Tier 3 Individual Behavior Support Plan

Transcription

1 Tier 3 Individual Behavior Support Plan : Dale Bailey School: Washington Elementary Grade: 5 th Age: 10 Teacher: Joyce A Williams, Teacher Date Plan Developed: 9/20/10 Date Plan Implemented: 9/21/10 Target Behaviors/Behavioral Concerns 1. Noncompliance with adult directives. This target is defined as Dale s failure to politely follow an adult directive within 30 seconds after a request is made. 2. Failure to complete academic assignments within allotted time limits without constant teacher prompting. This is defined as Dale s failure to begin independent (modified) academic tasks on time, remaining on-task during the work period, and finishing activities within allotted time limits. 3. Physical aggression toward peers and adults. This target is defined as Dale s failure to keep his hands, feet, and/or objects to himself. This target includes concerns related to Dale s hitting, pushing, or striking peers and/or adults. 4. Using inappropriate language. This target is defined as Dale s using language that contains vulgar, profane, and/or obscene words or statements. Current Level of Performance/Baseline Mrs. Williams completed a Check-in-Check-out (CICO) form measuring Dale s demonstration of the replacement behaviors desired from 9/13/10 to 9/17/10. Dale s mean baseline rate (see attached graph) for displaying replacement behaviors is as follows: 1. Compliance with adult requests (34%) 2. Completion of academic assignments/on-task (55%) 3. Lack of Physical aggression (66%) 4. Using appropriate language (45%) Desired Replacement Behaviors/Objectives: 1. Dale will be respectful by politely complying with adult requests 90% of the time as evidenced by positive teacher ratings on daily CICO reports. This includes his following the adult directive without making negative comments within 30 seconds of the request. 2. Dale will be prepared and responsible by completing presented academic assignments within allotted time limits with a minimum of 70% accuracy 90% of the time as

2 Dale Bailey 2 evidenced by positive teacher ratings on daily CICO reports and data derived from permanent products (worksheets, independent assignments, journal entries, etc.). 3. Dale will be respectful of the personal space of others by keeping his hands, feet, and objects to himself 100% of the time as evidenced by positive teacher ratings on daily CICO reports. 4. Dale will be respectful by making positive statements to peers and adults using language that is free of vulgarity, obscenities, and/or profanity statements 95% of the time as evidenced by positive teacher ratings on daily CICO reports. Summary of Functional Behavioral Assessment Procedures A Functional Behavioral Assessment was conducted between 9/6/10 and 9/10/10 utilizing a variety of methods including record reviews, teacher interviews, and direct observations. Record review revealed that Dale is passing all academic subjects with the exception of reading where he currently has a 59 average which is an F based on the school s grading scale. Dale has received five Office Discipline Referrals (ODR) since the beginning of the school year for displaying the target behaviors. During this time, he has been required to sit in the assistant principal s office and complete his work with assistance from her as needed. Based on teacher responses to the Functional Assessment Informant Record for Teachers (FAIR-T), Dale engages in the target behaviors (e.g., noncompliance, failure to complete work, physical aggression, and inappropriate language) across a variety of settings (e.g., large group instruction, small group instruction, and independent seatwork) across several academic subject areas. In relation, Mrs. Williams indicated that Dale primarily receives social attention in the forms of reprimands, redirections, and assistance when he engages in the target behaviors. Because Dale is performing below grade level in reading, Mrs. Williams reported that some of his work has been modified to his instructional level and that he recently started receiving additional tiered supports via computerized instruction and individual academic reading supports directly from an interventionist using the Reading to Read intervention program. She also noted that Dale has been receiving small group social skills instruction since 8/23/10; however, he has continued to display the target behaviors at an unacceptable rate in the classroom setting. Two direct ABC observations conducted in the classroom for 15 minutes each supported the findings from the informant assessment. Both observations were conducted in the classroom while Dale was completing an independent assignment in reading (observation 1) and mathematics (observation 2). Specifically, Dale engaged in noncompliant behavior an average of 10 times across both observations. Dale was observed to be off-task during an average duration of 10 minutes across both observations and failed to complete 1 academic task during one of the observations. He was observed to use profanity on 1 occasion during one of the 15-minute ABC observations. Physical aggression was not observed during the two, 15-minute ABC observations. Social attention from teaching

3 Dale Bailey 3 staff followed the noncompliant behavior an average of 80% of the time in which the target behavior occurred. Social attention was provided for the failure to complete the academic task during one of the observations. Social attention also followed the incident of profanity. In addition, the student was sent to the principal s office for the use of profanity and then placed in ISS for the remainder of the day. Hypothesis Statements Based on the data obtained from the multi-method Functional Behavioral Assessment, the following summary statements were developed: 1. When presented with any academic task, Dale will engage in target behaviors including noncompliance, failure to complete work, physical aggression, and use of inappropriate language in order to obtain teacher attention in the forms of redirections, reprimands, or assistance with the academic task. 2. When presented with an academic task beyond his instructional level, Dale will engage in target behaviors including noncompliance, failure to complete work, physical aggression, and use of inappropriate language in order to escape the frustrational level task demand. Strategies/Accommodations to be Provided: 1. Because one of the potential functions of Dale s behavior is to escape task demands, he should continue to receive Tier II (computerized instruction) and Tier III interventions (individual reading instruction) to address his academic skill deficits in reading as prescribed by these programs. 2. To address the behavioral targets, Dale will meet briefly to check in with Mrs. Jones before breakfast each morning. During this time, Mrs. Jones will briefly review and discuss his daily behavioral expectations and provide him some measure of precorrection, as well as, encouragement to do his best to meet his behavioral expectations. Dale will also check-out with his instructor at the end of the instructional period to discuss his behavioral/academic progress and to obtain feedback. NOTE: In the event that Mrs. Jones recognizes that Dale is having a problem of any kind (i.e. agitated, upset), she will send him to the time out room and informs Mrs. Johnson, the Counselor. Mrs. Johnson will meet with Dale, assess the situation and provide any needed social skills instruction. 3. Dale s behavior will be rated at the end of each instructional period to determine his progress toward demonstrating desired target behaviors. In addition, he will rate his own behavior (i.e., self-monitoring). This information will be used for providing Dale with frequent feedback about his behavioral performance and to help monitor his ongoing progress.

4 Dale Bailey 4 4. Dale will visit Mrs. Lewis, Life Help Counselor, each Monday, Wednesday, and Friday from 10:00-11:00 a.m. for targeted social skills instruction. This instruction will replace the small group social skills instruction used previously to address the target behaviors. 5. Dale s mother will visit the school each Thursday at 2:00 p.m. to review his behavioral progress and sign his daily CICO forms. 6. Dale will continue to receive Tier 1 behavioral supports from his classroom teacher. The classroom teacher will provide direct instruction on the classroom rules, expectations, and daily routines, use the classroom management plan to proactively manage behaviors in the classroom setting, continue to provide differential reinforcement for the display of appropriate behavior at a high rate to all students (e.g., 4 to 1 ratio of positives to negatives), use limit setting and pre-correction strategies to reduce the escalation of behavior, and provide tangible reinforcement at the end of each day (i.e., behavior ticket) when Dale follows the classroom expectations. Mrs. Williams also provides direct social skills instruction to students daily for approximately 10 minutes using the Skillstreaming curriculum. Mrs. Williams will continue to differentiate instruction to meet the needs of the diverse learners in her classroom. Positive Incentives for Displaying Appropriate Behavior: 1. Daily: Dale will earn differential reinforcement of alternative behavior throughout the day at a high rate in the form of social attention through the use of the CICO program as this was one of the primary functions identified by the functional behavioral assessment as maintaining the target behaviors. 2. Daily: Dale will earn 5 minutes of computer time after each CICO rating period he receives all positive ratings. This reward was chosen as Dale indicated on a preference assessment that he would enjoy working for computer time. 3. Weekly: A school administrator will write a positive personal letter to Dale s mother each week that he meets his behavioral goals 4/5 days and does not receive an office discipline referral (ODR). Procedures for Managing Problem Behaviors The following corrective strategies will be used in the event that Dale continues to display disrespectful (noncompliance, physical aggression) and/or irresponsible/ unprepared (failure to complete assignments) behavior patterns: 1. Noncompliance with adult instructions or task demands: In the event that Dale fails to respond to adult directives he will be given a choice of (a) following the directive or (b) choosing to visit recess academy for a specific number of days. NOTE: During this time Dale will complete his assignments with appropriate supports and/or work on social skills activities.

5 Dale Bailey 5 2. Minor Physical/Verbal Aggression/Inappropriate Language: In the event that Dale displays minor aggression and/or using inappropriate language he will receive a written ODR and be required to (a) forfeit the first 15 minutes of his lunch period to write an acceptable letter of apology to those whom he was disrespectful. In addition, he will be required to attend Behavior Academy to receive additional social skills instruction. Intervention Fidelity and Review Mrs. King, Lead Teacher, will complete the attached Intervention Fidelity Checklist a minimum of once each grading period and place in Dale s case file. NOTE: In the event that fidelity ratings are less than 90%, the principal, Mrs. King will immediately arrange for a meeting with TST to discuss this issue. The TST team will reconvene a meeting in four weeks to evaluate the student s performance. Note: Should the student display behavior that warrants immediate attention or if there is a sudden decline in outcomes, then a meeting may be required at an earlier date and arranged by Mrs. King. We have read and agree to the conditions of this plan: Parent Administrator Other Parent Teacher Counselor Other This plan will be reviewed on:

6 Dale Bailey 6 Intervention Integrity and Compliance Documentation Observer: Teacher: Date of Observation: Setting: 1. There is sufficient evidence to indicate that staff approaches student in a calm and respectful manner. 2. There is sufficient evidence to indicate the student receives frequent verbal feedback regarding his/her positive behavior at a ratio of 4:1 or greater (positive to negative). 3. There is sufficient evidence to indicate the student received behavior ratings daily along with teacher feedback at designated intervals. Yes No NA Yes No NA Yes No NA 4. There is sufficient evidence to indicate that staff uses precision requests to redirect the student s inappropriate behavior. Yes No NA 5. There is sufficient evidence to indicate that staff gives student a a choice of taking care of his/her misbehavior and/or receiving a corrective consequence. Yes No NA 6. There is sufficient evidence to indicate that staff presents student with predetermined positive incentives when earned. Yes No NA 7. There is sufficient evidence to indicate that staff consistently provides predetermined corrective consequences to the student in response to continued behavioral misconduct. Yes No NA 8. There is sufficient evidence to indicate that staff provides student with predetermined daily instructional and/or curriculum accommodations/modifications and tiered interventions (e.g., computerized instruction, individual reading instruction). Yes No NA 9. There is sufficient evidence to indicate that the student meets with designated staff each morning and afternoon to review behavioral progress. Yes No NA 10. There is evidence that parent(s) have met with school officials weekly to review student s behavioral progress. Yes No NA 11. There is sufficient evidence to indicate that the student receives social skills/counseling services as prescribed. Yes No NA 12. There is sufficient evidence that staff employ a pre-correction Yes No NA strategy prior to and during instruction. Total Percentage of Treatment/Intervention Compliance and Integrity = Observer Teacher

7 Dale Bailey 7 Daily Behavior Monitoring Chart : Dale Bailey Subject Area: Week of: Member: Behavior Goal/Criterion: Monday Tuesday Wednesday

8 Dale Bailey 8 Thursday Friday Weekly Summary Total Percentage of Objectives Met /20 = % Signature: Teacher Signature: Parent Signature: Administrator Signature: Date: