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Private Behavior Consultation
Behavior Intervention Plan
Client:John Smith
Parents/Care providers:?? and ?? Smith
Behavior Analyst/Specialist:Sara White, PhD, BCBA-D
Program Coordinator:Danielle Eeuwes, BA
Date of Report:May 2, 2007
Date of Updated Report:February 9, 2010
General Strategies- Use the token economy procedure throughout John’s day to increase desired behaviors and to decrease undesired behaviors.
- Follow a no-no prompt procedure throughout the session and school day.
- If John is compliant to the no-no prompt procedure then the instructor is to return to the previous activity (note: no points will be removed).
Note: Return to the exact spot of the activity that was occurring when the problematic behavior occurred. John does not ‘escape’ or ‘avoid’ any tasks, situations, or activities by engaging in problematic behavior or by choosing to engage in a calm down strategy.
For example:
- Return to corrective feedback that was being given when John responded incorrectly.
- Return to whose turn it was when a game was being played.
- Return to the program SD that had been issued.
- Return to the writing task at school.
- If John is non-responsive to the no-no prompt procedure or if he engages in negative behavior then the instructor is to follow the non compliance procedure and follow the point removal procedure.
- If the instructors thinks that John is attempting to escape or avoid a task using appropriate escape or avoidance techniques (i.e. hungry, thirsty, tired, need to use the bathroom):
- Then the instructor can allow John to engage in appropriate escape or avoidance first before returning to the exact spot of the task that he was completing.
- Then the instructor can provide John with a first then statement to indicate what portion of the task he needs to finish first before he can engage in his appropriate escape or avoidance request (i.e. “First finish your writing and then you can have a drink.”).
- Instructors are to alternate between the two strategies throughout the session.
General Home Strategies
- Provide John with a task schedule where he will earn tokens for finishing his schedule and he will earn a chosen reinforcer for completing the schedule with great work. If John engages in problematic behavior during the schedule he will not receive his great work and will not be able to complete the activity he has chosen for this schedule.
- If John chooses to work for being “All done” instead of a chosen reinforcer on his last schedule at the end of the session then he can still be finished even if he has problematic behavior and does not receive his great work for every program on the schedule. If John loses one or more great works on his schedule then he will not receive the points that he worked for, but he will be all done work for the day.
Finish Work / Great Work
1) Printing / /
2) Sounds / /
3) Reading / /
4) Drawing / /
5)
If I finish my work and have _8 happy faces______
I can play with__Old Maid______
I will earn _10____ points for finishing my work
- John can cash in points after a behavior occurrence once he has completed 2 or more items on one of his schedules.
General School Strategies
- To assist John to attend to the teacher and follow the classroom instructions he can be provided with an hourly system for listening and attending. If he earns the required number of checkmarks then he will be provided with a 5 minute break at the end of the hour.
- To assist John to monitor and regulate his own behaviors he can be provided with self monitoring checklists to work on the listed goals.
/ John / Mary / # of points earned
I looked at my teacher when she was talking.
I listened to my teacher when she was talking.
I followed directions given by my teacher.
I was part of the group.
-I raised my hand.
-I asked a question.
-I made a comment.
Every matched or with Mary is 2 points.
Every checkmark matched with Mary is 3 points. / Total number of points earned
/ John / Mary / # of points earned
I stayed close to my friends.
I talked to my friends.
I played what my friends were playing.
I kept my body in control. I kept sticks on the ground.
I kept my body in control. I walked or ran.
I kept my body in control. I kept my thoughts in my head.
I kept my body in control. I used the bathroom if I needed to.
Every matched or with Mary is 2 points.
Every checkmark matched with Mary is 3 points. / Total number of points earned
/ John / Mary / # of points earned
I kept my shirt on my shoulders.
I kept my hands out of my shirt.
I walked.
I kept non-food items out of my mouth.
Every matched or with Mary is 2 points.
Every checkmark matched with Mary is 3 points. / Total number of points earned
- To assist John with fine motor tasks that are difficult for him he can be provided with choices (i.e. complete the assignment by writing the assignment himself, have Mary scribe his answers for him, use the computer to type his answers).
Antecedent Management Intervention Plan
1)Review the calm down card with John when he enters a new environment (for example, at the start of school, when he gets home from school, before leaving to go out somewhere with family, before starting a session, or upon arriving at a peers house). Place the calm down card within his reach at all times. Remind him that he can request the coping activities either by handing you the picture of the coping strategy or by verbally requesting it. The following coping strategies will be on this calm down card:
- If I feel frustrated or upset I can:
i)Ask for a hug
ii)Ask to go for a walk
iii)Ask for help
iv)Ask to take a minute (put my head down on my desk).
v)Take 10 deep breaths.
vi)Talk about it (problem solving)
- At school: tape the calm down card onto the edge of John’s desk so that he can access the calm down card at all times.
2)Prior to transitions, non-preferred work, or other situations that are often challenging for John, provide a visual and verbal reminder “Remember, if you feel frustrated or upset, you can take a minute, go for a walk, ask for a hug, take deep breaths, talk about it, or ask for help.”
- If John is transitioning from an open ended activity into work provide him with a timer for 1 to 5 minutes to indicate when he needs to start work.
- If John is transitioning from a closed ended activity tell John what portion of it he can finish before he comes to work.
(1)The activity (either open ended or closed ended) that he is engaging in prior to transitions can be used as a reinforcer at the end of his list.
3)Throughout the session (approximately every 20 minutes during non anxious times) we want to provide John with opportunities to practice the choices on his calm down card. Provide John with praise and tokens for practicing the calm down strategies.
- “Let’s practice what we could do if we are frustrated or upset.”
- “Should we practice (choice) or (choice)?”
- Practice the choice:
- Ask for help
- Ask to go for a walk
- Talk about it
- Take a minute
- Take deep breaths
- Ask for a hug
- John can practice the choice by handing the instructor the Velcro choice or by vocalizing the request.
4)Provide John with small choices throughout the day (i.e. what schedule to complete first, what order the programs are listed on the schedules, where to complete his work, when to take breaks).
- If a request made by John has to be declined attempt to provide him with a positive statement of what he can do instead of telling him only “no” (i.e. “You can play on the computer instead of going outside.”).
- If possible provide him with a first then statement indicating when he can engage in his request (i.e. “First finish three more spelling questions. Then we can go play on the computer.”).
5)When completing an activity that John generally finds challenging or when entering a situation that John generally finds challenging the instructor is to state the reminder expectations clearly to John (i.e. “Remember if you are having difficulty with your reading you can ask me for help.” “If (peer) is bugging you remember to use your words instead of your body.”).
6) Instructors working with John should attempt to have consistent expectations regarding his behaviors and academic achievement (i.e. removal of points consistently for inappropriate language or neatness of printing when completing his work).
7)Instructors are to review his completed problem solving sheets proactively throughout the week. When a problem occurs outside of the session (i.e. at school when the EA was not there, at mom’s house, at dad’s house) the instructor can complete a problem solving sheet with John. The team will focus on positive and negative problems.
8)Instructors are to review social stories regarding appropriate behavior in various situations proactively throughout the week.
9)Engage John in non-verbal body language identification within himself and within others while following the non-verbal body language program. The team is to focus on positive non-verbal body language as well as negative non-verbal body language.
10) Engage John in cause and effect identification with actions and feelings while following the cause and effect identification program. The team is to focus on positive cause and effect situations as well as negative cause and effect situations.
11)Instructors are to assist John to identify his emotions during various situations and while observing others engaging in activities. The team will focus on positive and negative emotions.
12)John will be provided with praise, points and reinforcement for positive behaviors throughout the day.
Active and Passive Non-Compliance Behavior Intervention Plan1)Inappropriate Language or Voice Volume:
When John makes a request, or attempts to communicate frustration, wants or needs, but uses inappropriate voice volume (i.e. yelling, screaming or using a louder or higher pitched voice volume than normal) or inappropriate words (i.e. swear words, death talk, violence talk):
Behavior / Consequence1 / Before a behavior escalation has occurred / Request him to use a nice voice to talk to you.
(a)If John complies and changes his voice volume and tone then continue to listen to John’s request or frustration.
(b)Provide John with a question requesting what he wants (i.e. “What do you want?” or provide John with three choice options that he can do (i.e. “Would you like a break, would you like me to write for you, or would you like to continue writing?”).
- Provide John with one calm down strategy choice, one easier task choice, and one return to task option (see above example).
- If John does not comply with the direct choice then follow the procedure listed for non-compliance.
2 / During a behavior escalation / Request him to use a nice voice to talk to you
(a)If John complies and changes his voice volume and tone then continue to listen to John’s request or frustration.
(b)If John refuses to comply with the request remove a point for non-compliance and continue with the procedure for non-compliance.
3 / Makes a request, or attempts to communicate frustration, wants or needs but uses inappropriate language (i.e. “Stop”, “I don’t like (___)”, “Stop following me”, “Leave me alone”, “I need to take a nap”, or “Can you please leave me alone”). / Provide him with a full verbal prompt to request the calm down strategy with appropriate language (i.e. “I need a break.”).
a)If John repeats the verbal phrase allow him to engage in the coping strategy requested.
b)If John does not repeat the verbal phrase (do not count this as non-compliance since we are inferring what he wants) continue to prompt John to engage in coping strategies.
Some examples of how to rephrase requests are provided below:
- Stop = take a minute/break
- I don’t like ______= talk about it
- Stop following me or leave me alone = take a minute/break
- I need some sleep = take a minute/break
- Can you leave now = take a minute/break
4 / Makes a request, or attempts to communicate frustration, wants, or needs but uses inappropriate language or voice volume combined with an insult. / Remove 5 points for every occurrence and provide him with a point prompt to hand the instructor the coping strategy picture while providing him with prompting as needed. If John refuses to follow prompting to choose a request on the calm down card remove a point for non-compliance and follow the procedure for non-compliance.
- At school - Provide John with a ‘strike’ for not making a good choice (please refer to the continued non-compliance procedure for details on providing ‘strikes’ and removing him from the classroom).
Some examples of insults include:
- Stupid, Idiot, and Retard
5 / States that he wants his mom, dad, or Susan in an appropriate voice volume and voice tone before a behavior escalation has occurred / Allow him to go to his mom, dad, or Susan to receive a hug. Have them provide him with a quick hug and prompt him to sit in a chair at the work table. Time with mom, dad, or Susan can be placed at the end of his schedule for him to work for.
- If the request is made with an inappropriate voice volume or voice tone then provide John with a full verbal prompt to request the strategy using appropriate volume and voice tone on the calm down card. If John complies with the prompting provide him access to his request.
- If John states that he wants his mom, dad, or Susan during a behavior escalation tell John that once he has calmed down then he can see his mom, dad, or Susan.
6 / Mutters something under his breath in response to what has been said by the adult. / Remove 5 points for every occurrence and provide him with a point prompt to hand the instructor the coping strategy picture while providing him with prompting as needed. If John refuses to follow prompting to choose a request on the calm down card remove a point for non-compliance and follow the procedure for non-compliance.
- At school - Provide John with a ‘strike’ for not making a good choice (please refer to the continued non-compliance procedure for details on providing ‘strikes’ and removing him from the classroom).
7 / Inappropriate language directed at someone else, while engaging in self talk, directed to himself, or while trying to teach Owen inappropriate language. / Remove 5 points for each inappropriate word (i.e. “Bitch, bitch, bitch.” Would be 3 occurrences and John would lose 15 points.).
Provide John with appropriate replacement language when it is appropriate (i.e. not during a behaviour escalation). If he refuses to repeat the replacement language then follow the procedure for non-compliance.
- At school - Provide John with a ‘strike’ for not making a good choice (please refer to the continued non-compliance procedure for details on providing ‘strikes’ and removing him from the classroom).
Some Examples include:
- Crap, Damn it, Bitch, Whore, Hell, Stupid, Idiot, Retard, Shit, Asshole, Ass/butt, and Freakin.
8 / Violent, aggressive or graphic language about death or killing directed at someone else, while engaging in self-talk, directed to himself or while talking to someone. / Remove 5 points for each sentence spoken.
Provide John with appropriate replacement language when it is appropriate (i.e. not during a behaviour escalation). If he refuses to repeat the replacement language then follow the procedure for non-compliance.
- At school - Provide John with a ‘strike’ for not making a good choice (please refer to the continued non-compliance procedure for details on providing ‘strikes’ and removing him from the classroom).
Some examples include:
(i)Killing, Stabbing, Dying, Murdering, Shooting, Threatening to blow up public places, Devil talk, and Blood (in the context of harming someone).
2)Precursor Behaviors:
The following behaviors have been identified as ones that reliably precede problematic behavior for John:
b)Pulling his shirt or hood over his head.
c)Rubbing his face or head with his hands
d)Making non-contextual noises (i.e. groans, high-pitched sounds)
e)Non-compliance (i.e. saying “no,” refusal to move).
f) Arguing (i.e. using a loud, insistent voice, often starting with “no, it’s…” or “no…you’re wrong”).
g) Yelling or screaming at an adult.
h)Non response to an instruction
i)Being removed from preferred activities
j) Starting work
k) Not getting his own way
l)Negotiating
m) Playing games differently than from the instructions
n)Receiving corrective feedback within programs or tasks when John obtains an incorrect response
o)Sitting in music class
p)Receiving prompting from the Educational Assistant while engaging in off-task behaviour in the classroom
q)Friends engaging in physical activities (i.e. soccer) at recess or lunchtime while John does not want to engage in such activities
r)Needing to edit his writing work
2)Calm Down Option:
If John demonstrates any one of the behaviors described above, provide him with the option of choosing one of his calm down strategies while pointing to the calm down card. Using generalized language tell John that he can ”Ask to take a minute, ask me for help, talk about how you’re feeling, take deep breaths, go for a walk, or ask for a hug.” John can either vocalize the request or hand the picture strategy to the instructor.