Week 7
Prompt: Joshua is a 12-year-old student who has learning disabilities and emotional behavior disorder (EBD). His present levels of academic achievement and functional performance (PLAAFP) (PLAF) documents a history of problematic interactions with his classmates and noncompliance with teacher directives. Joshua uses foul language and introduces inappropriate topics into conversations with his classmates, especially during unstructured times. He also curses at and hits his classmates when he does not get his own way. The IEP team is concerned that Joshua's behaviors are hindering his academic progress as well as that of his classmates. The team has decided to amend Joshua's IEP.
Task:
1. Describe TWO intervention strategies the special education teacher could suggest to the IEP team to help Joshua increase his positive social behaviors and decrease his undesirable behaviors.
2. For each intervention strategy, explain how Joshua's progress would be monitored and documented.
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First I would review his IEP and see what his other teachers have done in the past to get JOSHUA to work ing the classroom hopefully he has had a behavior plan in place if not I would start there, then I would see about him getting indiviual counseling to help with his anger and his EBD. I would have a talk with the other students about being good citizens so that we keep a positive learning environment for everyone. I think working with a counselor with help Joshua manage his agression. I would then use positive behavior supports so Joshua can stay focused on his classwork and not have negitive behavior. This will be monitored by me watch Joshua interaction with students and other staff members.
My second intervention strategies is to collaborate with the parents and the student and other IEP team members to talk about what the student wants to get out of school. I think at this point the student has not been benifiting for the class and may need another setting like a day treatmentplace or a residentual setting to help student. then come back in 6 month to see if it works or we do somthing else .
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Interventions
My first intervention strategy is redirection. This intervention is so that we can refocus Joshua’s attention to another task. For example, asking him to answer a question or assigning him a task to carry out. By doing this intervention it will take him away from what ever has stressed him to misbehave.
The second intervention I would use is modeling. Have Joshua to observe some positive modeled responses. Let him interact with his peers and discuss what he has learned. By showing Joshua how to react in different situations will allow him to rethink having inappropriate behavior.
Documentation
1. Have a daily communication log. This will show how he has progressed and what strategies worked for that day.
2. Behavior charts- to promote positive reinforcement. Have a reward system in place to help promote appropriate behavior and this will also help Joshua to self monitor his own behavior.
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Describe two intervention strategies which the special education teacher could suggest to the IEP team to help Joshua increase his positive social behavior and decrease his undesirable behavior could include the following:
- Prior to describing two intervention strategies the IEP team should request the parents’ permission to conduct a Functional Behavior Assessment (FBA). Using the ABC data tracking sheets, (Antecedent Behavior and Consequence) the team could develop a Behavior Intervention Plan (BIP) to address the inappropriate behavior displayed by the student.
- In addition, the teacher could provide Joshua with a visual schedule and timer to follow listing his daily classroom routines which include breaks, lunch and class transitions. It could be a hands-on visual board which Joshua would use picture cards with Velcro to document the classes which he completed. Utilizing this intervention, the teacher could teach the student to self-monitor his own behavior. In addition, progress monitoring will be conducted by his special education teacher who could use a positive reward system for Joshua when he displays appropriate behaviors each day.
- A second intervention could be ensuring that Joshua understands classroom rules and activity directions by keeping them simple and clear for Joshua and all students. Rules could be confusing for students and keeping them simple and clear could be as easy as (being on time, doing your best and respecting your classmates). When it comes to teaching activities, the special education teacher should use well defined rules and could use stickers and cards as positive reinforcers.
- Monitoring the above intervention strategies could be done by both the general education teacher as well as Joshua by keeping a journal of his daily behavior and class work. This journal could be sent home with Joshua to keep his parents informed of his daily progress.
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In describing two intervention strategies which the special education teacher could suggest to the IEP team to help Joshua increase his positive social behavior and decrease his undesirable behavior could include the following:
Prior to describing two intervention strategies the IEP team should request the parents’ permission to conduct a Functional Behavior Assessment (FBA). Using the ABC data tracking sheets, (Antecedent Behavior and Consequence) the team could develop a Behavior Intervention Plan (BIP) to address the inappropriate behavior displayed by the student.
In addition, the teacher could provide Joshua with a visual schedule and timer to follow listing his daily classroom routines which include breaks, lunch and class transitions. It could be a hands-on visual board which Joshua would use picture cards with Velcro to document the classes which he completed. Utilizing this intervention, the teacher could teach the student to self-monitor his own behavior. In addition, progress monitoring will be conducted by his special education teacher who could use a positive reward system for Joshua when he displays appropriate behaviors each day.
A second intervention could be ensuring that Joshua understands classroom rules and activity directions by keeping them simple and clear for Joshua and all students. Rules could be confusing for students and keeping them simple and clear could be as easy as (being on time, doing your best and respecting your classmates). When it comes to teaching activities, the special education teacher should use well defined rules and could use stickers and cards as positive reinforcement.
Monitoring the above intervention strategies could be done by both the general education teacher as well as Joshua by keeping a journal of his daily behavior and class work. This journal could be sent home with Joshua to keep his parents informed of his daily progress.
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Two Intervention Strategies
-BIP (Behavior Intervention Plan)
-FBA (Functional Behavior Assessment)
The teacher could suggest to the IEP Team to do a BIP. By doing tghis, it will involve the team and Joshua. The team will come up with some strategies to address the behavior. When the team has finalize the BIP, they should give a Joshua a “Contract” for him to follow. In the contract, it show him the following;
-Rules
-Directions
-Tokens/Point System
-Reward System
-Consequences
Once the BIP and Contract has been reviewed, the Team and Johua should sign. Joshua progress will be monitored by him and the teacher. The point system will tell if he had a great day or bad day. If he will receive an award or not. We will follow the BIP for about two weeks before going back to the team, to see if any changes need to be made.
FBA
The team needs to start a FBA. This is when a student misbehaves, school professionals (IEP Team) are faced with challenges of finding an effective ways to respond. While doing this FBA the need is to find the problem or function in order to change Joshua behavior. By doing this the teacher or Behavior Specialist should do an ABC. By doing this they will be monitoring and obsevering his behavior. When doing the ABC, they are looking for
Antecedent=what happen before the behavior occur
Behavior=What Behavior occur
Consequence=What happens as a result of the behavior)
Once the teacher or behavioral specailist have collect there data for about a week,( three days out the week) they will bring back to the team to see to make a decision about Joshua. Maybe Joshua need a new placement, like “Day Treatment Program”. Maybe this would be his Least Restrictive Environment.
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For Joshua to be successful in the classroom, there must be clear, concise directions and teacher/assistant proximity, for the teacher to monitor his behavior. The teacher can provide Joshua with the opportunity to have short breaks, prior to the beginning of class. Joshua can also benefit from the teacher quietly reminding him of the expectation of giving his best effort in class. These are little extra intermediate things to throw in to assist in helping Joshua to succeed.
Joshua’s’ interventions should be monitored by direct observation: daily behavior sheet. When he has positive consequences: he will get verbal praise/immediate feedback/treats. Negative consequences: loss of privileges.
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The two intervention strategies a special education teacher can suggest to the IEP team that will address Joshua behavior concerns would be to implement positive reinforcement and develop a silent signal.
Joshua will benefit from a teacher who provides positive reinforcement. Positive reinforcement is defined as the introduction of a desirable or pleasant stimulus after a behavior. The desirable stimulus reinforces the behavior, making it more likely that the behavior will reoccur. In Joshua case the teacher can use positive reinforcement to encourage prosocial behaviors, like sharing , following directions, and respecting teachers or classmates. The teacher can also use positive reinforcement to prevent misbehavior, like hitting and rule violations. Positive reinforcement can also be a good way to encourage Joshua to be responsible for his actions. The teacher can provide Joshua with a behavior tracker. The teacher or the behavior specialist can explain to Joshua that he receives positive reinforcement when he follows directions, being kind to his teacher or classmates, and staying on task. This will motivate Joshua to keep working hard and to exhibit good behavior. The teacher can work with the behavior specialist, his parents, and talk to Joshua to establish rewards for when has good behavior.
Joshua teacher understands that every day is not going to be a happy day. The teacher can come up with a silent signal that only her and the student know. This will eliminate the teacher from calling him out in front of his peers. For instance, the teacher notice Joshua beginning to get angry he or she can discreetly make the signal to him, allow him to nod in agreement or disagreement and move to the designated cool-down area. The cool- down area should be a secluded corner of the room, away from his peers, Joshua will be able to express his feelings in a Journal, by drawing, or just taking a ten-minute break to regroup. This will encourage Joshua to have a better rapport with his teacher and to gain trust with his teacher. By implementing these two behavior strategies and interventions you will see a change in Joshua.
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The Functional Behavior Assessment will allow the Special Education teacher an opportunity to observe Joshua and determine the function of the behavior and determine a research based strategy to address it in the Behavior Intervention Plan. The FBA will allow the Special education teacher an opportunity to identify the problem, determine when the inappropriate behavior occurs, and the collect data that can be useful in the BIP.
The next strategy will be to create a Behavior contract to specifically address the inappropriate behaviors that Joshua is displaying. This behavior contract will set the expectation for Joshua, state the rewards, and identify the consequences he will expect in the event he breaks the contract by not meeting the expectations outlined within it.
Both of the aforementioned research based strategies are instrumental in achieving the desired behaviors expected by Joshua while allowing him the opportunity to be involved in the process which will allow him to exhibit more appropriate behaviors, be attentive in the classroom, follow the classroom rules, and take ownership of his behavior management and learning in the classroom.
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New IEP plans for Joshua
1.BIP
2. FBA
1.Have Joshua parent and maybe Joshua and the sped teacher, general education teacher, gym teacher and a principal all sit down in a meeting to and find a intervention to help with his behavior and grades. See what Joshua want out of school, maybe that could be the token to use to curve his behavior and his cursing.
2. FBA would use by the special teacher, Joshua general education teacher and the behavior specialist to help develop a strategy and intervention for Joshua behavior.
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