behavior intervention plan chloe anne laundrie st

Behavior Intervention Plan

Chloe Anne Laundrie

St. Bonaventure University

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Behavior Intervention Plan

Introduction & Review of Literature

Introduction

Z.Z. is in 8th grade. He participates in the 8th grade general education curriculum. He is present in

classrooms with co-teaching services for math and English (general education teacher and special

education teacher) and a teacher’s aide is present in social studies, science, and health class. In English,

math, science, social studies, and health. Class sizes are between 18 and 22 students and most students

are between the ages of 14 and 15. Z.Z is required to be in a guided study hall (special education teacher

and teacher’s aide present). Five other students who are also in 8th grade are in guided study hall. Z.Z.

also is required to see a counselor once a week for 20 minutes.

Motivation

Katz, Kaplan, & Gueta (2010) explain a study that was conducted and based on a Self

Determination Theory. The study focused on the role of teachers’ support of students’ psychological needs

in students’ motivation for homework (p. 247). In the study the authors showed that teachers’ behaviors

and practices have a huge impact on students’ feelings and engagement when it comes to completing

homework.

Completing homework can be difficult for students who are struggling in school. In school if a

student does not understand something, teachers are available to help a student by explaining and

instructing a student how to complete his or her work. When a student is at home, he or she may not have

these resources available. Having teachers motivate their students to complete their homework during

school may help them understand the material better as well as help their grade.

Real World Connection

Smith (2000) states, “Opportunities for middle school students to experience the world of work

are beneficial to the academic and personal development of students (p. 626). Vocational classes can be

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used to expose students to a world beyond school by incorporating field trips where they are brought into

a new environment and are able to participate in this environment. Another way to do this is by bringing

in guest speakers from the community. Smith states “Joint efforts of schools and communities help

students make appropriate and successful educational and career choices in high school, college, and

future years” (as cited in Smith, 2000, p. 629).

Smith (2000) explains the benefits of principals and all types of teachers working together to

brainstorm learning experiences for middle school students. In other words, not only teachers who

primarily teach academics are included, but other teachers that teach vocational classes such as

Technology Education and Home and Careers education are included as well. In these meetings teachers

review how to incorporate their subject matters into all classes by creating similar topics that were focused

on at the same period of time. Smith (2000) explains an example of this by stating the work of four 8th

grade teachers coming together and creating a oceanography themed month. During this month the

science teacher taught about the ocean environment, the home economics teacher taught about the

different jobs that were available in oceanography, the English teacher based her writing assignments on

this theme and the math teacher incorporated word problems based on it (Smith, 2000). As shown above,

having a cooperative working environment can help students learn throughout all classes that are taken,

even ones that are not primarily academic.

Positive Behavioral Support Strategies

Lucyshyn, Albin, & Horner (2007) state how important is to include parents in positive behavior

support plans. Specifically, paying attention to the families goals, values, skills, and resources to ensure

that the support plan will be successful.

This positive behavior approach is considered unique because of the core features this approach

included. The Core features of the approach considered important to achieving these aims include “(a)

collaborative partnership with family members; (b) functional assessment for the purpose of

understanding problem behavior and developing effective behavior support strategies; (c) attention to

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family goals, values, skills, and resources to ensure that support plans possess a good contextual fit with

family life; (d) multicomponent support plans that emphasize prevention and teaching new skills; and (e)

the activity settings of daily and weekly routines as a unit of analysis and intervention” (Lucyshyn, et. al.,

2007, p. 131). It is evident that there was a strong focus on collaboration with teachers and family in order

to make the positive behavior support for Katherine successful.

Scott, Anderson, & Spaulding (2008) explain that it is important to find a replacement behavior

that is appropriate for the student and will serve the same function as the problem behavior for the

student. Without brainstorming replacement behaviors the student may not be able to understand what is

expected of him/her. Fallon, Zhang, & Kim (2011) explain the importance of teachers knowing and

understanding how to manage students with challenging behaviors in the classroom. Teachers must

address the unwanted behaviors and try to correct them before the behaviors become worse. Fallon,

Zhang, & Kim (2011) go on to explain how course assessment can help develop a functional behavior

assessment and behavior intervention plan. In other words, data driven instruction is a crucial strategy

that must be used. Having evidence allows a teacher to prove the existence of the unwanted behaviors and

helps to figure out what the best replacement behaviors would be for an individual student.

Understanding how to use and identifying challenging behaviors of students is a necessary skill for

teachers in a classroom to have.

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Methods

Behavior

The chart below contains the identified behaviors Z.Z. portrays in his guided study hall. The operational

definition of behavior is that Z.Z. avoids completing his work in his 45 minute guided study hall. The

Function of behavior is to avoid completing mandatory work because Z.Z. feels that it is difficult and it

does not interest him.

Identified Behaviors:

Avoidance Does not bring/complete work in guided study

hall.

Poor organization/planning Hands in incomplete assignments. Waits until the

final work period to begin a long term assignment.

Off-task Reads magazines during guided study hall instead

of completing homework.

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The table below contains examples of when the identified behavior above occur. For a week Z.Z. was

observed during guided study hall. The functional behavioral assessment was chosen in order to show

examples of when the specific behavior occurs. It contains information on what happens before guided

study hall, the behavior that occurs during guided study hall, the consequence that happens after the

behavior occurs and Z.Z.’s reaction to the consequence.

Summary of Functional Behavioral Assessment

Time and Date

Setting Events

Antecedent Behavior Consequence

Student Reaction

February 3rd, 2015

Transitioning from math class to guided study hall.

Z.Z. transitioned from Math class to his guided study hall.

Does not bring work to study hall. When asked where is work is, Z.Z. responds with saying “I don’t know” and continues by explaining that he may have forgot his work that he needs to complete in his locker or at home.

Does not complete his homework and is given a bad grade.

“I can just hand it in late.”

February 4th, 2015

Transitioning from math class to guided study hall.

Z.Z.’s special education teacher asks where his social studies packet is.

Z.Z. responds by saying he doesn’t know but he did it.

Z.Z. does not receive a homework grade for the assignment.

“I already did it so I’m not doing it again”

February 5th, 2015

Transitioning to math class from guided study hall.

Z.Z. becomes frustrated when working on a math problem.

Z.Z. shuts his notebook and puts his head on the desk.

Z.Z. does not complete his math homework, and does not receive a homework grade for it.

Explained “He didn’t get how to do it” and ended the conversation.

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Target Behavior

The target behavior for Z.Z. is for him to use his 45 minute period in guided study hall to work on his

homework on a daily basis. The behavioral objectives and/or goals include

● Z.Z. will recognize when he is becoming frustrated with homework and will seek the assistance of

an adult rather than not doing his work.

● Z.Z. will keep his work organized so he will be able to find classwork and notes that can help him

with his homework.

The following interviews below were used to learn more about Z.Z’s interests. His mother was interviewed

in order to find out information on his behavior at home.

Student Interview

Z.Z. is 14 years old and is in 8th grade. He enjoys going to school and participating in certain

classes. His favorite class is shop class because he likes to make things with his hands. He recently made a

pen out of wood that can actually be used to write with. Another class he enjoys to go to is science class.

He likes to learn about the environment and has a huge interest in Christmas trees. He is planning on

getting a “upside down Christmas tree” for next Christmas. Z.Z. does not like math class. He explained to

me that it is too hard and he does not like sitting and learning how to do “a million problems” when he

doesn’t even know how to do one. He also does not like English; this is because he does not like writing.

Z.Z. explained to me that they are now reading a book called Call of the Wild which he likes because of all

the violence and the blood. Z.Z. explained that the thing he dislikes most about school is taking tests. He

doesn’t like being tested on things that he doesn’t know and does not like getting bad grades. He also

doesn’t like the fact that the teachers do not help him when he takes tests. Z.Z. participates in an after

school program called the “Washington Club.” This is a club where 8th grade students earn money

throughout the year so they can all go on an educational trip to Washington D.C.

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When Z.Z. is at home he enjoys going outside and gardening with his mom. He likes to look at the

roots of plants and pulling out weeds. He also likes to play video games, specifically a game called

Minecraft. In this game you “build structures and can knock them down when you want” (Z.Z., personal

communication, February 11, 2015).

When Z.Z. graduates high school he wants to become a landscaper. He explained that he might

take a few college courses on the topic of environment if he needs to (or if his mom makes him). He went

on to say that he would be good at being a landscaper because you do things with your hands (cutting

grass, planting flowers, making soil) and he knows a lot about the environment because he reads a lot of

magazines.

Z.Z. was asked if he would rather work with people, animals, or things he said that he would

rather work with things. He enjoys doing things on his own because “he likes to do things his way.” The

most important people in Z.Z.’s life are his Mother and his Father. He said that his mom sets up chores for

him to do such as dusting the furniture and bathing his dogs,which he does not like to do. His mother also

helped him set up a savings account at the bank which gives Z.Z. a responsibility of saving and putting

away money he’s earned.

Analysis. Z.Z enjoys participating in classes where there are hands on projects involved. The 8th

grade English and math content seem to be too difficult for him to understand and that is why he does not

like either of those subjects. Z.Z. enjoys being outdoors and likes to learn about the environment because

there are a lot of hands on projects he can do. It is clear that he has a plan after he graduates high school

and is even thinking about taking college courses, which shows that he has goals to work on.

b. See attached interview paper

Parent Interview

For the parent interview I sent home a list of statements where his mother or father could circle

the number which best matches each statement. The choices are agree, disagree, or don’t know.

Looking at the choices Z.Z.’s mom chose, Z.Z. does not like to listen to directions she gives or

complete his chores at home. He does not complete homework when he is told to and does not like to be

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told that he is wrong. However, he does complete the chores he is asked to and finishes them, so he is

respectful to his mother whether he wants to do them or not. He also uses his free time constructively,

either reading his environmental magazines or relaxing and playing video games. His mother hopes that

Z.Z. will pursue additional training after high school and complete college, will become employed after

high school, and will live on his own after he graduates. Z.Z.’s mother believes that based on his interest

on the environment, he will become a great landscaper.

Analysis. Z.Z.’s mother is very involved in Z.Z.’s life. I had the pleasure of meeting his mother

during a annual individualized education program meeting, she was very organized and interested in what

was in the best interest of her child. In the interview questions that she answered, it seems that she

answered it very honestly. Z.Z. does not like to do chores but does respect his mother and completes the

ones he is asked to do. Z.Z.’s mom wishes that he would complete more of his homework in school rather

than bringing it all home to complete, but she does not mind doing homework with him. She has faith in

Z.Z. to graduate high school. Z.Z.’s mother believes he will be able to find employment and live on his

own.

b. See attached interview paper.

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Baseline Data

The chart below was used to collect baseline data on the behavior regarding not bringing appropriate

materials to his study hall in the beginning of the period. This may be a form of avoiding to complete his

homework.

Behavior: Avoidance

Date Time/Place Behavior Did the behavior occur (Yes or No)

3/2/15 Guided Study Hall 8:45 am-9:25 am

Z.Z. did not bring appropriate materials to work on in the beginning of guided study hall.

No



Yes



Yes



Yes



No

Analysis: Z.Z. avoids completing his work 3 out of 5 times during guided study hall.

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The chart below was used to show Z.Z.’s behavior of poor organization skills. The chart below was used to show how many times Z.Z. either did not bring appropriate materials to one of his classes, not bringing any work to his classes, or forgetting and/or not knowing where he put an assignment. Linked Behavior: Poor organization

Date Time/Place Frequency of Behavior: Frequency Count

3/2/15 Full School Day

7:30 am-2:30 pm

7 hours

XXXX 4


7:30 am-2:30 pm

7 hours

X 1


7:30 am-2:30 pm

7 hours

XX 2


7:30 am-2:30 pm

XXX 3

11

7 hours


7:30 am-2:30 pm

7 hours

XX 2

Analysis: Z.Z. misplaces an assignment an average of 12 times in 5 full school days.

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The narrative below was used as an example to show when the avoidance behavior occurs. The narrative

below was observed on Monday March 2nd, 2015 in Z.Z.’s guided study hall.

Date: Monday March 2nd, 2015 Setting: Guided Study

Hall

Observation in guided study hall Start time: 8:45 am End

time: 9:10 am

Z.Z. enters Ms. C’s (special education teacher’s) classroom for his guided study hall. Z.Z. puts his

books on a desk and sits down. Ms. C gives Z.Z. a friendly reminder to take out work to complete during

guided study hall. Z.Z. responds with saying that he “has no work to do.” Ms. C suggests he works on a

Social Studies packet that is due on Wednesday. Z.Z. responds with telling Ms. C that he does not know

where it is, and continues to name off places where it may be, such as another teachers room, his locker, at

home etc. Ms. C tells Z.Z. to check his locker and the other teacher’s room where he thinks he left his

packet. Z.Z. comes back around 9:05 and explains that he could not find it. Ms. C gives him a new packet

to work on. Z.Z. refuses to work on the packet because he “already did it and doesn’t need to do it again.”

When the behavior does not occur

The behavior does not occur during classes where there is no homework such as a resource room

for English, technology, art, or physical education.

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Intervention

Before strategies are put in place, preventative actions will be taken to help the avoidance and poor

organization behaviors decrease. The preventative actions include:

● Teacher will allow Z.Z. to complete his work in alternate ways such has verbally or hands on.

● Teacher will give the student a choice of what to work on

● Teacher will print out extra copies of homework

The first preventative action strategy that will be used is clarifying guided study hall expectations.

Z.Z. is in a guided study hall. This is a different type of study hall because a teacher is there to help

students with homework as well as to make sure all other work (classwork, assessments, etc.). In order for

Z.Z. to make positive choices, a expectations chart will be made. This will be beneficial for not only Z.Z.,

but all students in the guided study hall.

Expectations in Guided Study Hall

Responsibilities Follow Directions Be Respectful

● Bring work to do

● Bring a writing utensil

● Finish any classwork that is

not complete

● Be prepared to work

● Keep voices at an

appropriate level

● Listen and respond to directions

appropriately

● If you become upset, take a break

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● If you need help, ask a friend

or teacher

The second preventative strategy that will be used is to help Z.Z. with his organization skills. Z.Z. will copy

his assignments in his planner and then bring the book to the teacher to check it. The teacher will then

check that the assignment is written correctly, ask the student if he/she understands what he/she’s

supposed to do (or have him/her tell you what he/she’s supposed to do) the teacher and the student will

both initial it.

Teaching plan

The following desired replacement behaviors will be put in place to decrease and prevent the avoidance

and poor organization behaviors from occurring:

● Z.Z. will bring appropriate work in the beginning of guided study hall to work on.

● Z.Z. will verbally state if the work is too hard for him to complete on his own.

● Z.Z. will verbally state if he needs help with his homework.

Plans for Generalization:

Plans for generalization will be put in place in order to continue support for Z.Z.’s desired behaviors. In

order to keep Z.Z. organized and on task, a behavior progress report will be put in place to identify the

expectations the teacher has of Z.Z.. Z.Z. will earn a certain amount of points each time he is in guided

study hall depending on what behavior he has exhibited. If the target behavior is portrayed by Z.Z. 4 days

in a row, on Friday he has a choice to go to the technology lab and work on a long term project or read a

book of his choice.

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Response strategies

Response strategies will be put in place to help remind Z.Z. that if he uses the new desired behaviors he

will be rewarded. The response strategies are as follows:

● Teacher will allow student to work with another peer if he asks appropriately.

● If student uses time in study hall appropriately Monday-Thursday, on Friday he has a choice of

what he would like to do (read a book about the environment, sit and relax, go to a extra

Technology class).

● Give student positive reinforcement, comment on correct choices he makes.

● If student forgets or brings the work work by accident, allow student to go to his locker and get

correct work to complete.

● Teacher will create a positive classroom environment where Z.Z. will feel comfortable and

complete his work.

Other reinforcements:

● Fist pump when work is finished

● Verbal prompting, before the bell rings ask if he has something with him he needs to work on.

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Results, Discussion & Conclusion

Results

Z.Z. was open to using the behavior progress report in order to help him to remember his responsibilities

in guided study hall. In order to keep information confidential, Z.Z.’s special education teacher decided

that the copies of the plan would not be copied here, but the information the progress reports contained

was shared in order to monitor progress:

Behavior Progress Report Data

Week of April 13th-17th 2015

Weekly Goal: 10 Points

Points Earned: 9

Day Total Points

Monday 1

Tuesday 2

Wednesday 1

Thursday 3

Friday 2

Week of April 20th-24th 2015

Weekly Goal: 10 Points

Points Earned: 11

Day Total Points

Monday 1

Tuesday 1

Wednesday 3

Thursday 3

Friday 3

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Analysis

The first week of using the behavior progress report, Z.Z. did not meet his goal of earning his ten

points. There were two days where he did not bring or complete any homework at all, two days where he

forgot to bring work but went to his locker to find it. There was one day where he remembered and

completed work in guided study hall.

The week of April 20th soon became concerning because on Monday and Tuesday Z.Z. came to

study hall with no work to complete and chose to not go to his locker to find appropriate work. After a

meeting with his special education teacher on Tuesday, the next three days Z.Z. brought appropriate work

to guided study hall as well as completed it. Z.Z. met his goal of second week by earning 11 points.

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According to the data above, the behavior progress report was successful. By the end of the second week

Z.Z. realized if he used his time in guided study hall appropriately he would be rewarded by giving an

extra class period in the Technology classroom. It was clear that his attitude changed during guided study

hall. It seemed that this made Z.Z. realize that completing homework during his guided study hall in

school meant less work at home as well as more time in an environment he loved, his Technology class.

Collaboration

A weekly meeting between the special education teacher and student is taken place in guided

study hall on Fridays. The progress or lack of progress will be determined according to the behavior

progress report. Appropriate modifications to the behavior intervention plan will be made as necessary. A

copy of the behavior progress report will be brought home by Z.Z. and asked to be signed by his mother or

father each week. He will bring this paper back in and put it in a binder that stays in the classroom.

Appropriateness

The interventions that I implemented are appropriate for the situation. I know I addressed the

function of the behavior because I provided interventions that encouraged organization and motivation to

complete his work during guided study hall. This is a good fit for my student’s situation because he is in

8th grade and must to learn how to use his guided study hall time wisely. It is evident that Z.Z. wants to

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complete his homework when he is at home, but he ends up not being able to complete it because he does

not have someone there to help him with it. I plan on sharing my plan of action with the school because I

was asked to. If I was in a position to implement my interventions, I would have similar classroom rules

set for every class I teach so students

Strengths

In the plan I created for Z.Z. there are no assumptions that if I take away the function of the

behavior, the behavior is going to end. There are many steps to reinforce the new behavior that is being

put in place. I use an indirect assessment that includes a rating scale. This is easy to use, it is efficient, and

it is a good start to changing the function of the behavior. A direct observation of behavior is used as an

example of when the behavior occurs and when it does not occur. This is objective and I conducted it in

the actual setting of where it happened. A indirect assessment is used to find out when the behavior

occurs, the antecedents of the behavior, consequence of the behavior, and student reaction to the

consequence. This provided a good starting point in defining the behavior. I interviewed Z.Z. in person to

find out more of his interests as well as sent a worksheet home with his mother to find out more

background information and behavior at home.

Weaknesses/Potential improvements

In the indirect assessment behavior rating scale, the reliability and validity can be questioned

because there really is no start point or end point. Potential improvements include completing more

observations to collect more data on when the behavior occurs. I have only known Z.Z. since the beginning

of January 2015, it was hard to implement this plan because I did not know him well and the behavior has

been happening since September. If there was more time, more strategies could have been implemented

to help Z.Z. to use the new desired behaviors.

Potential barriers

The behavior happens in other classes besides guided study hall. Since Z.Z. is in middle school, he

is expected to take responsibility for himself. Not every one of Z.Z.’s teachers has the time to remind him

to bring the correct materials to class and use his behavior chart. I am in graduate school and I have not

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yet had a classroom of my own, although I have completed my undergraduate degree in special education,

I have not yet finished graduate school therefore I am still learning, but still lack experience.

.

References

Harvey, S., & Goudvis, A. (2013). Comprehension at the core. The Reading Teacher, 66(6), 432-438.

Katz, I., Kaplan, A., & Gueta, G. (2009). Students’ needs, teacher’s support, and motivation for doing

homework: A cross-sectional study. Journal of Experimental Education, 78(2), 246-267.

doi:10.1080/00220970903292868.

Lucyshyn, J. M., Albin, R. W., Horner, R. H., Mann, J. C., Mann, J. A., & Wadsworth, G. (2007). Family

implementation of positive behavior support for a child with autism: Longitudinal, single-case,

experimental, and descriptive replication and extension. Journal Of Positive Behavior

Interventions, 9(3), 131-150.

Scott, T. M., Anderson, C.M., & Spaulding, S. A. (2008). Strategies for developing and carrying out

functional assessment and behavior intervention planning. Preventing School Failure, 52(3),

39-49.

Smith, A. E. (2000). Middle school career exploration: The role of teachers and principals. Education,

120(4), 626-630.

behavior intervention plan chloe anne laundrie st

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