SPED 5022

Behavior Intervention Plan

Kati Schroeder

Student Information

The student that I have chosen for the behavior intervention plan is a 3rd grade student

named Josh. Josh is attending an elementary school in Utah with a diagnosis of “other health

issues”, he is also 7 years old.

Rationale for the Development of a Behavior Support Plan

Josh has had many office referrals since he was in kindergarten and has been on a

Behavioral plan since the 1st grade. When Josh becomes frustrated or doesn’t understand

something he becomes frustrated and angry. This is when he tends to act out with poor behavior;

this can range from throwing objects, spitting, hitting, crying, or destroying property. Josh’s

behavior is having major impacts on his education, in that he cannot read and is still writing his

letters backwards, while those of his age and gender are writing correctly. When Josh becomes

frustrated, he causes a disturbance in his classroom that doesn’t allow his classmates to learn.

This has caused him to be removed from classroom, and this is causing bad habits to form.

Operational Definition of Behavior

Josh tends to cry in reading group when given difficult tasks, such as reading a short

story, writing vocabulary words, being asked to comply with simple instruction, and sounding

out words. Some non-examples of the behavior is talking out when topics are being discussed,

and getting out of his seat without permission.

Summary Statements

When Josh I go pick up Josh for our 3rd grade reading group, he is unhappy to leave his

classroom and friends. When arriving in my classroom and we begin our lesson he begins to
have issues with his behavior. Some antecedents is when the social worker has not seen all day,

the full time resource teacher is absent and Josh is not able to check in, or if Josh gets in trouble

in his general education class. The problem behaviors are throwing things, yelling, crying, or

calling names to adults. All of these functions are to obtain attention from the adults around him.

Setting Event Interventions

A setting event intervention that is being implemented to help is giving Josh a visual

schedule, so he is prepared for when things are. This will take out the problem with Josh being

surprised when the time comes to transition from one activity to another. When it comes to

Josh’s medication, discussing with mom a possible solution to him taking it when he gets to

school. This is so no one forgets to give it to him. When medication is missed, Josh is impossible

to handle and is usually sent home.

These interventions are appropriate because when Josh is aware of when things occur he

is more likely to comply with directions, which will almost eliminate outbursts. When

medication is given at school, then staff are aware that is has been taken as Josh will be able to

continue with his regularly scheduled activities. We will be able to gain lots of data from these

interventions and see whether Josh is making progress or if he needs to be moved to a unit all

day.

Antecedent Interventions

A antecedent intervention that could be used is giving Josh regularly scheduled breaks,

especially during the time when Josh has most of his behavior problems. This has been a regular

occurrence before reading group, which allows Josh to participate regularly in group. Josh comes

in without whining and eliminates most crying and outbursts.

 Another antecedent intervention is when a more difficult task is coming, such as progress

monitoring, allowing Josh to draw either before or after the progress monitoring. This works

because Josh really enjoys drawing and will do anything so that he can draw. He is more willing

to comply with progress monitoring and try to get a good score.

Desired Behavior and Reinforcers

The desired behavior that I would like Josh to take part in during reading groups is to

complete the tasks asked of him, that he tried to complete tasks without whining or crying. The

way that I will try to teach Josh to choose this behavior is by using a social story that gives him

an example. Then when he is showing that behavior I will reward him with token economy, or a

sticker chart. Each time Josh completes a task that is difficult he will get a sticker. Once he has

filled up the card for the day, Josh will receive a prize. The prizes that I will use will be small

toys that Josh can choose from. He will have the potential to earn a prize each day once he has

completed each task.

These strategies are appropriate because Josh is trying to obtain attention from the adults

around him. Instead of giving him negative attention, when he is able to complete each task,

positive praise will be given. This will give Josh the attention that he desires, and he is able to

complete the tasks that were given to him.

Replacement Behavior

When Josh becomes frustrated with difficult tasks, Josh will be able to use his words to

explain why he is frustrated and ask for help to complete the assignment. Before giving the tasks

to Josh, explain to him that when he feels frustrated, use the phrase, “ I’m frustrated, can you

help me?”. We will practice this when I can see that he is starting to get antsy. This is an

appropriate replacement because crying, screaming, and throwing things is not a way to express
why he is feeling this way. Using his words to ask for help can change the feelings and help him

complete these tasks.

Another replacement behavior that I would like to teach Josh is for him to use a break

card that has been provided to him to take a 5-minute cool down. After his 5-minute cool down,

have him come back to the table and continue working on the same problem or move on to

another one. I will teach him this by practicing using the break card and allowing him to take that

break. This is a good replacement behavior because it gives Josh a break to rethink how to

complete the task. It still requires him to complete the tasks asked of him.

Reductive Consequences

The reductive consequences that I have chosen to implement with Josh is to take away

participation stickers. To earn a reward at the end of the reading group Josh must earn 10 stickers

each day. If Josh does not comply with what is asked of him he will not earn his stickers, or they

will be taken away. Josh is very driven by visual sticker charts and will work very hard to earn

all that he needs to earn a reward.

Competing Behavior Model

Complete Work Earn a sticker

Tired Difficult Task

Throw objects

Attention

Ask for break

LRBI Considerations

With that LRBI hierarchy, Josh’s interventions fall into the Intensive category. This is

because of how severe his behavior is. When Josh reacts to events that occur throughout the day,

he has severe outbursts that can last for long periods of time. This has almost to Josh being

placed in a unit classroom. If I were the classroom teacher I would be in constant contact with

mom, even daily. So she is aware when he has good days or has bad days, and sending home a

copy of his contract so mom is aware of the behavior at school.

Measurements and Evaluation

I would implement a daily contract that is broken down by hour, so that we have a better

idea of when these outbursts occur and can figure out a positive way to handle issues as they

arise. These would be looked at on a weekly basis, so we could know if we need to adjust things

as they come up. The team that will meet to discuss issues will be the classroom teacher, the

social worker, both resource teachers, and the principal. Josh having more days that are positive

is a way to determine if what is being implemented is working for Josh.