Behavior Intervention Pl Case Study

Behavior Intervention Plan: David
Rachael Hardy
PS410: Screening and Assessment
Kaplan University

Mrs. Blockhouse, the principal at Bertha Barber Elementary School, called the offices of “Hope Is Here” with a request for an intervention plan. Bertha Barber has an 8 year old, Caucasian boy, named David, with whom teachers and aides have described as having “aggressive and disruptive” behaviors. Aggressive behavior is behavior that causes physical or emotional harm to others, or threatens to (Gabbey, 2013). Disruptive behavior is defined as behaviors that hamper the ability of instructors to teach and students to learn (Disruptive Classroom Behaviors, n.d.). These behaviors have been on going for 6 months. David was an ideal
In the meeting, Susan, the psychologist assigned to David’s case, reviews the steps that must be taken. His teacher and the parents believe that with Susan’s help, David’s aggressive and disruptive behaviors will be gone by the end of the week. Knowing this, Susan will go into the first meeting fully prepared to explain that it will take some time to assess and prepare a Functional Behavioral Assessment (FBA) for him. Susan asks for the contact information for David’s parents because it is imperative for her to speak to them before any group meetings can be scheduled. It is important that Susan receives verbal permission before she can schedule the initial meeting with the staff at the school. Without verbal permission, she will violate the American Psychological Association’s ethics code of informed consent: 3.10, which gives her permission to speak with other individuals who are directly involved with David and to conduct interviews and observations with him (APA, 2010). Susan also requests that David’s parents be in attendance for the initial
As Susan realizes that they all understand the second procedure, she moves on to the last and final one: The Functional Behavioral Assessment Observation Form (FBAOF), which is an assessment procedure that involves directly observing and recording interfering behaviors and associated contextual variables (Steege & Watson, 2009, p. 134). She explicates that this form will record David’s behavioral episodes with a single interfering behavior. Once everyone is handed the form, Susan asks them to look over what needs to be recorded: date and time of day, setting events, antecedents, the identified behavior, consequences, effect, and the staff that were present (Steege & Watson, 2009, p. 134). Susan verbalizes that this procedure’s purpose is to record both the behavior and the magnitude of the behavior by its frequency, duration, and