Sample behavior intervention plan for emotionally disturbed students

Behavior Intervention Plan for Emotionally Disturbed Student

Recognizing the increase in school violence and most educational institutions, it is very important to enact a bill that requires a positive behavioral intervention plan for individuals with exceptional needs. Although special education teachers are required to develop positive behavioral intervention plans, most have been trained in the skills necessary to develop or implement goals or objectives. This paper describes how to build a positive behavioral plan to bring about lasting positive changes in an individual’s behavior and ensuring the individual succeeds. The individuals to be dealt with are those emotionally disturbed students with passive-aggressive traits. According to this paper, the steps to building a plan are; first describe the learner, secondly define the behaviors of concern, then conduct an assessment, and lastly develop replacement positive behaviors. The paper argues that teachers who make plans without the collaborative efforts of the counselor may solve the short-term needs of students without teaching lifelong coping and social skills. The skills that teach the child to interact in a positive way at school are skills that can prepare him or him for success in all settings.

Introduction

Defining what passive-aggressive behavior is will be important as it helps one understand what kind of characters are being handled, the best way of describing this is by using the traits that are displayed by such individuals. The common traits in such individuals include fear of dependency, fear of intimacy, fear of competition, obstructionism, fostering chaos, and feeling victimized, making excuses and lying, procrastination, chronic lateness and forgetfulness, ambiguity, and sulking.

Bills can be necessary when cases of violence in schools increase which may even lead to deaths, the intention of such bills is to provide positive behavioral interventions. This positive behavioral intervention plan is required for individuals with exceptional needs with a ‘serious behavior problem.’ A ‘serious behavior problem’ can be defined as those behaviors of an individual which are self-injurious, assaultive, or causing property damage which could lead to suspension or expulsion and other severe behavior problems that are pervasive and are maladaptive that require a systematic and frequent application of behavioral interventions (Peterson, 1988).

‘Behavioral intervention’ is defined as the systematic implementation of procedures that result in lasting positive changes in the individual’s behavior. Behavioral interventions are designed to provide the individual with greater access to a variety of community settings, social contacts and public events; and ensure the individual’s right to placement in the least restrictive environment. Behavioral interventions do not include procedures that cause pain or trauma. Behavioral interventions respect the individual’s human dignity and personal privacy (Peterson, 1988). Such interventions shall ensure the individual’s physical freedom, social interaction, and individual choice. It has to be noted that even when a bill is passed, such a bill does not provide a plan to implement positive behavior intervention plans, schools are expected to develop their own methods of implementation to comply with the new law. Although special education teachers are required to develop plans to meet the social, emotional and behavioral needs of students, most have not been trained in the skills necessary to develop or implement goals or objectives.

Teachers have different reactions to the behaviors of students some of which are bad and others good, for instance, when a teacher sends a student out of the room, what does it teach? It is common that teachers react to a crisis by restraining or removing the child without teaching a positive replacement behavior. The child who refuses to take a test or do an assignment may not be defiant; most likely he is not prepared or an emotional crisis is interfering. The child’s underling communication is ignored. This is successful for the child because it removes him from the stressful situation; it is successful for the teacher because it removes the teacher’s perception of the problem, the child. The tragedy is that whatever caused the problem behavior remains unsolved within the child. The teacher just doesn’t have to deal with it. Counselors must serve as team leaders to train or provide trainers to address the social, emotional, and behavioral needs of children in all settings. They must educate teachers, parents, administrators and support services personnel in developing positive behavioral intervention plans that teach; understanding another’s perspective, communication skills, consequences, conflict resolution, and concern for the rights of others.

Counselors must assist all team members to learn, relearn and learn again the essential components of positive behavioral intervention plans which are: The philosophy of positive interventions; Prevention as best practice; Building a positive behavioral plan; Developing goals and objectives; and Assessing and modifying the plan. An examination of these critical components reveals a heavy reliance on theoretical principles drawn from learning/behaviorist theory, social learning theory, and the philosophy and teaching practices of Maria Montessori. An understanding of the philosophy underlying positive interventions should serve as the foundation for many educational and counseling practices, not just behavioral interventions. Montessori’s concepts of the prepared environment, individualized educational plans, setting up the child for success and the teacher facilitating the child’s link with the environment all support this philosophy. For seriously emotionally disturbed students, it is absolutely critical that positive intervention plans include teaching new behaviors that meet the communicative need of the disruptive behaviors.

Philosophy of positive interventions

This philosophy puts forward several elements by stating that behavior is communicative and goal directed which aims at encouraging communication between the teacher and the student. It further indicates that settings and environments should be capable of meeting the student’s needs before behavioral interventions are used. Behavioral interventions should not be used to force conformity in inappropriate settings. The primary goal of any classroom is to educate and teach effective interpersonal skills, not to manage or suppress behavior. It is also important that behavioral interventions consider the developmental level and chronological age of the student and the interventions should also be developed collaboratively. This philosophy also indicates that behavioral interventions plans should be efficient and minimally intrusive in terms of time, labor and complexity, it is also important that such interventions should focus on teaching appropriate behavior to replace maladaptive behavior (Wright, et al., 1994).

Prevention as best practice

Any changes required providing a meaningful, accessible and appropriate curriculum and environment should be made before an attempt is made to directly modify the student’s behavior. It is important that the behavior goals are reasonable and attainable for the student and the goals should be implemented within the context of meaningful instructional activities. In formulating the interventions the primary benefit should always be for the student. The student should be taught effective personal skills that may be used across settings. An intervention that focuses on eliminating a maladaptive behavior without regard to the purpose it may serve the student is not a positive behavioral intervention.

Building a positive behavioral plan

In order to build a positive behavioral plan it is important to describe the learner then identify and operationally define the behaviors or concerns. These are then followed by assessments of the conduct and finally making use of the assessment to develop a positive behavioral plan.

Developing goals and objectives for the positive behavioral plan

The intervention plan should include a summary of the information gathered in the behavior analysis and an objective and measurable description of the targeted maladaptive behaviors and replacement positive behaviors. The goals and objectives should also be set out clearly including a detailed description of the behavioral interventions to be used and the circumstances for their use. It is also important to find out how the environment will be changed and how direct treatment strategies are to be used and what rein forcers are suggested to increase or maintain alternative positive behaviors.

Assessing and modifying the plan

This step is very important in finding out how effective the interventions are. At this stage the following questions should be asked: is the problem decreasing? Does the new behavior meet the communicative needs of the student? Is the positive replacement behavior increasing? Are the instructional techniques effective or do they need modification? Are the rein forcers working to eliminate the problem behavior and maintain or increase the replacement behavior? Has enough time elapsed to asses the plan? Have we met our goal to teach understanding another’s perspective, communication, conflict resolution, accepting consequences, and concern for the rights of others?

It is however unfortunate that not all students will respond to positive intervention plans despite collaborative efforts. If a student continues to be dangerous to himself and/or others, the counselor must be prepared to support the school, teachers, parents and the child to accept that more restrictive measures may be necessary.

Sample Positive Behavioral Intervention Plan

Student: Derrick

The Problem

Derrick will push, belly-bump, grab, and hit peers to initiate a social interaction. When this occurs an adult assists him by scaffolding the interaction and comforting the peer. Derrick will escape the demands of circle time and other structured activities by leaving his chair, throwing materials, and hitting the adult who redirects him to the group. When this occurs, an adult assists him in finding an alternative activity.

Prevention Strategies

Prepare peers by explaining that Derrick does not know how to appropriately greet them. Let them know that the teachers are working on teaching Derrick how to say “hi” and touch a friend nicely. Encourage the children to help Derrick say “hi” the correct way. Make an effort to monitor Derrick during high risk times or activities (e.g., children’s arrival) to ensure that an adult is available to bridge him interactions with peers.

When Derrick approaches a center, provide him with instructions on how to play or initiate an interaction as he approaches a center. For example if he is approaching the kitchen say, “You can sit at the table and pretend to eat or stir the pot on the stove.” You might also say “Anne, can you show Derrick where he can sit”? Provide a hobby box of 3 to 5 small toys that will be quiet and highly engaging for Derrick. Offer the hobby box as an alternative to activities that are too difficult or structured for Derrick. Provide a boundary or spot where Derrick is to sit on the carpet. This could be accompanied by providing a carpet square or tape on the floor. Make sure that Derrick knows this is his spot.

Examine transition times and make environmental modifications to decrease transition trouble spots and classroom congestion. Perhaps moving the location of the rug for circle or staggering in the children’s arrival for hand washing may be helpful. Consider providing a transition activity (far from the bathroom or door) to occupy children who are waiting. Provide more hands-on activities within song and story time to assist Derrick in becoming more engaged. Offer Derrick as many explicit choices are possible. Offer choices by showing him two objects or two visuals of the choices. Wait for his response, Derrick can be very clear about what he wants and doesn’t want. Examine all the centers and activities and add sensory play items so that Derrick can be actively engaged.

Announce to other adults when Derrick is entering their room/center so that they may be vigilant and assist him in finding an activity or initiating interactions with peers. Use visuals for planning time. Assist Derrick in making a selection of the center or activity that he wants to play in using the visual planning board.

Skills to Teach

Teach Derrick to touch the shoulder of the peer and say “hi.” Inform selected peers (e.g., Anne, Tom) that may be able to assist Derrick in initiating a social interaction. Teach Derrick to sign and say “all done” when asking to leave an activity or toy. Provide many opportunities throughout the day to use “all done.” Find times where he is not upset to teach the skill (e.g., “All done hand washing. Show me all done”). Provide lots of praise for increasing amounts of sitting time. Praise Derrick throughout the day for being with the group and engaging in appropriate play. Vary the praise (“Derrick is sitting for circle. I’m so glad you are here; Derrick is trying to cut. Look at you. Working hard”)

Response

If Derrick moves to a peer and grabs or hits them, redirect him by saying “Derrick, if you want to say hi, touch your friend on the shoulder; Say “hi”; then follow with “no hit.” Don’t first state “no hit” which seems to escalate Derrick and evoke more aggression. If Derrick begins to get agitated in group, prompt him to sit for “one more turn” or “one more minute.” Then prompt him to sign or say, “all done.” Allow him to leave and access him hobby box. If he wanders, the adult should prompt him “box or circle.”

References

Peterson, R.B.D. & Workman, C.(1988). Child-Centered Skiing: The American Teaching

System for Children. Lakewood, Colorado: Professional Ski Instructors of America.

Wright, D.B. et al., (1994). Positive Intervention for serious Behavior Problems. State of California: RiSE (Resources in Special Education).

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