Behavior Intervention Plan
Date of Plan: November 7, 2013
Start date for intervention: November 1, 2013
Name: Gisela Garcia Grade: 2nd Age: 8 years 10 months
School: Georgia Regents Elementary
Persons Responsible for implementation of the plan: Mrs. Martinez, 2nd grade teacher, Mrs. Doggett, Special Education teacher
Strengths of Student: Gisela has excellent social skills. She is witty, highly interactive and one of the most liked students in her class. She has normal verbal skills and is of normal intelligence. She has no disruptive behavior problems. She does well and excels in music and art. Both of her parents are interested in her education.
Individualized Information About Student: Gisela has difficulty paying attention to and understanding covered material. Gisela has difficulty answering simple questions after the teacher has read a story. In addition to her inattention, Gisela is constantly moving. Gisela has trouble identifying new and different words. Gisela has no trouble identifying letters of the alphabet, and when given additional time she can decipher the meaning of a word. However the significant time that Gisela needs has become disruptive to the reading group. Gisela needs constant reminders to stay on task. She is extremely disorganized with her classroom materials.
Additionally, Gisela has no systematic way of preparing for a test, completing assignments or telling time.
Previously Implemented Intervention*: (1) Gisela’s teacher was given additional time to complete assignments. (2) Gisela’s teacher e-mailed Gisela’s parents the reading assignments for the following day. Gisela mother would practice reading the passage with Gisela so she could be introduced to unfamiliar words in the passage. (3) Gisela was assigned a peer buddy to help her follow along during reading. The two shared a book and the peer used an index card to guide Gisela during the reading (4) Curriculum materials have been adapted to his current level of functioning. This hasbeen met with some success.
Problematic Behaviors :
Behavior 1: Inattention
Baseline: averaging 8-9 incidents per week for last 5 weeks
Function of the Behavior:
-relieves anxiety by avoiding a task she dislikes or finds frustrating
-allows her to express/feel in control of a situation when she’s uncomfortable with something
Replacement Behavior:
-Ask for help. This could include asking for assistance, modifications or breaks.
-Complete assignments in study period or at home.
Interventions:
A. She will have a scheduled study period each day. If she has all assignments completed, she can
participate in other activities.
B. Modify assignments by reducing the number/length of responses required for each concept.
Where possible, reduce the amount of writing required.
C. Grading: Teacher establishes a minimum for each assignment. If she does more than the
minimum number of responses required, she gets credit/extra credit for each extra
response that is correct (no penalty for incorrect responses). If she doesn’t
complete the minimum, she is counted off for the missing responses.
Documentation:
-assignment grades
-number of incomplete/missing assignments in each class
Amount of Improvement Expected:
-no more than 2 incomplete assignments per week for 3 consecutive months
Schedule for Review: The effectiveness of this intervention will be reviewed by the para,
general education and special education teachers two weeks from the initial date of
implementation. The effectiveness of the intervention will be reviewed monthly,
with summaries of each review being sent home to the parents.
Provisions for Home Coordination: Parents can have access to any of Gisela’s data, at any
time. They will be given summaries of each review, as stated in Schedule for Review,
above. The behavior management team will reconvene in two months to discuss
current status of work/assignment completion, and make any changes to the behavior plan, if
necessary.
Crisis Management Plan: Gisela currently does not pose any safety concerns.
Date of Plan: November 7, 2013
Start date for intervention: November 1, 2013
Name: Gisela Garcia Grade: 2nd Age: 8 years 10 months
School: Georgia Regents Elementary
Persons Responsible for implementation of the plan: Mrs. Martinez, 2nd grade teacher, Mrs. Doggett, Special Education teacher
Strengths of Student: Gisela has excellent social skills. She is witty, highly interactive and one of the most liked students in her class. She has normal verbal skills and is of normal intelligence. She has no disruptive behavior problems. She does well and excels in music and art. Both of her parents are interested in her education.
Individualized Information About Student: Gisela has difficulty paying attention to and understanding covered material. Gisela has difficulty answering simple questions after the teacher has read a story. In addition to her inattention, Gisela is constantly moving. Gisela has trouble identifying new and different words. Gisela has no trouble identifying letters of the alphabet, and when given additional time she can decipher the meaning of a word. However the significant time that Gisela needs has become disruptive to the reading group. Gisela needs constant reminders to stay on task. She is extremely disorganized with her classroom materials.
Additionally, Gisela has no systematic way of preparing for a test, completing assignments or telling time.
Previously Implemented Intervention*: (1) Gisela’s teacher was given additional time to complete assignments. (2) Gisela’s teacher e-mailed Gisela’s parents the reading assignments for the following day. Gisela mother would practice reading the passage with Gisela so she could be introduced to unfamiliar words in the passage. (3) Gisela was assigned a peer buddy to help her follow along during reading. The two shared a book and the peer used an index card to guide Gisela during the reading (4) Curriculum materials have been adapted to his current level of functioning. This hasbeen met with some success.
Problematic Behaviors :
Behavior 1: Inattention
Baseline: averaging 8-9 incidents per week for last 5 weeks
Function of the Behavior:
-relieves anxiety by avoiding a task she dislikes or finds frustrating
-allows her to express/feel in control of a situation when she’s uncomfortable with something
Replacement Behavior:
-Ask for help. This could include asking for assistance, modifications or breaks.
-Complete assignments in study period or at home.
Interventions:
A. She will have a scheduled study period each day. If she has all assignments completed, she can
participate in other activities.
B. Modify assignments by reducing the number/length of responses required for each concept.
Where possible, reduce the amount of writing required.
C. Grading: Teacher establishes a minimum for each assignment. If she does more than the
minimum number of responses required, she gets credit/extra credit for each extra
response that is correct (no penalty for incorrect responses). If she doesn’t
complete the minimum, she is counted off for the missing responses.
Documentation:
-assignment grades
-number of incomplete/missing assignments in each class
Amount of Improvement Expected:
-no more than 2 incomplete assignments per week for 3 consecutive months
Schedule for Review: The effectiveness of this intervention will be reviewed by the para,
general education and special education teachers two weeks from the initial date of
implementation. The effectiveness of the intervention will be reviewed monthly,
with summaries of each review being sent home to the parents.
Provisions for Home Coordination: Parents can have access to any of Gisela’s data, at any
time. They will be given summaries of each review, as stated in Schedule for Review,
above. The behavior management team will reconvene in two months to discuss
current status of work/assignment completion, and make any changes to the behavior plan, if
necessary.
Crisis Management Plan: Gisela currently does not pose any safety concerns.