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
Prevent Problem
Behavior
Pair with a buddy
during independent
work time so that he
knows he can get help.
Teach Replacement
behavior
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.
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.
Prompt Replacement
Behavior/Desired
Behavior
Regularly remind
Shane that he can
signal for a break.
Teach Shane and
buddy how to work
together
Teach Desired
Behaviors
Study hall will be
used for focused math
instruction/additional
support
Alter Consequences
Reinforce
Redirect/Minimize
Reinforce Replacement
Behavior
Set up a Check In Check
Out intervention.
Teachers with record
points for:
a. Looking ready (not
doodling)
b. Responding
respectfully
c. Participating in
class
He will earn tangible
reinforcement based on
the points earned per
day.
Redirect problem
behavior
Do NOT get in his face
& put him on the spot
for not participating –
Just record his points
accordingly.
Reinforce Desired
Behavior
Praise Shane when he
puts forth effort with
independent work and
when he works problems
at the board.
If he signals a break or
declines to participate –
let him. If he is not
participating, cue his to
signal for a break
Minimize reinforcement
for Problem behavior
Ignore doodling and
lack of participation.
Do not call attention to
his inappropriate
behavior. Record his
points accordingly.
Person
Responsible
By When
Mr. J.
3/17
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.
Tasks
Prevention: Make problem behavior irrelevant
(antecedent intervention)
Mr. J. will identify an appropriate buddy in the class.
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.
Teaching: teach new skills/alternate behavior.
3/22
Person
Responsible
By When
Mrs. T. & Mr. J. will meet to discuss how to minimize
reinforcement for inappropriate behavior (i.e., ignore.)
Mrs. T.
& Mr. J.
3/19
Reinforcement: Make alternate & desired behavior more
rewarding than problem behavior
Mrs. T. will develop the CICO form.
Mrs. T
3/17
Mrs. T &
Mr. J.
3/19
Mrs. T &
Mr. J.
3/19
Tasks
Extinction: Make problem behavior ineffective (minimize
reward/pay-off for problem behavior)
Mrs. T. & Mr. J. will meet with Shane to explain CICO and to
identify possible reinforcers.
Respond to Problem Behavior: Prompt alternate behavior &
consequences each new skills/alternate behavior.
Mrs. T. & Mr. J. will meet to discuss how to appropriately
respond to Shane’s inappropriate behaviors.
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
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
Yes
Questions
1. 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?
7. If Sheldon had to go to time-out, did I allow him to
rejoin the group within 2 minutes?
TOTALS
(every
day this
week)
Kind
of
(2-3
days this
week)
No
(0 days
This
week)
Notables
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
Grade: 8th
Student: Shane
Routine: Math
Setting
Event
Homework
not completed
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
Date: Yesterday
Desired Behavior
Consequence
Participate and complete
classwork
Success with
Math classwork
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
Replacement Behavior
Ask for help, ask for a
break, and respectfully
refuse
1. Avoid Math
Tasks
2. Avoid Mr. T.
Manipulate
Antecedent
Teach Behavior
Prevent Problem
Behavior
Pair with a buddy
during independent
work time so that he
knows he can get help.
Teach Replacement
behavior
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.
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.
Prompt Replacement
Behavior/Desired
Behavior
Regularly remind
Shane that he can
signal for a break.
Teach Shane and
buddy how to work
together
Teach Desired
Behaviors
Study hall will be
used for focused math
instruction/additional
support
Alter Consequences
Reinforce
Redirect/Minimize
Reinforce Replacement
Behavior
Set up a Check In Check
Out intervention.
Teachers with record
points for:
a. Looking ready (not
doodling)
b. Responding
respectfully
c. Participating in
class
He will earn tangible
reinforcement based on
the points earned per
day.
Redirect problem
behavior
Do NOT get in his face
& put him on the spot
for not participating –
Just record his points
accordingly.
Reinforce Desired
Behavior
Praise Shane when he
puts forth effort with
independent work and
when he works problems
at the board.
If he signals a break or
declines to participate –
let him. If he is not
participating, cue his to
signal for a break
Minimize reinforcement
for Problem behavior
Ignore doodling and
lack of participation.
Do not call attention to
his inappropriate
behavior. Record his
points accordingly.
Evaluation Procedures for Shane
Data to be Collected
Is plan being
implemented?
Procedures for
Data Collection
Person
Responsible
Timeline
(Implement as
of 2/27)
Evaluation Procedures for Shane
Data to be Collected
Procedures for
Data Collection
Is the plan making a
difference?
Plan Review Date
3/14/05
Person
Responsible
Timeline
(Implement as
of 2/27)
Evaluation Procedures for Shane
Data to be Collected
Procedures for
Data Collection
Person
Responsible
Timeline
Mrs. T. (counselor) to
observe in classroom
Mrs. T.
1 x per
week
Mrs. T. (counselor) to
observe in classroom
Mrs. T.
1 x per
week
(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?
Evaluation Procedures for Shane
Data to be Collected
Procedures for
Data Collection
Person
Responsible
Timeline
Mr. J
3 x per
week
Mr. J
Daily for 2
weeks
Mr. J
Weekly
(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
Teacher notes daily
on behavior report
card
• Student use of break
signal to request break
Teacher notes daily
on behavior report
card
• % assignments completed
Teacher grade book
/ permanent
products
Plan Review Date
3/14/05