Behavior Intervention Plan – Shane



Behavior Intervention Plan – Shane

Shane is an 11th grade student. The team completed an FBA (you can find this document in the Module 1 folder) and from their data collection, created the following hypothesis:

|Hypothesis for Shane’s Disruptive Behavior |

|In order to escape or avoid Math work, Shane will refuse to comply or complete the activity and has engaged in putting his head down, yelling,|

|closing his book with enough force that is makes a noise, getting out of his seat, pushing objects out of his way, and leaving the classroom |

|when given a direction or activity in Math class. |

With a hypothesis developed, the team went through the 4 R’s to develop an intervention plan.

REDUCE

The team identified antecedent based interventions that could be used to reduce the occurrence of the interfering behavior. These included:

|Antecedent Based Strategies |

|Provide Shane and his peers an assigned seat on the bus to prevent bullying on the way to school |

|Place Shane in the back or to the side of the room so less attention is drawn to him |

|Give Shane a list of questions he is to answer during class |

|Ask Shane only review questions that he knows the answer to in class |

|Allow all students to use an “office” or study carrel so Shane can cover his work |

|Write directions on the board so Shane (and all students) will know what he is supposed to be doing |

|Give Shane a written formula sheet that outlines the steps of the math problem |

|Provide time during each class for Shane to ask questions about Math |

The team felt confident that their antecedent based strategies designed to REDUCE the occurrence of behavior would help Shane immensely by allowing him more appropriate ways to escape attention from the teacher and his peers. However, they weren’t confident that this would completely eliminate Shane’s behavior. He has some pretty extreme behaviors so they moved to the next step.

REPLACE

Next, the team decided what the replacement behavior could be for Shane. After talking through possibilities, the team determined the following:

|Replacement Behaviors |

|During Math, Shane will use his “pass card” if he does not want to answer a question |

|Shane can ask for a break by going to get a drink of water or using the restroom if he needs a break or needs to leave the room in order to |

|calm himself |

The team determined that these replacement behaviors would be acceptable to everyone, including Shane. They had seen him do this behavior before so they knew he could do it, they just had to figure out how to support him to do it. Happy with the replacement behavior, the team moved to the next step of the process.

REINFORCE

They decided to identify potential reinforcers to reinforce when he uses the new replacement behavior, to reinforce when he is not engaging in interfering behavior, and to determine how to remove the reinforcement from the behavior so he is no longer motivated to use it. The team considered the function of the behavior and in Shane’s case, they decided that different types of reinforcement were going to be the most beneficial for this behavior. The team identified reinforcers they could use:

They decided to identify potential reinforcers. Shane was asked for his input.

|Potential Reinforcers |

|Not being asked hard questions in front of the class |

|A 2 minute break |

|Time to draw at the end of class |

|Time to listen to music at the end of class |

|Able to go to the Art room at the end of the week |

Next, they identified when and how they would use the reinforcers:

|Implementing Reinforcers |

|Uses replacement behavior – Stop asking the question and move to the next student |

|Uses replacement behavior - Give Shane a 2 minute break outside of the class |

|NOT engaging in interfering behavior and working appropriately – Give time to draw at the end of class |

|NOT engaging in noise making and working appropriately - Give Eric attention in the form of time with the teacher |

|NOT engaging in interfering behavior and working appropriately – Give time to go to art class at the end of the week |

|Engages in interfering behavior – Ignore the behavior and prompt Shane to use the “pass card” |

Now that the team has identified reinforcers, they decided it was time to discuss what to do if the behavior did occur.

RESPOND

The team determined that Shane had many levels of behavior. Sometimes his behaviors were mild while other times Shane’s behaviors were disruptive and could be dangerous. They devise a strategy for when the different behaviors occur:

|Responding to Interfering Behavior |

|Shane lays head down or closes book loudly - redirect Shane to his work activity. Remind Shane what he is supposed to be doing. When Shane |

|goes back to work, help him complete the first problem and answer any questions Shane has. |

|Shane refuses to answer a question, yells or pushes objects - direct Shane to use his “pass” card. Prompt Shane to use his pass card and give|

|him a 2 minute break before quietly prompting and redirecting him back to work. When Shane returns to work, provide assistance to do the |

|first problem. |

|Shane gets out of his seat or looks like he may attempt to leave class - direct Shane to ask for a break. Prompt Shane to take a 2 minute |

|break where he can get a drink of water or use the restroom. When Shane returns to class, provide assistance to do the first problem. |

Now that the team has identified how to REDUCE, REPLACE, REINFORCE, and RESPOND , they decided it was time to determine their practical strategies. Now they develop their plan for implementing and monitoring Shane’s progress.

IMPLEMENTATION

The team is very happy with their strategies. However, Shane has had some pretty big interfering behaviors. They feel that their strategies will be successful but they know it will take a little time for Shane to learn the new skills. The team decides that an intensive level of intervention is needed and want to ensure they have outlined steps to implement the plan.

|Practical Strategies |

|Teach Shane how to use his “pass card” to pass on a question so the teacher won’t call on him |

|Give Shane examples of how to complete the problems so he can refer to the example |

|Provide Shane with the notes ahead of time so he can focus on the information rather than writing |

|Talk with Shane outside of class that if he feels the need to leave the room, he needs to ask to use the restroom or get a drink and then must|

|return to class, but that this request will be honored |

|Alter Shane’s assignment so that he doesn’t have to do as many of the problems or he can do easier problems independently while he is learning|

|the new material |

|Allow Shane to earn time to draw or listen to music at his desk at the end of class if he refrains from yelling, throwing his book or other |

|materials, or leaving the room without permission during the class period |

|Allow Shane to earn time to visit the Art room on Fridays if he can refrain from engaging in his interfering behaviors for four out of five |

|days per week |

|Teach Shane needed math skills outside of class time to help him catch up with his skills |

|Intensive Strategies |

|If Shane gets out of his seat or looks like he may attempt to leave class direct Shane to ask for a break. Immediately honor the break and |

|give him 2 minutes to calm. |

|If Shane refuses to answer a question, yells or pushes object direct Shane to use his “pass” card. Immediately honor the card and move on to |

|another student. |

|When Shane starts to calm, prompt him to take his seat but do not prompt him yet to return to work. |

|Once Shane returns to work, ask him if he needs help to get started and support him to start his assignment. |

|If Shane leaves the classroom without permission, call for another adult to monitor Shane to ensure he is safe. |

|The adult monitoring him should refrain from talking to Shane about the class. |

|The adult monitoring him should tell Shane he needs to either return to his classroom or take a break in the office. |

|If Shane returns to the classroom, prompt him to return to his seat but to not push him to start working immediately – follow the steps above |

|once he starts to calm. |

|If Shane goes to the office, prompt him to have a seat while he calms down. |

|Once Shane is calm, prompt him to return to his classroom and follow the steps above to help him return to work |

|After the incident is over and the class has ended, pull Shane aside, by himself, to talk with him about what happened and discuss other |

|options for his behavior, including asking to get a drink or use the restroom and using his pass card. |

The team feels confident about their intensive contingency plan. They are confident this will not be required often, but they want to make sure they have a plan while they are teaching replacement behaviors.

Now it’s time to develop their plan for implementing and monitoring Shane’s progress.

|Implementation & Monitoring Plan | |

|Who will implement |Shane’s Math teacher |

|When will it be implemented |During Math class |

|Where will it be implemented |In Math class |

|How will it be monitored |Data will be collected on the number of class periods where Shane engages in the |

| |yelling, throwing items, or leaving the class without permission. Data will also be |

| |collected on the number of times Shane asks to leave the room |

|When will the team evaluate |The team will meet in six weeks to review the data and determine if changes are needed|

With the plan in place, the team was excited to implement it and see Shane’s interfering behaviors decrease as well as his replacement behaviors increase!

Information for this Behavior Intervention Plan is from Virginia Commonwealth University's Autism Center for Excellence (VCU-ACE), which is funded by the Virginia State Department of Education (Grant # 881-61172-H027A100107). Virginia Commonwealth University is an equal opportunity/affirmative action institution providing access to education and employment without regard to age, race, color, national origin, gender, religion, sexual orientation, veteran's status, political affiliation, or disability. If special accommodations or language translation are needed contact Voice (804) 828-1851 | TTY (804) 828-2494. For additional information on ACE, contact: [autismcenter@vcu.edu].

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