Behavior Intervention Plan Throughout this course you have learned what challenging behavior is, the risk factors associated with the behavior, and strateg
Behavior Intervention Plan
Throughout this course you have learned what challenging behavior is, the risk factors associated with the behavior, and strategies that can be used both at home and school to support children with challenging behavior. In your Final Project, you will bring this knowledge together to develop an individualized behavior intervention plan for one child from the ECD410 Behavioral Methods Case Studies Download ECD410 Behavioral Methods Case Studies.
To prepare for this project,
- Refer to the Week 5 Instructor Guidance for tips and examples that will support your success on this assignment.
- Read Chapter 10: Functional Assessment and Positive Behavior Support.
- Complete the Functional Behavior Assessment Interactive.Links to an external site.
- Review the ECD 410 – Week 5 Assignment Template Download ECD 410 – Week 5 Assignment Template.
- Choose one child from the ECD410 Behavioral Methods Case StudiesLinks to an external site.Links to an external site.. This child should be the same child from your Week 4 Supporting Families Case Study Discussion, however if another child has caught your interest, you may switch.
For this assignment, you are required to upload your work to your ePortfolio in addition to Waypoint. Learn more about Folio, the University of Arizona Global Campus’s ePortfolio tool, by viewing the Folio Quick Start GuideLinks to an external site..
Scenario: Imagine that you are the teacher of the child in the case study. You have decided that it is time to develop a behavior intervention plan to help the child be successful both at school and home.
Running head: BEHAVIOR INTERVENTION PLAN 1
BEHAVIOR INTERVENTION PLAN 4
Week 5: Behavior Intervention Plan
Your Name
ECD 410: Behavioral Methods and Strategies
Instructor's Name
Date
Hint: For help completing this assignment:
· Read the Week 5 Guidance for tips and examples that will support your success on this assignment.
· Read Chapter 10.
· Complete the Functional Behavioral Assessment Interactive found in the Week 5 prompt.
· Choose one child from the ECD 410 behavioral methods case studies. This child should be the same child from your Week 4 Supporting Families Case Study Discussion; however, if another child has caught your interest, you may switch.
Hint: Delete all of these green boxes before submitting the paper to your instructor. To delete the boxes: click on the edge of each box and press delete.
Behavior Intervention Plan
In this section, write a brief introduction to your paper/project/presentation that will allow your reader or listener to follow the organization of your paper/project/presentation and the focus of your discussion. You might provide a brief overview of the topic in your introduction.
Hint: CTRL +Right Click INTRODUCTIONS & CONCLUSIONS for help.
In this essay, imagine that you are the teacher of the child in the case study that you chose. You have decided that it is time to develop a behavioral management plan to help the child be successful both at school and home. In the first body paragraph, describe the child you selected from the case study. Include general information about the child’s name, age, family, and specific behavioral needs (Autism, ADHD, etc.). Make sure to make a connection to the child’s behavioral needs and one of the theories you learned about in your Week 1: What is Challenging Behavior? Discussion.
In your second paragraph, explain risk factors that may have contributed to the child’s needs. Refer back to your Week 1 Behavior Risk Factors Case Study Discussion for support.
Hint: CTRL + Right Click INTEGRATING RESEARCH For help.
Hint: CTRL + Right Click CITING WITHIN YOUR PAPER for help.
Hint: Use evidence from your readings to support your ideas in the above and below sections.
CTRL + Right Click QUOTING, PARAPHRASING, & SUMMARIZING for help
In your third paragraph, discuss how you have worked to build a relationship with the child. Refer back to your Week 2 Resilience Strategies Case Study Discussion for support.
In your fourth paragraph, summarize how you have created a caring community and learning environment for the child. Refer back to your Week 3 Inclusive Environments that Support Challenging Behavior Assignment for support.
In your fifth paragraph, describe how you will develop a relationship with the family. Refer back to your Week 4: Supporting Families: Case Study Discussion for support.
In the area below, complete and include a functional assessment chart for the child based on things that happened in the case study. Your functional assessment chart must have at least three incidents included.
Child’s Name: _____________________________ Date: M T W TH F
|
Time/Activity |
Antecedent |
Behavior |
Consequence |
Perceived Function |
Complete a behavior plan that includes a goal for each of the following areas: one for resilience, one for social/peer interactions, one for a guidance/discipline strategy. The plan must state the goal and include a positive reinforcement for if the goal is achieved and a consequence if the child continues to display the challenging behavior.
Goal 1: Resilience
|
Trigger |
Behavior |
Maintaining Consequence |
|
Function |
||
|
Preventions |
Goals/Skills |
New Responses |
|
To challenging Behavior: To use of new skill: |
Goal 2: Social or Peer Interactions
|
Trigger |
Behavior |
Maintaining Consequence |
|
Function |
||
|
Preventions |
Goals/Skills |
New Responses |
|
To challenging Behavior: To use of new skill: |
Goal 3: Guidance/Discipline Strategy
|
Trigger |
Behavior |
Maintaining Consequence |
|
Function |
||
|
Preventions |
Goals/Skills |
New Responses |
|
To challenging Behavior: To use of new skill: |
In your sixth paragraph, explain your plan for evaluating the effectiveness of the individualized behavior plan you have developed for the child.
Conclusion
Briefly summarize the ideas that you discussed in your paper/project/presentation, explaining the significance of these ideas.
Hint: CTRL + Right Click INTRODUCTIONS & CONCLUSIONS for help.
References
Template for an APA Academic Journal reference entry:
Author’s Last Name, Initials. (Year Published). Article title. Journal Name, Volume #(Issue #),
page range. doi: or Retrieved from http:// (journal’s homepage)
Template for an APA eTextbook reference entry:
Author’s Last Name, Initials. (Year Published). Title of book: Subtitle of book (edition, if other
than the first). [Type or version of eBook]. doi: or Retrieved from http://
Include 3 scholarly sources and your textbook in your assignment. Use APA format to cite and reference your sources on your References page. Remember, you MUST include in-text citations throughout your paper to show your reader what information you used from these outside sources.
Hint: CTRL + Right Click FORMATTING YOUR REFERENCES LIST for further help.
*In the final version of your assignment, be sure that you have removed all the hints (green boxes) within the template.
,
ECD4 10
B E H A V I O R A L M E T H O D S
& S T R A T E G I E S
C A S E S T U D I E S
Throughout the first four weeks of this course, you will
follow five children with different behavioral needs.
Each week you will learn more another piece of each child’s
story that will help you to apply the information you are
learning in class about supporting children with challenging
behavior.
For your final assignment you will choose one child from the
book to create a behavioral intervention plan for. Tobegin,
turn the page where you will meet the five children.
Next page
C A S E S T U D I E S : M A I N M E N U
J A M E S
AGE 4
Autism
B E C K Y
AG E 6
Separation Anxiety
B R I A N N A
AGE 8
ADHD
L O G A N
AGE 5
Traumatic Home Environment
L A Y L A
AGE 3
Aggression
Next page: James: Week 1
W E E K 1
JAMES
James is a four-year-old who lives in San Diego,
California with his mother, father, and 7-year
old-sister. James’ mother started noticing at
neighborhood play groups that James was
not as social as some of the other kids. James’
mother took James to their pediatrician. She
told the pediatrician about what she had noticed
and explained how James has poor language
development, difficulty making eye contact, is
obsessed with trucks and struggles anytime
there is a change to their normal daily routine.
Based on what she described, the pediatrician
referred James to a specialist to evaluate
whether or not he may have Autism. James’
mother mentioned that her nephew had been
diagnosed with Autism two years ago.
Jump back to main menu
Next page: James: Week 2
W E E K 2
JAMES
James anxiously comes to school each day.
During the day, James’ preschool teacher, Ms.
Jen, often sees him sitting with his hands over his
ears. When she asks him to take his hands down,
he tells her that it is too loud. During free-play
time in centers or at recess, James often chooses
to play alone and does not engage with his peers,
even if they approach him. Instead, James collects
all the toy trucks he can find and goes to a corner
or separate area of the classroom and lines them
up in rows and oftentimes will spin the wheels
continuously. Ms. Jen makes sure to follow a
predictable routine when she can, but notices
that when the schedule is off, James will break
down.
Jump back to main menu
Next page: James: Week 3
W E E K 3
JAMES
Ms. Jen, James’ teacher, has a structured
classroom. She has procedures and expectations
that she has put in place to help the students
make sure they feel safe and know what to expect.
On a typical day, the children move through
centers in rotations. One day, James was in the
game center where he was supposed to play
memory with his peers. Throughout the entire
game, James argued with his peer that it was
his turn when it was not. Towards the end of the
game he got frustrated, screamed, and messed up
all of the cards.
Jump back to main menu
Next page: James Week 4
W E E K 4
JAMES
• James loves spending time with his
family. They regularly sit down to dinner
and engage in conversations about what
happened that day.
• James’ parents expect James and his
sister to help pick up their toys each night.
Many times when James’ parents tell him it
is time to pick up, he will refuse or ignore
what they say. Before bed most nights,
James’ sister likes to come into his room to
read him a story. Some nights James’ listens,
but if he is overtired from the day’s
activities, he becomes agitated and lashes
out at his sister. His sister tries to her best
to understand but often ends up feeling sad
because of how her brother treats her.
Jump back to main menu
Next page: Becky: Week 1
W E E K 1
BECKY
• Becky is a six-year-old first grade girl from
Tampa, Florida who lives with her mother
and father.
• About six months ago, Becky got very sick
with the flu and spent a week in the
hospital. Once she was healthy enough to
return to school, she started to complain
every day that she had a headache and
stomach ache when it was time to get in the
car for school. When they get to school, she
throws a tantrum and clings to her mother’s
legs and cries about going to school. Her
mother, who suffers from anxiety, is
worried that Becky is suffering from
separation anxiety.
Jump back to main menu
Next page: Becky: Week 2
W E E K 2
BECKY
On Monday morning, Mrs. Weaver waits at the
door for Becky and her mother to arrive. Mrs.
Weaver can see Becky’s mom walking towards
the class while pulling Becky behind her. When
they get to the door, Becky hides behind her
mother and screams that she has a headache
and stomach ache. Becky’s mother reassures
her that she is safe at school with Mrs. Weaver.
Becky’s mother takes Becky’s hands and places
them in Mrs. Weaver’s hands. Mrs. Weaver then
tells Becky’s mother they will see her at pick up
and gently guides a screaming Becky into the
classroom.
Jump back to main menu
Next page: Becky Week 3
W E E K 3
BECKY
Mrs. Weaver, Becky’s teacher, starts her day with
a predictable routine of meeting children at the
door each day. When she greets them, she gives
them a choice of a hug, high five, or a handshake
to make a connection as they enter. Becky clearly
struggles with this morning routine since she
comes to school crying and screaming each
morning. One morning at the door, one of Becky’s
classmates, Jacob asked Becky to come inside and
play with him. Becky hid between her mother’s
legs and cried even louder.
Jump back to main menu
Next page: Becky: Week 4
W E E K 4
BECKY
Becky loves spending time at home with her
parents. Since she is an only child, she decides
most of the activities that the family does
together. When at home, Becky is okay if one
of her parents has to leave to go and run an
errand, but she would prefer they are always
both around. When she has a babysitter, she
throws the same tantrums that she does at
school drop-off each morning. Becky also wakes
up several nights a week with nightmares that
her parents have left her at home alone. On the
mornings after these dreams, Becky has an even
more difficult time at school drop-off.
Jump back to main menu
Next page: Brianna: Week 1
W E E K 1
BRIANNA
Brianna is an eight-year-old girl who lives
in Austin, Texas with her mother, father,
five-year-old sister and three-year-old sister.
Brianna is in third grade at the local elementary
school. Throughout first and second grade,
Brianna’s teachers would often share with
her parents that she was impulsive and easily
distracted. Her teacher also shared that Brianna
was fidgety and often rushed through her work.
During one of the meetings, Brianna’s dad, Jim,
shared that he was diagnosed with Attention
Deficit Hyperactivity Disorder (ADHD) when he
was in fourth grade.
Brianna’s teacher, while not able to diagnose
ADHD, has suspected that maybe this is
impacting her behavior.
Jump back to main menu
Next page: Brianna: Week 2
W E E K 2
BRIANNA
Brianna is excited to go to school each day. After
the morning routine, the children go to literacy
stations. While at stations, Brianna’s teacher has
to continuously remind her of where she needs
to be and what she needs to be doing. Instead,
Brianna spends time bouncing from station to
station to see what her classmates are doing.
When she does finally get focused and work, she
is constantly playing with her hair or her pencil,
which impedes her ability to complete work. At
the end of literacy station time, her teacher, Mr.
Peterson, asks Brianna to bring him her work. He
notices that she has only completed two of the
four literacy station tasks she was assigned.
Jump back to main menu
Next page: Brianna: Week 3
W E E K 3
BRIANNA
Mr. Peterson, Brianna’s teacher, has set up his
classroom to allow his students to take ownership
over their learning. One part of this is having the
students rotate through literacy stations. This
is a challenge for Brianna. Not only does she
struggle to complete her work, but her behaviors
distract her peers. For example, one day during
literacy stations, Brianna was bouncing around
from station to station in the classroom. She also
was tapping on her table while in her work group.
One of her classmates, Ethan asked her to stop.
When he did, Brianna responded by yelling at him
to “shut up”.
Jump back to main menu
Next page: Brianna: Week 4
W E E K 4
BRIANNA
• Brianna’s family doesn’t spend a lot of
time together at home. Both of her parents
work and they are busy with a lot of after
school activities such as gymnastics and
soccer. At home, Brianna’s parents notice a
lot of differences between her behavior
and that of her siblings.
• They notice that it takes her longer to do
things like brush her teeth or get ready for
bed, even though she is older than both of
her siblings.
• They also notice that they must repeat
directions and that when she has to complete
homework she is easily distracted and usually
does not complete things.
Jump back to main menu
Next page: Logan: Week 1
W E E K 1
LOGAN
Logan is a five-year-old Kindergartener
who lives with his father. His mother is in
jail for grand theft and Logan rarely gets to
see her. Ever since his mother went to jail,
Logan has become quiet and has had
trouble making new friends since starting
Kindergarten. Logan’s dad works full-time
so Logan goes to the after-school program
each day. Logan’s teacher and the after-
school providers have expressed concerns
to his dad about his withdrawn behavior.
Jump back to main menu
Next page: Logan: Week 2
W E E K 2
LOGAN
Logan has been in Kindergarten for two months.
His teacher, Mrs. Rose, has been documenting his
behavior for the last few weeks. She has noted
that Logan is reserved and does not seek out
his peers to play. When she asked him the other
day who his friends were at lunch he said he
didn’t have any and that he misses his mom. The
after-school program director also let Mrs. Rose
know that Logan had hit two of the kids at the
after-school program.
Jump back to main menu </
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