Student: Adam Richmond Public Schools
Student ID: xxxx 301 N. 9th Street
FTE Number: xxxxxx Richmond, VA 23219
Student Testing ID: xxxx 804-780-7312
Date of Birth: 05/01/2013
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Behavior Intervention Plan
Student: Adam Date of Plan: 11/19/2015
ID: XXXXX DOB: 05/01/2013
Grade: Early Childhood Special Education Self-Contained 2 year old class
Disability Category: Developmental Delay
Participants in Developing Plan: Brittney F. (general education teacher), Alicia A. (special education teacher), Rene D. (administrator), and Adam’s Mom, Adam’s Dad.
Individual Completing Report: Brittney F.
Description of problem/target behavior(s): (In about 150 words) According to the evidence provided in the Functional Behavior Assessment and accompanying documents, Adam engages in two different paths of escalating avoidance behaviors based on the setting and activity taking place. If he is sitting down in a small or whole group setting and an adult gives him a direction or asks him to do something, Adam will close his eyes followed by turning his head away. Then he will begin to shake or swing his head from side to side. If the adult continues talking to Adam or otherwise giving him attention, these side to side head movements will increase in speed and intensity. On several occasions, Adam has bumped his head on furniture or the head of a nearby student once the behavior has reached this level of intensity.
The second set of behaviors occur, when Adam is engaged in independent free choice type activities such as on the playground or during centers in the classroom. If an adult approaches Adam or attempts to get his attention by calling his name, Adam will close his eyes, turn his head away, and run away from the person speaking to him. Adam has also demonstrated a tendency to engage this particular set of behaviors during whole class transition times that involve moving to a new physical area such as transitioning to the rug area after he unpacks his backpack or when class is lining up to come in from the playground.
The evidence provided in the FBA and accompanying documents suggest that Adam engages in these behaviors to avoid the performing the adult directed task, redirection, or transition.
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Goal #1: By June 1, 2015, Adam will maintain his face turned towards the adult giving him directions or asking him to do something during group activities in the classroom in 2 out of 3 observable opportunities.
Plan: All students in Adam’s class will be reminded of the class expectations for behavior during circle and other whole class activities through the introduction of posted picture cues of the students in the class performing the following behaviors: Sit on number, Look at teacher, and Hands and feet to self.
Positive behavior support strategies:
Prevention Strategies: Once the action of the “Look at Teacher” sign is consistently demonstrated by Adam, he will be handed a smaller version of the picture during circle or other whole group activity before being addressed individually by the adult.
Teaching Strategies: In order to make the signs engaging to the students, they will be photographs of students in the class room performing these specific behaviors. When introduced, the teacher and another adult in the room will model the behaviors while hanging each sign one by one. That first day, the signs will be reviewed at each of the whole group activities (circle, story time, and music). The rest of that week they will be reviewed at the beginning of circle. After they are introduced, the signs will be pointed at or smaller versions handed to students as a reminder for specific behaviors. They will also be reviewed in a whole group before a special event such as a guest reader or as needed. Initially handing the sign to Adam will be paired with following a request that Adam typically enjoys or complies with quickly.
Consequence Strategies: Specific and contingent praise will be given to each student accompanied by a smile or a thumbs up during the practicing phase (Adam, good looking at me). When the students are successfully redirected to follow the picture prompt as it is pointed to or handed to them, they will be given a thumbs up. They will be given contingent and specific praise if it fits into the flow of the teacher addressing the whole group without interrupting.
Environmental Modifications: The photographs of the students performing the three actions (sit on number, look at teacher, and hands and feet to self) will be displayed in the rug area where whole group activities take place. What the signs mean will be written on the back so that substitute teacher or other visitors to the classroom will be familiar with the class expectations and be able to use consistent language with the students. Two additional sets of smaller pictures will be placed on the two shelves located on each side of the rug area. These will be in easy reach to show or hand to Adam or any other students that might need the prompting. Two other sets will be placed, one at each of the tables where the students eat breakfast and lunch in the classroom. These tables are often where small group art activities take place as well as meals.
Person(s) Responsible: Brittney F. (general education teacher), Alicia A. (special education teacher), the two classroom instructional assistants, and any specialists working with Adam.
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Goal #2: By March 1, 2015, Adam will transition to a whole group activity that involves a change in location (i.e. from unpacking his backpack to the rug, or from outside recess to the lining up at the door) in order to perform a location-specific job one or more times a day, 3 days a week.
Plan:
Prevention Strategies: Adam is enjoys and is highly motivated by music and items that make sounds such as bells. He also really enjoys electronics such as the iPad. The class already utilizes specific songs to signal for the transition between playing on the rug to circle and center’s time to story time. By selecting a song (potentially “Mr. Golden Sun”) on the iPad to signal for the transition between arrival and playing on the rug, and making it Adam’s job to begin the song, Adam’s running to the toy truck during that transition with be prevented.
For the transition to coming in from the playground, the teacher or one of the assistants could bring out a basket of bells and shakers for the whole class to make noise with as they line up to go back into the building. This would hopefully motivate Adam to come to the door, rather than run away during the transition from outdoor recess back inside.
Teaching Strategies:
By using a song currently unfamiliar to the class, similar to the song “Mr. Golden Sun”, it will provide a novel, attention getting opportunity to establish for this new routine. The song also has simple repetitive lyrics, which can be paired with hand movements, thus making it appealing to Adam and the other students in the class.
In order to introduce Adam to playing the song on the iPad, the teacher or one of the instructional assistants will take Adam by the hand directly after he unpacks his backpack. They will lead say “Let’s go turn on the music!” and lead him to the rug area. Once there, they will show him the iPad and provide hand over hand assistance to help him to hit the play button for the song. After a day or two due, he will probably only need monitoring to hit the play button due to his experience with electronics at home. After 3 days of taking him by the hand, the teacher or assistant will give the verbal prompt of “Let’s go turn on the music!” and wait to see if Adam walk with her to the rug area without his hand being held. She will stand directly in his path so she can intercept him if he heads for the toy truck instead. After 2 weeks of Adam only needing the verbal prompt to go to the rug area to follow the teacher to the rug area, the teacher or assistant will go straight to the rug area and provide the verbal prompt from there.
To introduce using the musical instruments as a signal to transition from outside recess to lining up to go inside, the assistant that prepares lunch in the classroom will bring the basket of bells and shakers outside and set it by the door. When it is time to line up, she will find Adam on the playground and give him a choice between a shaker or a bell. She will also take his hand and lead him to the door as he makes sounds with it. The teacher and the other assistant will gather up the other students and bring them to the door. As they arrive, each will be given a bell or shaker to make noise with. Once Adam starts to approach the assistant when she is bringing him the instrument instead of running away, she will walk till she is close to him and call him by name to come and get the instrument. Eventually she will stand by the door and call Adam to get an instrument, rather than seeking him out. The time frame on these steps depends on how quickly Adam responds successfully.
Consequence Strategies: The reward for getting to turn on the song on the iPad is an intrinsic reward for Adam due to his interest in music and the iPad. However Adam will also receive attention in the form of the teaching singing and performing the motions with him individually until other students join them at the rug. If Adam runs to the toy car or any other area of the room, then another student will be given the chance to hit the play button and receive the attention. Getting to both pick an instrument and being able to play it outside is a huge part of the reward for using the instruments during the transition to line up. Adam will also receive contingent and specific praise (“Adam, good helping to line up”) for doing this job. If another student approaches the assistant and Adam is running away or does not come when called, she will let that student have the choice of instrument instead. The consequence for Adam will be that he does not get to pick which instrument as well as he will not get as long to play it outside.
Environmental Modifications: The teacher will need to make sure both assistants know how to find and play the selected song on the iPad. The assistant who sets up lunch will need to check each day being bringing out the instruments that is a set of bells or a shaker for every student in the basket.
Person(s) Responsible: It will be necessary to have one of the assistants ready and available to help in the cubby area so that they or the teacher can specifically direct Adam to the rug once he is done unpacking his backpack. Also the assistant who sets up lunch needs to adjust her routine so that she can remember to bring out the musical instruments when she rejoins the class outside.
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