Running Head: BEHAVIORAL INTERVENTION PLAN
Behavioral Intervention Plan
Susan Sadler
Walden University
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BEHAVIORAL INTERVENTION PLAN
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Behavioral Intervention Plan
Child’s information plan
Name: Jason P
Birthdate: 7/21/02
Age: 12-4
Sex: M
School: Millard Filmore Middle School
Background Information
Jason is the only child who lives with his single mother. He was born a little premature but
was healthy. As an infant, he had an irregular sleeping pattern and was very irritable. He has not
been consistently paying attention or finish his work regularly since the age of 3. He does not
follow the rules and does not have friends. He tends to be selfish, immature and gets easily irritated.
Behavioral assessment
Jason tends to be very irritated both at school and at home. He disturbs other students
during class and at a time, fail to complete assignments. After interviewing both the mother and
his teacher, the best way to intervene is by use of FBA. A Functional Behavioral Assessment
(FBA) will be used to gather information about Jason's Behavior to provide a need for the
Behavioral Intervention Plan.
The results of Jason's functional assessment were as follows. It was noted that Jason's noise
in class was unmanageable. He was unable to control this behavior. This disturbing other student
BEHAVIORAL INTERVENTION PLAN
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was rated two, meaning it was a great disturbance to the other students. The second functional
assessment was that neither did Jason finish his homework nor his assignment. This behavior was
unmanageable, and it was rated two which means that this behavior was intense
It was also found out that Jason's habit of talking back to teachers and complaining all the
time was neutral. The behavior was manageable in one way, but he kept on complaining even
when he gets back to doing his assignment but at a shorter time compared to other students
meaning that this behavior was somehow manageable.
In terms of the disruptive nature of Jason, it was found that his behavior of making noise
was very disturbing to other students. It would even get worse when he is doing his work on his
desk. The teacher needs to pay keen attention to him to control his behavior. Jason rarely completes
his homework and is rated mildly by 2. This shows that he submits assignments and homework
sometimes, with most times not completing the homework. In terms of talking back to teachers,
the behavior is not very disruptive since he persists for a short while and keeps quiet as compared
to other students.
In regards to the number of times Jason makes noise in class, it is rated above 13, meaning
it is an intense behavior. He does it all the time. He is also rated 4 to 6 in terms of completing his
assignments, which implies that Jason finishes his tasks most times, while other times, he becomes
reluctant. He rarely talks back to teachers more often. It is rated less than 1 to 3, which means he
does this on minimal occasions.
The Behavior of Jason has been present throughout the entire school year. He has not been
completing his homework for the whole year. He has talked back to teachers throughout the year
and has cause disturbance to other students for the entire year.
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Assessment of recommended methods
From the details gathered, it was noted that the interventions put in place were not working.
Instead, they were increasing the behavior. It was also stated that Jason's life was rarely stable. He
had no fatherly love since childhood since he has minimal contact with him. He has been irregular
since childhood, and this could be the reason. His habit of not listening to what he is told by his
mother may also have been a determinant of the failure of the interventions. He also lacks friends
to socialize with him, which is a contributing factor to the collapse of the responses.
Methodology: ABA multiple baseline designs
After interviewing the mother, teacher, and Jason, it was found out that FBA is appropriate.
Jason's behavior hinders him from participating in class lessons and completing his homework and
assignment since he is usually sent out of class due to his disruptions. As a result, he is not making
progress in his education.
Literature Review
Introduction
Many theories have been put in place to explain the concept of the behavioral intervention
plan. According to Cooper, Heron & Heward (2007), a Behavioral intervention plan is a plan that
enhances and rewards good behavior in children. The purpose of the project is to stop the
misbehavior of kids. The literature review is meant for the kids and will not focus on adults. The
purpose of the literature review was to describe the behavioral intervention plan thoroughly and to
evaluate the works of other authors. As stated by Cavalari et al. (2013), a behavioral program has
three essential parts. The plan must first define the problem behavior of the child. It must also
show what is going on, and finally, it must put in place strategies of dealing with the behavior.
BEHAVIORAL INTERVENTION PLAN
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For a behavioral intervention plan to be carried out on a child, a team is put in place to look
into the matter, as stated by Morgan (2010). An interview is carried out on the child, parent, or
teacher to identify useful information in solving the child's behavior. Functional behavior
assessment is also carried out thorough tests and records of the student. According to Nevin (2002),
good BIP should often be reviewed and adaptive to changes in the child's behavior. The best way
to recognize the best behavioral plan is for the parents and teachers to have a meeting and discuss
the child.
Conclusion
From our behavioral intervention plan, we have found out that the plan has gone hand-inhand with the literature sources. Everything has been followed accordingly according to the
publishes and sources from the authors.
Background information
Jason does not do as told. He ignores his mother, which turns into a fight. The mother
finally gives in. This proves our hypothesis that the interventions did not work out since the child
is very stubborn. Jason is also irritable, which makes his mother back down from firm decisions.
The mother has contributed to all these factors since he is reluctant to be firm in her choices.
Target behavior
Jason involved himself in actions that disrupted the learning of other students. The
behaviors included shouting, tapping, and making strange noises.
Jason will have a tiger doll that he is going to use whenever he feels like distracting others. This
will keep him busy from making noises or causing harm to others.
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Functional analysis
It was noted that the child was very distractible and rarely completed assignments. This
might have been caused by him staying with his mother and lacking fatherly attention. Another
reason behind these behaviors is due to Jason's mother's reluctant nature to let him do what he
wants. The antecedents were also observed and found out that the behavior mostly occurs when
the child’s conditions are not met. When Jason’s request is denied is when the behavior occurs.
Summary of the chart
Behavior 1 = Making noises.
Behavior 2 = Tapping or Banging of materials without touching others.
Behavior 3 = Pushing, kicking, or poking of another student.
Date/Time
Behavior(s)
1
8.30 – 9.00
2
x
Antecedent
Consequences
3
The
behavior Jason
is
not
occurs during a rewarded in the
task
1:45-2:15
x
The
occurs
end
behavior The teacher tells
when Jason to stop it.
Jason is given a Further
task to carry out disturbance
during the task
makes the teacher
BEHAVIORAL INTERVENTION PLAN
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terminate the job
since it is not
helpful to Jason.
Any time
x
The
occurs
behavior He is sent to the
when office as a result
Jason begins to of this and told to
shout and pock come out of class.
other students
Data for FBA
Date
Time/ setting
Recording
of Total
behavioral event
Tuesday
Any time
IIIII II
7
Wednesday
8:30 – 9:00
IIII
4
Thursday
1:45 – 2:15
II
2
Partial Timed Interval Samples (Behavior occurred at any time during the interval)
Setting: Reading Groups (small groups) behavior: hitting; pushing; kicking other students while
working
Interval Period: 2 minutes
Observation Period: 8:30 – 9:00 am X – Occurred; O – Did Not Occur
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Generalization
From the information given, the team can state that Jason is a good kid, and certain
measures should be put in place to ensure that he controls his behavior. His mother must give him
more attention, and she should also agree to some of his terms.
Ethical considerations
The research will ensure the total anonymity of the people stated. The identity of the people
used in this research will remain unknown to the public. Informed consent. Participants in this
evaluation were informed of the assessment being conducted. The purpose of the study was clearly
defined to the people, who provide financial resources, how the research found will be useful to
society. The essential contents of the research were assessed. The evaluation was as simple as
possible to give informants enough time to carry other things.
BEHAVIORAL INTERVENTION PLAN
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References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper
Saddle River, NJ: Pearson.
o
Chapter 11, “Positive Reinforcement” (pp. 256–290)
o
Chapter 13, “Schedules of Reinforcement” (pp. 304–323)
Cavalari, R. N. S., DuBard, M., Luiselli, J. K., & Birtwell, K. (2013). Teaching an adolescent
with autism and intellectual disability to tolerate routine medical examination: Effects of
a behavioral compliance training package. Clinical Practice in Pediatric Psychology,
1(2), 121–128.
Retrieved from the Walden Library databases.
Morgan, D. L. (2010). Schedules of reinforcement at 50: A retrospective appreciation. The
Psychological Record, 60, 151–172.
Retrieved from the Walden Library databases.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper
Saddle River, NJ: Pearson.
o
Chapter 12, “Negative Reinforcement” (pp. 291–303)
o
Chapter 14, “Punishment by Stimulus Presentation” (pp. 326–355)
o
Chapter 15, “Punishment by Removal of a Stimulus” (pp. 356–371)
Nevin, J. A. (2002). Measuring behavioral momentum. Behavioral Processes, 57, 187–198.
Measuring Behavioral Momentum by Nevin, J. A., in Behavioural Processes, Vol.
57/Issue 2-3. Copyright 2002 by Elsevier Science & Technology Journals. Reprinted by
permission of Elsevier Science & Technology Journals via the Copyright Clearance
Center.
Your Behavioral Intervention Plan should also accomplish the following:
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Draw on content from Weeks 6, 7, and 8.
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Incorporate concepts of generalization and maintenance from Week 9.
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Be consistent with the ethical standards explored in Week 10.
Your Behavioral Intervention Plan should be structured as follows:
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Identify information on the child (provided)
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Background information on child (provided)
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Discussion of behavioral assessment, including the results of the functional assessment you
conducted in Week 5
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Detailed description of the recommended intervention, including a review of the literature
supporting your intervention
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The methodology you plan on using (e.g., ABA, multiple baseline design) to evaluate the
effectiveness of your intervention
•
•
•
•
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•
•
•
•
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Should include
Literature Review- this is 1-2 page review of empirical support for your proposed intervention. It
should be a literature review. If you have not written a literature review please go to the Writing
Center as soon as possible to view the tutorials posted there. I am confident that the writing center
resources can help you. The literature review is a REQUIRED.
Identifying Information/Background Information: You are given some background information
about the child. Please DO NOT cut and paste this into your paper. Summarize the information and
include only the details that support your hypotheses and functional assessment. I want to see that
you can select and summarize relevant information from what you are given.
Target Behavior
Behavioral Assessment- include your data in charts, graphs and summaries
Functional Analysis- be sure to clearly state your hypothesis as to the function of the child's
behavior. This is key to developing an appropriate intervention.
Behavior Intervention Plan/Proposed Intervention- be specific. What exactly will be done to address
the target behavior
Evaluation
Maintainence/Generalization
Ethical Considerations
Readings:
•
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper
Saddle River, NJ: Pearson.
o
Chapter 11, “Positive Reinforcement” (pp. 256–290)
o
Chapter 13, “Schedules of Reinforcement” (pp. 304–323)
•
Cavalari, R. N. S., DuBard, M., Luiselli, J. K., & Birtwell, K. (2013). Teaching an adolescent with
autism and intellectual disability to tolerate routine medical examination: Effects of a behavioral
compliance training package. Clinical Practice in Pediatric Psychology, 1(2), 121–128.
Retrieved from the Walden Library databases.
•
Morgan, D. L. (2010). Schedules of reinforcement at 50: A retrospective appreciation. The
Psychological Record, 60, 151–172.
Retrieved from the Walden Library databases.
•
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper
Saddle River, NJ: Pearson.
o
Chapter 12, “Negative Reinforcement” (pp. 291–303)
o
Chapter 14, “Punishment by Stimulus Presentation” (pp. 326–355)
o
Chapter 15, “Punishment by Removal of a Stimulus” (pp. 356–371)
•
Little, S. G., Akin-Little, A., & Cook, C. (2009). Classroom application of reductive procedures: A
positive approach. In A. Akin-Little, S. G. Little, M. Bray, & T. Kehle (Eds.), Behavioral interventions
in schools: Evidence-based positive strategies (pp. 171–188). Washington, DC: APA Books.
Retrieved from the Walden Library databases.
•
Nevin, J. A. (2002). Measuring behavioral momentum. Behavioural Processes, 57, 187–198.
Measuring Behavioral Momentum by Nevin, J. A., in Behavioural Processes, Vol. 57/Issue 2-3. Copyright 2002 by Elsevier
Science & Technology Journals. Reprinted by permission of Elsevier Science & Technology Journals via the Copyright
Clearance Center.
•
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper
Saddle River, NJ: Pearson.
o
Chapter 18, “Imitation” (pp. 412–429)
o
Chapter 19, “Shaping” (pp. 420–433)
o
Chapter 20, “Chaining” (pp. 434–453)
•
Klett, L. S., & Turan, Y. (2012). Generalized effects of social stories with task analysis for teaching
menstrual care to three young girls with autism. Sexuality and Disability, 30, 319–336.
Retrieved from the Walden Library databases.
•
Koegel, R. L., Vernon, T. W., & Koegel, L. K. (2009). Improving social initiations in young children
with autism using reinforcers with embedded social interactions. Journal of Autism and
Developmental Disorders, 39(9), 1240–1251.
Retrieved from the Walden Library databases.
•
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper
Saddle River, NJ: Pearson.
o
Chapter 28, “Generalization and Maintenance of Behavior Change” (pp. 614–655)
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Foxx, R. M. (2013). The maintenance of behavioral change: The case for long-term followups. American Psychologist, 68(8), 728–736.
Retrieved from the Walden Library databases.
•
Steege, M. W., & Sullivan, E. (2009). Generalization and maintenance of learned positive behavior.
In A. Akin-Little, S. G. Little, M. Bray, & T. Kehle (Eds.), Behavioral interventions in schools:
Evidence-based positive strategies (pp. 189–201). Washington, DC: APA Books.
Retrieved from the Walden Library databases
•
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper
Saddle River, NJ: Pearson.
o
Chapter 29, “Ethical Considerations for Applied Behavior Analysts” (pp. 658–678)
•
American Psychological Association (APA). (2014). Ethical principles of psychologists and code of
conduct. Retrieved from http://apa.org/ethics/code/index.aspx
•
Behavior Analyst Certification Board (BACB). (2014). BACB guidelines for responsible conduct for
behavior analysts. Retrieved from http://www.bacb.com/index.php?page=57
•
Behavior Analyst Certification Board (BACB). (2014). Disciplinary and ethical standards,
procedures for appeals. Retrieved from http://bacb.com/?page=85
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Schreck, K. A., & Miller, V. A. (2010). How to behave ethically in a world of fads. Behavioral
Interventions, 25(4), 307–324.
Retrieved from the Walden Library databases.
•
Sidman, M. (2010). Remarks. Behavior and Philosophy, 38, 125–127.
Retrieved from the Walden Library databases.
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