TEACH-NOW Module 4 Unit 6 Activity 1

Template for Behavior Management Plan

Date:  April 24 2020____________________ Duration of Intervention:___3 months_____________

Student: _Jason_________________   Class/Grade: __2nd grade_________________

Goals:

1.  Jason will focus on his work while sitting still and paying attention to the teacher following instructions. 2. Jason will be solving any conflicts with other children in a nonaggressive manner. 3. Jason will wait for his turn while putting up his hand, and will not disrupt or get into physical conflicts with other students while they are presenting in class.

Target Replacement Behaviors: 

1. Ask for help from the teacher if there are any problems understanding the material. 2. Ask for help from the teacher if there are any conflicts with other students. 3. Go to corner of the room if feeling angry or needing to clam down. 4.  Or go the nurse’s office if feeling angry and out of control. 5. Go to a corner of the room to draw or write something if feeling out of control.

Student Feedback: 

1.  Jason will receive stickers when he meets his goals. 2.  If Jason receives three stickers, he would be able to get a free block where he would be able to work on his favorite activities along with snacks to enjoy during the free block. 3. Jason will watch documentaries and movies that would be relevant to behavioral corrections and adjustments. 4.  If Jason meets his goals for the week, Jason will be taking home letter with compliments about him to take home for his parents to see. 5. Jason will receive special gifts from the teacher if he behaves well for the entirety of the quarter at school. 6.  Jason will get to take a day off during the quarter if he were to behave well for the quarter. 7. Jason will get to share his favorite book or special activity with the rest of class if he were to behave well for the week.

Methods to Monitor:

1.  Behavior will be monitored everyday. 2.  Number of stickers will be put on the board and recored each day and discussed between the teacher and student. 3. The teacher will collect observations and take anecdotal notes of the student in a detailed manner. 4. Information will be summarized every week.

Family Communication: 

1.  Daily reports and letters will be sent in Jason’s school folder. 2.  Weekly summary of Jason’s behavior will be emailed to he family. 3. The letters sent to Jason’s family will include how often he often he engaged in target replacement behaviors, whether he met his goals, and his performance on the sticker system. 4. Weekly summary will include week’s progress in comparison to prior weeks.

Follow Through: 

1. Cathy, Jason’s mother had agreed to take on the parenting program to help her encourage increased maturity, responsibility and independence in Jason at home. 2.  Partnership with Jason’s teacher was set up with the mother to be notified about his behaviors at school. He could then intervene to help develop those skills Jason requires and assist with the transfer of these skills to the school setting. 3. Cathy as well Jason’s teacher was encouraged to focus on the positive behaviors and to reinforce and encourage these behaviors. 4. A meting with parents, teachers, and parenting program manager will be convened in four weeks to review progress and adjust behavior plan if necessary. The family has indicated they are working with a therapist on self-regulation and behavior management at home. Therapy is focusing on helping CW recognize feelings and select appropriate responses. The therapist will consult and work with CW’s instructors to help maintain a consistent management plan and interventions. Bi-weekly emails with CW’s therapist will occur to review CW’s progress and make necessary adjustments to his behavior plan. A meeting with parents, teachers, and therapists will be convened in four weeks to review progress and adjust the behavior plan if necessary. When CW reaches his goals, a method for phase out will be determined based on the time he took to learn the behaviors and his dependency on each particular feedback technique. Child Behavior Case Study parenting program to help Jason’s mother encourage increased maturity, responsibility and independence in Jason at home. We also helped her set up a partnership with Jason’s teacher so that mother was aware, on a daily basis, of how he was behaving at school. She could then intervene to help him practice more appropriate behavior skills at home and assist with the transfer of these skills to the school setting.  Cathy was also encouraged to focus on the positive behaviors he exhibited and to reinforce and encourage these, as was his teacher. We also developed a plan to help the school address and encourage more appropriate behaviors. Our evidence based intervention strategies provided the support and structure Jason needed to improve his behavioral skills. He is now doing much better and his classroom behaviors have improved considerably. His mother is no longer the worried, stressed mom she once was.