Behavior Intervention Plan Summary

James, R. K., & Gilliland, B. E. (2013). Crisis intervention strategies (7th ed.). Belmont, CA: Brooks/Cole Cengage Learning

Crisis Intervention Training came from the deadly results between law enforcement and mentally unstable individuals. This training gives them the tools to be able to identify people with various kinds of mental illness. These illnesses include but are not limited to anxiety disorder, mood

The sequence of behavioral consultation is the following: (1) problem identification, (2) problem analysis, (3) selection of a target behavior, (4) behavior objectives, (5) plan design and implementation, and (6) evaluation of the behavior change program, six areas that is careful and strategically put together systematically to promote improvement and change Dougherty

A crisis can be a terrible burden on any individual that has or is suffering through one; a crisis can leave a person with a great deal of anxiety and stress. As a crisis intervention worker it is my responsibility to at least try to help those that come into my office. Most that do come to me are going through a crisis of some kind or another and need to work through it. To help them work through their crisis I find that the ABC Model of Crisis Intervention is a great asset. The ABC Model of Crisis Intervention is an effective approach because I can provide temporary immediate

The objective of this Positive Behavior Intervention Plan (PBIP) is to provide John the tools and support necessary to replace the behavior in question and implement, the prevent, teach, and reinforce strategies and recommendations. The desired outcome of this PTR plan is for John to substitute the “flicking” behavior with the use of a squeezy ball and or personal schedule/chart.

Case Study/Assessment To: Dr. Jarrett Subject: Kenny Rogers Date of Examination: January 12, 2015 Evaluator: Linda Seibert I. Identifying Information • Kenny Rogers • Born: May 23, 1964 • Age: 50 • Sex: Male • Married 23 years, (separated for 6 months) 4 children, works full-time II. Reason for Referral Mr. Rogers came to seek counseling because he is frustrated with his current situation. His marriage of 23 years is barely hanging on.

It is also vital to keep good behavioral documentation to show the intensity and frequency of behavior incidents, the use of positive behavioral supports, and other teacher interventions if an IEP meeting is needed to alter placement. Teachers can also use documentation to prove their use of positive behavior supports and BIP techniques. Our district’s School Psychologist does Functional Behavioral Assessments (FBA) to assist in developing a BIP frequently. We have a student who has been exhibiting an increase in maladaptive behavior and the mother requested a FBA to form a BIP because she believed it would further protect her son from disciplinary action. Under this statute, she was correct. Statutes such as IDEA (2004) and TEC § 37.007 can be used to proactively protect students and provide them with the means to be as successful as possible. They can also be used by the courts to hold up rulings as in the case of Honig v. Doe (1988). Both IDEA and TEC §37.007 affect school districts on a daily basis and provide administrators, counselors, and teachers, the legal framework and protocol to use when making the best decisions for students, protecting students and families,

We started Positive Behavior Intervention Support (PBIS) Program with a survey to all staff including aides, teachers, and noon-duty supervisors. We identified different locations and times for behaviors seen in those areas. Looked at behaviors tickets and categorized the different reasons for referrals. Then we developed a discipline plan of expected behaviors in each area. Presented the to entire school community. School Site Council (SSC), Parent Teacher Administration (PTA), English Learner Advisory Committee (ELAC). Discussed positive rewards for models showing how they followed rules. We continue to teach

For a behavioral modification plan, I decided to try to change how early I got assignments done by lowering my procrastination. If I got the assignment done at least one day before the day it was due, I would give myself one point. I then chose to reward myself for compliance. For the reward, I decided that if I completed more than 75 percent of my assignments before the due date, I would online shop for something that was less than 25 dollars. I did this for a week.

There have been several studies conducted in the past ten years that demonstrated positive results of applying crisis management models to reduce negative behaviors of students identified as having an Emotional Behavior Disorder. A study performed by researcher, Carol Dawson in 2003 in New York City demonstrated that applying LSCI interventions had a positive impact on disruptive behavior rates, number of office referrals, and teacher and student relationships at a self contained program (Dawson, 2003). The population of Dawson’s study included racially diverse students and students who receive free or reduced lunch (Dawson, 2003). Additionally, a study done by Grskovic and Goetz in 2005 at residential treatment facility demonstrated that students receiving LSCI interventions maintained a consistent decline of verbally disruptive behavior during the

The main concern both during and after a crisis incident is the students’ physical safety and mental well-being (Kousky, 2016). Disasters can damage children’s physical and mental health (Kousky 2016). To help children cope after a crisis, I would use the person center model during individual therapy. For instance, during person center therapy, counselors are genuine, and authentic (Corey, 2017). They are sensitive and understands the clients’ experience and feelings (Corey, 2017). Person center therapy also has an application to crisis intervention that I could apply after a crisis. After a crisis, people want to be heard and understood (Corey, 2017). It is important for me to listen, hear, and understand what they are going through.

A crisis can be defined as a turning point, our habitual strengths and coping mechanisms have been surpassed and a new approach has to be developed. According to Barnes (1984:115) “crisis intervention focuses on the reduction of anxiety in the client alongside the mobilisation of hope and the restoration of a sense of autonomy and control over the situation.

Crisis intervention is emergency first aid for mental health (Ehly, 1986). In this paper, I intend to show you a brief overview of what crisis intervention is, describe what school psychologists do and summarize the steps they may use to identify, assess, and intervene with an individual experiencing crisis.

Crisis intervention is a method that uses concepts of crisis theory as a framework to aid in understanding a client’s experiences and to provide a worker with steps to follow when supporting a client in a crisis (Roberts & Ottens 2005, p. 331).

A 6-week inservice program focusing on the principles of operant conditioning and positive reinforcement was implemented. The study was designed to evaluate the use of behavior management strategies in the classroom, and positive results were found in the decrease in restraints and crisis incidents. Crisis incidents were defined as a child being required to leave the classroom because of unacceptable behavior, e.g., persistent noncompliance. As the revised treatment module began to work, community special education programs began to send students for short term diagnostic placements, and a plan is in development for "transition classrooms" intended for children who no longer need intensive treatment but are not yet ready to return to the community. Applied behavior analysis provides teachers with methods for encouraging positive behaviors and coping with undesirable ones.