ENC-U9A

ENC-U9A Student’s name Department: University Course: Course Code Instructor’s name Date ENC-U9A Developing a Behavior Intervention Plan for Misha Parker In my capacity as a behavior specialist at Parkville Elementary School, I have been assigned to create a behavior intervention plan (BIP) for a 3rd-grade student, Misha Parker, who has been diagnosed with ASD. The data and analyses of the FBA conducted on Misha within Mr. Stanza’s classroom indicate that Misha requires Tier 3 treatments, which are among the most intensive and person-specific support levels within a SWPBS framework. The following is a reflection regarding the development of Misha’s BIP: goals, target behaviors, hypothesized function, target behaviors, antecedent interventions, replacement behaviors, reinforcement strategies, and data collection methods. Purpose and Use of Tier 3 Interventions The information in this BIP will help Misha and those working with her minimize her difficult behaviors and encourage positive ones. Tier 3 will be applied to students with a profound and persistent behavior issues who do not respond within Tier 1 and Tier 2 strategies. These are very specific plans to work on, which are based on acknowledging the functions of these behaviors and how to manage them. Target Behaviors and Hypothesized Function Based on observations from the FBA, Misha exhibits several challenging behaviors: 1 Aggressive Behavior: In temper tantrums, the child throws items found in a classroom, such as crayons or pencils, at peers or the classroom in general. 2 Disruptive Behavior: Acting out and throwing tantrums, such as screaming no and ripping worksheets when instructions are given. 3 Non-compliance: She does not adhere to commands as basic as touching things on her desk to remove them and racing in class. (Shepherd & Linn 2014). The hypothesized functions of Misha’s behaviors are twofold: 1 Escape or Avoidance: Misha’s hyperactivity and violent actions may be a way of escaping or refusing to engage in tasks that she does not like, including numerical worksheets and formal play. 2 Attention: The behaviors, such as throwing crayons and giggling, may imply that she is trying to attract the attention of children or other people around her. Goals and Objectives To address Misha's behaviors, the following goals and objectives have been set: 1 To Reduce Aggressive Behavior: A specific behavioral goal for Misha is to reduce the extent of throwing objects so that it will be done once per seven days within the next two months. 2 To Increase Compliance: Misha will follow the teacher’s instructions and complete all the set tasks at a level of at least 80% during the next three months. 3 To Teach Replacement Behavior: Misha will use a signal to get assistance or to excuse from the task instead of showing undesirable behavior in 90% of cases during the next two months. Antecedent Interventions. To prevent t...