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Julianna Dean

SERP 408b

Dr. Sparks

18 April 2016

Functional Behavioral Assessment and Behavior Intervention Plan

Description of Student: J is an 8th grade student in the Vail School District and is a very bright

student. He receives special education services under the category of EBD. During class, it is

challenging for him to stay on task (he is usually drawing or his head on his desk), which then

causes defiance when the teacher directs him. J does know when he is doing something wrong

and will sometimes apologizes for his actions. J also struggles with self-confidence and does not

believe that he is smart, and then in turn, effects the quality of work turned in.

1. Identify the Behavior: During any given writing assignment, either notes or a paper, J

will engage in behavior that gets himself removed from class, resulting in shorter

assignments due to time lost in behavior management, not having to complete the

assignment, and/or not receiving information from lectures. This behavior will either be

physical (playing with small objects) or verbal (exclaiming how he does not want to

complete). J uses the act of misbehaving to get out of doing writing assignments. This is

based on observation and interviews with all of his core teachers.

2. Select a Replacement Behavior: The first thing that needs to be met for the student

would be modifications and accommodations for writing assignments. J will receive

appropriate changes to assignments in order to help him complete them and decrease

behavior. These modifications and accommodations can include, but are not limited to,
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CLOZE notes for lecture where he will only need to identify key details, information,

ideas/topics that he can pick from for larger papers, and longer time for essays/etc.. J will

also receive instruction on how to appropriately ask for help when he is feeling

overwhelmed/frustrated with any writing assignment.

3. Design a Teaching Plan:

Expected Behavior: J will complete writing tasks when given the appropriate

modifications/accommodations and support (full time paraprofessional)

Teaching Examples:

Student and special education teacher will create contract for all written

assignments that clearly states the expectations of each task (essay vs. note

taking) and then the accommodations/modifications that are given for each task.

For every assignment that is completed without disruptive behavior, student will

receive game time (J loves to play games on laptop and usually does every chance

he gets).
Student and teacher will also go over a scripted scenario where teacher and

student will switch roles. During the first attempt, teacher will showcase

disruptive behavior (exactly what has been tracked for student) and then have the

student respond as the teacher. This will put the student in the teachers position

and hopefully student will understand that this specific behavior will not help in

getting the task done. (Non-examples of behavior) They will then switch and then

the student will showcase behavior in which he asks for help appropriately and

uses the needed accommodations/modifications

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Teaching Strategies: The main goal of meeting the needs of the student in this particular

situation is to teach ways in which he can properly communicate when he needs help, as

well as establish accommodations/modifications for his writing needs. It will be helpful

to break the assignments into smaller sections. The physical breakdown of the tasks will

help student not be overwhelmed and will help him perform better on each breakdown of

task (J is a visual learner and is easily overwhelmed with too much work on a single

page).

4. Arranging the environment to facilitate success:

Problem Situations: J is usually seated in the middle of the class (in 8th grade,

they are able to pick their seats) and teachers believe this is to lesson

focus/attention of himself when he is not working. As he is almost in high school,

most writing assignments are not broken up, such as checking in with the teacher,

etc. They are given with a due date and then students are responsible for using

time management to complete.

Facilitate Success: Student will be physically placed in the front of class and near

a side in order to have physical access to the board. If J becomes too

overwhelmed, having him sit on the side allows for an easier exit without too

much disruption. Assignments will be broken down with clear deadlines to

prevent J from having to complete assignment in one sitting. Teachers will also

give more verbal praise, which is something that is currently lacking. This will

help with self-confidence of work.

5. Develop consequences for desired and undesired behavior:
Natural Positive Consequences: J will receive good grades for completing

assignments
Withhold access to natural positive consequence: Js grade will be affected based

on behavior
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Prompts: Questions will be asked that will guide the student into creating his own

responses to longer essay questions. Before writing assignments are given, proper

behavior and contract will be overviewed so student is reminded of expectations.

Artificial positive consequences: For every writing assignment completed,

student will be given time to play games on laptop

Negative consequences: Student will stay in during lunch and REACH (advisory

period) to make up work. If behavior continues, parents will be called to discuss

further measures for behavior intervention

6. Behavioral Objective: Given question prompts and CLOZE notes, J will complete

writing assignments 4/5 tasks given with 100% completion using appropriate

communication when frustrated and needing help.