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Clark County School District Student Name: Tony Travis Student Number: H008332A Student Grade: 2nd Date: November 10, 2011 Teacher of Record: Diana Zrate School: Pinewood Elementary School
Step 1: Description of Targeted Behavioral Concerns Hyperactive: According to frequency data samples collected at ten-minute intervals over the course of four weeks, it was documented that Tony was unable to sit and listen to instruction for ten minutes for 26 ten-minute intervals. Non-Compliance: According to frequency data samples gathered daily for four weeks in the general education classroom, Tony left class without permission 17 times and failed to participate or begin a task when asked 7 times in a fifty-minute period. Step 2: Functional Behavior Assessment Data Setting Events: Classroom, lunch Antecedents: 1. When the class has a discussion and he is asked to participate (Non-Compliance) 2. During Math lessons when new topics are covered (Non-Compliance) 3. In reading time where all students are expected to quietly read in their desks ( Hyper-Active) 4. When tests are being administered he mumbles to himself and seems uninterested. He does not put effort in completing tests (Non-compliance) 5. When Tony is with his friends in the lunch area he tends to misbehave. (attention-seeking) Functions: 1. Work avoidance 2. Gain attention 3. Escape frustration Other: N/A Step 3: Replacement Behaviors and Services (Task Analysis) These skills will be taught through, modeling, practicing, direct instruction 1. Listen to instructions a. Listen carefully while the instructions are being given. b. Have instructions written down for the student so they can refer to the instruction list. c. Have the students show a response for understanding can be a nod of the head, thumbs up, etc. d. Model proper behaviors: sitting in chair quietly, raising hand, working thru a hard problem, etc. 2. Student participates/ being on task a. Student is to review instructions, and get all materials necessary out and ready for use
Rev. 6/5/07
3. 4. 5. 6. 7.
Teachers will provide Tony an alternative seating arrangement; for example, seated in the front during instruction, or a standing workstation during independent work. Assignments may be modified in all subject areas; for example, every other math problem or shortened writing assignments. Tony may listen to calming music on an iPod or mp3 player during long assignments. A Daily Report Card can be administered and signed by the parent/guardian daily. When appropriate lighting can modified in the classroom. Have more staff supervise the lunch area. Provide aid or tutor as needed during math lessons.
Rev. 6/5/07
Step 7: Progress Monitoring Data Collected that Determines Effectiveness a) All staff will get together to review BIP and data collection techniques every 9 weeks. b) Frequency of target behaviors will be collected three times a week for 8-12 weeks. Data will be collected in all school settings (all classrooms, including specials classrooms, recess, and lunch) for 30-minute intervals. c) Data will be charted once a week and transferred into graphs and spreadsheets that are legible and measurable. d) Data will be analyzed every 4 weeks to determine if target behaviors are decreasing. A criterion of mastery will be considered if target behaviors have decreased by 80%. e) Reports will be written for any hyperactivity or non-compliance behaviors that result in Tonys removal from class or referral to the principals/deans office. f) A daily report concerning Tony's behavior will be sent home each day. Frequency data records will be sent home once per week. g) All staff working with Tony will be notified and given a copy of this BIP. Step 8: Intervention Outcome Process Intervention will begin January 17 2012, and be assessed 9 weeks after, March 15 2011 this will be an all staff meeting, All IEP members are required to attend. Effectiveness, appropriateness and observations, charts, data will be assessed.
Rev. 6/5/07