Cynthia Morgan

Behavior Intervention Plan

Student/Behavior Information:
















Data Collection:
(Recorded collection of data attached to back.)





















Intervention Results:









Description of Student/Setting:
(who, where, when)
Ella
7/8 yr. old classroom
Mary Cariola Childrens Center
8:45 a.m. - 2:30 p.m. - Daily

Rationale of Behavior
Selection:
Ella is an 11 yr. old student who is non-verbal. Based on Ellas inability
to communicate her wants and needs, she often will use her body to
indicate. Ella will grab staff at the knees and ankles to attempt to make
them sit with her. This behavior is dangerous, therefore important to fix.

Pinpoint and Define Behavior:
Ella performs this behavior during choice and play time to seek staff
attention when it is not being directly given. Her tendency is to grab
staff by the knees and ankles, though she sometimes also grabs fingers,
jewelry, and hair. Ella is unable to ask, therefore needing an alternative.

Subject and Setting:
The collection of data to be used for this intervention process is to
record the times throughout three given schools days in which Ella
exhibits the behavior. In doing so, it will also give data on the number of
times she exhibits the behavior in a given day, allowing for an average.

Rationale:
The data allows for times in which Ella exhibits the behavior most often,
allowing for analysis of possible triggers. It also allows for knowledge
of the number of times she completes the behavior which will help to
know if it is limited/lower after intervention implementation.

Objective:
Ella will sign please given one verbal prompt instead of
grabbing/pulling when wanting any staff/person to sit with her at any
given time.


Baseline Characteristics:
The appropriateness for beginning this intervention is based on Ellas
characteristics and disabilities. Because Ella is non-verbal she needs a
way of communicating her wants without endangering any person. She
also needs to be able to receive the attention needed daily.


Results Summary:
After completing the intervention, the recorded data is indicated
in the graphs on the following page.
Before the intervention was implemented, in the three days
observed, Ella grabbed staff ten times on day one, nine times on day
two, and nine times on day three. After the intervention was
implemented, Ella grabbed staff six times on day one, seven times on
day two, and four times on day three.

























0
2
4
6
8
10
12
Day 1 Day 2 Day 3
Number of Times
Grabbed Staff Before
Intervention
Number of Times
Grabbed Staff After
Intervention
0
2
4
6
8
10
12
14
16
Day 1 Day 2 Day 3
Average Duration of
Grabbing Before
Intervention (in seconds)
Average Duration of
Grabbing After
Intervention (in seconds)



Results Summary cont.:
Also recorded was the duration in which Ella was grabbing.
Previous to the implementation of the intervention, Ella grabbed for an
average of fifteen seconds on day one, fourteen seconds on day two, and
fourteen seconds on day three. After the intervention Ella reached an
average of eight seconds on day one, seven seconds on day two, and
four seconds on day three.
This data shows that Ella did in fact decrease the undesired
behavior significantly in both areas. What was interesting to see was
though Ella was still grabbing with the intervention put in place, she was
slowly limiting the amount of time she was grabbing. With the
continuation of this intervention it will be interesting to see if the
behavior can discontinue altogether.
Written Narrative:

Based on the data recorded, Ellas behavior did in fact change for the better. Though it did not stop
altogether, there was still positive behavior leading in the right direction. With her objective stating that: Ella
will sign please given one verbal prompt instead of grabbing/pulling when wanting any staff/person to sit with
her at any given time. Ella did a great job in moving towards the success of this goal. Ella did not reach the
goal entirely at this point in time, however, if continued, she may be able to do so.
Unusual in the project, was that on day two of the intervention, Ella exhibited an increase in her
grabbing that from day one of the intervention. This may have been caused by a frustration of continued
requests to sign please after a new day had begun. Ella may have been testing the limits to see if being a new
day and new aide, she would not be required to follow through with her signing of please. Because student
teacher aides are rotated every day, that may have also thrown off her success as different staff react and request
differently to students unintentionally.
The BIP did work in moving in the right direction to limited and soon extinguish Ellas undesired
behavior of grabbing. The reason for the short term observation after the intervention was put into place was
due to the start of a new student in the classroom. I did not want the new student to interfere with the success of
the intervention data, so even though the intervention is being continued, the data was only collected within a
timely manner with consideration to a change in environment and attention from staff.
As a teacher, I could use this information and data collection to understand the needs of this particular
student. With attention seeking being her main goal in the behavior, I could use the knowledge to create an
environment in which choice/play time involves more staff involvement and may even driven instruction of
play. This would allow students to be guaranteed attention even during play, limited the need for students to
exhibit attention seeking behaviors. I would also use this knowledge to take precautions in keeping all staff and
other students safe by observing the most common times of the behavior and warning signs that she will be
grabbing.