Activity 1 Using the Implementation Plan for Shane, work with a partner to list the specific activities that might be involved in implementing the strategies.

Manipulate Antecedent Teach Behavior Alter Consequences Reinforce Redirect/Minimize Prevent Problem Behavior   Prompt Replacement Behavior/Desired Behavior Teach Replacement behavior Teach Desired Behaviors Reinforce Replacement Behavior Reinforce Desired Behavior Redirect problem behavior     Minimize reinforcement for Problem behavior Pair with a buddy during independent work time so that he knows he can get help. Have an understanding with Shane that you will only ask him to work a problem at the board if you know he has gotten it correct. Teach Shane to look ready in class and how to signal for a break or respectfully decline if he doesn’t want to complete the work at the board.   Teach Shane and buddy how to work together Set up a Check In Check Out intervention. Teachers with record points for: Looking ready (not doodling) Responding respectfully Participating in class He will earn tangible reinforcement based on the points earned per day. Do NOT get in his face & put him on the spot for not participating – Just record his points accordingly.   If he signals a break or declines to participate – let him. If he is not participating, cue his to signal for a break Ignore doodling and lack of participation. Do not call attention to his inappropriate behavior. Record his points accordingly. Regularly remind Shane that he can signal for a break.   Study hall will be used for focused math instruction/additional support Praise Shane when he puts forth effort with independent work and when he works problems at the board.

Prevention: Make problem behavior irrelevant (antecedent intervention) Tasks  Person Responsible By When Prevention: Make problem behavior irrelevant (antecedent intervention)       Teaching: teach new skills/alternate behavior. Mr. J. will identify an appropriate buddy in the class. Mr. J. 3/17 Mr. J. & Mrs. T. will meet with Shane individually to explain that he will only ask him to work a problem at the board if he knows Shane has gotten it correct. Mr. J. & Mrs. T 3/19 Mr. J. & Mrs. T. will meet with Shane to teach him how to look ready in class & how to signal for a break or respectfully decline. Mr. J. & Mrs. T 3/19 Mr. J. & Mrs. T. (counselor) will meet with Shane and Jake L. (buddy student) to explain and teach the buddy system for independent work. Mr. J. & Mrs. T 3/19 Mrs. G (interventionist) will provide additional math instruction/support during Study hall. Mr. G. 3/22

Mrs. T. will develop the CICO form. Mrs. T 3/17 Tasks  Person Responsible By When Extinction: Make problem behavior ineffective (minimize reward/pay-off for problem behavior) Reinforcement: Make alternate & desired behavior more rewarding than problem behavior   Respond to Problem Behavior: Prompt alternate behavior & consequences each new skills/alternate behavior. Mrs. T. & Mr. J. will meet to discuss how to minimize reinforcement for inappropriate behavior (i.e., ignore.) Mrs. T. & Mr. J. 3/19 Mrs. T. will develop the CICO form. Mrs. T 3/17 Mrs. T. & Mr. J. will meet with Shane to explain CICO and to identify possible reinforcers. Mrs. T & Mr. J. 3/19 Mrs. T. & Mr. J. will meet to discuss how to appropriately respond to Shane’s inappropriate behaviors. Mrs. T & Mr. J. 3/19

Activity 2 Shane Use the information you have from Shane’s FBA and Intervention Strategies to develop: short-term goal, an intermediate goal, and a long-term goal for Charlie Make sure that you include observable, measureable descriptions of behavior mastery criteria

Shane’s Goals Short-Term Goal Intermediate Goal Long-Term Goal

Shane’s Goals Short-Term Goal Intermediate Goal Long-Term Goal Shane will appropriately signal for a break, ask for help and/or respectfully refuse without doodling, becoming disruptive or yelling at the teacher at least 4 out of 5 days as measured by CICO card for 2 consecutive weeks. Intermediate Goal Shane will appropriately signal for a break, ask for help and/or respectfully refuse no more than 2 times per Math class with no more than 2 incidents of doodling, becoming disruptive or yelling for 4 consecutive days as measured by CICO card for 2 consecutive weeks. Shane will comply with at least 50% teacher instructions during Math class with no more than 4 incidences of problem behavior (doodling, becoming disruptive or yelling) for 2 consecutive weeks. Long-Term Goal Shane will comply with at least 80% teacher instructions during small reading group math with no more than 3 incidences of problem behavior (doodling, becoming disruptive or yelling) for one month.

Example Implementer Checklist Questions Yes (every day this week) Kind of (2-3 days this No (0 days This Notables Was the tape outline on the carpet marking Sheldon’s spot? 2. Was Sheldon given a weighted vest at the beginning of circle time? 3. Did I remind Sheldon what appropriate sitting / raising hand looks like at the beginning of circle time? 4. Did I provide stickers for hand raising, and staying in seat? 5. Did I minimize attention to problem behavior? 6. Did I provide frequent attention for appropriate behavior? If Sheldon had to go to time-out, did I allow him to rejoin the group within 2 minutes? TOTALS

Activity 3 Use the information you have from Shane’s FBA and Intervention Strategies to develop evaluation procedures.

Shane Identifying Behavioral Interventions based on a Functional Behavioral Assessment Student: Shane Grade: 8th Date: Yesterday Desired Behavior Participate and complete classwork Consequence Success with Math classwork Routine: Math Antecedent 1. Task too difficult: Any multiple step math problem especially with multiplication and/or division. 2. Teach Confrontation: Teacher redirects to complete work or work a problem on the board Setting Event Homework not completed Problem Behavior 1. Task too difficult: Student doodles, draws and does not complete work. 2. Teacher Confrontation: Does not follow directions, becomes disruptive, yells at teacher. Consequence Avoid math task, doodling, work refusal, sent to office (avoid Math & Mr. T.) Function Avoid Math Tasks 2. Avoid Mr. T. Replacement Behavior Ask for help, ask for a break, and respectfully refuse

Manipulate Antecedent Teach Behavior Alter Consequences Reinforce Redirect/Minimize Prevent Problem Behavior   Prompt Replacement Behavior/Desired Behavior Teach Replacement behavior Teach Desired Behaviors Reinforce Replacement Behavior Reinforce Desired Behavior Redirect problem behavior     Minimize reinforcement for Problem behavior Pair with a buddy during independent work time so that he knows he can get help. Have an understanding with Shane that you will only ask him to work a problem at the board if you know he has gotten it correct. Teach Shane to look ready in class and how to signal for a break or respectfully decline if he doesn’t want to complete the work at the board.   Teach Shane and buddy how to work together Set up a Check In Check Out intervention. Teachers with record points for: Looking ready (not doodling) Responding respectfully Participating in class He will earn tangible reinforcement based on the points earned per day. Do NOT get in his face & put him on the spot for not participating – Just record his points accordingly.   If he signals a break or declines to participate – let him. If he is not participating, cue his to signal for a break Ignore doodling and lack of participation. Do not call attention to his inappropriate behavior. Record his points accordingly. Regularly remind Shane that he can signal for a break.   Study hall will be used for focused math instruction/additional support Praise Shane when he puts forth effort with independent work and when he works problems at the board.

Evaluation Procedures for Shane Data to be Collected Procedures for Data Collection Person Responsible Timeline (Implement as of 2/27) Is plan being implemented? 12

Evaluation Procedures for Shane Data to be Collected Procedures for Data Collection Person Responsible Timeline (Implement as of 2/27) Is the plan making a difference? Plan Review Date 3/14/05 13

Evaluation Procedures for Shane Data to be Collected Procedures for Data Collection Person Responsible Timeline (Implement as of 2/27) Is plan being implemented? Verbal prompts used? Is Buddy System being used? Only calling to board if has correct answer CICO being implemented appropriately? Rewards for app. behavior Response to prob. behavior Additional Math instruction being provided during Study Hall? Mrs. T. (counselor) to observe in classroom Mrs. T. 1 x per week 14

Evaluation Procedures for Shane Data to be Collected Procedures for Data Collection Person Responsible Timeline (Implement as of 2/27) Is the plan making a difference? # of instances of doodling, work refusal or yelling at teacher per week in Math Student use of break signal to request break % assignments completed Teacher notes daily on behavior report card Teacher grade book / permanent products Mr. J 3 x per week Daily for 2 weeks Weekly Plan Review Date 3/14/05 15