Consequence Strategies: Sarah's Behavior Intervention Plan

c. Consequence Strategies: The first replacement skill for the student to utilize will be to stay seated at their desk and refrain from moving about the classroom, unless directed by the teacher. The second replacement skill will be for the student to refrain from interacting with her peers while moving about the room. The third replacement skill will be for Sarah to be able to interact in an appropriate, positive manner with her classmates and peers.
i. Three replacement skills, or positive skills will be implemented as part of Sarah’s Behavior Intervention Plan. When Sarah demonstrates the ability to stay seated at her desk and refrain from moving about the classroom, the teacher will give Sarah positive praise and encouragement. Sarah will also be provided time to
The schedule of reinforcement for the student will be on a fixed ratio, meaning that the reinforcement will only be given after the replacement behavior has been displayed a certain number of times. During the learning phase of the replacement behavior the student will be rewarded every time the desired behavior is demonstrated. The next step will be for the student to be rewarded each time the replacement behavior is demonstrated at least two times during a class period. Once the student is exhibiting success during this phase, the reinforcement will be given every time the student demonstrates the behavior at least four times during a class period. The reinforcement will continue on this schedule, requiring the student to demonstrate the replacement behaviors more often and consistently each step, to receive the desired rewards. iv. The person responsible for delivering the reinforcements for the replacement behaviors will be the special education teacher, Donna Pridgen. The student will be able to participate in the chosen rewards in the special education resource classroom, where the activity will be less likely to disrupt other students working in the general education