Behavior Intervention Project

Student Initials: S.S

Time Period:
Age: 10
Data points:
Grade: 4th
Gender: M
Target Behavior:

The student is always blurting out in class and moves out of seat without permission.

I. The function of the students behavior is to seek attention. The student gets little
attention from the classmates and class friends.
A. Desired behavior: The student will raise their hand for permission to speak
and to get out of seat. The student will wait for the teacher to call on them.
Intervention:
The student will use smiley face chart that will allow him to self-monitor his blurting and
to make sure he stays in his spot. The student will also be given a three-strike card, which
allows the student to self-monitor by adding a strike to each time the student blurts out and
moves out of spot. The chart will be marked in three different classes and reinforcements
will be awarded contingent upon points earned. Verbal praises will be given each time the
student does not blur out and remains in his seat throughout the time being observed.

If the student begins to blurt out, behavior will be ignored the first two times after that, the
teacher will put a strike on the strike card each time the student blurts out or moves out of
seat. Once the student has earned all three strikes the student will give himself a sad face on
his smiley chart. After all three strikes are put on the strike card; the teacher will correct the
student by reminding him of the appropriate behavior.

Summary:

Creating a behavior intervention plan and implementing could be completed

by anyone, but doing with fidelity what matters. It is important to have a baseline data
to support the reasoning for implementing a behavior plan.
Three baseline data were documented before the intervention. Before the
intervention was implanted the student would continuously tried to seek for attention
whenever given the opportunity.
The intervention was conducted right after the following of the baseline data.
The student showed progress because the student would receive reinforces for
maintaining certain percentage. The goal was to have consistency of raising hand and
staying in spot. At certain point, when the student was doing well. I tried to decrease
the reinforcement and made it challenging for the student if S.S could do both of the
 task with at least 90%. S.S did show progress, but was not motivated as much when
receiving an incentive for each task goal that was met.

Graph:

RAISE HAND TO SPEAK

120
PERCENTAGES FOR RAISE HAND

Intervention
100 Baseline

80
TO SPEAK

60

40

20

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

STAY IN MY SPOT
120
PERCENTAGES FOR STAY IN MY SPOT

100 Intervention
Baseline

80

60

40

20

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
 Name_______________________________ Date_____________________________

Behavior Raise my hand Stay in my

to speak spot
Reading class

Writing/social
studies class

Math Resource

________ Out of ________ points. ________% Goal________

________ Out of ________ points. ________% Goal________