Develop an operational definition for a problem behavior.

Behavior Intervention Plan: A Case Study Your Name Subject and Section Professor’s name Date What is the purpose of this behavior intervention plan and tier 3 interventions? The Behavior Intervention Plan (BIP) for Misha includes a predetermined set of tactics or strategies for responding to Misha's challenging behavior sequentially (Zimmerman et al., 2022). This BIP and implementing Tier 3 intervention aims to eliminate these behaviors and enhance Misha's functional capabilities, which is why the plan is conceptualized. The multi-tiered system of support distinguishes Tier 3 interventions as the most individualized and intensive ones, which are used when Tier 1 and 2 methods fail. These interventions allow one to determine the social causes of the behaviors exhibited by Misha and help her interact correctly in the learning space (Center on PBIS, n.d.). Behavior Intervention Plan  Section 1: Target Behaviors & Function Challenging (Target) Behaviors Variable: Throwing Objects Operational Definition: Misha throws any object in her hand toward another person or shoves it anywhere in the classroom. This behavior may be measured by how often an object is thrown within teacher training classroom floors daily. Variable: Verbal Refusal Operational Definition: Verbal refusal is Misha's use of the word “No!” or any other utterance that signals a refusal to perform the targeted tasks. This behavior is counted by documenting each instance in academic activities informed by the classroom staff. Variable: Physical Aggression Operational Definition: Physical aggression is any episode in which Misha rips papers, snatches items from her desk, or any other way that goes around damaging things in the classroom or disobeying instructions. This is done by tallying the frequency of each category of physical aggression during academic sessions. Variable: Non-compliance and Elopement Operational Definition: Non-compliance is thus taken to mean the learners' ability to follow classroom instructions, whereby two verbal prompts are used. In this case, the behavioral illustration of elopement involves how Misha moves out of the assigned seat without permission during class activities. These two behaviors are also measured by counting instances in the class environment. Hypothesis of Function On Throwing Objects Misha throws objects in the classroom to express her refusal to participate in lessons and exercises that she deems difficult or uninteresting. The throwing has the function of interference and distractions about the task or the general activity performed by the teacher, which may stop or change the activity. Using "No" as a Form of Verbal Protest Misha can express her refusal to engage in tasks that elicit her negative emotional response. This behavior may be reinforced if the reaction helps her avoid engaging in the activity she does not like, and this offers immediate relief for anxiety or stress related to the task. Physical Aggression Misha's ability to physically act out in ways, such as ripping up worksheets and taking items from the classroom to her desk, is thus primarily thought to be a form of avoidance. These actions may efficiently utilize aversive stimuli to halt an undesired activity more directly, thus minimizing the exposure to academic material she finds distasteful or challenging. Non-Compliance and Elopement Misha's non-compliance and elopement from her seat are her ways of avoiding the environmental stimuli that are too much for her. She may be trying to avoid stimuli or engaging in material that is hard for her to do by physically moving away, not following directions, or not completing the work. Goal and Objectives The following are the goals and objectives for Misha: 1 Misha shall reduce the instances of throwing objects during structured classroom activities from 5 episodes to less than or equal to 1. Daily progress checks on the effect of the intervention on this behavior will be done, and the overall progress of the class will be observed using a classroom behavior chart kept by Mr. Stanza. 2 Misha will utilize signed words and vocalization to ask for assistance or a break when presented with a novel or difficult task. Misha can ask for help verbally if she cannot cope with more than two verbal refusals daily. The teacher will maintain the daily diary in the form of a notebook where they will record episodes of verbal refusals and any requests for help from the learners. 3 Misha will demonstrate a 75% decrease in physical aggression towards classroom materials during fine motor skills tasks like math time. This shall be monitored to decrease the occurrences of physical aggression from 4 to 1 per day. A behavior intervention tracking form will also be employed to record every act of aggression in the classroom. 4 Misha will increase classroom seating manners compliance by sitting throughout structured activities and teaching periods. In this case, the intended outcome is for her to stay in their seat without escaping for at least 90 percent of the instructing time in a day. This will be evidenced in the seating log, where Mr. Stanza must describe what transpired in class after every session. Section 2: Procedures & Reinforcement Antece...