Beha Support Plan Student: Isaiah Ruiz Date Plan Initiated: October 2014 Developed by: Caroline Langer Assessments used: MAS, observation Function of behavior: Sensory Description of Behavior: When in the classroom throughout the day, Isaiah will bang loudly (with an open hand) on objects in the classroom as well as Vvocalize loudly at an approximate rate of 50 times a day for 5 days in order to receive sensory stimulation. Describe Alternative Behavior to Teach: Isaiah will be taught a physically incompatible behaviors and play skills similar with sensory qualities. Student will be taught alternate relaxation techniques. Pro- Active Strategies/Supports: * Reinforce Isaiah with verbal praise for being quiet during activities. * Redirect Isaiah to the sensory bin, which will be available to him throughout the day. * Teach Isaiah appropriate "time and place” by teaching him how to request appropriately for the sensory bin. Intervention/Crisis: + Isaiah will be redirected back to the task using verbal direction, * Isaiah will be given the “quiet” symbol Criteria for Termination of the Plan: When Isaiah's behavior decreases to five occurrences within the classroom.Unit: PZ Behavior Support Plan Student: Bruce Giambanco Date Plan Initiated: September 2015 Developed by: Caroline Pernice Assessments used: MAS, observation Function of behavior: Sensory & Attention Description of Behavior: When in the classroom, throughout the day, Bruce will get out of his seat and jump around the room during different activity/ tasks at approximate rate of 8-10 times per day. Bruce exhibits this behavior according to the MAS for sensory stimulation & attention. i is ; Bruce will learn to request a break and movement activities in order to satisfy his sensory needs. Bruce will learn how to request for desired items using his PECS book. He will also learn how to gain appropriate attention by using his book to request for " help” followed by appropriately tapping on an adults shoulder, * Reinforce Bruce with verbal praise, high’S etc. for nice sitting. * Teach Bruce how to appropriately gain the attention of an adult (tapping or light touch on air) to get others’ attention. * Teach Bruce to use his " help me” symbol from his PECS book whenever he needs assistance. Teach Bruce to request for movement using his PECS book. Bruce will also be given the opportunity to move around the class through structured music and movement activities 2-3 times a day for 5 minutes with supervision. * Token Economy system will be on his desk. When it is complete he will be given a choice of a reinforcer. Intervention/Crisis: Bruce will be redirected back to his seat with visual support or gesture prompt. * Bruce will be given a vocal directive to “sit down” as well as shown the super symbol “sit” symbol. * Bruce will be reminded for what he is “working for”. * Bruce will be verbally praise, high ‘S etc. when he returns to his seat. Criteria for Termination of the Plan: When Bruce's behavior decreases to zero occurrences within the classroom,Unit: 7 ior Pl Student: Adam Omran Date Plan Initiated: September 2015 Developed by: Caroline Pernice Assessments used: MAS, observation Function of behavior: Tangible, Escape Description of Behavior: When in the classroom, throughout the day, Adam will scream at an approximate rate of 7-8 times per day in order to escape from an activity or to get a desired item. Adam's screaming occasionally leads to biting himself or others. " i . ‘Adam will learn how to request for desired items/ activities, Adam will ask learn how to ask for a break using his PECS book and the symbol for "I need a break" or “help me”. * Reinforce Adam with verbal praise, high’s etc. when attending for a task for 2-3 minutes. * Adam will be taught how to use “ help “ symbol from his PECS book during discrete trials with a token reinforcement system. Adam will be trained to engage in highly motivated interactive activities/toys. ‘* Adam will have the opportunity to learn and to request the “break” symbol when he needs one throughout the day. * Adam's tasks will be modified with motivated activities (initially simple and less amount, gradually introduce challenging and more tasks along with interested activities once he’s behavior improves. Intervention/Crisis: * Adam will be redirected back to his take with token economy support. * Adam will be given a vocal directive to “quiet” as well as shown the super symbol “quiet” symbol. Separate him from the group if he gets aggressive (e.g. biting) * Adam will be redirected gestural prompt/ visual cues “help or break” Criteria for Termination of the Plan: When Adam's behavior decreases to zero occurrences within the classroom.