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.
XXX XXXXXXX XXXXX XX XXXXXXXX when XXXXXXX XX a XXXXXXXX intervention plan is that each plan XX XX XXXXXXXXXX as XXX child XXX plan is XXXXXXX for. XXXXXXXX XXXX to XXX in the XXXXXXX of this XXXXXX for A so it XXXXXX XXXX for X. “It is XXXXXX XX XXXXXX XXXX XXX students will XXXXXXX to a reinforce in XXX same way. This means that it is important to take XXX XXXX to XXXX out XXXX is reinforcing XX XXXXXXXXX XXXXXXXX” (Maag, XXXX, p. XX). It is also XXXXXXXXX to XXXX that behavior XXXXXXXXXXXX XXXXX XXXX target specific behaviors XXXX you wish XX XXXXXX or encourage. “To XXXXXXXXXXX deal XXXX a XXXXXXXXXXX student, a XXXXXXXX target XXXXXXXX XXXXX to be XXXXXXXXXX” (XXXXXXXX, 2001, p XX)
XXX 1st research based reinforcement strategy that we tried to XXX is XX XXXXXX inappropriate XXXXXXXX. This particular XXXXX XXX exhibiting XXX XXXXXXXX in order XX get a XXXX out XX XXX students or teacher in the class. XXX goal was XX extinguish his XXX XX inappropriate language. XX discussed as a XXXXX XXXX words are XXXXXXXXXX “XXXXX” or XXXXXXXXXXX XXX XXXX XXXXX XX considered “XXX” or XXXXX you XXXXXX XXX XX XXXXXX. (We XXX XXXXX words to describe XXXXXXXX, XXXXXXXX and words in XXX classroom). After this XXXXXXXXXX XX used the “Ignore XXXXXXXXXXXXX behavior” XXXXXXXX. XXXX XXX student XXXXXXX using XXXXX “red” XXXXX, XX XXXXX state XXXX we XXXXX be XXXX than XXXXX to listen if he XXX use “green XXXXX” XXX XXX if he was using “red” words. XX would follow up with, “XXXX you XXX XXXXX to talk green, please XXXX see me,” XXX XXXX XXXX XXXX. XXX students XXXXX see the XXXXXXXX modeling XXXX approach XXX XXXXX follow suit. It XXXXXX for a XXXXX XXXX, but XXXX the XXXXXXX did XXX respond XXXXXXX “XXX I like red XXXXX” and would say XXXX in XXX XXXXXX XX XXXXXXX.
XXX XXXX XXXXXX XXX to try XX increase XXX use of XXXXX words. Signs were XXXXXX in XXX room with “XXXXX Words Only” and a chart XXX created XX XXXXXXX the XXXXXXX’s use XX appropriate XXXXXXXX for XXXX XXXXX period. XXXX contingent reinforcer XXXXX XXXX place on a fixed duration schedule. XX XX based on XXX if-then XXXXXXXXX. Since this particular student XXXXX XXXXX XXXXX Brothers, he would track each hour by circling Luigi if XXXXX XXX XXXXXX if XXX. XX he earned X or more Luigis, he XXXXX earn time XX watch XXXXX XXXXXX XX the computer during 7th and final XXXX. XXXX XXXXXXXXX works as XXX student XX XXXXXXX to XXXX his XXXXXXX time XXX XXXX XXX XX collect his Luigis. “The student can predict the consequence XX XXX or her XXXXXXX and XXXX further XXXXXX XXX student in XXXXXXXXXXXXX the XXXXXXXXXXX behavior” (Ackerman, 2007, p.14). The chart XXXX XXXXXXXX the student a visual XXXXXXXX of XXX XXXXXXXX in XXX XXXXXXXXX.Another XXXXXX that proves to XX XXXXXX XX XXXXXX XXXXXX. XXXX XXX XX XXXX with other strategies. When XX noticed XXXX XXXXXXX XXXXX XXXXX XXXXX or talking in a XXXXXXXX manner, it is XXXXXXXXX XX acknowledge it. “XXXX a practical XXXXXXXXXX, reinforcing XXXXXXXX immediately helps them know XXXXXXX XXXX XXXX have done XXXX is appropriate” (XXXX, 2018, p. XX)
References
XXXXXXXX, B. (2007).PRAISE: XXXXXXXXXXX guiding XXXXXXX behavior. XXXXXXXX XXXXXXX, CO: Purposeful XXXXXX XXXXXXXXXXX.
XXXX, J. (2018).Behavior management: From XXXXXXXXXXX XXXXXXXXXXXX to XXXXXXXXX applications (3rded.). XXXXXX, MA: Cengage Learning.
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