Behavioral Intervention Project

Students Initials: T.S.

Fall 2015

Time Period:

Age: 10
Grade: 3rd

Gender: Male

Target Behavior:
1. The student does not reflect as expected after each activity.
a. Given a daily reflection sheet, the student will reflect after each
activity.
i. The student will reflect on his ability to stop what he is doing
and follow directions.
Intervention:
The intervention will be the reflection sheet that the student will use to reflect on
each activity. It will target the behavior and break down the days schedule by
activity. Each activity will have a ranking system of 1-5 where each number
represents the degree to which the student needed prompting, 5 being independent
and 1 being physical prompts. The student and the teacher will reflect on this
together at the end of each activity. The act of reflecting will be recorded for data
(using the same 1-5 scale that the student uses to reflect on himself) and then be
put into a chart and graph.
Should this method of intervention prove ineffective, then an alternate method of
intervening will be implemented. In this case, the Social Behavior Reflection sheet
will be used. This will allow for the student to still be the center focus of reflection,
while attempting reflection with more detail written out tangibly. The alternate
method will only require reflection once a day as opposed to the initial method
where each activity is to be reflected on. This data will be graphed by way of
completed reflections.

Graph:

Reflection Behavior Tracking: TS

5

5
4.5
4

3.7 3.7

3.5
3

Reflection Average

2.5 2.1
2

3.9

3.8

4.1

3
2.5

2.2

1.5

5 4.9

4.8
3.8

2.8

2.4

2.1
1.3

1
0.5
0

Date Tracked

Key
5- Independently
4- 1 Reminder
3- Reminder and Visual Prompt
2- Reminders and Proximity
1- Physical Prompt
Summary:
This intervention was implemented after three consecutive days of baseline
data. The baseline data indicated that much proximity and visual reminders were
needed for TS to carry out the intended behavior. Following the baseline
observations, the intervention was applied for five straight weeks in the same
format that the baseline data was taken: three consecutive days in the middle of
the week (as possible).
When analyzing the graph, the data clearly shows a general upward trend.
This indicates that over the course of five weeks, TS showed much growth and

progress with regards to the target behavior. Beginning from a place where many
reminders, proximity, and visual prompting were being used, and ending in a place
where one reminder (at most two) and even independence was being regularly
achieved goes to display that the intervention, thus far, has been a success.
There are few data points that are much lower than the others on the general
trend line. This is attributed to days in which the student was extremely frustrated
by various other events and activities (Oct. 20 and Oct. 28). On Oct. 8, the student
had a blow out and ended in a meltdown which explains his lack of reflection
despite the intervention.
With the current trend, a projection can be made that by the end of the
school semester, the student will be reflecting independently on a consistent basis
(4-5 days a week) with very minimal reminders.

Name: T. S.
MON/TUES/WED/THUR/FRI ________________

Date:

SELF-AWARENESS/
SELF-REGULATION
Strength:
Zest, enthusiasm and
energy
5 - Independently
4 - 1 reminder
3 - Reminder and

Shifting and Focus of

Thoughts and Actions
I stop what I am doing
and follow directions.

visual prompt
2 - Reminders and
proximity
1 - Physical prompts

8:45-9:00
Outdoor
9:00-9:45
Math

5 4 3 2 1

5 4 3 2 1

9:45-10:15
Movement 1
5 4 3 2 1
10:15-10:45
Snack
10:45 11:30
Reading & Writing

5 4 3 2 1

Notes

11:30 12:00
Lunch

5 4 3 2 1

SELF-AWARENESS/
SELF-REGULATION
Strength:
Zest, enthusiasm and
energy
5 - Independently
4 - 1 reminder
3 - Reminder and

Shifting and Focus of

Thoughts and Actions
I stop what I am doing
and follow directions.

visual prompt
2 - Reminders and
proximity
1 Physical prompts
12:00 12:30
Movement 2
12:30 1:00
Community Job

5 4 3 2 1

5 4 3 2 1
5 4 3 2 1
5 4 3 2 1

2:15-2:30
EF/Organize

5 4 3 2 1
2:30-3:15
Dyads
3:15 Carpool

Notes:

Name:

Date:

Social Behavior Reflection

Today I needed __________________ support when I
______________________.

The consequences were _______________________________________.

This caused ___________ to feel _______________________.

I felt _____________________.

I did this because I wanted

________________________________________.

An expected way to get this is to

____________________________________.

I can make repair with _______________ by

______________________________.