Sign In
Not register? Register Now!
Essay Available:
Pages:
2 pages/β‰ˆ550 words
Sources:
4 Sources
Style:
APA
Subject:
Education
Type:
Essay
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 7.92
Topic:

Review of Behavior Intervention Plan: Functional Behavior Assessment (FBA)

Essay Instructions:


Activity
There are four actual behavior plans that need to be analyzed. For each behavior plan be sure to describe the following in detail:
What are the missing components?
What are the components that are presented well?
What are the ways you could improve the plan?
Please see below the four behavior plans :
Sample of a Completed Behavior Management Plan #1
Date: January 2005 Duration of lntervention: Approx. 3 months
Student: CW Class/Grade: 1st grade
Goals:
1. CW will not become disruptive during task transitions
2. CW will not exhibit aggressive behaviors toward other students when he becomes anxious
3. CW will regulate his reactions to the classroom environment CW's reactions are triggered when there are changes in the schedule, changes in classroom routines, and during unstructured play time.
Target Replacement Behaviors:
1. Signal to teacher when overwhelmed.
2. Use words when angry.
3. Keep hands to yourself. Keep hands away from other children when angry.
4. Learn to go to a quiet area independently when needing to calm down.
5. Go to an adult to ask for help when transitions or peer negotiations are difficult.
Student Feedback:
1. CW responds well to acknowledgement. Use statements to connect the positive actions and provide verbal recognition when he is meeting his goals.
2. A desk chart will be created with stickers to reward replacement behavior. lf CW receives three stickers at the end of the day, he will be able to select a favorite activity from the reward survey to complete during activity time.
3. lf CW does not meet the criteria of three stickers at the end of the day, the teacher will present him with choices of activities to select during unstructured
 
4. Story boards and discussions will be utilized with CW to discuss the behavior incident as soon as he is able to discuss the problem. With the aid of the instructor, the problem will be reviewed and supportive options for next time created.
5. lf CW cannot transition without assistance, a teacher will facilitate class changes. This may involve using tools such as handing CW a visual card to demonstrate transition time.
6. Time out intervention will be taught. lf CW refuses to interact appropriately he will be directed away from the current activity. He will need to make up at another time any academic instruction he missed. This may have to occur during an unstructured time. However, it should not entail the entire free time period.
7. Natural consequences, such as using a waiting chair, will be used as much as possible. Care should be taken not to embarrass the child by singling him out for punishment
Methods to Monitor:
1. Behavior will be monitored on a daily basis.
2. Tally charts using the desk chart form will be recorded by the child and collected each day and discussed.
3. Behavioral interventions will be monitored through teacher checklists and observations and anecdotal notes.
4. lnformation will be summarized on a weekly basis.
Family Communication:
1. Daily notes will be sent in CW's communication or school folder.
2. A weekly summary of the behavior will be emailed to the family.
3. lnformation sent to CWs family will include how often he signaled the instructor, the effectiveness of the redirection, and the use of the tally and sticker system.
4. A weekly summary will consist of the current week's progress and will compare to prior weeks. lt will note any intervention changes.
Follow Through:
1. The family has indicated they are working with a therapist on self-regulation and behavior management at home. Therapy is focusing on helping CW recognize feelings and select appropriate responses. The therapist will consult and work with CWs instructors to help maintain a consistent management plan and interventions.
2. Bi-weekly emails with CW's therapist will occur to review CW's progress and make necessary adjustments to his behavior plan.
3. A meeting with parents, teachers, and therapists will be convened in four weeks to review progress and adjust the behavior plan if necessary.
4. When CW reaches his goals, a method for phase out will be determined based on the time he took to learn the behaviors and his dependency on each particular feedback technique.

Essay Sample Content Preview:
Review of Behavioral plans
Observation Plan 1
The behavior intervention plan for CW lacks specific behavioral descriptions, baseline data, and a crisis management plan. A behavioral intervention plan should include a clear definitions of CW's disruptive and aggressive behaviors, baseline data to measure progress, and strategies to manage crisis situations. Additionally, a functional behavior assessment (FBA) should be conducted to understand the function of his behaviors and identify triggers. On the positive side, the plan includes well-defined goals and replacement behaviors for CW, along with positive reinforcement strategies. Collaboration with CW's family and therapist is emphasized, ensuring consistency and support in both home and school settings.
To enhance the plan, it is essential to include antecedent interventions, conduct a parent-teacher-therapist meeting from the outset, and develop a systematic progress monitoring approach. By incorporating these improvements, the behavior intervention plan can become more comprehensive and data-driven, providing better support for CW's positive behavior changes while ensuring his safety and the safety of others.
Observation Plan 2
The behavior intervention plan presented for the student lacks a comprehensive Functional Behavior Assessment (FBA), which is vital in understanding the underlying functions of the problematic behaviors exhibited. Additionally, specific details about the methods used for collecting baseline data are missing, and a crisis management plan is only outlined for one specific behavior, neglecting potential crises that may arise from other challenging behaviors. Furthermore, there is a recognition that anxiety may exacerbate certain behaviors, but individualized anxiety management strategies are not explicitly outlined.
On the other, the plan highlights the student's strengths and interests, allowing for reinforcement of positive behaviors. Replacement behaviors are suggested for each problematic behavior, aligning with their respective functions. The use of positive reinforcement through a point system and reinforcement menu gives the student autonomy and choices as rewards for appropriate behavior. The plan also includes provisions for collaboration with the student's family, involving them in the behavior management process.
To improve the plan, a comprehensive FBA should be conducted to identify triggers and functions of each problematic behavior. Defining the methods for baseline data collection and creating a crisis management plan that covers a range of severe behaviors are crucial for a more effective intervention. Individualized anxiety management techniques should be developed to address the underlying anxiety issues. Collaboration with mental health professionals involved in the student's care should be fostered to ensure a cohesive approach to behavior management and mental health support. Finally, regular review meetings should be scheduled to monitor progress and make necessary adjustments to the plan based on data analysis.
Observation Plan 3
The behavior intervention plan for Jimmy lacks a comprehensive Functional Analysis of Behavior, which is essential for understanding the specific functions driving his problematic behaviors....
Updated on
Get the Whole Paper!
Not exactly what you need?
Do you need a custom essay? Order right now:
Order

πŸ‘€ Other Visitors are Viewing These APA Essay Samples: