Almost all of my students have a BIP (behavior intervention plan) in my special education class. One particular student in my classes has some trouble with inappropriate language. He likes to swear, talk about being naked, or will make comments about other students such as--has a mustache to get a rise out of them. His behavior plan has been worked and re-worked this year to provide proper strategies that will work for him.
The primary thing to XXXXXXXX when working on a XXXXXXXX intervention plan XX XXXX XXXX plan is XX individual as the XXXXX the XXXX XX created for. Teachers XXXX to XXX in the XXXXXXX of XXXX worked XXX A so it should XXXX XXX X. “XX XX unwise XX XXXXXX that all XXXXXXXX will XXXXXXX XX a reinforce in XXX XXXX way. This means that it is important XX XXXX the time XX find out XXXX XX XXXXXXXXXXX to XXXXXXXXX XXXXXXXX” (XXXX, 2018, p. 64). XX XX also important to know that XXXXXXXX XXXXXXXXXXXX XXXXX must XXXXXX specific XXXXXXXXX XXXX you wish XX reduce or encourage. “XX effectively deal with a XXXXXXXXXXX XXXXXXX, a XXXXXXXX XXXXXX XXXXXXXX XXXXX XX XX identified” (XXXXXXXX, XXXX, p XX)
XXX Xst research XXXXX XXXXXXXXXXXXX strategy that XX XXXXX XX use XX XX ignore XXXXXXXXXXXXX behavior. This particular child was exhibiting XXX behavior in order to get a rise out of XXX XXXXXXXX or teacher in XXX XXXXX. Our XXXX XXX to XXXXXXXXXX XXX XXX XX XXXXXXXXXXXXX XXXXXXXX. XX discussed as a XXXXX XXXX XXXXX are considered “green” or appropriate and XXXX XXXXX be considered “red” or words you XXXXXX XXX XX XXXXXX. (We XXX color XXXXX XX XXXXXXXX feelings, XXXXXXXX and XXXXX in XXX XXXXXXXXX). After this discussion we used XXX “Ignore inappropriate XXXXXXXX” approach. When the XXXXXXX started using these “XXX” XXXXX, we XXXXX XXXXX XXXX XX would XX more XXXX XXXXX to XXXXXX if he can use “XXXXX words” XXX not XX he XXX XXXXX “red” XXXXX. XX XXXXX follow XX with, “when you XXX ready XX XXXX green, XXXXXX XXXX see XX,” and then walk away. The XXXXXXXX XXXXX see XXX teachers modeling XXXX approach XXX would follow suit. It XXXXXX for a XXXXX time, XXX then the student did XXX respond stating “XXX I like XXX XXXXX” XXX would say XXXX in the corner by himself.
XXX XXXX method XXX XX XXX to XXXXXXXX XXX use XX XXXXX XXXXX. Signs were XXXXXX in our XXXX XXXX “XXXXX Words Only” XXX a chart XXX created to XXXXXXX XXX student’s XXX XX XXXXXXXXXXX language XXX XXXX XXXXX XXXXXX. XXXX XXXXXXXXXX XXXXXXXXXX would take place on a fixed duration XXXXXXXX. It is based on the XX-then XXXXXXXXX. Since this XXXXXXXXXX student XXXXX XXXXX Mario XXXXXXXX, he would XXXXX XXXX hour XX circling XXXXX if XXXXX XXX Bowser XX red. If he XXXXXX X or more Luigis, he XXXXX XXXX time XX XXXXX XXXXX XXXXXX on XXX XXXXXXXX during 7th and XXXXX XXXX. This generally XXXXX XX XXX XXXXXXX XX excited to earn his special XXXX and will XXX XX collect his XXXXXX. “XXX XXXXXXX can XXXXXXX XXX XXXXXXXXXXX XX XXX or her XXXXXXX and thus further assist the XXXXXXX in XXXXXXXXXXXXX XXX XXXXXXXXXXX XXXXXXXX” (Ackerman, 2007, p.XX). The XXXXX XXXX provides the student a XXXXXX tracking XX his behavior in the XXXXXXXXX.XXXXXXX method XXXX XXXXXX XX XX useful XX XXXXXX praise. XXXX can XX XXXX with XXXXX XXXXXXXXXX. XXXX XX XXXXXXX XXXX XXXXXXX using XXXXX XXXXX or XXXXXXX in a positive XXXXXX, it is XXXXXXXXX to acknowledge it. “XXXX a practical standpoint, reinforcing students immediately XXXXX XXXX know XXXXXXX XXXX they have done that is XXXXXXXXXXX” (Maag, XXXX, p. 64)
References
XXXXXXXX, B. (2007).PRAISE: Effectively guiding XXXXXXX behavior. Colorado XXXXXXX, CO: XXXXXXXXXX Design Publication.
XXXX, J. (2018).Behavior management: XXXX XXXXXXXXXXX XXXXXXXXXXXX to XXXXXXXXX applications (Xrded.). Boston, XX: Cengage XXXXXXXX.
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