Memorandum

To:

Teachers and paraprofessionals

CC:

Principal

From:

Counselor

Date:

6/25/2015

Re:

Rogers Behavior Intervention Plan

Observed Behaviors and Measurement Practices

Rogers observed behavior while attending science labs.
Two distinct behavioral patterns are recorded under two distinct environments.
As Roger enters the classroom lab, his behavior towards teacher and peers is dependent on the type of class
structure for that day. It is recorded that Roger displays desired behavior upon arrival into the classroom such as
immediately sitting and waiting for instruction if the daily activity involves quietly sitting and having class
discussion. Roger waits and raises his hand to be involved with class discussions. No verbal misbehavior
towards peers or teacher is observed in this setting.
When Roger arrives to class and the daily activity will involve a lab, undesired behavior begins with verbal
comments (swearing) towards peers and teacher that are a violation of class and school rules. As class begins
setting up the lab activity, Rogers behavior escalates with increased swearing and mishandling of lab
equipment. Roger does display inappropriate physical contact with peers during set-up by shoving and pushing
peers.
Once students have equipment ready for the activity and the teacher is providing instruction on how the lab will
proceed, Rogers swearing and aggressive posture towards teacher and peers increases. As class moves further
into the lab activity, Roger begins to verbalize his dislike of lab and how his lab partners are idiots and are
ruining his part of the lab. His swearing continues to escalate until Roger is asked to leave the room, for safety
reasons, or to sit quietly at a desk and complete another task by himself.
Teacher used an event style recording of Rogers behavior. This method was used so time from activities and
class as a whole would not be disrupted too much. The recordings were conducted for 3 weeks. Administration
and Rogers counselor were informed of observed behaviors and the recording method was implemented. Data
was presented graphically to administration and counselor after the 3 weeks and it clearly evidenced the two
behaviors.

June 25, 2015

Behavior Intervention Plan
Behavior to
Change

Intervention

Person(s) Responsible

Data

Yelling and
aggression
towards adults and
peers

1. Conference with Roger, counselor,

parents and teachers to address and
define the behavior and potential
consequences

Principal

Conference
Summary

2. Individual conferences with Roger

and the counselor to determine the cause Counselor
for the anger and aggression and practice
replacement behaviors

Counselor Notes

3. Reinforce positive behavior by giving

praise whenever Roger behaves
Tallies of positive
appropriately
Teachers, paraprofessionals,
behavior
counselor and all other adults that
interact with Roger
4. Have Roger self-monitor his positive Roger
behavior by giving himself tallies on a
behavior chart whenever he has a
positive interaction with adults and
peers.

Behavior chart

5. Discretely monitor Rogers negative

behavior

Tallies of negative
behavior

6. Institute rewards and consequences

for positive and negative behaviors

Teachers and paraprofessionals

Teachers and paraprofessionals

Strategies for Monitoring the Plan

We will use the Interval Recording Data Sheet to monitor the plan. This is designed to decrease the off-task
behaviors. It will help see if the intervention plan is being successful or if we need to take other steps, or modify
our strategy. Sample sheet:
Student

Observer

Teacher

Classroom/School

Confidential

June 25, 2015

Behavioral Definitions:

Date
Start time

(Total numbers of + intervals)

End time

% (total number of intervals)

Interval length

=Percentage of occurence

Note += occcurrence; - = nonoccurrence

1

10

11

12

Behavioral Definitions:

Date
Start time

(Total numbers of + intervals)

End time

% (total number of intervals)

Interval length

=Percentage of occurence

Note += occcurrence; - = nonoccurrence

1

10

11

12

Suggested Next Steps

Intervention 1. Schedule follow up meetings every three weeks to ensure that the consequences that were put in
place are being followed by all stake holders.
Intervention 2. If praise is not working, provide Roger with extrinsic rewards such as stickers, candy etc. Try
to involve parents in this intervention and see if there are rewards and consequences they can implement at
home to reinforce positive behaviors. If praise is working, continue this intervention until he no longer requires
praise.
Intervention 3. If it is not working having Roger fill out the tallies himself, have an adult complete the tally
sheet with him. If it is working, add an incentive for an end goal of a determined amount of tallies.

June 25, 2015

Intervention 4. If the above steps are not working, have a paraprofessional go over each negative behavior with
Roger as soon as it happens and institute a direct consequence. If this is working, continue to monitor and share
notes at the next case conference.
Intervention 5. If the plan is not working, stakeholders can change the consequences and rewards to better suit
Rogers needs. If the rewards and consequences are successful, continue to use and eventually fade them out so
they are no longer necessary to get the desired behaviors from Roger.
Intervention 6. If Rogers aggression and angry continue in spite of all of the proposed interventions,
stakeholders might suggest testing for emotional disturbance or another potential disability.