Lydia Burton
Sharon Osborne
Behavior Plan
Mild Disabilities
December 5, 2004
Behavior Plan for David Jackson
Summary of collected data:
Setting and events that triggered behavior are defined
David’s behavior becomes a problem when he is involved in unstructured
activities and has a lot of free unstructured time. He gets off task easily and
needs to have specific directions of what he should be doing with each minute of
his time. Also allowing David too much control causes David’s behavior problems.
David‘s parents have allowed him control at home (such as choosing whether to
repeat the first grade), therefore David has trouble respecting authority at
school.
Function of behavior is identified
David gains attention by his actions. If he acts out he will get
attention from the teacher and the entire class. If he acts out at home he
gains attention from his parents and siblings. His behavior establishes a
control over others. Most of his actions lead to him gaining control. He acts
the way he does in order to gain control. Another reason David behaves the way
he does is to show others he is in control. He shows he is in control by
ordering his peers around and defying his teacher.
Skill deficits identified that may be causing behavior
David lacked academic skills and had to repeat the first grade, so he
had a skills deficit in academics. David lacks many social skills. For example,
David does not share. and tells others he is better than them. David is
hyperactive and that leads to him getting attention for his actions and also
alienating some students and teachers. David lacks respect for authority
figures, including his parents. David must exert control over every situation
including the teacher and the classroom activities.
Interventions tried indicating success or failure
David had to repeat the first grade. It was a success because he in now
an average student in his first grade class, and is an above average reader.
Being held back has helped him socially mature and also thrive academically.
That was the only intervention tried, that I know of, but I wish they would have
tried to involve his parents in an intervention plan and make him accountable
for his actions at home.
Replacement behaviors to be taught are identified:
David will learn instead of talking out loud to raise his hand. David
will learn instead of touching others at inappropriate times he will keep his
hands to himself. David will learn to realize when he is being bossy. Instead of
continuing with his bossy behavior, he will go write down in a journal what he
is thinking.
Behavior Intervention Plan:
What are the interventions and strategies being used:
One strategy to help David’s behavior is to have classroom jobs. Each
student will get a turn and the jobs will be rotated each week. The students
will have times when they have jobs and times when they don’t have jobs. This
will help David establish a time when he is in control and a time when he is not
in control. It will help him realize that he doesn’t always need to be in
control. Another strategy will be to enforce raising hands in the classroom. If
it is during a structured activity, the children have to raise their hands, and
be called on, in order to talk. This will help David realize he isn’t allowed to
talk every moment he feels like talking, and also help him establish when to
talk at the appropriate times. The class will be involved in more structured
activities in order to make sure David always has rules and guidelines he knows
he should be following.
Who will implement the interventions:
The teachers will be important in implementing the interventions. They
will be in charge of the jobs, enforcing raising hands, and preparing structured
activities. The parents also need to play an important part in providing rules
and guidelines at home. It will also be important that the parents support and
reinforce the teacher. Other teachers, principals, and office staff can also be
keeping a close watch on David to make sure these behaviors are occurring.
What data will be collected to document progress:
The teacher will make a checklist for documenting each time David raises
his hand. There will also be a checklist for all of the times David talks out of
turn. Another way to document progress will be to have the parents send a note
to the teacher each time David shows respect for their authority. The last
documentation will be to have a sticker chart for the jobs. Each time any
student in the class completes their job task, they will earn a sticker.
Describe efforts for working with parents and guardian(s):
First of all the teacher needs to sit down and have a discussion with
David’s parents on his behavior. The teacher needs to put it nicely that their
lack of discipline at home is causing problems for David in school. Then the
teacher will send weekly reports home to David’s parents discussing David’s
behavior. The parents will also send weekly reports to the teacher on David’s
behavior.
Schedule review date:
The behavior intervention plan will be reviewed each month.