Behavior Plan

Date: 10/23/2013 Implementation Date: 10/28/2013 Next Review Date: 11/25/2013

Student Name: Jacob Smith DOB: 3-12-2004

Student Information Teacher: Lynn Stanton Grade: 4

Case Manager: Lynn Stanton Primary Language: Hindi

Plan Development Team: Students Strengths and Abilities: Jacob is very outgoing and energetic. He enjoys doing things with his hands and is very good at putting puzzles together. Check Methods of Data Collection Analysis: Scatter Plot ABC Observation Review of Records Frequency/Duration/Time Sampling Self-Monitoring: Questionnaires/Rating Scales: Frequency/Duration of Positive Behavior. Name positive behavior: Interview: Special Education teacher Other:

Functional Interpretation of Behavior

Hypothesis Statement:
Because of Jacobs need to have frequent oral feedback and self-regulating behaviors, when he is presented with a non-preferred academic or other type of non-preferred task, or when bored at school, he will begin to engage in stimming behavior which consists of hand flapping behaviors or waving objects in front of his face accompanied by loud humming or other type of similar vocalization, which results in peers reacting with facial expressions or moving away and the teacher asking for him to be removed when his behavior has escalated to the point that he is interfering with her ability to instruct other students, serving the purpose of avoidance and escape from the required non-preferred activity.

Target(s) Behavior Stimming and vocalization

When Behavior occurs at various times throughout the school day

Where All areas of the school building

Data: Frequency The frequency of the behavior varies throughout the day but occurs at a minimum of 15 times a day.

Intensity Intensity increases with academic demands and redirection to task

Duration Duration varies depending upon the required task or level of boredom, but will be sustained at a minimum of 3 minutes

Function Gain or Avoid Function Key Number: 2

Function key: 1. Power Control 5. Expression of Self

2. Protection/Escape/Avoidance 6. Gratification / Sensory Stimulation

3. Attention 7. Justice/Revenge

4. Acceptance/Affiliation

Identify Reinforcers: Jacobs hand or object flapping behaviors reinforces his need for oral feedback, and his oral feedback behaviors reinforce his need for hand or object flapping. Being successful in avoidance of non-preferred activities using these behaviors, continues to reinforce his use of them.

Competing Pathways Diagram, Part 1

Student: Jacob Smith Hypothesis Statement:
Because of Jacobs need to have frequent oral feedback and self-regulating behaviors, when he is presented with a non-preferred academic or other type of non-preferred task, or when bored at school, he will begin to engage in stimming behavior which consists of hand flapping behaviors or waving objects in front of his face accompanied by loud humming or other type of similar vocalization, which results in peers reacting with facial expressions or moving away and the teacher asking for him to be removed when his behavior has escalated to the point that he is interfering with her ability to instruct other students, serving the purpose of avoidance and escape from the required non-preferred activity.

Date: 10/22/2013

5. Desired Alternative Behavior Jacob will sit quietly and complete the assigned task

6. Typical Consequences Positive feedback from the teacher in the form of praise statements

4. Setting Event

Jacob needs frequent oral feedback and selfregulation. Need may be exacerbated by tiredness, illness, or prior extended absence from school.

2. Antecedent/ Predictor Jacob is asked to perform a nonpreferred task or is bored

1. Problem Behavior Jacob begins hand or object flapping and making loud vocalizations 7. Alternative/Replacement Behavior Jacob is given other object to satisfy oral feedback needs and/or fidget toy to satisfy need for hand motions

3. Maintaining Consequences Jacob is able to remain in the classroom and complete his tasks quietly

Competing Pathways, Part 2

8. List Intervention Strategies that make the problem behavior irrelevant, ineffective, and inefficient Settings Event Strategies Give Jacob a sensory break prior to requesting that he complete an academic or nonpreferred task. Predictor Strategies Watch for tasks that are known to cause avoidance behavior. Use a first then chart to motivate student to work for a reward of free time or choice activity when he completes tasks without stimming behavior. Teaching Strategies Offer Jacob an appropriate means of oral feedback. Arrange seating for least amount of disruption to peers and to be able to easily facilitate removal of student with the least disruption when necessary. Reward/Consequence Strategies Jacob will receive praise and task of choice when he is able to complete his task without engaging in stimming behaviors

Competing Pathways Summary Instructions

1. What does the problem behavior look like? Jacobs behavior consists of hand or object flapping along with loud humming or other similar type of loud vocalization. 2. What typically happens before the problem behavior is observed? (Predictors) Examples: teacher reprimand; teasing by peer. Prior to the problem behavior occurring, Jacob will have been presented with a non-preferred task or is bored. 3. What typically happens immediately after the problem behavior is observed (maintaining consequences)? Examples: escape/avoid a task or peer attention; obtain a desired item or teacher or peer attention. After exhibiting his problem behavior, Jacob has escaped or avoided beginning or completing the requested task because he is unable to do so during his stimming behaviors. Peers have reacted with facial expressions or by moving and the teacher may have had to ask that he be removed from class because he is interfering with her ability to teach. 4. What events, conditions, or activities (setting events) make the problem behavior worse? Examples: lack of sleep; medication;

Academic tasks tend to make Jacobs behavior worse and it will escalate when he is redirected back to task. Behaviors also escalate whenever he is tired, has been ill, or has been out of school for an extended period of time such as during holiday and summer breaks. 5. What would you like the student to do (desired alternative behavior) instead of engaging in the problem behavior? Remember the Dead Person Rule. Dont list behavior that any dead person could do e.g., stay still, be quiet, etc. because they are not socially relevant behaviors. Examples: turn in all work; follow directions. Instead of engaging in the undesired behavior, Jacob will sit quietly with no hand or object flapping and complete the required task. 6. If the student engages in the desired alternative behavior, what usually happens (typical consequences)? Examples: earns passing grade; remains in class; assigned more work If Jacob engages in the desired alternative behavior, he is able to remain in class and complete his required tasks. No praise or reinforcement is given for the desired behavior. 7. What other behaviors (acceptable alternative or replacement behavior) could the student perform that could produce the same outcomes or maintaining consequences as the problem behavior? Examples: raise hand before talking; try before asking for help. Jacob will chew on appropriate objects that have been provided by the OT or play with a fidget toy without waving it in front of his face. 8. Select Intervention Strategies. Identify strategies for each of the four components (setting events, predictors, teaching, and reward/consequences) of the competing pathways summary. Setting events: Give Jacob a sensory break prior to requesting that he complete a task. Predictors: Watch for tasks that are known to cause avoidance behavior. Use a first then chart to motivate Jacob to work for a reward of free time or choice activity when he completes his task without engaging in stimming behaviors. Teaching: Offer Jacob an appropriate means of oral feedback. Reward/consequences: Jacob will receive praise and task of choice when he is able to complete his task without his stimming behaviors.

Behavior Plan Review

Students Name: Jacob Smith Team Members: Date of Review: Case Manager/Coordinator:

Instructional Strategy

Data Collection Changes in Target Behavior Supporting Data

Next Step

Next Review Date:

*Use this form to review the efficacy of the behavior plan and to make changes, as needed.

Crisis Plan
Student: Team Members: Emergency Procedures (List steps) Date of Plan: Case Manager/Coordinator: Key People/Resources Phone Numbers

Physical Restraint Procedure: If it is likely that this student may require a physical restraint in a school-related setting, document the rationale and obtain written parent/guardian permission. Please give the parent/guardian the Restraint Procedures handout found in the Appendix. Documentation: Parent/Guardian Signature: Date: