Benchmark by Stacie DeArment.docx - Running head BEHAVIOR...

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Running head: BEHAVIOR CHANGE PLAN1Benchmark - Proposal for Behavior Change PlanBy Stacie DeArmentGrand Canyon University SPD 540February 11, 2019Dr. Laura Sharp-Waites
BEHAVIOR CHANGE PLAN2Behavior Intervention PlanAngel, an 11-year-old student in 6thgrade, has been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and a Specific Learning Disability (SLD). His current placement is an inclusive ELA classroom. Angel has been demonstrating behaviors that are impacting his learning, the learning of his peers, and his teacher’s ability to maintain a safe, positive learning environment. Angel is often argumentative with both peers and adults. He frequently disrupts the class with snide comments and removes items from the desks of his peers.Based on the teacher’s observations, the IEP team has concluded the next step should be to complete a functional behavior assessment (FBA). According to federal mandates, the IEP team must address a student’s behavior if it impedes their learning or that of their peers with an FBA. The desired outcome will be a behavior intervention planPart One: Functional Behavior AssessmentPrior to approaching Angel’s IEP team, his teacher collected data for a week to find out how often the disruptive behaviors were happening. A review of the data collected, revealed the most problematic behaviors are taking items from other students and inappropriate comments to his peers. These behaviors, in addition to his frequent pencil sharpening, are most likely affectingAngel’s ability to complete his work. With the consent of Angel’s parents, the IEP team began a Functional Behavior Assessment. An FBA helps determine the reason for the behavior and the factors that maintain it.It helps teachers to understand the behavior and to design interventions and supports for the student (IRIS, n.d.). With the problematic behaviors identified, the team began collecting Antecedent-Behavior-Consequence (ABC) analysis data over a two-day time period.
BEHAVIOR CHANGE PLAN3In the data collected, the problematic behavior was documented nine times. Some behaviors coincided with each other. The data shows that Angel was up sharpening his pencil three times over two days. This behavior occurred when the teacher gave classroom instructions. In all three instances, sharpening his pencil lead to Angel either taking something from a student or making disruptive comments. During the two-day observation period, Angel took something from another student three times. Two of those times occurred after sharpening his pencil. The other time was upon entering the classroom at the beginning of the day. Angel made disruptive comments three times as well. Two of those times were after sharpening his pencil. The third time was during a lesson the teacher was giving.

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