A Behavior Intervention Plan (BIP)

A Behavior Intervention Plan (BIP) 

This behavior intervention plan is prepared for the learner called Misha. Misha is a girl in 3^rd grade at Park Ville Elementary School, specifically in Mr. Stanza’s class. Based on the case, Misha is a child with Autism Spectrum Disorder. Data from her parent shows that Misha loves Bubbles, iPad games, Thomas the Train, Bubble Guppies, Bouncy balls, and swinging. Information about her collected from class shows that Misha is demonstrating disruptive behavior, which also concurs with the observation made during the child’s assessment. Collected data during Misha’s three different assessments show that Misha has disruptive behavior, mainly demonstrated during the transition from one classroom activity to another. Her disruptive behavior could also be related to the classroom subjects like Mathematics. For instance, in two out of the three days used to observe this child, it was noted that Misha demonstrates these disruptive tendencies when told to change from one activity to mathematics. It seems that Misha has a problem transitioning from one activity to another.

Section One: Target Behavior and Function

Purpose

This document aims to assess and make observations of this child’s behavior and deduce the factors causing disruptive behaviors. After identifying these issues, an excellent intervention plan will be prepared to help transform Misha’s behavior. Hence, this intervention plan’s central purpose is to increase the child’s motivation. In other words, the intention is to motivate Misha to love transitioning from one activity to another. The intervention plan is also meant to help the child develop the tendency to freely choose between intervention stimuli (Shephard & Linn, 2014). Essentially, Misha will be able to see that changing from another activity to mathematics is a good thing so she does not have to resist. It will also help provide an immediate natural reinforcement dependent on communication behavior. Hence, Misha will be able to communicate what she wants properly and not communicate through disruptive actions. The tier 3 strategy will be used when developing this behavior intervention plan. This strategy is commonly used for children with developmental disabilities and autism, among other disorders. Therefore, since Masha has autism, the tier 3 strategy will be the best for her.

Identified Target Behavior and a Hypothesis of Their Actions

Based on the observation made, the first targeted behavior is non-compliance. Non-compliance behavior is any behavior that does not conform to the rules, as Miltenberger (2015) described. Therefore, when Misha refuses to write mathematics or when she refuses to color the weather, these are signs of non-compliance behavior. Also, it is recorded that she started running around the classroom at one time and refused to say sorry after throwing crayons at a classmate. This is also are sign of non-compliant behavior.

The second target behavior is aggression. Aggression is any behavior that causes harm to another person or an animal or any act that destroys property (Miltenberger, 2015). An example of aggression is shouting and physical violence. While observing Misha, there were two instances when she shouted after being instructed to write mathematics. She also demonstrated aggression on all three occasions by throwing away her writing materials and, in some instances, even tearing them.

This plan aims to help Misha communicate well without showing aggressive or non-compliant tendencies. The plan aims to eliminate non-compliance behavior and replace it with compliance. Therefore, the objective is to make Misha love to comply (Miltenberger, 2015). The second goal is to eliminate aggression and replace it with effective communication. The objective is to make Misha see aggression as an unwanted tendency and embrace communication as a replacement. For example, if Misha does not want to write mathematics, she can instead tell the teacher what she wants to do.

Section Two: Procedures & Reinforcement

Antecedent Interventions

The following is the list of the antecedent interventions that will be used in this intervention plan.

The first intervention will be to find items and activities that attract and interest Misha.

The second intervention will be to change Misha’s learning schedule slightly.

Another intervention will be to offer Misha choices; for instance, she can learn mathematics using iPad games instead of writing on paper.

The teacher can also change how she gives Misha instructions.

Misha should also be aware of instances when the change will happen.

Replacement Behaviors and Behaviors for Increase

The replacement behavior should be compliance and communication, replacing non-compliance and aggression. Compliance is described as the act of respective rules and protocols (Shephard & Linn, 2014). Therefore, Misha will be said to have complied when she follows the rules and does what is required. On the other hand, communication is the ability to say what she wants using proper media without violence. Appropriate communication will be seen when Misha chooses to say what she wants instead of shouting, throwing away things, and destroying writing materials.

Reinforcement Schedules

Two reinforcement schedules will be borrowed from Shephard and Linn (2014). The first one will be to teach Misha to have fun when doing mathematics. The item that will be used is an iPad game. The second reinforcement schedule will be to teach Misha to know when the change from one activity to another is needed. Singing Thomas the Train song will signal the change from one activity, for instance, from writing mathematics to drawing.

Consequence Strategies

The consequence strategy will involve a rewarding method. For instance, whenever Misha transitions from one activity to another, she will be rewarded with sweets, applause, or even one hour of playing her favorite game on the iPad. Similarly, the same rewards will be used when she communicates properly without shouting or showing aggression.

Section Three: Generalization and Data Collection

Generalization/Maintenance Procedures

For generalization, I intend to collect and interpret that data based on a rubric I will create. For instance, I will create a rubric that shows the behaviors I want Misha to manifest and how they relate to my desired behavior. I will also consider the number of times this behavior is demonstrated. For instance, if Masha puts away items for another subject and willingly engages in the next activity, she will demonstrate compliance. Doing this at least thrice a day will be generalized as a successful change of behavior.

Data Collection Procedures

Data collection will be done during class time by recording Misha’s behavior. The observation will be done on three different occasions. The information will be written by identifying the behavior and indicating the frequency (how often does it occur?).

Data Collection Sheet

Client
Behavior 1	Showing Compliance	Frequency
Behavior 2	non-aggression	Frequency
Behavior 3	Effective communication	Interval
Date	Behavior 1	Behavior 2	Behavior 3
22nd	Frowning and refusing to comply	Sees the iPad and is willing to write mathematics	Ready to transition to another activity
23rd	Refusing to draw by saying, “No, I don’t want to count; I want to draw.”	Sings Thomas the Train song and is willing to transition to another activity	Shaking her head to say no to the pencil and writing sheet. Do not become aggressive.
24th	Does not refuse to do mathematics as long as she uses her iPad	Complies with change from one activity to another	Communicates more often through signs and verbally. Does not show any form of aggression

References

Miltenberger, R. G. (2015). Behavior Modification: Principles and Procedures (6th Edition). Cengage Limited. https://purdueuniversityglobal.vitalsource.com/books/9781285227924

Shepherd, T. L., & Linn, D. (2014). Behavior and Classroom Management in the Multicultural Classroom: Proactive, Active, and Reactive Strategies. SAGE Publications, Inc. (US). https://purdueuniversityglobal.vitalsource.com/books/9781483322131

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You have been working at Parkville Elementary School as the behavior specialist for a few months now. You have conducted an FBA in Mr. Stanza’s classroom for Misha Parker, a 3rd-grade student in his class who is diagnosed with Autism Spectrum Disorder. You have now been asked to develop a behavior intervention plan for Misha and develop a class-wide system of reinforcement. This classroom is self-contained and there are 10 kids in the class with a variety of needs in this classroom.

The results of the FBA Show that Misha would benefit from tier 3 interventions. According to the indirect assessment completed by Misha’s mother, she likes the following items: Bubbles, iPad games, Thomas the Train, Bubble Guppies, Bouncy balls, and swinging. Using the scenarios from the Unit 7 Assignment, develop a behavior plan. Your job is to develop a behavior plan that includes tier 3 interventions. Complete the template by doing the following:

Section 1: Target Behaviors & Function

Describe the purpose of this intervention plan and the use of tier 3 interventions.
Define the target behavior(s) for Misha using an operational definition that is observable, clear, and complete.
Hypothesize the function of the behavior(s) using the scenarios from the Unit 7 Assignment.
Write goals and objectives related to the target behavior(s).
Section 2: Procedures & Reinforcement

List the antecedent interventions.
Describe the replacement behaviors and behaviors for increase.
Write the reinforcement schedules and specific items for reinforcers.
List the consequence strategies.
Section 3: Generalization & Data Collection

Describe how you will plan for generalization and maintenance.
Choose a data collection procedure and describe how you plan on collecting the data.
Create a data collection sheet using this Excel template and insert it into the BIP.