2:07 PM Tue Sep 26 cdn.inst-fs-iad-prod.inscloudgate.net Behavior Plan Jane Doe Background Information and Present Level of Performance Jane is a 5 year old kindergarten student who attends Nova Elementary school. She is placed in a special education classroom with 1 teacher, 1 aide and 8 students. Jane also has a temporary 1:1 aide that is with her all day that has been provided by the school district to assist in the implementation of this behavior plan. Jane has a few words that she uses functionally (hi, more, mommy, juice, all done, bye bye) but is not fluently verbal. She can occasionally imitate words modeled for her, but not consistently. She has been trained to use sign language since preschool, but does not use the signs independently. She is not able to imitate motor movements modeled by an adult or peer. Jane has strong visual performance skills and can match identical objects, match identical pictures, sort items into categories, finish patterns, and receptively identify a variety of pictures including her preferred items and common classroom items. Jane enjoys playing on the computer, playing with light up toys, engaging with adults, playing chase, tickles, bubbles, snacks (pretzels, chips, raisins), and music. Jane enjoys attention from peers and adults, but has difficulty initiating and maintaining an interaction. Jane does not play functionally with toys and will often take the toys and run away if another child attempts to join in a toy play activity with her. Summary of Target Behaviors and Functional Assessment: Jane exhibits aggression towards adults and peers at least 1 time a day and frequently more. Aggression involves scratching, wrapping herself around you, grabbing, pinching, body slams and occasional biting. She typically smiles and laughs while she is engaging in these behaviors. She will often fall on the floor or run out of the room. She sometimes will strip off her clothes. She also eats diapers, crayons and glue. Many of her behaviors appear to function to gain attention and reaction from staff members. It is unclear at this point whether some behaviors 72% 2:07 PM Tue Sep 26 cdn.inst-fs-iad-prod.inscloudgate.net VV 11I DIIV She also eats diapers, crayons and glue. Many of her behaviors appear to function to gain attention and reaction from staff members. It is unclear at this point whether some behaviors function to escape or avoid task demands, however her teachers report that it can be difficult to complete learning activities with her as she will try and eat the instructional materials. Jane particularly likes being in control of situations and needs clearly defined expectations and consistency to be successful. She benefits from functional types of activities and tasks and is less compliant when tasks are not clear to her. Strategies to Prevent Challenging Behaviors Jane will be given frequent choices throughout the day regarding the order of tasks at worktime, the jobs she will fulfill in group times, reinforcers, the materials she will use. Activities chosen for Jane will focus on functional skills and will be structured visually as much as possible. Areas of the classroom will be clearly designated with visual boundaries (i.e., furniture) with visual cues to communicate the expectations of the activities that occur there. A visual schedule will be used with Jane to present the order of activities of the day. A first-then schedule will be used at each demand to let her know the task and the reinforcer that will follow. Reinforcers include attention from adults, toys and computer time. The majority of Jane's day will consist of small group or 1:1 activities with limited large group activities to provide more opportunities for attention from staff for appropriate communication and behavior. Alternative Behaviors to Replace Challenging Behaviors: Jane will be taught to request attention from adults appropriately. She will be verbally prompted to use sign 72% 2:08 PM Tue Sep 26 cdn.inst-fs-iad-prod.inscloudgate.net appropriately. She will be verbally prompted to use sign language to request attention. At first she will be reinforced immediately upon requesting attention every time she makes a request. If she begins to exhibit challenging behavior, staff will tell her "no" and redirect her to request attention appropriately. Attention will consist of positive comments from staff, some type of physical affection (e.g., scratch her back, patting her back), and attention to the task she is engaged in with assistance with the task (e.g., I'll help you, let's put one in). Attention will last about 5 to 10 seconds of engagement with her. They will reinforce her with attention immediately upon making the request. When she is able to independently make frequent requests for attention, she will be taught to wait by shaping waiting time (e.g., wait 1 second and then reinforcing after only 1 second and gradually increasing the waiting time.). She will be given a wait card to indicate waiting. Jane will receive 10 learning trials each day on utilizing sign language to communicate. Reinforcement will be used to increase the amount of time on on-task and for staying in prescribed areas for activities. Sensory activities will be built into her scheduled day with the assistance of the OT to the classroom staff. A list of possible sensory activities will be developed with the classroom staff to choose from and Jane may be given choices during sensory times on her schedule of which activities she would like to have using 2 visuals of the activities. Response to Challenging Behaviors: When Jane begins to display any of the targeted challenging behaviors, she will be told "no" and redirected to use sign language to request attention and that request will be reinforced. Teacher will block inappropriate behavior as much as possible and move other students out of the area as needed to assure everyone's safety. If the staff is unable to block her behavior and assure safety, restraint will be used. She will be transported to a designated area to calm down. Redirections, in all cases, will be 72% 2:08 PM Tue Sep 26 cdn.inst-fs-iad-prod.inscloudgate.net Reinforcement will be used to increase the amount of time on on-task and for staying in prescribed areas for activities. Sensory activities will be built into her scheduled day with the assistance of the OT to the classroom staff. A list of possible sensory activities will be developed with the classroom staff to choose from and Jane may be given choices during sensory times on her schedule of which activities she would like to have using 2 visuals of the activities. Response to Challenging Behaviors: When Jane begins to display any of the targeted challenging behaviors, she will be told "no" and redirected to use sign language to request attention and that request will be reinforced. Teacher will block inappropriate behavior as much as possible and move other students out of the area as needed to assure everyone's safety. If the staff is unable to block her behavior and assure safety, restraint will be used. She will be transported to a designated area to calm down. Redirections, in all cases, will be nonverbal and will provide limited attention to the behavior providing only prompts to communicate appropriately (e.g., "When Jane asks to talk to me, I will be able to talk to her"). If Jane engages in mouthing or eating of non-edible items, she will be taken to the sensory area and provided with a chewy or alternative appropriate item to mouth/chew. Evaluation of Effectiveness of Intervention Plan: An evaluation form will be completed each time restraint needs to be utilized. Frequency from these sheets will be tallied by the site director on a weekly basis to determine effectiveness of the behavior. If behavior does not decrease within a 2 month time, the team will meet to reassess the behaviors and develop new behavioral guidelines. 72%