Saita Target Behavior

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TARGET BEHAVIOR
The recurring target behavior(s) that are most interfering with Saita’’s success in school, as well as impedes the learning of others, includes:
A. Engaging in off-task behavior(s) as demonstrated contributing off-topic, providing inappropriate answers and calling out before getting permission to respond.
B. Saita also engages in aggressive behavior towards his peers which involves using aggressive language on the playground, making rude comments, and getting upset when he doesn’t want to follow the rules of the game.
ANTECEDENTS
The target behaviors have been observed and reported to occur under the following conditions:
A. during independent work;
B. during class discussions;
C. on the playground; …show more content…

Additionally, aggression is a concerning behavior that Saita has engaged in on multiple occasions throughout the current school year, therefore, aggression should be addressed too.
In order to address the current target behaviors, I recommend implementing the following behavior Intervention Plan (BIP) that will utilize the student success skills intervention model. After Saita participates in multiple small group sessions and classroom sessions with the school counselor, his BIP will address the following:
A. Learning how to ask appropriate questions and identify when a break is needed
Allowing Saita to engage in a requested activity and/or task after waiting for designated period of time, or completing a short amount of items (that will consist of taking no more than five minutes). Providing a visual timer for Saita when needed, and he will be allowed to engage in the activity and/or task when timer ends.
Provide choices when placing a demand/making a request (e.g., "you can complete this section first or this one first," "when you finish, would you like to do this task or this activity?" "Do you want to help me first, or complete your math problems first?").
B. Show Saita how to ask and share the appropriate details about his …show more content…

This may be initiated by Saita or prompted by staff, prior to Saita engaging in off-task behaviors. Options during break should consist of tasks that will allow Saita to be safely off-task, while not disturbing the classroom instruction/activities. This may include putting head down, looking at books, playing with objects in desk, drawing, etc. During group instruction, staff may also assign a job to Saita to assist with engagement. This may include being the teacher helper, a helper to another student, being the time tracker to stay on schedule, the person who passes out this paper when we get to a certain part of the story, etc. This may assist in maintaining attention due to an individual purpose/responsibility.

During independent seat work, Saita will also be provided with: a. breaks; b. the option to choose what part of a task he wants to complete first; and c. the option of choosing a section that he would like to complete by himself and a section that he would like to complete with an adult and/or peer partner.
C. Provide

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