Behavior Plan for a Student That Displays Non-Compliant Behavior

Please see attached chapter , and presentation

Activity

Read Behavior Plan For A Student That Displays Non-Compliant Behavior That Is Maintained By Negative Reinforcement which can be found below. Then answer the following questions:

1. What was the target behavior?

2. What was the function of the behavior?

3. How was the function determined?

4. What were the antecedent strategies?

5. What were the consequence strategies for the target behavior?

6. What were the strategies for the replacement behavior?

7. How was success measured?

Behavior Plan For A Student That Displays Non-Compliant Behavior That Is Maintained By Negative Reinforcement.

Name: The student

Date: 2012

Written by: 

Target Behavior: Non-compliance in various situations throughout the school day.

Operational Definition of Non-Compliance:

Non-compliance is the defined as but not limited to the student saying no, not working at a given task, putting his back to the person talking to him, walking around the room, sleeping, refusing to move, doing the opposite of a requested action and putting his hands or body on staffs’ bodies.

Observed Function of the Behavior:

The function of the student’s “non-compliant” behaviors is hypothesized to be to escape from a “non-preferred activity” or demand as assessed by ABC data collection. By engaging in the behaviors stated above the student avoids being told no and has adults attending to him instead of following through with a demand regardless of the difficulty of task, the student may avoid the task by emitting an inappropriate behavior as listed above.

Target Replacement Behavior:

An appropriate replacement behavior for non-compliance is teaching the student how to tolerant engaging in non-preferred tasks and increase his ability to communicate when given and educational task. Working with the student one to one and rewarding him for engaging in non-preferred activities will reinforce his tolerance of these non-preferred tasks.

To teach these replacement behaviors the teacher and support staff will be looking out for a behavior that comes immediately before the student engages in a non-compliant behavior (the pre-cursor to the non-compliant behavior) and reward and guide the student prior to him engaging in any of these behaviors. Staff should present tasks that are typically non-preferred and give the student praise and guidance prior to him engaging in non-compliant behavior or work refusal. By choosing this time to redirect the student, the staff will be reinforcing “work behavior” in lieu of waiting until the student is off task to attend to him. This will reinforce the student’s ability to comply with the situation that he is avoiding with as well as teach/reward him for engaging in appropriate strategies when he is presented with a non-preferred task.

Intervention for “Non-compliant” Behaviors:

The teacher that gave the avoided request will repeat the request once and then cease talking or making eye contact with the student. In lieu of placing the demand vocally the instructor will silently point in the direction of where the student needs to be or point to the task that needs to be completed. The teacher may walk away and come back to point again; the instructor should not stand over the student as it is giving audience to the non-compliant behavior. The instructor should not reprimand the student for not engaging in the appropriate behaviors instead a comment about how he should make better choices can be made (i.e.-“You need to complete your work”.). The instructor may sit near the student and quietly look at his behavior chart and gesture to the chart. The instructor should vocally praise and acknowledge the other students that are emitting the appropriate behaviors in the class or activity. The student should not be presented with an additional task until he has complied with the first requested task. At this time, he may be working in a separate location to complete his work as the group may have already moved on.

In the event that the student approaches the person that is ignoring him it is appropriate for them to turn away from him while still monitoring his actions yet not allowing the student to observe that they are looking at him. This is never to be a positive/pleasant occurrence and no praise or negotiating should occur by anyone until the student is back on task (i.e.-as soon as his pencil touches the paper) and is no longer engaging in non-compliant behaviors regardless of the behaviors that he presents (signing sorry, etc.). Once back on task behavior specific praise can be given for the student doing the “right thing”, even if the “right thing” is sitting down and asking for help and accepting the help given (i.e.-“Thank you for sitting so nicely.”). There should be little discussion of the challenging behaviors that have occurred throughout the day. If the student misses an activity or reward and inquires as to why he has missed it, then it is appropriate to remind him that he was not making a good/appropriate choice during work time, etc. It is important in this case to outline what the behavior was not simply that the student wasn’t listening.



Reinforcement System:

Our goal is to increase the student’s compliance with completing non-preferred tasks by implementing a positive behavior plan in conjunction with a chart that focuses on the student’s success at school and compliance with teacher’s directives. (see attached chart)



The protocol for the chart/positive reward system is as follows:

The reward system via a chart that is reliable and tangible will follow the student throughout the day. This behavior chart will be used with the student daily. The chart will allow the student to collect pennies for complying with tasks that are designated on his reward chart. Pennies should be fairly easy to obtain at first and once the reward system becomes more valuable to the student the expectations for behavior will increase through increasing the number of pennies that he will need to get throughout the block/activity he is working on.

The pennies chart is similar to a token board except that the data collected on it is permanent. The reward for earning all the pennies in a row will be to have a break to engage in a preferred activity. We are trying to avoid the student’s non-compliant behaviors from being the force that stops instruction rather we are conditioning that his compliance terminates tasks. This means that there are times when the student is working and doing well and although we may think that “get more out of him” we do not want to “push our luck” and run the risk of the student becoming non-compliant.

Short Term Objectives for reward system:

STO 1: The student will need to obtain at least 6 pennies in row to get a break to engage in a preferred activity. To gain a large reward at home he will need to get 4 rows of pennies filled for the entire day. This objective will be accomplished once the student has four consecutive days of obtaining 4 rows of 6 pennies for each activity.



STO 2: The student will need to obtain at least 7 pennies in row to get a break to engage in a preferred activity. To gain a large reward at home he will need to get 4 rows of pennies filled for the entire day. This objective will be accomplished once the student has four consecutive days of obtaining 4 rows of 6 pennies for each activity.

The short term objectives increase

Data Collection Procedure:

Data will continue to be taken on the occurrences of the student’s non-compliant behaviors. The teacher will collect the data on a daily basis.

The daily behavior chart will also serve as a means to collect data on the student’s ability to emit appropriate behavior during class time. The charts should be kept by the teacher (it is appropriate for the chart to go home for mom to review and sign and then sent back to school to be kept in a file). These daily sheets may be reviewed to assess if there are any particular skills that may require further intervention. This data may also reflect that the student has mastered a skill in a certain area and that a novel behavior can be addressed for that area or the target behaviors can be reduced in later versions of the student’s daily chart.