Managing Behavioral Challenges in Prader-Willi Syndrome

The function of the behavior(s): The function of Bonnie’s behavior is to gain access to food.

Medical factors that may impact behavior: Bonnie has been diagnosed with Prader-Willi syndrome a life-threatening disorder which begins in childhood which causes insatiable hunger. She has intellectual disabilities, a physical disability, and multiple disabilities. Bonnie has also been diagnosed with sensory issues.

Replacement behaviors: Rather than allow Bonnie to transition to her classes unsupervised with other students, Bonnie will be assigned a mentor who supervises her and allows her to go to her classes 5 minutes before other students enter the hallways.

A4a. Goals/

Replacement Behaviors A4b. Positive Interventions to Increase Behavior A4c.

Instructional Strategies to Teach Appropriate Skills A4d. Accommodations/
Modifications A4e. Implementer(s)
One goal for Bonnie is to eliminate the function of her behavior which is the temptation and desire to gain access to food. Another goal for Bonnie is to teach her how to conduct herself in a socially acceptable manner in the hallways. Replacement behaviors involve giving Bonnie a mentor who will guide her as she transitions in between classes instead of allowing her to go to her classes unsupervised. She will also be allowed to enter the hallways 5 minutes before the other student population. Assigning Bonnie a mentor as she transitions to her classes will allow her to learn how to appropriate conducts herself in the hallways. By allowing her to enter the hallways 5 minutes before other students, it prevents sensory overload and removes the temptation of gaining access to their food. Bonnie’s mentor will talk to her about appropriate behavior while walking in the hallways. The mentor will give her praise each time she successfully transitions to her classroom without causing a disturbance. A mentor will be assigned to Bonnie as she transitions to her classes. She will enter the school hallways 5 minutes before the other student population. A mentor will be assigned to her by the principal or assistant principal. Bonnie’s parents will be notified in advance of the behavioral intervention plan.

B. Data Plan Explanation:
• How will the student be involved in the plan (self-management strategies)? Bonnie’s mentor will teach her how to enter the hallways and transition to her classes quietly without causing a disturbance. Bonnie will have ample opportunity to display appropriate behavior in the school hallways and with every success, she will receive verbal praise from her mentor.
• How will the parents be involved in the plan? Bonnie’s parents will be informed of the plan in advance and they will be asked to provide any input, assistance, or recommendations which can make the plan a success. They will receive a daily report of her behavior and they will be asked to encourage her and celebrate her successes.
• Replacement behaviors: Instead of allowing Bonnie to enter the hallways unsupervised she will have a mentor that will guide her as she transitions between classes. She will also be allowed to walk the hallways 5 minutes before the other students rather than allowing her to transition with the other students. This will decrease the temptation to gain access to food and allow her to successfully shift between classes.
• Positive interventions: Bonnie will be assigned a mentor that will provide verbal praise when she successfully transitions to her classes thereby teaching her more appropriate ways to conduct herself in the hallways. By allowing her to enter the hallways 5 minutes before the other students, she will avoid excess stimulation and she will not be faced with the compulsion to gain access to their food.
• Restrictive interventions: Bonnie will enter the hallways 5 minutes before the other school population.
• B1. Data Plan: Justification:
• Student involvement in the plan (self-management strategies): She will learn how to take ownership of her conduct in the school hallways by learning appropriate ways to self-monitor her behavior.

Such as how to walk down the hallways quietly, how to keep her hands to herself, and how to gain access to her locker and school supplies without causing a disturbance to the other classrooms. Positive reinforcement can be applied effectively using this behavioral intervention plan because the positive target behavior is clearly defined (how to enter the hallways quietly) a reinforcer is chosen (verbal praise), and the positive target behavior is reinforced whenever it is exhibited (verbal praise is given every time Bonnie transitions to her classes in a socially acceptable manner) (Mather, N., & Goldstein, S.

(2001).
• Parent involvement in the plan: A collaborative effort between parents, school personnel, and the student is essential to the successful completion of a behavioral intervention plan to address emotional and behavioral challenges effectively.

Bonnie’s parents will receive a copy of the behavioral intervention plan along with a daily record of her behavior. They will be asked to encourage Bonnie as she learns to successfully transition to her classes along with providing any suggestions or recommendations which would be helpful to Bonnie. Behavioral goals for students can best be achieved through evidence-based programs that involve family members directly in addition to student-centered interventions (Cody, S., & Jewell, C.

(2008).
• Replacement behaviors: Effectual and effective transitions within school hallways begin with well-planned and instructed transition procedures along with clear expectations of student behavior during transition times (Stacho Ed.S, T. (2013). Replacement behaviors for Bonnie involve her learning how to properly conduct herself in the school hallways in a socially acceptable manner rather than becoming angry and sitting on the floor refusing to get up creating a disturbance among the other students. She will be rewarded for taking charge of her own behavior through verbal praise from a mentor rather than entering the hallways without guidance.
• Positive interventions: Assigning Bonnie a mentor as she transitions to her classes will allow her to learn how to appropriately conduct herself in the hallways. Individuals with Prader Willi syndrome have difficulty with transitions and change and they can easily become overwhelmed with emotion and have a meltdown because of overstimulation (Roof, M.A., E. (2013). It is hard for them to shift their focus and a rigid schedule is beneficial for them. A mentor can teach Bonnie how to conduct herself in the hallways through concrete, verbal, and visual reminders, and aiding her in a routine that emphasizes natural transitions.
• Restrictive interventions: Bonnie has sensory processing issues. People with sensory processing disorder tend to be overly sensitive to their environment and it may affect hearing, taste, and sense of touch (Star Center Sensory Therapies and Research. (2016). Therefore, by allowing her to enter the hallways 5 minutes before other students, it prevents sensory overload and also it removes the temptation of gaining access to the other students’ food.