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Functional Behavioral Analysis/ Behavior Intervention Plan

Samantha Johnson
Special Education

ABSTRACT
Problem Behavior: The behavior Zach displays would look like him getting out of his seat to
talk to his peers at other tables, talking to his classmates at the other tables, getting up and
walking around the classroom, or he is looking away from his work (looking around the
classroom or at his peers) instead of completing his assignments. When the teacher collects the
assignments, Zach's work is not fully completed. The behavior occurs specifically during
independent work time and occurs 4-8 times on average within this 30 minute block.
Intervention/Goals: Zach will be on task for at least 70% of independent work time. He will
sit at the group work table in the back of the class, away from his peers to avoid distractions.
He will be given three minutes of free time before independent work time to go to the
bathroom, socialize with his peers, or wander the classroom. After his three free minutes, Zach
is to be in his seat in order to receive a token. From this moment on, he will receive a token
every time he is able to work for two consecutive minutes. He will then receive a token upon
completion of his assignment.
Outcomes: The intervention was not completely successful because Zach was only on task for
60 percent of the independent work time during four different days. Although we did not meat
our goal, Zach's on task behaviors improved from 36 percent to 60 percent in only four days.
This makes me believe that continuing this intervention would allow Zach to reach an on task
percentage of more than 70 percent during independent work time.

RESULTS
The intervention was not completely successful because Zach was only on task for 60 percent
of the independent work time during four different days. Our goal was to get him to be on task
for more than 70 percent of independent work time. Although we did not meat our goal, Zach's
on task behaviors improved from 36 percent to 60 percent in only four days. This makes me
believe that continuing this intervention would allow Zach to reach an on task percentage of
more than 70 percent during independent work time. The intervention continue on until the end
of the year so Zach has consistency and he is ready to start second grade off next year,
following directions.

This intervention takes a lot more monitoring than I think a single teacher can handle so it was
nice that I could help my mentor teacher remain focused during work time. This intervention
using token economy is something that could be implemented into the classroom so all students
could benefit and this would make monitoring more uniform across the board. As for Zach, I
think that this intervention can be implemented into different areas in school.

Table 1: Summary of Antecedents and Consequences of the Out of
Seat Behavior

INTRODUCTION
Background Information
Name - Zach

Age - 7 Years old

Setting - First Grade, Special Education Classroom, Lansing Mi.

Strengths – Zach is able to complete work when it is done as a whole group. Zach
understands math very easily. Zach has mastered all of the site words at the first grade level
and is working on second grade site words now. Zach is at the highest reading level in our
class.

Reason for FBA/BIP:To teach positive behaviors or replace Zach's current behaviors. The
goal is to keep Zach in his seat where he will not affect the learning of his peers nor take
away from his own learning. In addition to staying in hes seat, I hope to help him learn to
ask permission when he wants to ask a question or share something with the class. I will use
the data collected via the FBA to individualize the BIP.

BIP DESCRIPTION & RATIONALE

ANTECEDENTS
During independent time, he is not
monitored closely..
A peer is doing dance moves near his
desk.

CONSEQUENCES
The teacher physically walks him back to
his seat and checks in on him often.
Zach gets sent to the hallway and does not
complete his work. .

Figure 1: Baseline & Intervention Out of Seat
Behavior

Target Behavior Definition

Statement: Zach is off-task during independent work time. The behaviors that will be
targeted for observation, measurement, assessment and modification are Zach's off-task
behaviors. These behaviors include getting out of his seat to socialize with peers, going to
the bathroom continuously to avoid work, and wandering the classroom.

Description: The behavior Zach displays would look like him getting out of his seat to talk
to his peers at other tables, talking to his classmates at the other tables, getting up and
walking around the classroom, or he is looking away from his work (looking around the
classroom or at his peers) instead of completing his assignments. When the teacher collects
the assignments, Zach's work is not fully completed. The behavior occurs specifically
during independent work time and occurs 4-8 times on average within this 30 minute block
Data Collection Methods:

Teacher Interview – February 26th

Partial Interval Recording Form Baseline Data – March 3rd, 5th, 17th, 19th, 24th,

Partial Interval Recording Form Intervention Data – March 26th, 31st, April 2nd, 14th,

ABC Recording Form – March 17th and 19

Weekly Scatter Plot Form – March 17th

BIP HYPOTHESIS, GOALS, & OBJECTIVES
Hypothesis:

When Zach is working independently at his desk and not being monitored closely by his
teacher, he gets out of his seat to talk to peers, go to the bathroom or wander the classroom in
order to avoid doing his work during independent work time.
Replacement Behavior:

Since Zach likes to get up out of his seat, socialize with peers and wander the classroom to
avoid doing independent work, the teacher will allow the class three minutes to transition into
their seats and prepare for independent work time.

This will allow Zach to go to the bathroom, talk to his peers and wander the class to replace the
behavior. The teacher will have Zach sit at the group work table with her during independent
work time so he will be able to focus on his work without the temptation of talking to his peers.
Behavioral Objectives:

Zach will have three minutes before independent work time to get up and engage in appropriate
behaviors of his choice. This includes talking to peers, go to the bathroom, or walk around the
classroom.

He has to be in his seat by the end of his three minutes or before the timer goes off.

Zach will be on task for at least 70% of the time he is working independently.

He will have a reinforcer menu placed on the wall by his work area to motivate him to reach his
goal of receiving 5 tokens in order to chose an activity of his choice.

Overview:

As I am trying to replace Zach's out-of-seat behaviors, I planned to use a token economy to
reinforce appropriate behavior during independent work time. This means that Zach will
not leave his seat during work time but instead will remain on task in order to complete his
work.

His tokens can be collected and turned in to chose an activity or his choice off of the
reinforcer menu. The activities on the menu have been chosen by Zach and myself so that
he is motivated to work hard in order to gain tokens.
Teaching Plan:

It is important Zach understands what is expected of him during his allowed three free
minutes. He should go to the bathroom, socialize, and walk the classroom.

He needs to be in his seat after three minutes are up or when the timer goes off in order to
receive a token.

He will sit at the group work table so he is less distracted by his peers. He needs to be able
to work for two consecutive minutes in order to receive a token. He will continue to
receive a token while engaging in the in-seat-behavior(with eyes on his paper) until his
work is complete.

After completing his work, he will receive another token for completion of his homework.

The time frame in which he will receive tokens will increase over time which will be
determined based on the success of the current intervention.
Arranging the Environment:

Zach will be moved to the group work table in the back of the class, away from his peers,
during independent work time. This will allow him to focus on his work and not be
distracted by his peers around him.
Consequences:

When Zach engages in the appropriate behavior, he will receive a token. The appropriate
behaviors include in his seat after three minutes of free time, on-task working for two
minutes, or if he completes his work during independent work time.

When Zach doe not engage in the appropriate behavior, a token will be taken away. This
means that if he is off task and not working on his assignment or if he is out of his seat, he
will lose a token. If Zach is not in his seat at the end of his free three minutes, ready to
work, he will also lose a token.
Maintenance Plan:

My mentor teacher and I have arranged for her to continue the intervention plan and
reinforce Zach's behavior with tokens when he is on-task during independent work time.

The amount of time that Zach will be rewarded for, will increase from the base of two until
he is able to work for the whole independent work time.

The reinforcer menu will continue to change as the items are used up. Zach and my MT
will chose the activities together so that he finds them motivating.

CONCLUSIONS
Evaluation of Plan Effectiveness:

I believe that my BIP was effective during the days I was at the elementary. I was only able to
go to the elementary once a week for four hours which made monitoring Zach's behavior
regularly quite difficult. I believe that this plan could have been very effective if I were able to
attend the elementary on a daily basis. My mentor teacher struggled to carry out the
intervention when I was not there because it required too much monitoring, which she could
not do by herself. Zach's behavior did seem to change while I was in the classroom but at
other times of the week, my mentor teacher said that he wasn't motivated because I was not
there to give him tokens.
Evaluation of Plan Implementation
Using a reinforcer menu was a great idea because it included items/activities that motivated my
student because he helped to pick these items. In addition, he was still allowed to walk around
the class and have time to talk but was then was expected to work independently. This plan
kept everyone's best interests in mind.
Next Steps/Recommendations:

This plan could be very successful if I had been able to attend the elementary daily. In the
future, I would not have used this plan with one student either, I would have used it across my
classroom for all students. This would make monitoring easier and more fair. I plan to use a
similar method in my future classroom.