Behavior Intervention Plan

Based upon my FBA data, my hypothesis for the students off task behavior is he gets

distracted by his surroundings and wants to avoid doing his work. For example, if there are any

materials on the table, he plays with them instead of listening to the teacher. Additionally, I

noticed he focuses more on the other people in the room such as when teachers or students walk

in and out of the room. N.G. exhibits off task behavior when given instructions to read a story or

spell words. The student states that he does not want to do his work and tries to insinuate side

conversations in order to avoid doing his work.

I collected baseline data using a frequency measure of how much time the student

displayed off task behavior during a one-hour instructional period. I collected this information by

using tally marks in a notebook. Every time the student was playing with his materials, looking

around the room instead of listening to directions, and creating side conversations I made a tally.

I gathered this data over a four-day period due to the fact that the student comes to W-K for this

allotted amount of time. I added the number of times the student was off task by the number of

days to obtain the average amount of this behavior. I discovered that on average the student

presents off task behavior 19.5 times within a one-hour period.

The desired behavior is for the student to decrease his average off task behavior during a

one-hour instructional period of 19.5 times to 4 times in a given school week of 4 days. The

students off task behavior for this intervention will be defined as follows: playing with materials

being provided to him, looking around the room instead of listening to instructions, and

attempting to generate side conversations with the teacher.

In order to diminish N.G.s off task behavior, I will change both the antecedent and the

consequence. For the antecedent, I will provide the student with only the materials required for
the specific activity to reduce the amount of items that could be possible distractors for him. On

behalf of the consequence, I am planning on changing not taking away the materials. Instead, I

will redirect his off task behavior by telling him to take his hands off the materials and continue

with his work. My reasoning for this is because it is unrealistic for the student not to have any

materials in front of him. I want the student to be able to thrive in the classroom environment.

Having the materials in front of him provides him with an authentic classroom experience.

There are many types of positive reinforcement that will be awarded to this student. The

first type of reinforcement that will be given is specific praise. An example of specific praise

would be the teacher telling the student I like how you are staying on task while writing your

letters on the board. Another type of positive reinforcement that will be given is rewards. If the

student displays off task behavior less than 5 times within the one-hour instructional period, he

will receive two Hersheys Chocolate Kisses. This is the small reward that will be given to the

student each day if he follows the requirements. N.G. will also receive a big reward at the end of

the week if his average off task behavior in a given week is less than 10 times. The big reward he

receives will differ week per week. These rewards include coloring in a notebook, playing on the

IPad, and playing with Legos. The designated time he will be given to do these activities will be

10 minutes at the end of his instructional time.

A consequence will be provided to the child only if his off task behavior severely disrupts

his learning. I have created a token economy where the student will be rewarded for his desired

behaviors and receive consequences for his negative behaviors. The student will be given 5

tokens at the beginning of each instructional period. The teacher states that if all 5 tokens are

taken away, the the student does not receive his Hersheys Chocolate Kisses for that day. The

teacher will also explain that he will only obtain his big reward if he stays on task for the
majority of the time during the week. If his average off task behavior is too frequent during the

school week; more than an average of 10 times over a 4-day period, then N.G will not acquire his

big reward at the end of the week. The consequences are to be used as a last resort when the

student is having difficulties focusing while given directions. Positive reinforcement such as

specific praise will be provided frequently to the student to increase the desired behavior and

decrease the amount of consequences the student receives.

Throughout the intervention process, some changes were made as needed. Some of these

changes including giving the student Twix instead of Hersheys chocolate kisses. For the

students big reward, I just had him color in a coloring book since that is the activity that he

enjoys the most. Another thing I changed throughout the behavior intervention was that

eventually, I did not need to use tokens with the student. He ended up being very on task because

he wanted to receive his rewards at the end of each lesson I taught him. The only time I brought

the tokens out was when he exhibited behaviors of not being able to focus such as trying to

change the subject, looking around the room at other students, and not following my instructions.

I believe my plan worked out well from my data that I collected the student improved

tremendously with his off task behaviors. On the first week I started taking baseline data on N.G,

he exhibited off task behaviors 15 times, 10 times, 25 times, and 28 times each during different

lessons and within a one hour-instructional period. On the last week I collected intervention data

on N.G, he did not exhibit any off task behaviors throughout 4 different lessons within a one-

hour instructional period. My original goal for N.G was for him to exhibit off task behavior less

than 5 times throughout each instructional period and to have an average of less than 10 off task

behaviors for the week. Given that the student did not exhibit any off task behaviors in the last
week; he surpassed the original goals I had set for him. Therefore, I am extremely happy with

how well the student responded to my behavior intervention plan.

What could have been improved was that the student expected to receive rewards

regardless of his behavior. I feel I could have done a better job in explaining to him that he

needed to stay on task in order to receive his rewards Another thing I would change is the

amount of rewards the student received. At times, I would not have enough time to let him color

in his coloring book because it cut into instructional time. I would often have to let him color in a

coloring book on a different day when time permits, instead of it consistently being at the end of

the week on Friday. However, I am very happy with the progress N.G has made in decreasing his

off task behaviors during instructional time. The student made extreme progress throughout the

semester with this behavior intervention plan.