BEHAVIOR INTERVENTION

PLAN

PRESENTED BY:

Sheela Dr Hema Dr
Ritu Reena
Shruti
Creating a Functional
Behavior Assessment
Case scenario
Mrs. Sharma's is having difficulty with her
students.
Shruti a student with Dyslexia ad ADHD is
reluctant to work and keeps finding excuses for
avoiding work. She also fidgets a lot and leaves
her seat quiet often. She gets into arguments
with her peers and teachers.
Another student Ritu is always complaining of
headache, pain in abdomen or cough . She keeps
finding ways to create panic in the classroom.
Observing Problem Behavior
Approach to challenging behavior
Mrs. Sharma approaches the school counsellor and
the special educator.

Observations are planned to do a functional

behavior assessment.

The special educator visits the classroom at

different times to collect data.
Steps to functional Behavior
assessment
 Define the Behavior

The first step to create a behavior

management plan is to clearly define the
behavior 
 is it aggressive?
verbal or physical ?
against property or others?
hitting, kicking, spitting, biting or slapping?
Bullying? Disrespectful? Screaming?
 Collect Data
Where?
Classroom, playground , corridor
When?
specific subject class , art, PE ,lunch hour,
Consequences?
Removal from class, withdrawal of request,
break given
Determine the Function
SOME BASIC FUNCTIONS FOR STUDENT
BEHAVIOR
Escape or avoid
Gain attention
Communication
Sensory Issues
Gain a tangible re-inforcer
 Develop Management Plan

Manipulate the antecedent and/or

consequences of the behavior.
Teach more acceptable behavior or
replacement behaviors.
Implement changes in curriculum and
instructional strategies.
Modify the physical environment.
 Suggested Behavior Strategies
ATTENTION

Praise the student when modeling appropriate

behavior
Planned ignoring
Social skills small group instruction
Teach appropriate ways to gain attention
Assign a task (help the teacher i.e., pass put papers)
 Escape

Use a 'Break Card‘

Redirect the student if you sense uneasiness

Teach the student how to ask for an alternate

activity or assistance

Teach appropriate escaping options

 Tangible

Avoid giving the student what they want

Create an early warning signal with the student to inform them

when their time is up if they have an object they must
relinquish

Develop a plan with the child to earn what they want

Use a visual daily schedule

 Sensory
Allow the student to use a study carrel

Teacher redirection

Arrange the physical environment so that student is in

close proximity

Warn the student prior if loud noises or disturbances (fire

drill, lock-down, etc.) are going to occur
Let’s Revisit Mrs. Sharma's
classroom
After a functional behavior assessment is done ,
Mrs. Sharma is now advised on the steps and
strategies to handle her class more efficiently.
She now knows how to tackle attention seeking ,
task avoidance/escape , sensory behaviors much
better.
All said, it is a process and teachers get better at it
with experience!
Behavior plan in Action
 Prevention is better
than cure!
 Improve the Environment

 Reduce Uncertainty

 Provide Autonomy

 Form a Brotherhood

 Provide Rewards

 Teach Alternate Skills

 Create and maintain a positive
classroom environment 

Teach Behavior
Expectations
Model the
Behavior
Be Consistent
 Suggested Positive Reinforcements
Extra computer time
Lunch/snack with teacher/principal
Teacher helper tasks
Task with teacher
Extra P.E. time with the P.E. teacher
A positive phone call or note home
 Candy
Earned free time at the end of class
Stickers
Special pens/pencils
Summary:
› Create a positive ENVIRONMENT
› Build positive RELATIONSHIPS
› DEFINE the problem behavior clearly
› Identify the FUNCTION
› Address the ROOT cause
› Teach SKILLS and alternate behavior
› SUPPORT during transition
› LET ALL CHILDREN BE STARS !!