Behavioral Intervention Plan

Behavioral Intervention Plan

Introduction

The resulting Behavioral Intervention Plan (BIP) has been developed with information from field observation, interviews, literature resources, and functional behavioral evaluation. The program is meant for children like Asher, who experience a problem behaving correctly. It aims at not only punishing her but also prevents inappropriate behavior through rewarding ethical conduct. Asher’s learning environment changes over time, and so should her behavior plan. Thus, her teacher should modify the behavioral intervention plan regularly to include new information or if she requires change. Developing a Behavioral Intervention Plan is to help Asher control her obsessive-compulsive behavior in her school environment.

Asher is a five-year-old girl in an elementary school environment who portrays obsessive-compulsive behavior in the form of anxiety.  She receives cognitive behavioral therapy for compulsive behaviors, exposure and response prevention for her feared obsession, and family therapy for family conflicts. The BIP has been designed for Asher to control her obsessive-compulsive behavior. The conduct can occur between 5-8 times a day. Asher touches dirty objects when in situations that trigger her obsessive thoughts. She uses compulsive rituals to mitigate concerns such as extreme handwashing. Asher also picks dusty substances in the classroom when engrossed with anxiety. Besides, she demonstrates more of these actions during class sessions. Such circumstances call for proper communication attributes which Asher lacks.

The purpose of this Behavioral Intervention Plan is to teach Asher how to handle her obsessive-compulsive behavior by challenging her obsessive thoughts. In three weeks, Asher will identify a more desirable approach to perceiving situations instead of developing an excessive obsession with dirt. Exposure and response prevention exercises help in overcoming obsessive thoughts. These customs will help Asher in socializing and learning how to handle her anxiety. It is to teach her ways of resisting the urge to complete compulsive rituals. Meanwhile, Asher is getting cognitive behavioral therapy for compulsive behaviors, which help stabilize her anticipations and perspective of the world, and her parents are focusing on desirable social skills.

Assertiveness will be the replacement behavior that Asher will be taught. The teacher will take Asher to the office and discuss the replacement conduct in place of obsessive-compulsive behavior. She will be presented with cognitive and behavioral therapy. Having been introduced to cognitive procedures, she will be returned to the classroom and be allowed to discuss it with her peers. She will also elaborate on the necessary reinforcements applied when Asher uses the replacement behavior correctly.  Cognitive behavioral therapy will help her evaluate and acknowledge her fears. Her teacher will use cognitive behavioral therapy to transform her negative opinions, leading to anxiety and emotional difficulties.  The replacement behavior concentrates on applying a variety of techniques to assist her in overwhelming these ideas. The replacement behavior helps Asher identify new methods of resolving or minimizing her fears. Moreover, behavioral strategies assist her teacher and parents in making rules that change practices. For instance, the teacher may set a maximum number of times a child can answer questions in class.

The teacher will take an active role in understanding that although she cannot control every situation of the world around her, she can still change her perspective and handle things in her environment. Through developing self-awareness of the undesirable and often impractical ideas that inhibit her emotions, Asher can begin participating in healthier reasoning. In situations where Asher experiences a wide range of psychological issues, cognitive and behavioral therapy can be useful. Also, the replacement behavior can be used efficiently by Asher’s teacher as a temporary treatment focused on assisting her in conquering her fears and training her to concentrate on contemporary thoughts and beliefs.

Asher’s teacher will modify the general classroom setting by changing her sitting position. The teacher will have her desk positioned in a place that will not trigger her obsessive thoughts. Besides, her teacher will equip her with new skills that can be applied to real-life circumstances. For instance, the teacher may point Asher randomly to answer a question in class. As a result of not knowing the correct answer, she can develop fear and start holding her dirty shoes.  Her teacher should help with the anxiety problem by practicing new coping skills like allowing her to play with peers to handle circumstances that could cause fear. Also, the teacher will modify the instructional strategy to enable her to identify negative thoughts. Her teacher needs to understand the way emotions, ideas, and situations can influence maladaptive behaviors.

Additionally, Asher’s teacher will use visual charts to set goals and monitor her behavior. Goal setting can be an essential strategy in recovering from obsessive behavior and enable her to make changes to enhance her health and life. During cognitive behavioral therapy, Asher’s teacher can assist with goal setting skills by teaching her to evaluate goals and develop the ability to differentiate between short-term and long-term goals. Moreover, her teacher can establish and apply visual cues rather than verbal reminders to promote problem-solving. Studying problem-solving attributes can enable Asher to evaluate and solve challenges that emerge from life stressors.

The behavioral intervention plan demands collaboration between Asher’s educational team. The collective approach to behavioral management is a significant aspect of controlling compulsive behavior. Asher’s parents will engage the teacher to identify appropriate ways of supporting her. Besides, Asher’s educational team should work collaboratively to review the Behavioral Intervention Plan regularly. It is because the team methodology enables all stakeholders to use periodically selected, suitable intervention techniques, which helps her to learn carryover behaviors in all environmental settings. The effective way to identify whether the plan is on the right side is for teachers and parents to discuss Asher’s response and determine if there is a need for modification.

Consequently, they all impact her valuable perceptions and appropriate intervention approaches. Asher’s educational team plays a vital role in creating a behavior intervention plan because their knowledge places them in a unique position to acknowledge the level to which obsessive behavior influences her perspective. Working together helps all parties pursue shared objectives, merge selective skills, and start a discussion to mitigate Asher’s compulsive behavior. Also, the therapist should advise the teacher on the best behavioral techniques to use in class to avoid subjecting her to circumstances that trigger obsessive thoughts.

When Asher portrays appropriate behavior rather than an excessive obsession, the teacher will praise her verbally and provide her with the opportunity to share a story with a junior class. Besides, the teacher will request her to share the skill with the class. Asher’s teacher will attach gold stars next to her name on a class chart for behaving appropriately. It will motivate her to uphold a desirable behavior in the classroom setting, making other students take incremental strides towards cognitive functioning. Moreover, the teacher will take a photograph with Asher and have it displayed in the classroom. Her teacher will use informal reinforcers, such as placing her in a special seat in a class to help reduce intrusive thoughts. Additionally, the teacher will allow Asher to share the aspects of the behavior with colleagues, move the desk to a particular location in the class, free time for a choice, and take a special lunch at the school cafeteria.

In situations where Asher demonstrates inappropriate behavior occurs, the teacher will enforce pre-established rules and punishment to correct her. The teacher will remove her from the classroom and discuss the undesirable behavior privately. If she develops obsessive thoughts during the lesson, her teacher will give her time to cool off before addressing the situation. If Asher continues to express obsessive-compulsive behavior, her teacher can avoid arguments with her by reducing discussion at the time of misbehavior. It will permit adequate time between directions and compliance.

The Behavioral Intervention Plan will be applied to enable Asher to learn to control her behavior to reduce obsessions. BIP’s objective is for Asher to learn metal strategies to control her thoughts when she begins to feel anxious. In a month’s tine, Asher will be reexamined to determine whether the approach has been efficient.

Below is the chart to be used in reviewing Asher’s progress.

Please connect this to the weekly review and design useful targets associated with students’ progress.