Positive Behavior Plan

A Positive Behavior Plan for Nathan

1. The function of the behavior

According to Aloisio, Allagio and Fragiocomo (2021), all exhibited behaviors serve a particular purpose. This means that in classroom behavior management, a teacher must be well placed to determine the underlying cause and function of the behavior to intervene in the learner’s maladaptive behavior. Nathan lacks social skills and likes being alone based on the indirect data. He might be engaging in screaming to protest and be alone. Also, one of the functions of behavior is to escape, which may mean that Nathan is distraught about the timing of the class (Aloiso, Alagio and Fragiocomo, 2021). Based on the direct data, Nathan’s behavior may be done to sensory stimulation. From the behavior tally, Nathan displays low frequencies of the same behavior during different week parts without showing no consistency.

2. Hypothesis statement about the behavior;

When Nathan does not participate in his Geometry math project and makes noises during the lesson, his behavior serves the following:

Function(s) sensory stimulation, to escape a certain event or thing, for attention and to access tangibles,

Because, in sensory stimulation, it may be that Nathan enjoys making noises. Also, Nathan may scream to escape being part of the group work. Third, Nathan may be making noises to access tangibles, i.e., food, since it’s near lunchtime.

3. A Positive Behaviour Plan for Nathan

A. Problem statement

Nathan Mays is a student with an emotional/behavior disorder who qualifies for IDEA services. He needs a behavior intervention plan to be successful in the general education inclusive math classroom. He lacks peer relationship skills, has poor self-esteem, is 2-grade levels behind in reading and is on grade level in math. He has an Individual Education Program for Learning and Emotional Support.

B. Functional Assessment Hypothesis Statement

Nathan exhibits problems forming meaningful relationships and bonds with his peers. He is noisy and appears to have conduct disorder. Nathan has ADHD as he cannot sustain engaging in classroom activities for longer periods. He suffers from esteem issues, and he cannot believe himself despite the potential he possesses. Before group works, Nathan appears rather calm. Nathan seems to not like it when stationed together with his peers.

C. Intervention Measures for Nathan’s Behavior

● Modifying the environment and the curriculum or the daily routine. This may involve rescheduling his math class.

● Tactical ignoring Nathan until interest in the behavior is lost.

● Distracting Nathan when he is about to make a noise.

● Positive reinforcement for appropriate behavior that Nathan projects.

● Changing expectations and demands placed on the child.

● Teach Nathan the desired new skills and behaviors.

● Applying behavior modification techniques such as desensitization and graded extinction

● Changing how people around Nathan react to his noises. This will include his other teachers, his fellow classmates and his parents.

● Supporting his medication needs

D. Multidisciplinary Team Members

A multidisciplinary team is also characterized as a collection of healthcare specialists from many disciplines (professions, for example, Psychiatrists, Social Workers, and others) who each provide unique services to the patient. The team members treat numerous concerns that a patient might have independently, focusing on their specific areas. A care plan is used to bring the team’s efforts together. This brings their services together and gets the team working toward a common goal. The person may have a key worker who serves as the primary point of contact. The following members will be involved in the intervention of Nathan’s behavior;

· Nathan

· The School Principal

· Nathan’s parents

· A psychologist

· Nathan’s Geometry teacher

· Nathan’s psychotherapist

· Nathan’s counselor

· Nathan’s classroom teacher

E. Home Based Behavioural Intervention for Nathan

A home-based Behaviour Management Plan (BMP) would be initiated to enable Nathan’s parents to intervene for Nathan while at home. This plan would include strategies that Nathan’s parents will use whenever they encounter a desired or undesirable behavior from Nathan.

F. Monitoring and Evaluation

The monitoring and evaluation of behavioral-emotional functioning will document Nathan’s behavioral progress, maladaptive behaviors or deficits in coping skills and emotional functioning throughout his journey. During the intervention, a behavioral-emotional evaluation and monitoring will include information about the student’s unique personal characteristics and any distinct behavioral patterns that classify the student’s emotional state, mindsets, mood swings, interpretations, mental processes, and important personal attributes. The monitoring and evaluation include the use of :

• Interviews with the student,
• Checklists or rating scales, and
• Screening data and any other observational data.

The monitoring and evaluation process will consider changing strategies and techniques as it sees fit.

4. Evidence-Based Behavior Interventions

Intervening through the Application of Positive Behavior Support (PBS) Strategies

PBS is implemented by making the problem behavior less effective and efficient and making the desired behavior more functional. This will involve changing systems, altering environments, teaching new skills, and focusing on the problem behavior of Nathan (Crone, Hawken & Horner, 2015). Devising Functional Based Assessment is crucial in PBS plans. FBAs will double the success rate of intervention as they will reveal the information about the antecedents, consequences, and frequency of challenging behavior regarding Nathan. PBS plans are individualized and require a collaborative effort from all individuals of the multidisciplinary team (Crone, Hawken & Horner, 2015). PBS is more effective when it includes the target individual, Nathan in our case and other significant individuals that are important to the multidisciplinary team.

Intervening through the Application of Humanistic Approaches in My Behaviour Modification Plan

Humanistic approaches focus on how self-concept is created through social and interpersonal relationships (Rowan, 2014).

The key features of the humanistic approaches that I will employ on Nathan will show:

● Empathy

● Unconditional positive regard

● Honesty

The humanistic approaches will aim to promote Nathan’s engagement through a consultative approach which includes strategies such as

● Finding out what interests Nathan.

● Using pictures, drawings and paintings to explore feelings, etc

Also, humanistic approaches are aware that students learn better in non-threatening environments (Rowan, 2014). Thus, Nathan will exist in a non-threatening environment in my behavior modification plans.

References

Aloisio, A., Alaggio, R., & Fragiacomo, M. (2021). Fragility functions and behavior factors estimation of multi-story cross-laminated timber structures characterized by an energy-dependent hysteretic model. Earthquake Spectra, 37(1), 134-159.

Crone, D. A., Hawken, L. S., & Horner, R. H. (2015). Building positive behavior support systems in schools: Functional behavioral assessment. guilford Publications.

Rowan, J. (2014). The reality game: A guide to humanistic counselling and psychotherapy. Routledge.