A Behavior Intervention Plan (BIP)
You have been working at Parkville Elementary school as the behavior specialist for a few months now. You have conducted an FBA in Mr. Stanza’s classroom for Misha Parker, a 3rd-grade student in his class who is diagnosed with Autism Spectrum Disorder. You have now been asked to develop a behavior intervention plan for Misha and develop a class-wide system of reinforcement. This classroom is self-contained and there are 10 kids in the class with a variety of needs in this classroom.
The results of the FBA Show that Misha would benefit from tier 3 interventions. According to the indirect assessment completed by Misha’s mother, she likes the following items: Bubbles, iPad games, Thomas the Train, Bubble Guppies, Bouncy balls, and swinging. Using the scenarios from the Unit 7 Assignment, develop a behavior plan. Your job is to develop a behavior plan that includes tier 3 interventions. Complete the template by doing the following:
Section 1: Target Behaviors & Function
Describe the purpose of this intervention plan and the use of tier 3 interventions.
Define the target behavior(s) for Misha using an operational definition that is observable, clear, and complete.
Hypothesize the function of the behavior(s) using the scenarios from the Unit 7 Assignment.
Write goals and objectives related to the target behavior(s).
Section 2: Procedures & Reinforcement
List the antecedent interventions.
Describe the replacement behaviors and behaviors for increase.
Write the reinforcement schedules and specific items for reinforcers.
List the consequence strategies.
Section 3: Generalization & Data Collection
Describe how you will plan for generalization and maintenance.
Choose a data collection procedure and describe how you plan on collecting the data.
Create a data collection sheet using this Excel template and insert it into the BIP.
Use the document PS340_U7A.docx that I'm going to attach here to know the function of the behaviors and the hypothesis
Section 1: Target Behaviors & Function
Challenging (Target) Behaviors
The purpose of this behavioral intervention plan is to develop intervention strategies to address Misha’s target behaviors of concern. According to the results from the functional behavioral assessment, Misha’s case of Autism Spectre Disorder (ASD) is likely to benefit from a 3-tier intervention program. The use of the 3-tier plan is to create an intervention program that caters to the individual needs of Misha.
Several target behaviors were observed during Misha’s functional behavioral assessment exercise. First, there was property destruction which involved throwing of toys and other items on the floor and tearing up papers. The second behavior of concern was elopement which refers to being away from a designated area without adult supervision for an extended period of time. Third, Misha showcased physical aggression which involved throwing items that made contact with her peers. In addition, there were cases of task refusal. Misha exhibited this behavior by saying “no” when presented with a demand from teachers and caregivers. Lastly, whining was also a targeted behavior. Whining was recorded whenever Misha verbally expressed disagreements with demands.
Hypothesis of Function
The client’s behavioral patterns became apparent through observation and interviews with caregivers. According to the functional assessment data, Misha engages in task refusal, whining, physical aggression, and property destruction as a way to make demands. Consequently, her target behaviors are hypothesized to be maintained by the following functions: escape, attention, and access to tangibles.
Goal and Objectives
* The goal of the behavioral intervention plan is to increase appropriate replacement behaviors.
* The plan also aims at decreasing challenging behaviors.
Section 2: Procedures & Reinforcement
Antecedent Procedures
The first antecedent procedure is environmental change. Students with autism specter disorder generally have extreme sensitivities to environmental factors that do not affect their neurotypical counterparts. For instance, a kid with ASD may have higher sensory perception of a regular florescent light than normal kids. Consequently, the learning environment should be designed to address their needs. As hypothesized from the functional behavioral assessment, Misha uses escapism as a way to revolt against the environmental conditions she experiences every day. It is imperative that teachers, parents, and caregivers observe how she interacts with her environment to understand the things that trigger her escapism. Then, proper modifications should be made both at home and in school to ensure that she is protected from an uncomfortable environment.
The second antecedent procedure is improving communication using visual aids. Kids with ASD have a hard time communicating, which results in frustration. Therefore, teachers and caregivers need a variety of visuals aids that allow students to communicate easily and respond to questions asked. According to the functional behavioral assessment, Misha’s whining is caused by poor communication between her and the teachers and caregivers which leads to anger and frustration. One way to address the issue of poor communication is to integrate different visual aids into the classroom to allow her to express her demands efficiently, such as pictures, posters, and cards. For instance, if she wants to be left alone but does not know how to express it, she can point to a card that says “alone”. This strategy can also be extended at home to allow her to communicate better with her parents. Thus, visual aids would help streamline the communication between Misha and her caregivers and teachers.
Third, Misha should be provided with choices for non-preferred activities. The functional behavioral assessment revealed that Misha has a tendency of task refusal, which affects her ability to learn. The best way to address this problem is to introduce specific choices that she may choose from. Choice-making can be used in any activity both at home and school to allow the child to have a sense of control in whatever she wants to do, which will make her feel included and empowered. Equally important is to introduce visual choice boards for the activities she wants to do so that she does not struggle expressing herself verbally. Thus, introducing choices for non-referred activities is very important as it will give Misha control of her affairs and make her feel included and empowered.
Furthermore, the intervention should include frequent breaks to allow Misha to transition from one activity to another. Children with ASD have rigid thinking that affects their ability to change activities (Wilson, 2021). Therefore, they need to use transitioning activities consistently to prepare them for the next activity. Misha’s physical aggression and property destruction may be attributed to her inability to transition from one activity to another or discomfort from spending too much time in class. Thus, frequent breaks before the next activities can help her transition easily between activities.
Target Behavior(s) for Increase
The first replacement behavior that should be taught to Misha is time management. Children with autism have poor time management skills which affect their ability to move from one activity to another (Wilson, 2021). Therefore, teaching her how to manage time can help her understand how long an activity should last so that she does not overreact when the activity ends. For instance, if Misha is allowed ten minutes of playtime before the next activity, it is important that she is aware how long it will last to prevent her from becoming physically aggressive when playtime ends abruptly. The teacher may use a sand timer or a visual clock timer to introduce Misha to the concept of time management.
Second, Misha should be taught coping skills and calming strategies. Misha uses physical aggression and property destruction whenever she feels frustrated, anxious, and overwhelmed by sensory overload. Therefore, she needs assistance on how to calm and cope with these stress factors. There are many coping strategies that teachers can use to calm Misha down during meltdown instances. For instance, the teacher may introduce a calm space away from the classroom with soft music playing to calm her whenever she is overwhelmed by sensory factors. Since each child has different ways of coping with stress, the strategy adopted for Misha will depend on her personal preferences.
In addition, Misha should be taught self-monitoring and emotion regulation. Although Misha has a problem communicating verbally, she is able to show through actions how she feels. Therefore, teaching her how to how to monitor and regulate her emotions will improve her chances of expressing her needs well to her teachers and caregivers. Self-monitoring and emotion regulation can be taught using visual and behavioral charts, which she can use to express how she feels at any time. For instance, instead of running away to an unsupervised location, Misha can point to a chart that says she is tired. Teaching Misha how to control her emotions can help her become more...