Behavioral Intervention Form

Graci Larry

Student: Heidi, 5th grade

Date: May 3rd, 2017

 Heidi has an intellectual disability and exhibits extreme attention seeking behavior. She
craves attention from both her teachers and same-aged peers. Her current goal on her
IEP is to meet three step directions with no more than three verbal prompts from the
teacher. When given directions, Heidi will ignore the teacher or act out using
unwanted facial expressions, forced coughs and gags, as well as inappropriate
comments or gestures.
 Heidi’s behaviors increase once teacher or peer attention is gained. She enjoys
receiving reactions out of everyone, and her behaviors only intensify once attention is
granted.
  In this case, I feel that both Heidi, the teacher and her school-aged peers need to work
on alternative behaviors. Heidi has had positive interactions with following directions
when strictly working one on one, it’s only in a classroom with other distractions that
she seeks her disruptive behaviors.
 Instead of using disruptive behavior, Heidi should voice her frustrations using a “what
if” table. This table will show her the alternatives if she doesn’t listen. By giving
Heidi the opportunity to see what she would lose or miss out on because of her
destructive behavior, it will encourage her not to act out or pretend to be sick to get out
of completing a task.
 Successful students voice their frustrations verbally or in other ways to show they are
upset or not willing to listen. Because of Heidi’s disability, it is hard for her to voice
her concerns because of her speech delay and she cognitively doesn’t understand social
situations and the consequences of her actions.
 The behavior of using a “what if” chart will help Heidi voice her frustrations in a more
appropriate way. She will still receive attention from the teacher when
communicating, but the attention will be in a positive way, not negative.

Expected Behavior
Design a teaching plan
The expected behavior includes  During structured classroom time, Heidi will use the “what if” chart to voice
 Conditions frustrations instead of using inappropriate facial gestures and faking sick. This chart
 Behavior will give her the options to point to feelings that she is having while also seeing the
repercussions of not following directions. Heidi only reads at a pre-k level, so the
“what if “chart will consist of pictures to portray behaviors, emotions, and
consequences, allowing Heidi to fully understand the chart.

 Heidi enjoys dancing when she is happy, sad, or any other emotion, she uses this as her
release. Dancing will be used to show her what could be taken away if she is
disruptive, inappropriate, or mean to her teachers or classmates.
Teaching Examples Should
 Describe when to use the
behavior
 Be realistic
Non-Example
Non-Examples should:
 Describe when not to use
the behavior
 Be realistic
Teaching Examples
 Heidi’s teacher will give her the morning worksheet along with reading to Heidi the
three step directions that she needs to complete. Because of Heidi’s disability, the
teacher splits of the directions into individual steps, allowing Heidi to thoroughly
complete each one. Heidi will be asked to write her name on her paper and the teacher
will walk away, allowing Heidi to decide whether she is going to follow. If Heidi
doesn’t follow through, the teacher will give her the “what if” chart along with her first
verbal warning. Heidi is almost a sixth grader and needs to work on being self-
sufficient, therefore I have chosen to give her a “what if” chart, to allow her to see
what actions would be more appropriate when she’s angry, sad, or upset, as well as
consequences that she would receive for not following directions.
 The “what if” chart will be used in in structured situations as well as certain situations
social situations. Heidi’s behavior is apparent during both environments, and she
needs to work on understanding what appropriate is behavior and what is not.
 This behavior/what if chart will not be utilized during recess or lunch hour. The
teacher wants to allow Heidi to try making decisions on her own and experience
natural consequences if they are to occur.
Teaching Strategies

 The teacher will make sure to explicitly explain how the “what if” chart works and the
consequences that will be given if Heidi decides not to follow through with directions
and engage in disruptive or inappropriate behavior.
 The teacher needs to make sure that consequences are followed through, to show Heidi
consistency and teach her about owning up to her own actions and following
directions.

Problem Situations

 Heidi tends to struggle when she is around other students or staff. This is a problem
when she is trying to listen to verbal prompts as well as following directions, while
trying to ignore a conversation between paraprofessionals. Working with Heidi, the
environment needs to be non-distracting and clear of other students or adults that she
could act inappropriately towards, until she is sufficient with working with the “what
if” chart.
 When given academic tasks, Heidi should be placed in an area of the classroom away
from staff conversations and classmates. Heidi has shown that she works well and has
more on task time when she is away from situations where she could distract others, or
be distracted herself.
Step Action
5 Develop consequences for desired and
undesired behavior
(Artificial consequences should be
used only when natural consequences
are not sufficient!)
If the replacement behavior is not
exhibited despite natural positive
consequences and prompts.
Outcome
Natural positive consequences: (outcome)
 If Heidi successfully completes this behavior, she will not have to worry about losing free
time on Friday to finish work or worry about having dance time taken away.
Withhold access to natural positive consequences:
 If Heidi doesn’t successfully complete this behavior, her Friday free time, and daily dance
time will be taken away until the task is completed.
Prompts:
 The teacher will use one verbal prompt to remind Heidi that she needs to use the “what if”
chart and complete appropriate tasks when they are given to her. If the verbal prompt does
work, then the teacher can point to the “what if” chart and show Heidi what she needs to be
doing.
Artificial positive consequences:
 As well as the natural positive consequences, Heidi will be given the chance to choose the
song of the day to dance to if the teacher notices good on task behavior without continuous
prompts.
 Negative consequences:

 If Heidi continues to portray inappropriate and bad behavior, and doesn’t listen to the verbal
prompts, she will not be allowed to participate in daily dance time and will use her Friday fun
time to complete tasks that are incomplete.
If the problem behavior continues

despite natural positive consequences

and prompts

6 Write behavioral objectives

Objective:

 During structured work time, Heidi will use the “what if” chart to appropriately voice her
thoughts and concerns, she will use this behavior 7/10 given opportunities.

Learner: Who will demonstrate the

behavior
Conditions: When, where, and under
what circumstances
Behavior: A physical description of
what
the learner is to do
Criteria: How much of the behavior
is
necessary for the objective to be
complete