Pbs final

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  • Pbs final

    1. 1. INDIVIDUAL POSITIVE BEHAVIORAL SUPPORTS PLAN By: Brittany Dyer
    2. 2. The Student‘Liam’ parents are getting17 Years old divorcemale strengths in math and sportsa student with ADHD weaknesses in writingreceives specialeducation services likes his laptop
    3. 3. The Settingjunior History classroomteacher is Mr. Jonesno furniture other than desks and one book shelf“POD” community set up15 students ages 16-17one other student receiving services
    4. 4. Target BehaviorStarts off fidgetting in classgets out of his seat multiple times in a classwithout teacher permissiongoes to bathroom/nurse/lockervisually distracting to students and teacherinterrupts lesson
    5. 5. Operational DefinitionAny time Liam removes himself from his seat without averbal prompt or direction from the teacher.
    6. 6. FBA ChecklistFunctional Assessment Checklist for Teachers and Staff(FACTS)behavior got worse after parents’ divorce started tobecome an issuebored when activity was too long or difficultgetting peer or adult attention and fulfilling need tomovestress and boredom are looking like inattention andhyperactivity
    7. 7. Data Collectionchecklist max: 4 whole class/frequency average: 6.6 80 minsmin: 2 no pattern check marks Student: Liam Smith Target Behavior: Any Time Liam is out of his seat Date: March 7- 11 without a verbal prompt or direction from the teacher. Data Collector: Mr. Jones X = Target Behavior occurs Monday Tuesday Wednesday Thursday Friday Day 1 Day 2 Day 3 Day 4 Day 5 Language Arts XXXXXX XXXXXX Class XXXXXX XXXXX XXXX 9:00-10:30 XXXX XX Total 6 10 5 4 8
    8. 8. Baseline Data # of Occurrences of Target Behavior per Day 10 8# of Occurances 6 Goal Line 4 2 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Days
    9. 9. Antecedent Behavior Consequencebored or get out of teacher tells himstressed and seat without to stop, receivesbehaviors are direction peer attention,not fulfilling from teacher and fulfills needanymore to move
    10. 10. Target Replacement Desired Behavior Behavior BehaviorAny time Liam One 5 minute For Liam to removes break in the actively himself from middle of class participate inhis seat without class without verbal prompt Participate in removing or direction other active, in himself from from the seat activity his seat teacher
    11. 11. GoalMr. Jones decided that he wanted to conduct an intervention withLiam in order to get Liam to reach the desired behavior of 0occurrences of getting out of his seat without teacher directionper class period.Mr. Jones would like to do this by giving Liam a choice of anotherself medicating activity that Liam can do in his seat that will notcause a distraction from the class. Liam will learn the newtechniques to curb his boredom and inattention, and use thetechniques in order to minimize the amount of time that he isrestless and needs to get out of his seat.
    12. 12. Plan: Step 1teach replacement behaviorduring study hallstress ballsilly puttyball chair
    13. 13. Plan: Step 2explain the break plan to Liam5 minute break at 9:45/middle of classLiam and Mr. Jones have a stop watchstart stopwatch when he leaves the roommust be in room before 5 minutes is upcan only leave classroom one more time for bathroomor nurse after raising hand and getting permission fromMr. Jones
    14. 14. Plan: Step 3positive reinforcement plansticker sheet 4 X 81 sticker each day for havingonly scheduled break andbathroom break1 sticker for getting back into class before 5 min is upWhen he receives 16 stickers, gets 5 minutes of laptoptime at end of that class.
    15. 15. Plan: Step 4practiceimplement
    16. 16. Intervention Data Day # of Occurrences 1 6 2 10 3 5 4 4 5 8 6 1 7 1 8 0 9 0 10 0 11 5 12 3 13 0 14 0 15 0 16 0 17 2 18 0 19 0 20 0
    17. 17. Data Baseline Intervention # of Occurrences or Target Behavior per Day 10 Baseline InterventionValue # of Occurance 8 Trend Line 6 Goal Line 4 Trend Line 2 0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Days
    18. 18. Data Analysisplan worked# of occurrences were more than 0 on days that Liamused the silly putty or the stress balltrend continued to go downmean is 0.8significant change in levellatency of change: change seen after 3 dayspercentage of overlapping data is 93.33%
    19. 19. Reflections and Recommendations and ReflectionsPlan did work, but the antecedent modifications need to be changed.Tweaking of the plan needs to happen sometimes.successful because Mr. Jones knew student personallyFind help from co-workers and classmates for excel.Use what you see.a lot of planning timewould like to try next year, always have students like Liam

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