. I reviewed how to use the cue cards with Bob.

3. I acted happy and enthusiastic to be with Bob.

4. I let Bob select new reading material from a choice of 4 or 5 books

5. I introduced 2-3 new reading words at a time.

6. I provided frequent positive comments to Bob whenever he was displaying

desired behaviors.

Teaching Strategies

1. I prompted Bob to use his cue cards to request a break.

2. I prompted Bob to use his cue cards to request help.

2. I prompted Bob to use his self-monitoring card.


1. I praised Bob when he completed his assignments.

2. I let Bob do an activity with the adult of his choice for 10 minutes.

3. I gave Bob a two minute break when he asked for one.4. I helped Bob when he requested it.


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Accountability Checklist during class meeting

Date:___________________________ Name:___________________________

Directions: Place a check in the corresponding box for each strategy that you used before

or during class.

Setting Event and Antecedent Strategies Yes No

1. I acted happy and enthusiastic to be with the students.

2. I provided frequent and positive comments to Bob when he was displayingdesired behavior.

3. I reviewed the cue cards with Bob before the class meeting.

4. I gave Bob the job of being the class meeting recorder.

5. I reviewed how to complete the job of recording the topics of student before

the class meeting.

6. I reviewed the expected behavior with the whole class before the class

meeting.

Teaching Strategies

1. I prompted Bob to check of the topic of each student after they spoke.

2. I prompted Bob to use his cue cards to request a break.


1. I praised Bob when he kept his hands and feet to himself for the entire classmeeting.

2. I let Bob do an activity with the adult of his choice for 10 minutes.

3. I gave Bob a two minute break when he asked for one.

4. I thanked Bob for being the recorder.


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Bob's Self-Monitoring Card

Bobs Self- Monitoring Card

Date: ________________________

I completed my assignments. Yes No

I kept my hands and feet to myself. Yes No

I requested a break or help when I needed it. Yes No

I only used nice words. Yes No


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Bobs cue cards

I need a break

I need help

?


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Class meeting recorder

Topic Number of times it was talked about

School

Food

Friends

Family

TV

Sports

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