Behavior Support Plan

Student: Time(s): Location(s): Derrick Assessment will occur during his daily schedule of activities. Assessment and Intervention will take place at multiple settings - school and home. Mrs. Smith will be implementing the program.

Initianor(s): I.

Description of other students present, their activities, and target behaviors: A. There are 15 students in Derricks pre-school classroom. Students have mild to severe disabilities. B. Students actively participate in classroom group work as well as individual task demands. Other students in Derricks class complete their work without problem behavior and transition smoothly without frequent problem behaviors.

II.

Instructors present and their activities: A. There is a special education teacher and two aides present most of the day. Derrick will see a Speech teacher three times a week where he will go out of the classroom. He visits the OT three times a week. B. The teacher and classroom aides are present throughout entire day with multiple activities to prepare. They are responsible for students when using the restroom or out on the playground.

III.

Equipment and materials: Antecedent-behavior-consequence analyses will be used to determine patterns in the occurrence of the antecedents, behaviors, and consequences that relate to Derricks problem behavior. BIP Data Sheet and BIP Checklist to be filled out by teacher and/or aid throughout day to monitor Derricks progress.

IV.

Briefly describe activities preceding, during and following the program: See scatter plot included. Behavior Support Plan

I.

Description of the problem:

A. When left alone, Derrick engages in high rates of off task behavior including non compliance, verbal aggression, physical aggression, and property destruction. B. The team agreed that under the same circumstances, the desired behaviors to be taught included: work independently 30 seconds at a time to be increased by 10 second intervals weekly and present Break/Assistance card when needed. C. Derrick will complete academic task independently, seek adult approval with verbal requests, and ask for a break when needed from the teacher by presenting Break/Assistance Card or raising his hand. II. Rationale Being able to work independently will provide Derrick with more time to do activities he prefers. Raising his hand when he needs help will provide him with teacher attention/support desired while giving him a break at the same time. These skills will help Derrick move to a less restrictive environment in future classrooms. III. Student characteristics that assist: Choice of desired task and in the order which he prefers and the desire for positive feedback and teacher approval. Student characteristics that hinder: When left alone and given a task demand student shows noncompliance, verbal aggression, physical aggression and property destruction. IV. Functional assessment: A. If Derrick is late to school, has a change in medicine, and is left alone and/or presented with a task demand, Derrick shows non-compliance, verbal aggression, and physical aggression to receive teacher attention and escape from task demand. (For more information see Functional Assessment Interview Form attached) B. Following direct observation the following changes were made to the summary statement: If Derrick is late to school, has a change in medicine, no friends and is left alone and/or given a task demand, Derrick shows noncompliance, verbal aggression, physical aggression, and property destruction to receive teacher support/attention and escape from academic task demand. C. See Data Collection sheet and functional behavior graph. V. Recording system and data collection procedures: A. Keys for all codes and directions for recording procedures provided on each data collection sheet.

B. Student will be assessed during his regular school day by the teacher and aids using the data sheets provided. C. See data sheet and checklist attached. VI. Behavior Change procedures: A. Mrs. Smith will set up an appointment with Derricks mother to discuss how to implement a school preparation routine. Also, each time his medication has been changed, Derricks mother will be asked to notify teacher. B. Mrs. Smith or assistant will check with Derrick every 30 seconds and give a positive comment and pat on the back when good, to be increased by 10 seconds every week. Teacher will break down academic task by each skill using demonstration and a task analysis for Derrick to follow. C. Teacher will encourage derrick to raise hand and ask teacher or assistant for assistance. Teach Derrick to present Break Card when needing a break. Teach Derrick to seek adult attention by using verbal requests for approval. Teach Derrick to use a self- monitoring card to record number of activities completed independently. Present a scripted story that will help him to identify appropriate social interactions. D. If Derrick participates in class without engaging in problem behaviors, Ms. Smith will give Derrick immediate praise and let Derrick decide the next class activity of his choice from list provided to him. E. See Competing Behavior Model Attached for more information. F. With teacher support and frequent praise from teacher or assistant, Derrick can focus on the academic task and still receive the reinforcement he desires. By teaching Derrick replacement behaviors he will be working on socially appropriate ways to seek attention/support and breaks from aversive tasks. G. See BIP Checklist for implementation of strategies in a step-by-step manner. VII. Maintenance strategies: A. BIP Data Sheet provided for skill monitoring to be adjusted by team as needed. B. Teachers support and prompting to use replacement and desired behaviors before the task demand will foster the socially appropriate behaviors. C. When behavior is not maintained give teacher support and a break to Derrick to get back on track with plan. In severe cases move to the crisis management plan.

VIII.

Generalization strategies: A. All of Derrick's teachers are responsible for providing immediate reinforcement and maintaining a behavior log. Also, parent is responsible for implementing a reward system at home for positive behavior. B. Weekly meetings initially then move to monthly meetings. There will be a review of Derricks progress data at each meeting where the team will review progress at school and at home. C. Follow Crisis Management strategies.

IX.

Crisis management strategies A. At the time of escalating problem behavior remove other students from classroom, notify administration, and implement crisis management procedures. B. If problem behavior becomes uncontrollable follow district implemented crisis management procedures.