Behavioral Intervention Plans (Elementary): Developing a Plan to Address Student Behavior
Challenge
View the movie below and then proceed to the Initial Thoughts section (time: 1:37).
Transcript: Challenge
Behavioral Intervention Plans (Elementary): Developing a Plan to Address Student Behavior
DJ, a well-liked and energetic fourth grader with a fun sense of humor, and Presley, a quiet first grader who enjoys drawing and coloring, display severe and chronic interfering behaviors. DJ is frequently off task, talking out of turn and engaging others around him, which impacts his school performance and distracts those trying to learn. Presley, who has a developmental delay and limited language skills, often pushes, hits, or kicks her peers, creating a significant safety concern. For each student, a team of educators and family members worked together to conduct a functional behavioral assessment, or FBA, to understand why they were engaging in these behaviors. The teams collected comprehensive assessment data to identify influential factors and patterns in the students’ behaviors. Based on the data, the teams hypothesized that the function of DJ’s behavior was to gain peer and adult attention, while the function of Presley’s behavior was to escape peer interaction. Now that these teams better understand the context and root causes of the students’ behaviors, they need to identify supports and interventions to help them engage in behaviors that will facilitate success in school.
Here’s your challenge:
How can educators modify a student’s behavior?
How can educators know if interventions are effective?