Towa IDEA hups:i/www.iowaidea.org/IDEA2/ Towa ee Behavior Intervention Plan CNew Revision ClReview without change Date:_11/14/2017 Student: Birthdate: 04/04/2008 Date of most current FBA: 09/02/2015 _ Persons who developed this plan/Position or relationship to student: Sey Micky Bahimann, Principal Breanna Berger, General Education Teacher _Aimee Holmauist, AEA 267 School Psychologist Alexandra Holbach, Special Education Teacher Be ior(s) of Concern identified in the Functional Behavior Analysis: {Gas significant dificuly folowing directions, completing his work, and engaging in tasks asked of him, He refuses, shuts down, and may argue, When he shuts down, he will not look atthe teacher, cut up ina tight ball onthe floor and rock. His behaviors are more passive aggressive, than outwardly defiant. At his poin,he isnot participating in PE, but chooses to sit onthe side of the gym. When he wants something, he wil get up and leave the group andior the classroom without permission. He also goes tothe bathroom frequently (approximately 4 times a day and may stay in there for 25 minutes), and stays in there for an extended period of ime, to avoid doing his work. He sometimes sit on the floor inthe bathroom with the lights tured off. A tends to perseverate on topics and does not pick up on social cues from others, Attimes, ti ike he isin his own world, and he struggles with basic class routines lke walking down the halway, finding a place to sit, and packing his backpack at the end ofthe day. He is perfectionist, likes to have things @ certain way, and spends a lt of time reshuffing items. For example, all of the markers have to be cap end up andlined up. Most tems have been removed from his desk in an effort to help him focus. He appears to dsplay sensory needs, and aysiolls onthe floor, wears sweatshirts when is very hot out puis his arms in and out of his shirt, and puts his hood over his head and face. Despite numerous accommadations and interventions, gp has only Completed about 1/4 of the work given this school year The behavior(s) of concern is a: []SkiliDeficit BZ) Performance Deficit Alternative or Replacement Behaviors and/or Skil ‘Has the alternative or replacement behavior been observed? yes (No tyes, describe the behavior and under what conditions it was observed. ‘WBhas been observed to comply with directions when an adult has been with him one-on-one, provided a high level of repetition, and continually cued and prompted him to complete his work. fn, can the alternative or replacement bohavior be elicited by offering appropriate reinforcement? Dyes No Ifyes, describe the reinforcement required: What is the student's current level of performance? ‘When given a direction by the teacher. {earns a median score 75% ofthe total possible points inthe area of “Following Directions" in the moming and ears a median scores 25% of the otal possible points inthe area of “Following Directions" forthe afternoon using the dally behavior rubric. Goal: State the behavioral goal in measurable and observable terms that include the conditions, behavior, and criterion. By the next annual review, when given a drection by the teacher/adult, wil fllow the direction 95% of the time for both the morning and the afternoon, Ths will be evidenced by earning 95% ofthe total possible points inthe area of “Following Directions" on the dally behavior cubrie for both moming and afternoon on 4 consecutive data collection points “Note: The behavior rubric used to monitor this goal is attached to this IEP under Associated Files. Lot4 4/11/2018, 8:41 AMTowa IDEA hups:/ivww.iowaidea.org/IDEA2/ 2of4 Implementation Plan Prevention Strategies: What changes in instruction, choices, environment, and so forth are needed to decrease or prevent behavior(s) of concern? Acti {GMB il begin each day in the special eduction classroom witha focus on behavior. wil be provided with Sensory Breaks throughout his school day to assist with getting his body reac for academic and non-academic School tasks, lM prefers to sitin small spaces, He willbe alowed fo 6080, a8 appropiate, to help meet his sensory needs along with oer sensory actives EBwillbe allowed to complete assignments in a small group setting, such as the special education classroom. This will help eliminate distractions for which will allow him the opportunity to have better focus, complete his work, and organize the tasks at hand, Bill participate in daily social skill training, in the special education classroom, to teach him how to focus and comply with adult directions, handle frustration, how to appropriately interact with peers and adults, as well as how to engage in other positive behaviors. The use of controlled choices may be used to increase compliance. Who will be responsible for this action? ‘Alexandra Holbach & parents (for medication) plemented: 11/15/2017 ‘Teaching Alternative or Replacement Behaviors andior Skills: This behavior will replace the behavior(s) of concern for the student to obtain the same results. A ‘EB will participate in daily social skill instruction one-on-one/small group in the special education classroom. This will include the use of a social skill curriculum and role playing to practice skils taught. Self-regulation and monitoring of replacement behaviors will be included. Instruction, corrective feedback, and positive behavioral supports will be provided, especialy in the area of compliance to teacher directions and rules. Visual and verbal cues to follow directions will be provided. Who will be responsible for this action? Alexandra Holbach When this action will be implemented: _ 11/15/2017 The special and general education teachers will plement the behavior plan as described, provide frequent positive reinforcement for appropriate behaviors, as well as necessary consequences, Positive behavioral supports will be provided for compliance to teacher directions and school rules. If Bis not compliant and does not respond to the teacher cues in the general education classroom, he will be removed tothe special education classroom where the special education teacher will process the situation, provide consequences ifnecessary, and teach appropriate response strategies before he returns tothe general education setting. js behaviors wil be monitored daly using the behavioral rubric. The teachers and parents will communicate, as needed, to ensure M's success. Problems willbe discussed by the parents and teachers, ‘Who will be responsible for this action? ‘Special & General Education teachers ‘When this action will be implemented: _ 11/15/2017. 4/11/2018, 8:41 AM.