Course Reflection Discussion.

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Course Reflection Discussion.

Course Reflection Discussion.


In your Reflection, include the following:

  • Explain how the course aligns with the expectations and learning objectives you established for the course.
  • Describe any areas or components of the course you believe you need further support in order to master.
  • Describe any unexpected learning or insights you gained from the course, and provide specific examples.
  • Explain how the knowledge you gained in this course might help you in promoting social change within your life and career.


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Behavioral Intervention Plan

Susan Sadler

Walden University

Behavioral Intervention Plan

Child’s information plan

Name: Jason P

Birthdate: 7/21/02

Age: 12-4

Sex: M

School: Millard Filmore Middle School

Background Information

Jason is the only child who lives with his single mother. He was born a little premature but was healthy. As an infant, he had an irregular sleeping pattern and was very irritable. He has not been consistently paying attention or finish his work regularly since the age of 3. He does not follow the rules and does not have friends. He tends to be selfish, immature and gets easily irritated.

Behavioral assessment

Jason tends to be very irritated both at school and at home. He disturbs other students during class and at a time, fail to complete assignments. After interviewing both the mother and his teacher, the best way to intervene is by use of FBA. A Functional Behavioral Assessment (FBA) will be used to gather information about Jason’s Behavior to provide a need for the Behavioral Intervention Plan.

The results of Jason’s functional assessment were as follows. It was noted that Jason’s noise in class was unmanageable. He was unable to control this behavior. This disturbing other student was rated two, meaning it was a great disturbance to the other students. The second functional assessment was that neither did Jason finish his homework nor his assignment. This behavior was unmanageable, and it was rated two which means that this behavior was intense

It was also found out that Jason’s habit of talking back to teachers and complaining all the time was neutral. The behavior was manageable in one way, but he kept on complaining even when he gets back to doing his assignment but at a shorter time compared to other students meaning that this behavior was somehow manageable.

In terms of the disruptive nature of Jason, it was found that his behavior of making noise was very disturbing to other students. It would even get worse when he is doing his work on his desk. The teacher needs to pay keen attention to him to control his behavior. Jason rarely completes his homework and is rated mildly by 2. This shows that he submits assignments and homework sometimes, with most times not completing the homework. In terms of talking back to teachers, the behavior is not very disruptive since he persists for a short while and keeps quiet as compared to other students.

In regards to the number of times Jason makes noise in class, it is rated above 13, meaning it is an intense behavior. He does it all the time. He is also rated 4 to 6 in terms of completing his assignments, which implies that Jason finishes his tasks most times, while other times, he becomes reluctant. He rarely talks back to teachers more often. It is rated less than 1 to 3, which means he does this on minimal occasions.

The Behavior of Jason has been present throughout the entire school year. He has not been completing his homework for the whole year. He has talked back to teachers throughout the year and has cause disturbance to other students for the entire year.

Assessment of recommended methods

From the details gathered, it was noted that the interventions put in place were not working. Instead, they were increasing the behavior. It was also stated that Jason’s life was rarely stable. He had no fatherly love since childhood since he has minimal contact with him. He has been irregular since childhood, and this could be the reason. His habit of not listening to what he is told by his mother may also have been a determinant of the failure of the interventions. He also lacks friends to socialize with him, which is a contributing factor to the collapse of the responses.

Methodology: ABA multiple baseline designs

After interviewing the mother, teacher, and Jason, it was found out that FBA is appropriate. Jason’s behavior hinders him from participating in class lessons and completing his homework and assignment since he is usually sent out of class due to his disruptions. As a result, he is not making progress in his education.

Literature Review


Many theories have been put in place to explain the concept of the behavioral intervention plan. According to Cooper, Heron & Heward (2007), a Behavioral intervention plan is a plan that enhances and rewards good behavior in children. The purpose of the project is to stop the misbehavior of kids. The literature review is meant for the kids and will not focus on adults. The purpose of the literature review was to describe the behavioral intervention plan thoroughly and to evaluate the works of other authors. As stated by Cavalari et al. (2013), a behavioral program has three essential parts. The plan must first define the problem behavior of the child. It must also show what is going on, and finally, it must put in place strategies of dealing with the behavior.

For a behavioral intervention plan to be carried out on a child, a team is put in place to look into the matter, as stated by Morgan (2010). An interview is carried out on the child, parent, or teacher to identify useful information in solving the child’s behavior. Functional behavior assessment is also carried out thorough tests and records of the student. According to Nevin (2002), good BIP should often be reviewed and adaptive to changes in the child’s behavior. The best way to recognize the best behavioral plan is for the parents and teachers to have a meeting and discuss the child.


From our behavioral intervention plan, we have found out that the plan has gone hand-in-hand with the literature sources. Everything has been followed accordingly according to the publishes and sources from the authors.

Background information

Jason does not do as told. He ignores his mother, which turns into a fight. The mother finally gives in. This proves our hypothesis that the interventions did not work out since the child is very stubborn. Jason is also irritable, which makes his mother back down from firm decisions. The mother has contributed to all these factors since he is reluctant to be firm in her choices.

Target behavior

Jason involved himself in actions that disrupted the learning of other students. The behaviors included shouting, tapping, and making strange noises.

Jason will have a tiger doll that he is going to use whenever he feels like distracting others. This will keep him busy from making noises or causing harm to others.

Functional analysis

It was noted that the child was very distractible and rarely completed assignments. This might have been caused by him staying with his mother and lacking fatherly attention. Another reason behind these behaviors is due to Jason’s mother’s reluctant nature to let him do what he wants. The antecedents were also observed and found out that the behavior mostly occurs when the child’s conditions are not met. When Jason’s request is denied is when the behavior occurs.

Summary of the chart

Behavior 1 = Making noises.

Behavior 2 = Tapping or Banging of materials without touching others.

Behavior 3 = Pushing, kicking, or poking of another student.

8.30 – 9.00x  The behavior occurs during a taskJason is not rewarded in the end
1:45-2:15 x The behavior occurs when Jason is given a task to carry outThe teacher tells Jason to stop it. Further disturbance during the task makes the teacher terminate the job since it is not helpful to Jason.
Any time  xThe behavior occurs when Jason begins to shout and pock other studentsHe is sent to the office as a result of this and told to come out of class.

Data for FBA

DateTime/ settingRecording of behavioral eventTotal
TuesdayAny timeIIIII II7
Wednesday8:30 – 9:00IIII4
Thursday1:45 – 2:15II2

Partial Timed Interval Samples (Behavior occurred at any time during the interval)

Setting: Reading Groups (small groups) behavior: hitting; pushing; kicking other students while working

Interval Period: 2 minutes

Observation Period: 8:30 – 9:00 am X – Occurred; O – Did Not Occur


From the information given, the team can state that Jason is a good kid, and certain measures should be put in place to ensure that he controls his behavior. His mother must give him more attention, and she should also agree to some of his terms.

Ethical considerations

The research will ensure the total anonymity of the people stated. The identity of the people used in this research will remain unknown to the public. Informed consent. Participants in this evaluation were informed of the assessment being conducted. The purpose of the study was clearly defined to the people, who provide financial resources, how the research found will be useful to society. The essential contents of the research were assessed. The evaluation was as simple as possible to give informants enough time to carry other things.


Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.

  • Chapter 11, “Positive Reinforcement” (pp. 256–290)
  • Chapter 13, “Schedules of Reinforcement” (pp. 304–323)

Cavalari, R. N. S., DuBard, M., Luiselli, J. K., & Birtwell, K. (2013). Teaching an adolescent with autism and intellectual disability to tolerate routine medical examination: Effects of a behavioral compliance training package. Clinical Practice in Pediatric Psychology, 1(2)121–128.
Retrieved from the Walden Library databases.

Morgan, D. L. (2010). Schedules of reinforcement at 50: A retrospective appreciation. The Psychological Record, 60, 151–172.
Retrieved from the Walden Library databases.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.

  • Chapter 12, “Negative Reinforcement” (pp. 291–303)
  • Chapter 14, “Punishment by Stimulus Presentation” (pp. 326–355)
  • Chapter 15, “Punishment by Removal of a Stimulus” (pp. 356–371)

Nevin, J. A. (2002). Measuring behavioral momentumBehavioral Processes, 57, 187–198.
Measuring Behavioral Momentum by Nevin, J. A., in Behavioural Processes, Vol. 57/Issue 2-3. Copyright 2002 by Elsevier Science & Technology Journals. Reprinted by permission of Elsevier Science & Technology Journals via the Copyright Clearance Center.

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