Marquette Area Public Schools
BEHAVIOR INTERVENTION PLAN
Student Name: XXX
Date of Birth: 9-12-1989
CA: 21y – 7m
Teacher: Mrs. Brainerd
School: Marquette Senior High School
Date of Meeting: 1. 3-31-11, 2. 4-18-11, and 3. 4-27-11
Grade: C-FSP, grade 14
Special Ed. Eligibility (if applicable): Autism Spectrum Disorder
Participants: Meeting 1: XXX
Meeting 2: XXX
Meeting 3: XXX
Facilitator: Nancy Brainerd
Student’s behavior plan will provide a consistent approach for teaching and
reinforcing the behavior desired as a result of this plan. Behaviors considered
inappropriate to the educational setting will be addressed in a consistent fashion in
a manner which minimizes reinforcement of such behavior and provides for
alternative strategies for teaching positive replacement behavior.
Rationale for Programming:
To decrease incidences of property destruction and physical aggression.
Objectives for interventions for target behaviors as identified in FBA:
Target Behavior #1: Property Destruction
Target Behavior #2: Physical Aggression
Definitions for identified objectives of target behaviors:
Target Behavior #1: Property Destruction: Attempts to damage items or the
overly rough use of property, such as slamming doors, slamming items into
each other, tipping furniture, hitting desks, hitting lockers, hitting walls,
hitting glass, ripping books, throwing various items, etc.
Target Behavior #2: Physical Aggression: Hitting objects, hitting self,
slapping objects, slapping self, biting her hand, hitting/pushing staff,
hitting/pushing other students, pulling hair, head butting, scratching self or
existing scabs, etc.
Behavior Intervention Plan:
Prevention of Aggression/Property Destruction: As soon as staff note XXX is
becoming more agitated or has an increase in anxiety level they are to do the
following:
1. Evaluate if XXX is trying to communicate something to us such as
discomfort, a dislike, a primary need (toileting, hunger, thirst, and
increased attention), etc. If she is communicating, staff needs to
attempt to honor her communication when appropriate.
2. Check for potential environmental triggers such as crowding, high
volume noise, high levels of activity going on in the classroom, or
changes to her routine. Whenever possible correct any issues in these
areas.
3. Evaluate if XXX needs to take a break. Staff will ask XXX, “XXX,
you look (stressed/mad/upset/etc.) would you like to take a break?”
while simultaneously holding out a break card. If she chooses the
break card, staff will then take XXX a to an area/section that has less
activity and stimulation going on for a three-minute break. The area
should have limited items and distractions in it and we will cease
demands. If XXX refuses to move, staff may choose to: remove other
students, remove activity, turn out lights, put calming music on, turn
the tv on to avoid further escalation. Next, redirect XXX back to the
initial task or activity to complete. Follow the above as many times as
needed to complete task.
4. If XXX comes to school in the morning and looks ill (a known
precursor to challenging behaviors), or is having her menses, staff
may need to reduce demands for the day by slowing the issuance of
requests, reducing or eliminating the number of difficult tasks for her,
or by completing small steps with her or for her. In addition, staff
should increase non-contingent attention, and increase her access to
preferred activities/breaks. She may need the opportunity to take
extended breaks throughout the day. In addition she may need a less
stimulating environment at these times.
PLAN - Aggression/Property Destruction: If XXX is aggressive to person or
property she will be redirected into another room/area away from others to a
less stimulating environment. This will assure her safety and the safety of
others. This procedure is to be followed:
1. Staff should ignore the first, and up to three aggression/property
destruction per incident (depending upon the intensity of aggression).
She tends to calm on her own when attention is not drawn to it. But
staff should always use their best judgment when determining when
to go to step 2.
2. Verbally prompt XXX that since she hit/tipped table/etc. she is too
upset to stay in this room/area and she must go into another room/
area to calm. If she does as directed, go to number 5. If not go to 3.
3. Use a light physical prompt to escort Andrea to her room or preferred
area. If she goes, go to number 5. If not, go to 4.
4. Call for backup. Once enough people are present, utilize a MSHS
sanctioned transportation technique to move XXX into the other
room or preferred area utilizing the least restrictive, effective,
technique. If XXX is not able to be safely transported/ escorted, staff
will use MSHS sanctioned physical intervention. Staff may choose to
remove other students from the area if XXX is not able to be moved.
5. Inform XXX that she must be calm for five to seven minutes before
she can rejoin the group and set a visual timer.
6. Staff will stay with XXX during this time of separation (her
presentation will dictate the number of staff to remain in or just
outside of the room she is in. At least one person must stay in the
room or just outside the room with continuous visual monitoring of
her. Try to give as little attention to XXX as possible (e.g. no talking,
no eye contact, do not talk to others about her behaviors, etc.)
7. XXX needs to demonstrate five to seven minutes of calm behavior
before returning to regularly scheduled in-school classroom activities.
8. XXX will be returned to the activity she was doing prior to the
aggression/property destruction to avoid reinforcing this behavior
with escape/avoidance. The task or demand, however, can be
shortened or altered (made easier) so that it ends on a positive note
with XXX’s compliance.
9. NOTE: staff are to ignore XXX’s behavior in ‘separation’ not her.
That is, if XXX is in any danger of hurting herself, others, or has a
primary need, staff MUST attend to her.
10. If XXX continues to aggress in the ‘separation area’, staff are to
utilize the least restrictive, effective, MSHS sanctioned physical
intervention.
11. Document this instance of aggression/property destruction and
separation on the ABC chart and the appropriate school mandated
paperwork.
Environmental Modifications to anticipate and prevent escalation of unwanted
behavior:
General Guidelines For Working With Andrea:
Reinforcement: Staff are to follow the 5:1 rule of reinforcement when
working with XXX. That is, for every corrective statement made to XXX,
staff should find 5 ways to reinforce her for what she is doing right. We want
to make sure that by the end of the school day that staff have focused most of
their attention on the behaviors we want to see in XXX rather than the
behaviors we do not want to see. In addition, if XXX is obtaining copious
levels of attention, she will be less likely to attempt to coerce it from us
through challenges.
Instruction: Good instructions are: Clearly worded, directly stated, and
developmentally appropriate. Give only one specific instruction at a time.
Use short, simple, direct one and two-step instructions with XXX.
Instructions should be stated directly and not phrased as a question that
implies choice unless our intent is to give a choice. For example, “XXX, you
need to put your glue away now.” is a clear instruction. “XXX, can you put
your glue away now?” leaves XXX the implied option of refusing.
Use redirection statements in a positive manner: Instead of telling her what
not to do, try telling her what you would like her to do, or ask her a question
designed to remind her of the rules. (ex: XXX, where do we put our activity
box when we are finished?).
Use the Premack Principle when possible: The Premack Principle is fairly
simple. In essence it says that you can use high frequency behaviors to
reinforce low frequency behaviors. For example, one may tell your children
“you must do your homework before you go outside to play.” In this case the
low frequency behavior of doing homework is closely followed by the high
frequency behavior of going out to play. NOTE: only make these
contingencies ahead of time BEFORE challenges start, NEVER when you are
in the middle of escalated behavior as doing so may inadvertently reinforce
escalated behavior.
Tone during crisis: Do not let XXX think you are anxious or afraid of her, as
this behavior on your part may actually increase the chances of acting out on
XXX’s part. Speak in a calm, unemotional, unexcited tone of voice.
Staff interaction: Do not show surprise at her behavior; do not bargain with
XXX to change her behavior, do not express/show your feelings or
label/judge her behavior verbally (e.g. your being bad, etc.) Most
importantly never discuss her behavior with other staff if she is able to hear
or see you talking.
Progress Monitoring Plan:
Teaching staff should record target behaviors on the supplied ABC chart.
Staff should be as specific as possible in reporting target behaviors. They
should complete all columns for each incident or episode of the target
behavior. All instances of separation and physical intervention need to be
documented on the ABC chart and on the appropriate school mandated
paperwork.
Monthly or bi-monthly IEPed staffing will be held. Any TEAM member can
request a meeting to her current teacher. The entire TEAM will go over the
collected data at that time.
District Approved Behavioral Interventions:
1. Crisis Prevention Institute: Nonviolent Crisis Intervention for verbal deescalation.
2. Handle with Care – Physical Management System
All staff members working with XXX must be certified yearly on both
techniques. MARESA does the certification and re-certification yearly.
This plan has been reviewed by the following:
Parent
Signature_________________________________________________Date_______
Administrator Signature (or designee)___________________________Date_______