Misha Scenarios for Unit 9 Assignment
Observation Day 1:
In the classroom, it is 11:00 am right before lunch and you notice Misha is fiddling with the items on her desk. The teacher, Mr. Stanza says, “Time for math,” and hands out worksheets to each student. Misha swipes the pencil, eraser, and worksheet from her desk and screams, “No!” The teacher says, “Misha you have to do your work,” and picks up the worksheet. Misha says again, “No!” and tears up the worksheet. Mr. Stanza says, “Ok well then you need to sit quietly.”
Observation Day 2:
At 10:30 am, Mr. Stanza hands out crayons and a coloring page to each student and says, “Now it is time to color the weather. How does it feel outside today, class?” Misha throws a crayon at a peer and giggles. Mr. Stanza says, “Misha please keep your crayons on the table and say sorry.” Misha throws another crayon and giggles.
Observation Day 3:
You decide to observe at 11:15 am today, and Mr. Stanza says to the class, “Time for math, get out your pencils.” Misha takes the items from inside her desk and throws them on the floor. She gets up out of her seat and runs around the room. Mr. Stanza says, “Misha you need to sit down.” She laughs and continues to run around the room.
He guides her back to the seat and she sits down and picks up her items that she threw. Mr. Stanza says, “Now everyone writes your name at the top.” Misha throws her pencil and swipes her worksheet off of her desk. Mr. Stanza says, “Misha if you don’t want to do math sit quietly please.”
Complete the template by doing the following:
What are the purpose of this behavior intervention plan and tier 3 interventions?
Behavior Intervention Plan
Section 1: Target Behaviors & Function
Challenging (Target) Behaviors
Describe Misha’s challenging behaviors using an operational definition.
Hypothesis of Function
Same as above
Goal and Objectives
Objectives to increase appropriate replacement behaviors and decrease the targeted challenging behavior should include the person, the behavior, the conditions, and the criteria and should be fully aligned with data collection procedures.
Section 2: Procedures & Reinforcement
Antecedent Procedures
This section will include any strategies you will use, based on assessment data previously presented, that will serve to prevent challenging behavior. Describe the strategies for teaching (or increasing) the replacement behavior.
Examples may include pre-teaching, scaffolding, fewer test items, more adult reinforcement or support, frequent breaks, providing choices, prompting methods, etc. A complete description of each strategy and when and how it is to be used should be included. Be sure to include tier 3 interventions
Target Behavior(s) for Increase
In this section you will describe the behaviors you will teach the student that will act as replacement behaviors for the challenging behaviors, making a special note of how these replacement behaviors serve the same function as the challenging behavior.
Reinforcers
Determined by direct and/or indirect assessments, always ensure some sort of preference assessment is completed and reported. Reinforcers should be put to good use in the plan, but they may change over time so stay privy.
Consequence Procedures
List the reinforcement procedures and the schedule for reinforcement in this section. This section will include any and all behaviors or skills that will be reinforced as preventative measures for challenging behaviors.
In such a place where a specific replacement behavior cannot be identified, you will include differential reinforcement procedures to be used and explain those here. Describe what to do if challenging behavior occurs.
Section 3: Generalization & Data Collection
Generalization/Maintenance Procedures
How will you determine that the behavior has been maintained, generalized, and/or is being shaped?
Data Collection Procedures
For example:
⦁ In this section, you will select a measurement procedure and explain how to collect data on your target behavior.
Create a data collection sheet using this Excel template and insert it into the BIP for the problem behavior using this sample and insert it below:
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.
Scenario Unit 7
You are a BCaBA in a school district who has been asked to provide behavioral modification recommendations for a student at Parkville Elementary School. The student’s name is Misha who is a 3rd-grade student in a self-contained classroom. It has been reported that Misha engages in disruptive behavior.
You want to conduct a functional behavior assessment to determine the target behaviors, and functions so you can later create a behavior intervention plan.
You gather information from the parents that will let you know when to observe.
Here is the first form you receive from the teacher:
You decide to observe the behavior on three separate occasions and record ABC data.
Observation Day 1:
In the classroom, it is 11:00 a.m. right before lunch, and you notice Misha fiddling with the items on her desk. The teacher, Mr. Stanza says, “Time for math,” and hands out worksheets to each student.
Misha swipes the pencil, eraser, and worksheet from her desk and screams, “No” The teacher says, “Misha you have to do your work,” and picks up the worksheet. Misha says again, “No!” and tears up the worksheet. Mr. Stanza says, “Ok, well then you need to sit quietly.”
Observation Day 2:
At 10:30 a.m., Mr. Stanza hands out crayons and a coloring page to each student and says, “Now it is time to color the weather.
How does it feel outside today, class?” Misha throws a crayon at a peer and giggles. Mr. Stanza says, “Misha please keep your crayons on the table and say sorry.” Misha throws another crayon and giggles.
Observation Day 3:
You decide to observe at 11:15 a.m. today, and Mr. Stanza says to the class, “Time for math, get out your pencils.” Misha takes the items from inside her desk and throws them on the floor. She gets up out of her seat and runs around the room. Mr. Stanza says, “Misha, you need to sit down.” She laughs and continues to run around the room.
He guides her back to the seat and she sits down and picks up the items that she threw. Mr. Stanza says, “Now everyone, write your name at the top.” Misha throws her pencil and swipes her worksheet off of her desk. Mr. Stanza says, “Misha if you don’t want to do the math, sit quietly please.”
Instructions: Using the provided information, complete the FBA Template:
-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.