Proposal for Behavior Change TemplatePart 1: ABC Chart Create five mock activities to serve as your observation. Include antecedents, behaviors, and consequences for Joseph based on the functions of behavior data from “Student Scenario for Joseph.” ABC Chart Student Name: Joseph Class Activity What was the activity or task during the time of the behavior? Antecedent What was the trigger or situation right before the behavior occurred? Behavior What was the observed behavior? Consequence What happened because of the behavior? Reading Example Small group work of in class reading of “James and the Giant Peach.” Teacher tells students to get into their designated small groups around the room. Joseph throws the book down and asks to use the restroom. Escape Reading Reading Science Science Science Operationally Defined Target Behavior: Create one measurable, observable operational definition for Joseph’s target behavior. Focus on one function of behavior: attention, tangible, or escape. Part 2: Analysis of Data In 250-500 words, analyze the case study data, your ABC chart, and your operational definition, and discuss any emerging patterns. Develop a hypothesis as to why the target behavior is occurring. Justify your hypothesis with your assessment analysis and explain how your findings can be used to guide educational decisions for Joseph. Hypothesis of target behavior including function of behavior: Analysis of case study: Part 3: Intervention Ideas and Replacement Behaviors Develop a list of five motivational and instructional intervention ideas that will contribute to reducing the occurrence of the target behavior and encourage the replacement behavior. Interventions should help Joseph adapt to different environments and promote safe and appropriate behaviors. Motivational and Instructional Intervention Ideas 1. 2. 3. 4. 5. Part 4: Proposed Intervention Plan Goal 1 (Identify one functional behavior focus: attention, tangible, or escape): Replacement behavior: Specific steps to change behavior (antecedent modifications): Strategies to manage situations (to reduce target behavior) using collaboration with general educators and other colleagues: Rewards and reinforcements: Progress monitoring (what data will be collected and in what manner, including data from colleagues and student’s family): Steps to resolve any escalation: Part 5: Reflection In a 250-500 word summary reflect upon how you, in your future professional practice, will ensure formal and informal assessments of student behaviors are unbiased and technically sound, considering culture, language, gender, and ability differences. © 2019. Grand Canyon University. All Rights Reserved. Student Scenario: Joseph Background Information: Joseph is an 8-year-old third grader who has recently received a diagnosis of attention deficit hyperactivity disorder (ADHD). Joseph is not currently eligible for special education servic ...

1. Proposal for Behavior Change TemplatePart 1: ABC Chart
Create five mock activities to serve as your observation. Include
antecedents, behaviors, and consequences for Joseph based on
the functions of behavior data from “Student Scenario for
Joseph.”
ABC Chart
Student Name: Joseph
Class
Activity
What was the activity or task during the time of the behavior?
Antecedent
What was the trigger or situation right before the behavior
occurred?
Behavior
What was the observed behavior?
Consequence
What happened because of the behavior?
Reading Example
Small group work of in class reading of “James and the Giant
Peach.”
Teacher tells students to get into their designated small groups
around the room.
Joseph throws the book down and asks to use the restroom.
Escape
Reading
Reading

2. Science
Science
Science
Operationally Defined Target Behavior:
Create one measurable, observable operational definition for
Joseph’s target behavior. Focus on one function of behavior:
attention, tangible, or escape.
Part 2: Analysis of Data
In 250-500 words, analyze the case study data, your ABC chart,
and your operational definition, and discuss any emerging
patterns. Develop a hypothesis as to why the target behavior is
occurring. Justify your hypothesis with your assessment
analysis and explain how your findings can be used to guide
educational decisions for Joseph.
Hypothesis of target behavior including function of behavior:

3. Analysis of case study:
Part 3: Intervention Ideas and Replacement Behaviors
Develop a list of five motivational and instructional
intervention ideas that will contribute to reducing the
occurrence of the target behavior and encourage the replacement
behavior. Interventions should help Joseph adapt to different
environments and promote safe and appropriate behaviors.
Motivational and Instructional Intervention Ideas
1.
2.
3.
4.
5.
Part 4: Proposed Intervention Plan
Goal 1 (Identify one functional behavior focus: attention,
tangible, or escape):
Replacement behavior:

4. Specific steps to change behavior (antecedent modifications):
Strategies to manage situations (to reduce target behavior) using
collaboration with general educators and other colleagues:
Rewards and reinforcements:
Progress monitoring (what data will be collected and in what
manner, including data from colleagues and student’s family):
Steps to resolve any escalation:
Part 5: Reflection
In a 250-500 word summary reflect upon how you, in your
future professional practice, will ensure formal and informal
assessments of student behaviors are unbiased and technically
sound, considering culture, language, gender, and ability
differences.
© 2019. Grand Canyon University. All Rights Reserved.
Student Scenario: Joseph

5. Background Information:
Joseph is an 8-year-old third grader who has recently received a
diagnosis of attention deficit hyperactivity disorder (ADHD).
Joseph is not currently eligible for special education services
because he has an average to above average IQ and prior to the
last few months the ADHD did not adversely affect his
academic performance. However, Joseph’s parents and teachers
have concerns regarding his off-task and out of seat behaviors.
Joseph’s parents currently are not willing to utilize medication
to regulate the symptoms of his ADHD. They would like the
school to identify some positive behavior approaches to support
Joseph. Joseph’s parents would also like to learn more positive
ways to support him while at home.
Joseph lacks self-confidence, expressing frustration to his
parents and teachers regarding his difficulties in school. He
wants to do well, but struggles to maintain his attention to the
task.
To gather more information on the issues his parents are seeing
at home, Joseph’s teacher provided them with an interview form
and survey. According to the information from his parents,
Joseph’s behaviors have begun to escalate to the point of
aggression, as he will refuse to complete work, whine, and
shove papers.
Target Behavior:
At school, Joseph’s behavior has not yet escalated to the point
of aggression, but he is often off-task and out of his seat. Other
times he refuses to complete tasks and will put his head down
on his desk. Joseph’s teacher started to collect data regarding
his off-task and out of seat behaviors. She utilized a frequency
count method for collecting data in class. The teacher collected
data during reading class in the morning and in science class in
the afternoon.
Observations:
During a one hour reading lesson the teacher observed that
Joseph was out of his seat 15 times for a total duration of 25

6. minutes. While out of his seat, he asked the teacher several off-
topic questions, got a drink of water, and sharpened his pencils.
He often tapped his foot against the desk to get a peer’s
attention. Given the frequency with which he is out of his seat,
he did not complete his assignments on time. Joseph required
many redirects, positive reinforcement, and prompting
throughout the day to stay on task.
In the afternoon science class, however, the teacher observed
far less instances of Joseph leaving his seat. He was only
recorded out of his seat four times during the 40-minute science
lesson. When he left his seat, twice he sharpened his pencils,
once was to get a Kleenex, and once was to get another lab
worksheet because he had spilled water from his water bottle on
his first one. He seemed more engaged overall during this time.
Functions of Behavior Data Collection Plan:
Over the next eight days, you as the special education teacher
decide to collect data daily across the following functions of
behavior:
1. Seeking attention (negative behavior to gain attention of
others),
2. Seeking something tangible (behavior to gain an item or
activity), and
3. Escape (to avoid situations or tasks).
The data tables below indicate the number of off-task and out of
seat behaviors Joseph engaged in during approximately 40
minutes of class time across eight days.
Reading Class
Days
Attention
Tangible
Escape
1
0
1
4
2

7. 1
0
5
3
1
1
8
4
2
2
7
5
2
1
8
6
2
0
6
7
1
1
9
8
2
0
8
Science Class
Days
Attention
Tangible
Escape
1
0
1

8. 0
2
0
2
0
3
1
1
2
4
0
1
0
5
0
1
0
6
0
2
0
7
1
1
3
8
0
2
0
© 2019. Grand Canyon University. All Rights Reserved.