cenario: <Read the scenario below. Develop a behavior intervention plan you,

cenario:
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Read the scenario below. Develop a behavior intervention plan you, as the teacher, will implement to
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improve Sara’s behavior and increase her positive peer interactions. Think preventive!
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Sara is four years old and has attended preschool for the last six months. She enjoys listening to
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stories, playing with dolls, and playing at the sensory table. Her pre-readiness skills, cognition,
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receptive language, fine and gross motor skills all appear age-appropriate. She presents some
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challenges in the areas of social and emotional development, play skills, and expressive
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communication skills. She rarely initiates language and uses nonverbal communication throughout
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most of the day.
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Her peer interactions are limited, and she sometimes displays aggression towards peers by hitting
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and pushing them. Sara will sit on the rug during circle time if she can be seated next to one of the
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adults in class. She willingly responds to questions about the story, using 4-5-word utterances, only if
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the teacher calls on her first. If the teacher calls on someone else first, Sara will pout, fold her arms,
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and refuse to speak.
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She enjoys the housekeeping center and spends most of her day in that center, holding a doll as she
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watches the other children play. She does not extend her sequence of play and/or use any other
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materials in the center. When the teacher joins her in the housekeeping center, and models feeding
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the baby with a bottle and getting a blanket to cover the baby, Sara will imitate the adult’s actions.
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CHS 208 – Teaching Exceptional Learners
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Unit 5 Assignment: Behavior Intervention Plan
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When the adult tries to guide Sara to move to another center, she will follow the adult to the different
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center. As soon as the adult leaves the center, Sara goes back to housekeeping and snatches her
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preferred doll from a peer. She will not share or wait her turn for the doll and screams, cries, and
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pushes the peer away. When a peer attempts to engage with Sara, she leaves the center to find an
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adult.
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Sara uses nonverbal communication by pointing at the object or person or will take the adult by the
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hand and lead them to what she wants to show them. When asked to use her words, she will resort
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to using 1-2-word utterances. She is beginning to show some interest in the sensory table. She
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prefers certain tools in the sensory table and will scream and snatch the tool if she does not get the
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tool of her choice.
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She is not showing interest in direct contact with peers; however, she watches her peers while they
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are playing and will sometimes laugh at what they are doing and on occasion, she has gone over to
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the teacher to let her know if a peer is sad or hurt or if someone did not follow the rules by pointing
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and using gestures.
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Sara needs to use her words to communicate, as opposed to hitting or pushing, expand her play
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skills, initiate, and use language to get her needs met and increase her independence skills. These
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excessive behavior patterns interfere with her ability to learn and engage in everyday activities.
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Instructions:
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Sara’s behavior intervention plan must include the following components:
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1. Identify one (1) of Sara’s target behaviors in observable terms.
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2. Using the one (1) target behavior you chose to address with Sara, identify the antecedents and
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consequences of Sara’s behavior. Describe the type of data you would use. (Refer to pages
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482-485 in the text.)
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3. Specify one (1) objective for the intervention.
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4. Identify the desired behavior. What should Sara be doing?
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5. Assess the function of the behavior. What is Sara getting from acting this way? (Refer to page
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480)
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6. Identify and describe a replacement behavior. What should Sara do to get the same outcome?
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7. Describe improvements. What needs to be changed in the classroom environment? How can
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adult-child interactions be more supportive?
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8. Identify specific skill development. What new skills need to be taught?
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9. Provide a detailed step by step behavior intervention plan, including at least two (2) positive
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guidance strategies to address the desired behavior.
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10.Describe how you will monitor Sara’s progress.
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11.Explain how you would get the parent to be involved in Sara’s behavior intervention plan.
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Requirements:
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• Paper length: 2-3 written pages, with additional Title and References pages.
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• Use proper APA format when citing sources.
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• Include information from the text as well as at least one (1) other reference.