Page 1 of 4 Behavior Intervention Plan: Jon Doe
Behavior Intervention Plan
Student: John Doe Date of Birth: 7/1/89 Parent(s): Wilma and Fred Flintstone Eligibility: Specific Learning Disability Background:
Date: May 15, 2006 School: ABC High School Grade: 10th SSW: Billy Kid, LCSW
John Doe is a 16-year-old Caucasian Male. He is in the 10th grade at ABC High School. John is enrolled in general education courses and has been diagnosed with Specific Learning Disability. John has a history of anger outbursts, interpersonal conflicts with peers, and defiance to authority figures. Target Problem Behavior(s) Disruptive: verbal intimidation (excessive negative talking) to students, getting out of seat, anger outburst, disrupting student Off task: not staying focused on her class work Defiant: being argumentative and aggressive with other students and not following directions given by staff Physical Aggression: being physically aggressive toward other students and authority figures. During the course of the year, John exhibited a pattern of disruptive and defiant behaviors toward other students. His behavior resulted in him becoming physically agresive with his teacher. He pushed his teacher when the teacher was trying to prevent him from getting into a fight. Functional Behavior Assessment Summary (FBA): In completing the FBA, this writer considered input from John, his teachers, and Education (school files) review. Classroom observations were conducted as well as review of progress reports from his teachers and psychological and psychiatric evaluations. John is easily anger, becomes frustrated quickly, and has a tendency to have aggressive verbal and physical outbursts. A psychiatric evaluation (2/05/2005) by M.N. Rock, M.D., revealed a diagnostic summary of: PTSD, Major Depressive Disorder, Partial Seizures, and rule out ADHD.
Page 2 of 4 Behavior Intervention Plan: Jon Doe The FBA revealed that John exhibits the following strengths: He is social, humorous, and friendly. Problems areas include: failing grades—his culmative GPA is below 2.0, socializes too much, poor impulse control, gets out of seat, needs constant reminders, speaks out of turn, easily frustrated, has anger outburst, daydreams, unable to work in groups, and at times resist authority. Intervention Plan Objectives: 1. 2. 3. 4. 5. Reduce John’s incidents of disruptive, aggressive, and defiant behavior in school. Increase John’s ability to stay on task and reduce disruptive socialization Increase John’s ability to use coping, conflict resolution, and anger management skills with peers and adults. Reduce John’s incidents of physical aggression towards peers. Help him to respect authority figures
Preventative Strategies Organization and Monitoring • A biweekly progress report can be sent home by his teachers and returned signed by his parents. • Biweekly progress reports should be submitted to resource teacher in order to closely monitor’s John’s behavior. Social worker should monitor closely behaviors in an out of class and meet with John Social worker and resource teacher should meet regularly to discuss John ’s progress
Teaching, and Reinforcing Replacement Behaviors Classroom Assignments Seat John at a desk that is close to students who are focused and away from students who distract him. Encourage John to ask questions and request help when needed. Occasionally ask John questions to ensure he understands the assignments and to help him to remain on task. Constantly make eye contact with him when teaching a lesson to class Ensure that his desk is free of distractions.
Page 3 of 4 Behavior Intervention Plan: Jon Doe Encourage him to attend after-school-tutoring program. Encourage him to attend resource room
Positive Attention John will receive positive reinforcement from his teachers and other adults for desirable behavior, e.g, acknowledge on-task behaviors and cooperation. Teaching Coping skills Social work service is highly recommended for John. He should have at least ½ to 1-hour weekly social work service with a gradual reduction in his weekly social work time according to his completion of goals and objectives. He should be taught social skills, appropriate classroom and social behavior, conflict resolution and how to recognize and manage his anger. John’s teachers should reinforce the concepts of anger recognition and management in the classroom. Self-management skills can be used with John to help him take responsibility for his behavior. John can be given an index card or a sheet of paper with a clear description of the targeted behavior. He can then record the occurrence or nonoccurrence of the targeted behavior during a specific time period. John can be involved in selecting the target behaviors and consequences.
Increase Rule Following/Reduce Reinforcement for Problem Behaviors John should be taught behavioral expectations, rules and consequences both individually and with his class. A time should be scheduled to review these expectations with John and his parents. When giving John directions, if possible, he should be given choices. For example, “would you like to sit down or go to the office?” or “what will be the consequences if you continue with that behavior?” This should be done in a calm matter of fact voice. Encourage him to seek social worker for conflict resolution with peers. Avoid arguing with John. Always calmly state the consequences without reacting to his remarks. (preferably on a one-on-one basis) Maintain consistency in behavioral expectations and consequences in order to reduce the likelihood of John becoming upset by what he considers unfair treatment. Do not permit escalation of verbal conflicts with his peers. Allow John to voice his opinion in a situation in an appropriate manner For mild incidents of noncompliance, disruptive and disrespectful behaviors, John should be given one warning: Keep verbal directions calm firm and matter of fact State the expected behavior in positive terms after telling him the inappropriate behavior. Preferably speak to him privately.
Page 4 of 4 Behavior Intervention Plan: Jon Doe Time-outs should given when he is being disruptive Multiple time-outs may be issued in a day.
For more severe incidents parent half-day support can be implemented. If necessary the behavior intervention team can meet with John’s parents to develop a more thorough home intervention plan. Implementation of a Time Out Area outside of the classroom John should immediately be escorted from the classroom if his behavior escalates to physical aggression Should the behavior escalates to the point where it becomes difficult to manage and he refuses to leave the classroom or another area in the school, additional staff should be called, such as, social worker, resource room teacher, or principal. If the situation endangers other students in the classroom it may become necessary to escort other students from the classroom.
Home Intervention John’s mother and father should actively monitor his homework, medication compliance, and implement consequences for his behavior. The school's expectations and consequences should be reviewed with John and his parents so that these expectations and consequences can be reinforced and implemented at home. Program Review Schedule Review meetings can be held as needed and can be initiated by teachers, administrators, social worker, and/or parents. It is recommended that a monthly meeting be held to evaluate John 's progress.
___________________________________ Billy Kid, LCSW School Social Worker
I agree to the implementation of the above Behavior Intervention Plan for my child with the understanding that it can be reviewed and changes made at anytime
___________________________________ Student’s signature ___________________________________ Parent’s signature
____________________ Date ____________________ Date