Scribd
Upload
420 views3 pages

Behavior Intervention Plan Form

The behavior intervention plan aims to reduce Orlando blurting out unrelated comments and questions during class. It identifies that he does this for attention. The plan teaches Orlando to raise his hand and ask if his comment is related before speaking. He can ask unrelated questions after class. Orlando will be given tickets at the start of each class and must use one each time he blurts. His goal is to have at least one ticket left by the end of each day to earn a reward. The plan will be implemented and reviewed over two weeks to monitor Orlando's progress in keeping his comments related and on task.

Uploaded by

api-383265219
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
420 views3 pages

Behavior Intervention Plan Form

The behavior intervention plan aims to reduce Orlando blurting out unrelated comments and questions during class. It identifies that he does this for attention. The plan teaches Orlando to raise his hand and ask if his comment is related before speaking. He can ask unrelated questions after class. Orlando will be given tickets at the start of each class and must use one each time he blurts. His goal is to have at least one ticket left by the end of each day to earn a reward. The plan will be implemented and reviewed over two weeks to monitor Orlando's progress in keeping his comments related and on task.

Uploaded by

api-383265219
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Behavior Intervention Plan Form

Student: John Teacher: Mrs. Smith


School: Middle School Date: 10 April 2017

Step Action Outcomes


1 Identify the function of the behavior
 Describe the behavior in measurable When in class, Orlando blurts unrelated comments, and asks unrelated questions an
terms average of 5 times during a 50 minute class period. Orlando uses this behavior to
 How does the behavior meet the gain the attention of his teacher as well as other classmates.
student’s needs?
These behaviors are related to Orlando’s diagnosis of ADHD under Other Health
Impairment.
2 Select a replacement behavior
 What should the student do instead? The student should raise his hand when he feels like making a comment or asking a
 What do successful students do? question. Before raising his hand, he should ask himself if his comment or question is
 Will the behavior help the student related to what is currently being discussed in class. If it is unrelated, the student will
meet his or her needs? have time at the end of class to ask his unrelated question. This behavior will help
meet the needs of the student, because he will still be able to ask his question or
make his comment, it will just not be during class time.

Orlando will have the option to ask unrelated questions after class, or he can use one
of three tickets given to him at the beginning of class. If he blurts out something
unrelated, he owes the teacher one of his tickets. The plan is to get him to keep as
many tickets as he can by the end of the day. If he can keep at least 1 by the end of
the day to begin with, he will get a reward.
3 Design a teaching plan Expected Behavior:
The expected behavior includes: During class time, Orlando will keep unrelated questions and comments to himself. If
 Conditions he feels the need to ask an unrelated question or make an unrelated comment he
 Behaviors can do so after class.
Teaching examples:
Teaching examples should: Only able to observe this behavior in Special Education Language Arts class. This is
 Describe when to use the behavior 4th-6th period. Ideally, it would be great to implement this in all classrooms, but
 Be realistic realistically we need to start this where it is observed most frequently.

Non-examples should: Non-examples:


 Describe when not to use the Orlando should not have to worry about asking unrelated questions or blurting out
behavior during recess or lunch when he is with his friends.
 BE realistic
Teaching strategies:
At the beginning of Language Arts, Orlando will be given 3 tickets, similar to talking
chips. Every time he blurts out an unrelated question or comment, he owes 1 ticket.
If he feels that his questions or comments can’t wait until the end of class, he owes 1
ticket. His goal to begin with is to have at least 1 ticket by the end of the day.

He will also be encouraged to write down his comments or questions, so that he can
remember them, and ask them at the end of class.
4 Arrange the environment to facilitate success Problem situations:
Consider changes to: Other classmates start to get off task, so he joins in. However, once the other
 Physical environment students are back on task and doing their work, Orlando is still displaying the off task
 Classroom procedures behaviors.
 Task requirements Discussions are also a large part of class, so sometimes he uses these discussions to
 Teacher-student interactions talk about unrelated topics.

Facilitate success:
Before Orlando is about to make an unrelated comment, the teacher can ask, “is this
related to what we are talking about?” If not, remind him to write his question or
comment down and then they can talk about it after class.
5 Develop consequences for desired and Natural positive consequences:
undesired behavior Praise from teacher. Example, “Great job writing your comments/questions down!
(Artificial consequences should be used only We will talk about them as soon as class is over”
when natural consequences are not Withhold access to natural positive consequences:
sufficient) Teacher ignores his unrelated questions/comments.

Prompts: “Is this related to what we are talking about?”


“Write it down!”
“If it’s unrelated, you owe me a ticket.”
 If the replacement behavior is not Artificial positive consequences:
exhibited despite natural positive If Orlando is able to keep at least 1 ticket by the end of the Language Arts Period
consequences and prompts every day, totaling to 5 at the end of the week, he will receive a reward of his choice.
This may be phone time at the end of class, Takis, or anything else that is discussed
between him and his teacher.
 If the problem behavior continues Negative consequences:
despite natural positive consequences Teacher ignores his unrelated questions/comments.
and prompts He might get separated from his table partners if he is off task/blurting too much
during instruction.
6 Write behavioral objectives Orlando will write down any unrelated questions or comments to be asked after
 Learner: Who will demonstrate the Language Arts instruction.
behavior
 Conditions: When, were, and under
what circumstances Using the ticket system to monitor Orlando’s behavior:
 Behavior: A physical description of When given three tickets at the beginning of each Langauge Arts period, Orlando will
what the learner is to do use 1 ticket every time he blurts out unrelated questions or comments in Language
 Criteria: How much of the behavior is Arts class. Orlando will have at least 5 tickets collected at the end of the week (at
necessary for the objectives to be least 1 ticket from each day).
complete

Date of implementation: 10 April 2017


Date of review: 24 April 2017

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy