1. 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.

2. 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.

3. 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

4. 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

5. 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

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

7. 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.

8. 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

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

10. 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

11. 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.

12. 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

13. 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

14. 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

15. 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