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Sample Behavior Charts

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Sample Behavior Charts Powered By Docstoc
					       BEHAVIOR INTERVENTION PLAN
Section 1 – Interfering Behaviors                         Desired (Target) Behaviors

   1. Touches, hugs and kisses other students                1. Replace touching, hugging & kissing peers with expressing his feelings
                                                                verbally and/or with pictures

   2. Disrupts class discussions and activities              2. Will raise hand and wait to be recognized before speaking out loud


                                                             3-a. Replace hitting peers with expressing his wants, needs and feelings
   3. Hits peers                                             with words, symbols or pictures
                                                             3-b. Requests to remove self from class to re-establish self control

                                                             4-a. Will be able to accept changes without getting upset
   4. Gets upset when there are changes in his schedule      4-b. Will follow a visual daily schedule

Section 2 – Interfering Behaviors                         Positive Behavioral Supports, Strategies, Interventions

   1. Touches, hugs and kisses other students             1-a. Tell Stephen to ask and receive permission before touching, hugging or
                                                          kissing peers
                                                          1-b. Use social stories
                                                          1-c. Refer to positive behavior chart
                                                          1-d. Develop reinforcers to use in conjunction with positive behavior chart

   2. Disrupts class discussions and activities           2-a. Social stories
                                                          2-b. Modeling and role playing
                                                          2-c. Remind Stephen that he needs to raise his hand and be recognized before
                                                          speaking out

   3. Hits peers                                          3-a.   Explain to Stephen that people do not like to be hit
                                                          3-b.   Provide alternate means/language to express his wants needs, and feelings
                                                          3-c.   Use social stories
                                                          3-d.   Refer to positive behavior chart

                                                          4-a. Tell Stephen in advance of changes to his schedule
   4. Gets upset when there are changes in his schedule   4-b. Have Stephen refer to his daily picture schedule
                                                          4-c. Ask Stephen to communicate the reason he is upset
                                                          4-d. Use a “key” word or phrase to cue Stephen that a change in his schedule
                                                          will occur.
Section 3 – Interfering Behaviors                         Interventions to Implement When Behavior(s) Occur

   1. Touches, hugs and kisses other students             1-a. Review social stories
                                                          1-b. Modeling and role playing
                                                          1-c. Refer to positive behavior chart

   2. Disrupts class discussions and activities           2-a. Review with Stephen what he is supposed to do to attain attention of
                                                          teacher
                                                          2-b. Remove Stephen to designated “cool-down” location until he gets himself
                                                          under control (this is not “time-out”)
                                                          2-c. Review social stories
                                                          2-d. Refer to positive behavior chart

   3. Hits peers                                          3-a. Refer to positive behavior chart
                                                          3-b. Review with Stephen how he should have responded
                                                          3-c. Review social stories
                                                          3-d. Remove Stephen to designated “cool-down” location until he gets himself
                                                          under control (this is not “time-out”)

   4. Gets upset when there are changes in his schedule   4-a. Remove Stephen to designated “cool-down” location until he gets himself
                                                          under control (this is not “time-out”)
                                                          4-b. Have Stephen refer to modified visual schedule
                                                          4-c. Review social stories
                                                          4-d. Review with Stephen what he should expect when the “key” word or phrase
                                                          is used (to indicate a change in his schedule will occur).

				
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