Behavior Support Plan Updates

Student Name: M ID Number: Date: 1/14/22 & 1/26/22

Intervention Revised Intervention

Structured Schedule with frequent breaks
Martin's schedule should be presented to him
textually with each specific task written down. Only
present a maximum of 5 tasks at a time. For each
task list specifically what Martin needs to complete.
After each task list "choice" on his schedule and
when the task is complete allow him a 3-5 minute to
engage with preferred activities.
Additionally, structured sensory breaks should also
be included within Martin's schedule (at
occupational therapist's direction).
If activities are preferred (e.g., snack, sensory break)
then the activity does not have to be followed by a
choice activity. Please consult with BCBA or special
education teacher before deciding if an activity will
not be followed by a choice activity.
Additional preferred activities that do not have to be
followed by a choice activity:
● Reading and reading during music and library
Structured schedule during specials:
● Present structured schedule to Marty before
entering the classroom.
● Structured schedule will be tailored to the
specific special (e.g. “walk to reading spot” in
library or “start the warm up” in PE)
● Provide behavior specific praise at a variable
interval between 3-5 minutes dependent on
the special. For specials with higher
engagement/preferred deliver praise on a
longer interval, specials with a higher
occurrence of challenging behavior, reinforce
on a shorter interval.
● Watch for signs of precursor behavior (leaving
designated area, not responding to
directions) If this occurs present the white
board to make a plan and choice.

New Intervention Rationale Criteria

● Modified schedule for ● The data shows there is a ● Time in music will increase
Music pattern of behaviors by 5 minutes after 3
○ 10 minutes in music increasing during music consecutive music classes
class resulting in Marty with 0 instances of
room
having to be removed from aggression (as defined by
○ Transition to room the classroom. The first 10 the BSP).
42 (using white minutes of music are
board to state the typically successful with
plan) minimal to no behaviors of
○ First, 5 minutes of concern. Time in music will
break to move be incrementally increased
over time. Time in room 42
around will be used to engage with
independently Marty in music related
activities (i.e. music books,

1
 Behavior Support Plan Updates

Student Name: M ID Number: Date: 1/14/22 & 1/26/22

○ Use white board to music related videos)
state the plan ● Marty typically finishes N/A
● Enriched Environment eating with time left during
the lunch period. During
○ Preferred items will
this time Marty will go
be identified and under the table or get up
brought to lunch and walk around. Providing
for Marty to engage preferred items during
with when he is periods of waiting or less
finished eating. unstructured times has
been effective in other
settings.