Sample behavior intervention plan for non compliance

Sample behavior intervention plan for non compliance DEFAULT

School-Wide Strategies for Managing... DEFIANCE / NON-COMPLIANCE

Students who are defiant or non-compliant can be among the most challenging to teach. They can frequently interrupt instruction, often do poorly academically, and may show little motivation to learn. There are no magic strategies for managing the behaviors of defiant students. However, research shows that certain techniques tend to work best with these children and youth: (1) Give the student positive teacher recognition. Even actions as simple as greeting the student daily at the classroom door or stopping by the student’s desk to ask ‘How are you doing?’ can over time turn strained relationships into positive ones. (2) Monitor the classroom frequently and intervene proactively to redirect off-task students before their mild misbehaviors escalate into more serious problems. (3) Avoid saying or doing things that are likely to anger or set off a student. Speak calmly and respectfully, for example, rather than raising your voice or using sarcasm. (4) When you must intervene with a misbehaving student, convey the message to the student that you will not tolerate the problem behavior—but that you continue to value and accept the student. (5) Remember that the ultimate goal of any disciplinary measure is to teach the student more positive ways of behaving. Punishment generally does not improve student behaviors over the long term and can have significant and lasting negative effects on school performance and motivation. (6) Develop a classroom ‘crisis response plan’ to be implemented in the event that one or more students display aggressive behaviors that threaten their own safety or the safety of others. Be sure that your administrator approves this classroom crisis plan and that everyone who has a part in the plan knows his or her role. One final thought: While you can never predict what behaviors your students might bring into your classroom, you will usually achieve the best outcomes by remaining calm, following pre-planned intervention strategies for misbehavior, and acting with consistency and fairness when intervening with or disciplining students. Here are other ideas for managing defiant or non-compliant students:

  • Allow the Student a 'Cool-Down' Break (Long, Morse, & Newman, 1980). Select a corner of the room (or area outside the classroom with adult supervision) where the target student can take a brief 'respite break' whenever he or she feels angry or upset. Be sure to make cool-down breaks available to all students in the classroom, to avoid singling out only those children with anger-control issues. Whenever a student becomes upset and defiant, offer to talk the situation over with that student once he or she has calmed down and then direct the student to the cool-down corner. (E.g., "Thomas, I want to talk with you about what is upsetting you, but first you need to calm down. Take five minutes in the cool-down corner and then come over to my desk so we can talk.")
  • Ask Open-Ended Questions (Lanceley, 1999). If a teacher who is faced with a confrontational student does not know what triggered that student’s defiant response, the instructor can ask neutral, open-ended questions to collect more information before responding. You can pose ‘who’, ‘what’, ‘where’, ‘when’, and ‘how’ questions to more fully understand the problem situation and identify possible solutions. Some sample questions are "What do you think made you angry when you were talking with Billy?" and "Where were you when you realized that you had misplaced your science book?" One caution: Avoid asking ‘why"’questions (e.g., "Why did you get into that fight with Jerry?") because they can imply that you are blaming the student.
  • Assign a Reflective ‘Processing’ Essay After Misbehavior (Boynton & Boynton, 2005; Mayer & Ybarra, 2004; Walker, Colvin, & Ramsey, 1995). The student who gets into a conflict must write and submit to the teacher a brief ‘process’ plan outlining how they will improve their behavior. At minimum, the plan would state: (1) the role the student played in the conflict, (2) the part that other participants may have taken in the incident, (3) the student’s suggestions for finding the best resolution to the problem, and (4) how the student can act in the future to prevent the conflict from recurring. NOTE: Some teachers use a pre-printed structured questionnaire containing these 4 items for the student to complete.
  • Do Not Get Entangled in Arguments (Walker & Walker, 1991). The careful teacher avoids being dragged into arguments or unnecessary discussion when disciplining students. When you must deliver a command to, confront, or discipline a student who is defiant or confrontational, be careful not to get 'hooked' into a discussion or argument with that student. If you find yourself being drawn into an exchange with the student (e.g., raising your voice, reprimanding the student), immediately use strategies to disengage yourself (e.g., by moving away from the student, repeating your request in a business-like tone of voice, imposing a pre-determined consequence for noncompliance).
  • Emphasize the Positive in Teacher Requests (Braithwaite, 2001). When an instructor's request has a positive 'spin', that teacher is less likely to trigger a power struggle and more likely to gain student compliance. Whenever possible, avoid using negative phrasing (e.g., "If you don't return to your seat, I can’t help you with your assignment"). Instead, restate requests in positive terms (e.g., "I will be over to help you on the assignment just as soon as you return to your seat").
  • Expand the Range of Classroom Behavior Interventions (Sprick, Borgmeier, & Nolet, 2002). The teacher who has developed an array of in-class consequences for minor misbehaviors can prevent students from being sent to the principal’s office or to in-school detention. First, list those common misbehaviors that you believe should typically be handled in the classroom (e.g. being late to class, talking out). When finished, categorize your list of misbehaviors into 3 groups: ‘Level 1’ (mild) misbehaviors, ‘Level 2’ (medium) misbehaviors, and ‘Level 3’ (more serious) misbehaviors. Then, list next to each level of problem behaviors a range of in-class consequences that you feel appropriately match those types of misbehavior. For example, you may decide that a ‘soft’ reprimand would be a choice to address Level 1 misbehaviors, while a phone call to the parent would be a choice for Level 3 misbehaviors. NOTE: In-class consequences are intended for minor misbehaviors. You should notify an administrator whenever students display behaviors that seriously disrupt learning or pose a risk to the safety of that student or to others.
  • Give Praise That is Specific and Does Not Embarrass the Student (Sprick, Borgmeier, & Nolet, 2002). Defiant students can respond well to adult praise but only when it is sincere and specific, and is not embarrassing. Ideally, the teacher should deliver praise as soon as possible after the positive behavior. Praise should be specific and descriptive—because vague, general praise can sound fake and does not give the student any useful information about how their behavior meets or exceeds the teacher’s expectations. For older students who tend to dislike being praised in a highly public manner, the teacher can use a more indirect or low-key approach (e.g., writing a note of praise on the student’s graded assignment, praising the student in a private conversation, calling the student’s parent to praise the student).
  • Give Problem Students Frequent Positive Attention (Sprick, Borgmeier, & Nolet, 2002). Teachers should make an effort to give positive attention or praise to problem students at least three times more frequently than they reprimand them. The teacher gives the student the attention or praise during moments when that student is acting appropriately--and keeps track of how frequently they give positive attention and reprimands to the student. This heavy dosing of positive attention and praise can greatly improve the teacher’s relationship with problem students.
  • Have the Student Participate in Creating a Behavior Plan (Walker, Colvin, & Ramsey, 1995). Students can feel a greater sense of ownership when they are invited to contribute to their behavior management plan. Students also tend to know better than anyone else what triggers will set off their problem behaviors and what strategies they find most effective in calming themselves and avoiding conflicts or other behavioral problems.
  • Increase 'Reinforcement' Quality of the Classroom (Dunlap & Kern, 1996; Mayer & Ybarra, 2004). If a student appears to be defiant or non-compliant in an effort to escape the classroom, the logical solution is to make the classroom environment and activities more attractive and reinforcing for that student. Unfortunately, the student who fails repeatedly at academics can quickly come to view school as punishment. Some ideas to increase motivation to remain in the classroom are to structure lessons or assignments around topics of high interest to the target student, to increase opportunities for cooperative learning (which many students find reinforcing), and to adjust the target student’s instruction so that he or she experiences a high rate of success on classwork and homework.
  • Keep Responses Calm, Brief, and Businesslike (Mayer, 2000; Sprick, Borgmeier, & Nolet, 2002). Because teacher sarcasm or lengthy negative reprimands can trigger defiant student behavior, instructors should respond to the student in a 'neutral', business-like, calm voice. Also, keep responses brief when addressing the non-compliant student. Short teacher responses give the defiant student less control over the interaction and can also prevent instructors from inadvertently 'rewarding' misbehaving students with lots of negative adult attention.
  • Listen Actively (Lanceley, 1999; Long, Morse, & Newman, 1980). The teacher demonstrates a sincere desire to understand a student’s concerns when he or she actively listens to and then summarizes those concerns. Many students lack effective negotiation skills in dealing with adults. As a result, these students may become angry and defensive when they try to express a complaint to the teacher-even when that complaint is well founded. The instructor can show that he or she wants to understand the student's concern by summing up the crucial points of that concern (paraphrasing) in his or her own words. Examples of paraphrase comments include 'Let me be sure that I understand you correctly…', 'Are you telling me that…?', 'It sounds to me like these are your concerns:…' When teachers engage in 'active listening' by using paraphrasing, they demonstrate a respect for the student's point of view and can also improve their own understanding of the student's problem.
  • Offer the Student a Face-Saving Out (Thompson & Jenkins, 1993). Students sometimes blunder into potential confrontations with their teachers; when this happens, the teacher helps the student to avoid a full-blown conflict in a manner that allows the student to save face. Try this face-saving de-escalation tactic: Ask the defiant student, "Is there anything that we can work out together so that you can stay in the classroom and be successful?" Such a statement treats the student with dignity, models negotiation as a positive means for resolving conflict, and demonstrates that the instructor wants to keep the student in the classroom. It also provides the student with a final chance to resolve the conflict with the teacher and avoid other, more serious disciplinary consequences. Be prepared for the possibility that the student will initially give a sarcastic or unrealistic response (e.g., "Yeah, you can leave me alone and stop trying to get me to do classwork!"). Ignore such attempts to hook you into a power struggle and simply ask again whether there is any reasonable way to engage the student's cooperation. When asked a second time, students will often come up with workable ideas for resolving the problem. If the student continues to be non-compliant, however, simply impose the appropriate consequences for that misbehavior.
  • Proactively Interrupt the Student’s Anger Early in the Escalation Cycle (Long, Morse, & Newman, 1980; Walker, Colvin, & Ramsey, 1995). The teacher may be able to ‘interrupt’ a student’s escalating behaviors by redirecting that student's attention or temporarily removing the student from the setting. If the student is showing only low-level defiant or non-compliant behavior, you might try engaging the student in a high-interest activity such as playing play an educational computer game or acting as a classroom helper. Or you may want to briefly remove the student from the room ('antiseptic bounce') to prevent the student's behavior from escalating into a full-fledged confrontation. For example, you might send the student to the main office on an errand, with the expectation that-by the time the child returns to the classroom-he or she will have calmed down.
  • Project Calmness When Approaching an Escalating Student (Long, Morse, & Newman, 1980; Mayer, 2000; Walker, Colvin, & Ramsey, 1995). A teacher’s chances of defusing a potential confrontation with an angry or defiant student increase greatly if the instructor carefully controls his or her behavior when first approaching the student. Here are important tips: Move toward the student at a slow, deliberate pace, and respect the student’s private space by maintaining a reasonable distance. If possible, speak privately to the student, using a calm and respectful voice. Avoid body language that might provoke the student, such as staring, hands on hips, or finger pointing. Keep your comments brief. If the student’s negative behaviors escalate despite your best efforts, move away from the student and seek additional adult assistance or initiate a crisis-response plan.
  • Relax Before Responding (Braithwaite, 2001). Educators can maintain self-control during a tense classroom situation by using a brief, simple stress-reduction technique before responding to a student’s provocative remark or behavior. When provoked, for example, take a deeper-than-normal breath and release it slowly, or mentally count to 10. As an added benefit, this strategy of conscious relaxation allows the educator an additional moment to think through an appropriate response--rather than simply reacting to the student's behavior.
  • Reward Alternative (Positive) Behaviors (Mayer & Ybarra, 2004; Walker, Colvin, & Ramsey, 1995). The instructor can shape positive behaviors by selectively calling on the student or providing other positive attention or incentives only when the student is showing appropriate social and academic behaviors. The teacher withholds positive attention or incentives when the student misbehaves or does not engage in academics.
  • State Teacher Directives as Two-Part Choice Statements (Walker, 1997). When a student's confrontational behavior seems driven by a need for control, the teacher can structure verbal requests to both acknowledge the student’s freedom to choose whether to comply and present the logical consequences for non-compliance (e.g., poor grades, office disciplinary referral, etc.). Frame requests to uncooperative students as a two-part statement. First, present the negative, or non-compliant, choice and its consequences (e.g., if a seatwork assignment is not completed in class, the student must stay after school). Then state the positive behavioral choice that you would like the student to select (e.g., the student can complete the seatwork assignment within the allotted work time and not stay after school). Here is a sample 2-part choice statement, ‘John, you can stay after school to finish the class assignment or you can finish the assignment now and not have to stay after class. It is your choice.’
  • Use a ‘Buddy Teacher’ for Brief Student Breaks (Boynton & Boynton, 2005). Sending a mildly non-compliant student on a short visit to a neighboring classroom can give both the teacher and student a needed break. Arrange with an instructor in a nearby room for either of you to send a student to the other’s room whenever you need a short respite from the student. Set aside a seating area in each classroom for student visitors. NOTE: These timeouts should be used only sparingly and should NOT be used if the student appears to find the breaks rewarding or to seek them as a way to avoid work.
  • Use Non-Verbal and Para-Verbal Behaviors to Defuse Potential Confrontations (Braithwaite, 2001; Long, Morse, & Newman, 1980; Walker, Colvin, & Ramsey, 1995). When interacting with defiant or confrontational students, teachers can use non-verbal and para-verbal techniques such as non-threatening body language, soft tone of voice, or strategic pauses during speech, to reduce tensions. For example, if a student is visibly agitated, you may decide to sit down next to the student at eye level (a less threatening posture) rather than standing over that student. Or you might insert a very brief 'wait time' before each response to the student, as these micro-pauses tend to signal calmness, slow a conversation down and help to prevent it from escalating into an argument.
  • Use ‘Soft’ Reprimands (Sprick, Borgmeier, & Nolet, 2002). The teacher gives a brief, gentle signal to direct back to task any students who is just beginning to show signs of misbehavior or non-compliance. These ‘soft’ reprimands can be verbal (a quiet word to the student) or non-verbal (a significant look). If a soft reprimand is not sufficient to curb the student’s behaviors, the teacher may pull the student aside for a private problem-solving conversation or implement appropriate disciplinary consequences.
  • Validate the Student’s Emotion by Acknowledging It (Lanceley, 1999). When the teacher observes that a student seems angry or upset, the instructor labels the emotion that seems to be driving that student’s behavior. 'Emotion labeling' can be a helpful tactic in deescalating classroom confrontations because it prompts the student to acknowledge his or her current feeling-state directly rather than continuing to communicate it indirectly through acting-out behavior. A teacher, for example, who observes a student slamming her books down on her desk and muttering to herself after returning from gym class might say to the student, "You seem angry. Could you tell me what is wrong?" Once a powerful emotion such as anger is labeled, the teacher and student can then talk about it, figure out what may have triggered it, and jointly find solutions that will mitigate it. Emotion labeling should generally be done in a tentative manner ("John, you sound nervous…", "Alice, you appear frustrated…"), since one can never know with complete certainty what feelings another person is experiencing.


  • Boynton, M. & Boynton, C. (2005). The educator’s guide to preventing and solving discipline problems. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Braithwaite, R. (2001). Managing aggression. New York: Routledge.
  • Dunlap, G., & Kern, L. (1996). Modifying instructional activities to promote desirable behavior: A conceptual and practical framework. School Psychology Quarterly, 11, 297-312.
  • Lanceley, F.J. (1999). On-scene guide for crisis negotiators. Boca Raton, FL: CRC Press.
  • Long, N.J., Morse, W.C., Newman, R.G. (1980). Conflict in the classroom. Belmont, CA: Wadsworth Publishing Company.
  • Mayer, G.R. & Ybarra, W. J. (2004). Teaching alternative behaviors schoolwide: A resource guide to prevent discipline problems. Los Angeles, CA: Los Angeles County Office of Education. Retrieved March 19, 2006, from
  • Mayer, G.R. (2000). Classroom management: A California resource guide. Los Angeles, CA: Los Angeles County Office of Education. Retrieved September 16, 2010, from
  • Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists.
  • Thompson, G.J., & Jenkins, J.B. (1993). Verbal judo: The gentle art of persuasion. New York: William Morrow.
  • Walker, H. M., Colvin, G., Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks/Cole Publishing.
  • Walker, H.M. (1997). The acting-out child: Coping with classroom disruption. Longmont, CO: SoprisWest. Walker, H.M., & Walker, J.E. (1991). Coping with noncompliance in the classroom: A positive approach for teachers. Austin, TX: Pro-Ed, Inc.

Jim's Hints

Least Restrictive Behavioral Interventions. The Utah State Office of Education has put online its series of 'Least Restrictive Behavioral Interventions'. The page contains a very useful collection of 'preliminary strategies' that represent good classroom management and can reduce the likelihood that misbehavior will occur. If students do misbehave, the site also provides two collections of intervention ideas: 'Positive Intervention Strategies' and 'Mildly Intrusive Contingent Procedures'. The expectation is that educators will first try positive interventions and only use the more intrusive techniques if misbehaviors are chronic or more serious.

Oppositional Defiant Disorder Fact Sheet. This 'Fact Sheet' on Oppositional Defiant Disorder (ODD) provides a clinical description of the disorder and links to fact sheets on related topics, such as 'Conduct disorder' and 'Children's threats: When are they serious?' These fact sheets were created by the American Academy of Child and Adolescent Psychiatry.

Safe & Responsve Schools. The Safe & Responsive Schools Project seeks to make schools safer through a framework of (1) creating a positive climate, (2) early identification and intervention for students at risk for problem behaviors, and (3) the development of effective responses to address serious misbehavior. Along with other violence-prevention planning resources, Safe & Responsive Schools offers a series of useful 'Fact Sheets' that offer guidance to schools on improving the behavioral climate through anger management, increased parent involvement, and other strategies. Dr.Russell J. Skiba, Indiana University and Dr. Reece L. Peterson, University of Nebraska-Lincoln developed the site.

Working With Defiant Kids: Articles Online. This on-line collection of research-based articles and general education articles on defiant and non-compliant students contains practical teacher-friendly advice for managing classroom misbehaviors. The site is sponsored by Heartland Area Educational Agency 11.



Individuals are described as noncompliant if they fail to or refuse to follow the instructions of an authority figure or conform to rules. These individuals may routinely fail to complete assigned homework, expected household chores, and other expected activities. The individual may be charming, pleasant, and apologetic when the problem is called to his attention. Alternatively, he may be sullen and openly defiant when confronted with his behavior.

It is critical to note the difference between “failure to comply” and “refusal to comply”. Failure to comply has many possible explanations (e.g., the person did not understand the instructions; forgot or did not know the rule; was simply slow to start) and does not imply any specific intention or motivation on the part of the person. In contrast, refusal to comply suggests an oppositional intention on the part of the individual – willful noncompliance – and is normally considered a behavior problem. In cases of extreme willful noncompliance, a diagnosis of oppositional-defiant disorder is often made.

In practice, most people use the term “noncompliance” to mean that the person refuses to follow an instruction or request, or obey a rule. That is, it is assumed that the act of refusal is conscious and willful. Unfortunately, many times staff or family members make the move from DOES not do to WILL not do with inadequate evidence that the person’s act is willful. That is, there is a tendency to interpret failure to comply as willful. The end product is that others then attempt to increase control over the person in order to increase compliance.

Deciding that the individual is behaving in a willfully noncompliant manner assumes that he: (1) is aware that the person issuing the instruction is a proper authority figure, (2) understands the instruction, (3) remembers the instruction, (4) is able to control impulses, (5) has adequate initiation ability, and (6) is not especially slow in formulating responses. Each of these assumptions is associated with brain injury (see below) and should be ruled out before making a judgment that the behavior is willfully noncompliant.

Furthermore, genuine noncompliance (i.e., willfully refusing to follow instructions) may represent a variety of different functions or communication intents for the student. For example, the student may be saying, in effect, “I need some sense of control and this is how I get it.” Or, “I can’t do what you are asking me to do.” Or, “I feel like showing off for my peers.” Or, “I am depressed and can’t do anything today.” Or “I am sick.” And there are other possibilities. Clearly an understanding of the function of the act of noncompliance (i.e., its communication intent) is necessary before intervention decisions can be made. In general, functional analysis of behavior must precede intervention decisions. [See Tutorials on Behavior Management: Prevention Strategies; Behavior Management: Contingency Management.]


Student behaviors that are labeled “noncompliant” are commonly identified as the greatest problem for school staff and a significant problem for families as well. School and classroom management practices (and in many ways home life as well) are built on two assumptions: (1) that students understand the rules and routines of the classroom and home, and are willing and able to follow those rules and routines with minimal intervention and support; and (2) that the students recognize that parents and teachers are authority figures whose instructions and rules are to be followed. Lack of compliance disrupts home and school routines and results in staff and parent discontent.

Deciding that the student with TBI is behaving in a willfully noncompliant manner assumes the following:

  1. The student is aware that others issuing the instruction are proper authority figures. Social cognition and social perception deficits are common after brain injury and may affect this awareness. [See Tutorial on Social Perception.]
  2. The student remembers the instruction or rule at the time he is supposed to comply. Memory problems are common after brain injury. [See Tutorial on Memory.]
  3. The student understands the instruction or rule, and understands that the instruction is to be followed now. Impaired attention, orientation to task, and language processing after brain injury may cause one to question this assumption. [See Tutorials on Attention; Language Comprehension.]
  4. The student is in control of his impulses; the response is not a result of brain-injury related impulsiveness, very common after brain injury. [See Tutorial on Impulsiveness/Disinhibition.]
  5. The student does not have initiation difficulties and can volitionally stop or start the behavior in question. [See Tutorial on Initiation.]
  6. The student’s failure to respond is not a result of brain-injury related delayed responding or generally slowed processing, common after brain injury. [See Tutorial on Slow Information Processing.]

Noncompliance is highlighted as a common problem for students with brain injury in part because of the ease with which a wide variety of the student’s co-existing difficulties are misidentified as willful noncompliance. Impulsiveness, initiation impairment, memory problems, slowed responses, impaired social perception, impaired attention, weak language processing, all common after brain injury, can lead to an incorrect judgment of noncompliant behavior. Noncompliance might also be a symptom of emotional distress or depression. Willful noncompliance may also be associated with brain injury as the student reacts negatively to new rules and restrictions imposed by the injury.

For these reasons, what may appear to be willful noncompliance may not in fact be willful. Careful assessment is mandatory.

Whether the adult judgment of willful noncompliance is accurate or inaccurate, it often results in staff and parents imposing greater and more obvious controls over the student’s behavior. This often leads to a negative student reaction, which in turn results in greater parent or staff control. This is the classic control battle that may lead to severe problematic behavior from the student (e.g., aggression, elopement, verbal disruption).

In schools and at home, the common response to willful noncompliance is punishment. In schools, punishments may range from losing recess, or other enjoyable activities, to suspension. At home, punishment may include losing privileges, losing time spent in enjoyable activities, or “grounding”. The assumption is that the student will recognize the connection between his behavior and the punitive consequences, and therefore modify his behavior in response. However, many students with brain injury (especially frontal lobe injury) fail to make the connection between their behavior and its consequence. Or if they make the connection intellectually, it does not result in improved behavior. Therefore, behavior management systems that rely on punishments are rarely successful and most often make the problem worse. [See Tutorials on Behavior Management: Contingency Management; Behavior Management: Prevention Strategies; Positive Behavior Supports]


Careful Analysis of the Behavior: Step 1 in all management plans is to ensure accurate understanding of the behavior. In the case of apparently willful noncompliance, staff (or family) must first rule out the possibility that the apparently willful act of noncompliance is in fact the result of the student’s co-existing problems with impulsiveness, memory or attention problems, initiation impairment, lack of understanding, slowed responding, or depression. If it is discovered that one of more of these problems is primary, then intervention and support plans should be directed at those identified problems. [See Tutorials on Impulsiveness, Memory, Attention, Initiation, Language Comprehension, Slow Information Processing, Depression.]

Assuming that the student’s behavior is truly willful noncompliance, family and staff must then attempt to understand the function of the behavior. For example, if the student is saying, in effect, “I need some sense of control and this is how I get it,” family and staff should offer legitimate opportunities for student choice and control at times when this is appropriate. Or if the student is saying, in effect,“I can’t do what you are asking me to do,” family and staff must make supports available so that the student can have confidence that the task is do-able. Or if the student is saying, in effect, “I feel like showing off for my peers,” family and staff might either create greater isolation during intense work times or offer other legitimate opportunities for the student to be a “big shot” in the eyes of peers.

The point is that intervention should be designed to prevent the willful noncompliant behavior [See Tutorials on Behavior Management: Prevention Strategies; Positive Behavior Supports] and must be adjusted to the function of the behavior. To the extent that the student is truly oppositional, threats, punishment, power struggles, coaxing, nagging, and the like generally make the problem worse.

General Management Strategies for Noncompliant Behavior

1. Collaborative negotiation of task expectations: Staff and family members should take time to negotiate with the student reasonable expectations for work completion and supports to ensure that the work is do-able and that the student perceives it as do-able. Furthermore, within work routines there should be reasonable opportunities for student choice. Oppositional students are often looking for a sense of control in their lives; planned choices and control over work tasks may be essential for these students.

Advantages: Negotiation creates relationships that are collaborative and positive, reducing the likelihood that instructions from authority figures are interpreted as a challenge – threatening the downward spiral of control battles. Furthermore, there is no real need for refusal if the plan for activities is made by the individual – she is following her plan not simply complying with the demands of others.

Disadvantages: Negotiation can be time consuming and difficult to implement in the family setting or in a larger classroom setting. Many adults teachers are concerned that this kind of negotiation gives too much “power” to the student (although it is really the adult exercising intelligent power) and that siblings’ or other students’ behaviors may worsen when they see that the adult “is not in control”.

2. Concrete Daily Goal-Obstacle-Plan-Do-Review Routines: [See Tutorial on Self-Regulation/Executive Function Routines.] In working with students with brain injury and others, it is wise to engage the student in routine planning sessions that are organized around the Goal (What are you trying to accomplish?), Obstacle (Why might this be hard?) Plan (How can you get this done?), Do, and Review (How’d you do? What worked for you? What didn’t work for you?). These planning sessions, which can be very short, ensure that the student is completely clear about expectations and the means to achieve them. These sessions also create a collaborative relationship that reduces the need for defiant noncompliance. In the classroom or family setting, these routines can be whole-class or family routines, not necessarily individualized to the noncompliant student.

Advantages: Respectful engagement in planning is often helpful in working with noncompliant students. Furthermore, written or picture routines (plans) provide clarity of expectations for the student. This is especially helpful for students with memory and organizational difficulties. Increased predictability of expectations increases the likelihood that a student will comply with those expectations – in general, the ability to predict the course of one’s day decreases the probability of behavior problems. This kind of support keeps the accountability and responsibility for behavior clearly in the hands of the student, reducing the need for defiance in response to external authority.

Disadvantages: This routine can be difficult to implement at first. However, once it becomes part of the daily routine, it is as easy as any other teacher or parent routine.

3. Errorless Teaching/Learning Strategies: In many cases, student noncompliance is a result of the student lacking confidence that she can accomplish the task. In such cases, staff should attempt as much as possible to use errorless teaching/learning procedures. Furthermore, there are many additional reasons to use these procedures for students with brain injury. [See Tutorial on Errorless Learning]

Video Illustration of Errorless Learning.
Click HERE.

Advantages: Errorless teaching/learning procedures reduce noncompliance based on fear of failure and also reduce the need for negative corrective feedback, thereby reducing the student’s refusal opportunities. Errorless teaching/learning procedures also increase the opportunities for positive feedback, so there is an increase in positive behavioral momentum to help overcome difficult behaviors. [See Tutorial on Positive Behavioral Supports]

Disadvantages: Errorless teaching/learning procedures can be impractical in younger children or in a grade level classroom setting, although some classroom curricula (e.g., Direct Instruction programs) are based on a philosophy of errorless learning. Some adults complain that these procedures “coddle” students who need to learn that they must comply with the instructions of authority figures even if they don’t want to. This concern is legitimate. However, the question is how to get students to that point if they are currently succeeding with their oppositional noncompliance. The procedures outlined in this section can be thought of as an initial stage in a process that will ultimately result in a more compliant student.

4. Quiet, Confident Authority: In interacting with noncompliant students, whether willful or not, parents and teachers should exercise their authority in a quiet and confident manner. They should make reasonable expectations clear, offer needed support, remain consistent in their discipline practices, and remain calm. When parents or teachers appear agitated, anxious, or lacking in confidence, the silent communication to the noncompliant student may be that he controls the adult’s behavior and emotional states with his behavior. He is in charge – and he may like that!

5. Assertiveness Training: In some cases, the student’s noncompliance is her indirect (i.e., passive) way of saying, “I can’t do this; it’s too hard.” In this case, staff and parents should help the student to explicitly identify the difficulty level of the task and ask for help. [See Self-Regulation/Executive Function Routines.]

Advantages: If the student is offered a positive communication alternative to the negative noncompliant behavior, there may no longer be a need for noncompliance; it may disappear.

Disadvantages: The student may become overly assertive or demanding. In this case, the negotiation outlined in #1 above is relevant.

6. Reactive Strategies: Redirection and Disengagement: On those occasions when noncompliance has not been effectively prevented, family and staff need to react in a way that does not exacerbate the problem behavior. The first reactive strategy is redirection. If the student’s attention can be drawn away from the negative interaction, it may be possible to then return to the task at hand without resistance. In the face of genuine resistance that cannot be overcome with redirection, staff should temporarily disengage, possibly leaving the student (e.g., “I see you’re not ready; let me know when you are ready”), and then return when the student appears more ready. The rationale for disengagement is that power battles intensify when both parties are actively asserting their power.

Advantages: These reactive strategies reduce confrontation between the student and the authority figure, thereby reducing escalation of non-compliance into other more problematic behavior.

Disadvantages: It is possible that these strategies may result in initial increases in problem behaviors causing greater difficulty for the classroom (and at home) over the short run.

7. Reactive Strategies: Rewards: Social and other natural rewards for compliance should be a salient component of home and school cultures. At school, praise should be used liberally (e.g., “That’s terrific; you’re doing exactly what I asked and you’re doing a great job!”). At home, parents can routinely reward completed homework with natural comments such as, “Great job; because you’re done with your homework, there’s plenty of time for video games!”

See Tutorials on Behavior Management: Prevention Strategies; Behavior Management: Contingency Management; Discipline; Positive Behavior Supports; Motivation.

Written by Mark Ylvisaker, Ph.D. with the assistance of Mary Hibbard, Ph.D. and Timothy Feeney, Ph.D.

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Sample behavior intervention plan for non compliance

This shall include each step, associated triggers, timelines, forms and requirements. Below are a handful of benefits when the BIP is being applied in the classroom. Ultimate responsibility for the QAPI plan and the care that is provided Oversees the development, implementation, and assessment of the plan Allocates resources as needed Evaluates the effectiveness of the plan Meets at least annually Quality, Risk, Safety, & Compliance Department Sample Non-Compliance Letter . The aim is to teach and reward good behavior and prevent or stop negative behaviors. , punch bag/pillow) Art Therapy. g. In addition, there are two situations described in state and federal regulations in which a "Functional Behavioral Analysis" or "Behavior Intervention Plan" must be considered and/or developed. implied highly responsive behaviour, particularly between the first and second inspections. 12/10/09 jdw TREATMENT PLAN INTERVENTIONS (FOCUSING ON: _____) Acceptance (of limitations/reality) Accountability. org. Mar 4, 2017 - behavior interventions for non compliance. Aggression in children with autism can take many forms, such as hitting, kicking, scratching, biting or destroying property. Statistical Methods . Self-monitoring interventions equip students to recognize and keep track of their own behavior. , random assignment, matching or other non-random approach) • Timing of when intervention and comparison groups are to be selected Skill-Building in Treatment Plans that Make Sense to Clients David Mee-Lee, M. A Guide to Help Teens Manage Disruptive Behavior Statistical Plan . Quick Guide to Goals, Objectives & Interventions January 2013 . Behavioral interventions almost always in-clude multiple components. If the differences and similarities do not become clear as you read, feel free to contact staff in Behavioral Intervention Guide - 13 - Descriptions of Behavioral Interventions (Alphabetical Order) 5-10 second compliance-time window After a request is made, allow the student a 5-10 second time window to follow through with compliance. 10. Journal of Consulting and Clinical Psychology, 75 (5), 693-706. 2 . Complete BIP Implementation Package Writing Behavioral Intervention Plans (BIP) based on Functional Behavior Assessments (FBA)guide thoughtful educational planning within the context of. Some of these problems may be manifested by a client who exhibits psychotic behavior, such as schizophrenia; others may be the primary problem in the client's current situation, such as hostile…This resource will guide you through entire behavior plan process from collecting baseline data, determining the purpose of the problem behavior, selecting a replacement behavior, to training staff on the interventions. Garcia, Mrs. The basics behind the behavior intervention plan, including the individual’s information, the stakeholders, time introduced and the settings in which the plan is to be implemented. Behavior is shaped better by positive (reinforcement) than negative (punitive) consequences. Author: Meredith Created Date: 4/16/2015 11:55:52 AMIntervention Plan: Objectives: Increase student compliance with school and class rules, routines, and procedures. appropriate parenting commands and consequences to shape child behavior. 5. DavidMeeLee. Click here for Elopement BIP. The treatment plan flows into discharge planning, which begins from the initial assessment. Allegra Turner, BCBA. See: Precision Commands Don’t argue. A corrective action report uses action items to solve existing problems within an organization. Behavior intervention principles and methods must shall be employed in accordance with the individualized services plan and written policies and procedures governing service expectations, treatment goals, safety, and security. The QABF is an indirect assessment of behavioral function that consists of 25 items. Take student to Mar 02, 2012 · plans, and selected programmatic interventions and that will guide planning and activities for the year. Then, break eye contact and walk away. non-preferred task, not being able to choose preferred activity such as computers, etc) _____ will engage in no more than 20 minutes of non-compliance over a week period as measured through time sampling data. The school psychologist or the behavior specialist will touch base with the teacher within the first week of implementing the intervention to provide support. Ideally, if the rehabilitation attempt fails and the decision to dismiss the patient moves forward, his or her record will contain clearly documented grounds for the dismissal. Behavior Intervention Plans (BIP) are highly effective in shaping and modifying behaviors and Sample Plans for Specific Disabilities and Behaviors 4. When Brandon begins to show signs of beginning a tantrum instruct Brandon to go to his beanbag chair to calm down. 3 Classroom Behavioural Strategies and Interventions It is important that teachers provide immediate, frequent, and positive feedback. Schedule of Reinforcement: Established rules or procedures that a teacher follows to deliver reinforcers. Triple P aims to prevent or reduce severe . However, getting the appropriate school personnel to do the necessary behavior analysis and put a plan together can be a frustratingly lengthy process. (click on link below) Behavior Contract Behavior Intervention Plan (BIP) Structured Breaks Check In Check Out (CICO) Classroom Management SupportBehavior Intervention Plan Sec. There are a few factors that cause non-compliance. This broader perspective offers a better understanding of the function or purpose behind student behavior. Social skills training for students with emotional and behavioral disorders: A review of reviews. This part of the behavioral change plan seeks to find out the conditions under which the devised plan will be implemented, who will be in charge of theBehavior Disorder: Non-compliance may be a sign of a behavior disorder, which would be a consistent pattern of refusing to follow adult direction and disrespectful behavior. A BIP can be a single page or many pages and has three key parts. In addition, unable to control the problem behavior. interventionprinciples included are relevant at any stage of life, and we have included basic background information, with links to further information and resources on a variety of topics. reasonable to target this as a behavior for reduction. These include: behavior change intervention according to MI principles. :BIRP Notes Sample: ICANNotes Software. Conduct town meetings with all Behavioral Health staff to communicate mission, expectations to create a collaborative and non-punitive environment and clearly 4) Develop a Behavior Intervention Plan with Positive . Academic contracts This involves establishing a written contract for grades between adult (teacher) and student. It guides treatment and ensures that everyone responds to behaviors consistently. Etc. Effects of within-activity choices on the challenging behavior of children with severe developmental disabilities. Effective teachers use a number of behavioral intervention techniques to help students learn how to control their behavior. Once a function is determined, then a behavior plan is created. The common behavior should be the target for intervention: Is the behavior dangerous to the learner or others? Does the behavior interfere with learning (e. Pain contracts should be specific and directly related to the patient's pain management plan/program. The common Behavior Reduction Plan . Behavioral interventions will be monitored through teacher checklists and observations and anecdotal notes. *In some cases, particularly in cultures with high involvement of the extended family, it may also be important to include information from siblings, grandparents, aunts and uncles, and/or other adult caregivers (with permission). The treatment plan details the therapeutic interventions, what is going to be done, when it is going to be done, and by whom. And you will find similarities when discussing positive behavior supports and WRAP Plans. The scope of the QI Program is comprehensive and encompasses major aspects of care and service in the HeathPAC delivery system, and the clinical/non -clinical issues that affect its membership. Positive Behavioral Interventions and Supports (PBIS) is a framework for schools to create and sustain positive, effective, and culturally-inclusive environments that support academic and social success for all students. Apr 16, 2014 · Behavioral Care Plans • Designed to both keep staff and visitors safe, and to streamline pt experience • Designed to optimize pt care • Pt is aware of the care plan when feasible. Sample Behavior Intervention Plan Introductory Statement. The Dead Man test states that if a dead man can do it, it’s not a behavior. These interventions for children with autism often overlap in approach and need to be considered when creating a comprehensive treatment plan that tailors the work to individual differences, builds the developmental foundations, and identifies ways the child can best learn to communicate, think, learn and develop relationships. Public health interventions, defined Interventions are actions that public health nurses take on behalf of individuals/families, communities, and systems, to improve or protect health status (Minnesota Department of Health, 2001, p. Smith Date: 3-06-08 Behavioral Definitions: Target Behavior: Reduce verbal non-compliance = When asked to complete a task he says, "No!" or whines and does not complete the task asked of him. Inform student of rule violated rule. Students are assigned to discipline setting for a variety of behavioral offenses, and have a variety of reasons for engaging in that behavior. Given different patient attitudes and responses, rationalize the use of certain MI strategies. Examples of behavioral expectations you might incorporate into the contractWith the use of Cognitive Behavioral Intervention (strategy of learning to regulate thoughts and _____ will engage in no more than 20 minutes of non-compliance over a week period as measured through time sampling data. If student fails to have parents sign planner or homework sheet, parent will be contacted PBISWorld. Compliance inspections are completed by ministry staff (Program Advisors). Vandalism, destruction of property. Behaviors. Multidimensional Assessment Because mental and substance-related disorders are biopsychosocial disorders in etiology, expression and treatment, assessment must be comprehensive and multidimensional to plan effective care. The Personalized Nature of Behavior Intervention Plans. J. Interventions PBISworld. 3. This operational definition should be a specific description of the behaviors targeted for reduction or increase. Goal: Explore and resolve issues relating to history of abuse/neglect victimizationBehavioral Intervention Strategies Follow through with a mild consequence for non-compliance to directions . As many blended care professionals know, various great practice management systems offer BIRP note templates to speed up the process further. Form E - District-wide Assessments - Revised 7/30/21. Compliance Plan: 1. 2. You may also want to incorporate specific statements about behaviors to avoid. Prevention Interventions* Behavioral Momentum (Modifying Instruction) Behavior: Noncompliance Function: Escape What is the student trying to communicate? "This reading is too hard - I don't want to do it. For more information contact Renelle Nelson at 952-838-9000 or [email protected] Evidence-informed health intervention planning that incorporates theoretical and empirical evidence and engages key stakeholders and community members or patients in the planning process results in interventions that are more effective. (a) "Behavioral intervention plan" means a plan agreed upon by the CCC and incorporated into a student's IEP that describes the following: (1) The pattern of behavior that impedes the student's learning or the learning of others. CCSD Middle School Progressive Discipline Plan | Banded Level 1 Behavioral misconduct is defined as those activities engaged in by student (s) which tend to impede orderly classroom procedures or instructional activities Jul 26, 2017 · Four nurse-led interventions were implemented after Phase 1: 2 educational interventions (leaflet in mother tongue and a follow-up open telephone call) and 2 monitoring interventions (the Eidus-Hamilton test and a written questionnaire about adherence to anti-TB treatment), which were exclusively carried out by 2 study nurses. Preventive action is proactive steps to prevent future Antecedent-based interventions (ABI) are a collection of practices in which environmental modifications are used to change the conditions in the setting that prompt a learner with ASD to engage in an interfering behavior. Intervention Plan: Objectives: Increase student compliance with school and class rules, routines, and procedures. 2. The objectives of the work are to identify priority non-compliant behaviours to be addressed and to develop implementation plans for effective interventions for behaviour change to support a reduction in KSI casualties. Helping Parents with Challenging Children Positive Family Intervention Facilitator Guide (Programs That Work). Department of Health and Human Services, Administration for Apr 16, 2014 · Behavioral Care Plans • Designed to both keep staff and visitors safe, and to streamline pt experience • Designed to optimize pt care • Pt is aware of the care plan when feasible. Doggett. 11. UPDATED April 2021This is a very easy to use Behavior Intervention Plan that will meet IDEA guidelines for students with disabilities. Once a patient's challenging behavior has been identified, defined, and prioritized, the BCBA will determine the outcome goals and conductBEHAVIOR PLAN SUMMARY Behavior Non-compliance instances in which PZ physically refuses to comply with an adult directive within. In ABA it actually isn’t considered a behavior because it doesn’t pass the Dead Man test. Oct 18, 2017 · Form B - Extended School Year. The purpose is to prevent or stop misbehavior. Please use the blank Behavior Intervention Plan Kevin was a very angry child from a broken home. Categories: Aggression Inappropriate Talk Noncompliance Off-Task Self-Injurious Other . 3. The Diagnostic Summary The person signing writes the date s/he actually read and agreed to the plan. Behavioral intervention plans based on an understanding of "why" a student misbehaves are extremely useful in addressing a wide range of problem behaviors. Use differential attention DRI, DRA, DRA, DRL. The most exciting (and frequently requested) component of this resource are the behavior plan flowcharts. Replacement Behavior: Complete tasks that are asked of him without refusal. A behavior intervention plan (BIP) is a strategic plan that is used to eliminate behavior problems by addressing the cause of the behavior. Y: Behavior Intervention Plan Student: Johnny Class: 4th grade – Mrs. Family Communication: 1. This is a behavior that is socially valid and will result in the student’s needs being met – in other words what behavior can the student do instead of the 3. behavioral, emotional, and developmental problems in children by enhancing the knowledge, skills, and confidence of parents. Behavior Intervention Plan Template 6 Examples Sample Templates For Autism PDF. (a) "Behavioral intervention plan” means a plan agreed upon by the CCC and incorporated into a student's IEP that describes the following: (1) The pattern of behavior that impedes the student's learning or the learning of others. Other: Consequences for Non-Compliance: Behavior Contract; Behavior Intervention Plan (BIP) Behavior Meetings; Breaks; Collaboration With Student's Physician And/Or Mental Health Provider; Counselor Referral; Daily Behavior Form; Forced Choice Reinforcement Survey; Functional Behavior Assessment (FBA) Individual & Visual Schedules; Mentoring; Non-Verbal Cues & Signals; No Passing Behavior Intervention Plan Sec. "Behavior Interfering with Learning of Self or Others. • Frequency of intervention sessions • Duration of the intervention period (e. • § Refers to idea that the interventions or supports implemented under an RTI model of behavior are supported by scientific research to improve student social and behaviorTeacher opinions of digital behavior intervention plans using multi-media anchored-instruction in general education classrooms for students with disabilities were evaluated at the conclusion of the study. A weekly summary of the behavior will be emailed to the family. Information will be summarized on a weekly basis. Five Steps in Planning a Self Monitoring Intervention: 1. Autism spectrum disorder (ASD) is the name for a collection of neurodevelopmental disorders characterized by communication challenges, repetitive behaviors, and limited social skills. . Regardless of the process for gathering information, the FBA should May 29, 2015 · 1. All behavior—positive and negative—is the manifestation of some underlying need, such as to seek something pleasant or to avoid something unpleasant. The Math Magazine. Plan how you will implement each aspect of the programmatic intervention(s). Describe the reason(s) or clinical rationale for the necessity of the behavior support plan. Addressing noncompliant behavior at an early age is crucial. Click here for Behavior Intervention Guide. Mar 4, 2017 - behavior interventions for non compliance. 2). It is designed for families with children from birth to 16 years of age. times, 100%, learn 3 skills, etc. Effective Behavioral Intervention Techniques. Federal nursing home guidelines promote a multidisciplinary approach for all behavioral problems. Behavioral Intervention Guide - 13 - Descriptions of Behavioral Interventions (Alphabetical Order) 5-10 second compliance-time window After a request is made, allow the student a 5-10 second time window to follow through with compliance. com Jun 03, 2019 · Identifying Information. Non-Compliance/ Following Directions When given a frustrating situation (i. The value of a positive versus a punitive procedure is summarized in the Behavioral intervention development is incomplete until the efficacious intervention is also implementable, which in most cases means that the intervention package includes materials describing how to ensure that community providers or caregivers administer the intervention with fidelity. Within MH it is referred to as the Individual Recovery Plan, or IRP. Take a look at this example:Sample Behavior Intervention Plan Introductory Statement. A corrective and preventive action plan clarifies information about standards, protocols, procedures, and ongoing compliance. 1. A behavior intervention plan (or BIP) is a formal, written plan that teaches and rewards good behavior. Behavior Intervention Plans for Disruptive or Truant Students. Structure the way directions are given. A sample behavioral intervention plan is included in Figure 3; it is derived from the same case example represented in Figure 2. Rationale: What it will do for you The Step Up to Good Behavior Level System will reduce problem behaviors in the classroom that have not been successfully addressed with less intensive interventions. Consequences for Non-Compliance: Student will be subject to the school and class discipline policies and procedures. Reinforce compliance. Smith Date: 3-06-08 Behavioral Definitions: Target Behavior: Reduce verbal non-compliance = When asked to complete a task he says, “No!” or whines and does not complete the task asked of him. The behavior intervention plan (BIP) was determined through a team-based decision using the data derived above. Among them are a lack of motivation to comply or they may have not learned how to complete the task. The Individualized Remediation Plan (IRP) is a tool used to support a trainee making specific improvements in their practice or behavior. Pinterest. Explore. With corrective action, you fix existing problems or non-compliances. The following is a sample monitoring and evaluation plan for a PI project aimed at improving provider performance through selection, training and supervision. There are many rules associated with billing the state and federal government, Intervention/actions: Family Therapy to develop safety plan/no self harm contract, provide psycho-education about depression to increase parents’ insight into Jill, and to increase parents’ ability to support and encourage Jill to utilize new coping skills. Improve the student’s problem solving, conflict resolution, and coping skills. e. Tom Thumb, Ph. Role play and practice will be used. This bundling of components presents challenges when reviewing levels of evidence for each rec-ommendation because evidence of the im - pact of specific intervention components on students’ behavior cannot formally be attributed to one component of an inter-vention. Despite management intervention and assistance from your coworkers in actually performing your work [if applicable], you have consistently failed to meet reasonable expectations. Each of the hypothesized functions is paired Differential Reinforcement Procedure Reduction in child behavior problems. OT/PT: Instruction, training and guidance in relation to ADLs and IADLs. How It Works. guide behavior in social interactions (e. Develop behavior intervention plan District Behaviors that violate district, city, and/or state policy or laws Illegal substances. Past behavior is the best predictor of future behavior. The Dead Man test states that if a dead man can do it, it's and implement a Behavior Intervention Plan. and Smith, Katie A. A good Behavior Intervention Plan (BIP) can make a big difference in how a student with special needs acts and reacts in a school setting. It is my sincere hope that this corrective measure will cause you to meet the full Use agency reviewed and approved service plans, daily and weekly service logs and invoice forms Staff compliance with training, qualifications and licensing requirements – documentation requirements for these items Client documentation written in easily understood terms Corrections made must be identi fied in the documentation Incident Reports educators in identifying the function(s) of the target behavior to centralize the intervention on the specific behavior. When he receives five points, he will be allowed to go to a movie of his choosing. Here’s an example of a definition of this non-behavior: Non-Compliance: Any instance in which Alex physically and/or The school psychologist and behavior specialist will review the intervention with the teacher and the student prior to starting the plan. COMPLIANCE Marin County Behavioral Health and Recovery Services (BHRS) is a county behavioral health organization (also referred to as a Mental Health Plan) that provides services to the community and then seeks reimbursement from state and federal funding sources. Additional resources are listed at this end of this 3. Description of Behaviors. They also include redirecting the student towards alternative responses, and providing crisis prevention strategies to ensure the safety of the student and others. Respondents familiar with the individual rates each item. Meeting Forms. Develop a mock Behavior Intervention Plan for a student at the targeted level from one of the pseudo case studies below. 4. Dangerous weapons. In this tool kit, the term autism will be used to include all Autism Spectrum Disorders that result in the social,Behavioral and Problem-Based Care Plans The behaviors and problems addressed in this section may occur in concert with other problems found in this Manual. Physical changes in the classroom or a teacher’s review of classroom rules are examples of antecedent-based procedures. The best thing you can do to prepare for defiant behavior is to have a strong classroom community. K. 568+ Sample Plan Templates. measurable on their own as in " List . - Determine when tasks will be done. Then, break eye contact and walk away. Unblinding Procedures . Learn about the nursing interventions, care plan goals, assessment, and related factors for Noncompliance nursing diagnosis. It has been estimated that at least 20 percent Feb 05, 2020 · *NOTE* For non-compliance in putting the device away, refer to the consequences as outlined by the level of occurrence. What is a behavior intervention plan? Explore its use in ABA therapy and explore Regis College's online Master of Science in Applied Behavior Analysis program. Form D - State Assessments - revised 7/12/21. This question seeks to find out whether the teacher is aware of problem areas among learners that can be improved. Children with behavior problems often have difficulties following directions and being compliant in school and at home 1. Missing Outcome Data. Today. Behavior in Schools - evidence based magement practices In the presence of an agreed-on health-promoting or therapeutic plan, person's or caregiver's behavior is fully or partially non-adherent and may lead to clinically ineffective or partially ineffective outcomes The fact that a patient has attained knowledge regarding the treatment plan does not guarantee compliance. Interim Monitoring and Early Stopping. Whether a behavior has been punished or reinforced is known only by the course of that behavior in the future. . Teacher will meet with and mentor the student once a week after school to build rapport through talking, doing a non-academic task, playing a game, going to the gym, etc. This is a behavior that is socially valid and will result in the student’s needs being met – in other words what behavior can the student do instead of the Use These Behavior Management Strategies in the Classroom to Prevent Problems. 9 Reactive strategies. Dec 27, 2011 · Non-compliance is the failure to adhere to the study protocol. ACOA Issues. Daily notes will be sent in CW's communication or school folder. (2002). edu/gapbs Recommended Citation Alexander, Jennifer L. Georgia Association for Positive Behavior Mar 05, 2018 · behavior in a constructive and safe manner. Sample Operational Definitions . Responsible Person(s): 1. The most important elements of your non compliance letters is that they are clear and concise - and create some form of action or rectification from the receiving party, even if just a minor adjustment to behaviour or activity. The attachment outlines the regulatory requirements relating to corporal punishment, aversive interventions, use of time out rooms, emergency interventions, behavioral assessments and behavioral intervention plans. Describe prior nonrestrictive intervention strategies used to address target behaviors, and their results. These May 26, 2020 · Let’s take a look at what it takes to create an effective behavior intervention plan. Reduce incidents of power struggles, arguing, and oppositional and defiant behaviorsInformal Behavior Plans . Performance Monitoring Describe the behavior. ICANotes, for example, will integrate pre-written patient data into the Behavior, Intervention, Response, and Plan template along with ICD-10, DSM, or ICD codes. In addition, there are two situations described in state and federal regulations in which a “Functional Behavioral Analysis” or “Behavior Intervention Plan” must be considered and/or developed. It provides specific directions for how to prevent and respond to challenging behavior. D. Since medications may be prescribed long-term to treat chronic conditions and short-term for curable conditions, changes in medication regimens in the elderly are common and contribute to the problem of non-compliance. TheseBehavior plans fall under the Individuals with Disabilities Act (IDEA), but it still may take some vigilance and advocacy from parents to ensure that everyone involved follows protocol and takes the interventions into account. in Admin Policy Ment Health Ment Health Serv Res 44:558–571, 10. Non-compliance is another common behavior that is tricky to define. Academic work on appropriate level for student Adequate academic support, teaching, and review Explicit instruction for all subjects Problem Behavior: Non Compliance Replacement Behavior: Following Directions DO! DON’T! 1. (2008). Maag, J. Click here for Non Compliance BIP. 3 Support and interventions for family members or carers. For example, for the same wrong behavior, two people can have a different reason. In its classic form, behavioral contracts (sometimes also called contingency Identify which interventions in the plan of care are most important in meeting therapeutic goals and which are least amenable to compliance involve family and friends in health planning conferences. 00. Although we frequently consider behaviors we want to D: Behavior Intervention Plan Student: Johnny Class: 4th grade - Mrs. The BIP targets one to three of a student's undesirable behaviors with interventions that are linked to the functions of the behavior; each intervention specifically addresses a measurable, clearly-stated targeted behavior. If the differences and similarities do not become clear as you read, feel free to contact staff inNon-compliant behavior is when a child fails to start or complete a task or follow an instruction. org 3 The Six-Step Approach Identify and provide the specific language of the NQTL as provided in the plan documents. Hitting Biting Spitting Pushing Scratching Kicking Shoving Pulling hair A monitoring and evaluation plan will be appended to the PI project proposal once the Performance Needs Assessment is finalized and interventions are selected and sequenced


Consequence Interventions      

What are Consequence Interventions?

Consequence interventions are used to minimize reinforcement for problem behavior and increase reinforcement for desirable behavior. They also include redirecting the student towards alternative responses, and providing crisis prevention strategies to ensure the safety of the student and others. Before functional behavioral assessment strategies were used, most behavior interventions focused mainly on consequences by punishing problem behavior and reinforcing positive behavior. Understanding the function that maintains a problem behavior allows the student and his or her team develop positive strategies that will prevent problem behavior, increase quality of life, and build positive relationships.

The use of punishment as a consequence for problem behavior has also decreased. Research studies indicate that an over-reliance on punishment without positive interventions can lead to increases in problem behavior. Understanding why a student is engaging in problem behavior can help you implement interventions that modify events that trigger problem behavior and teach new replacement skills that achieve the same outcome.

How are consequence interventions related to teaching new skills?

Consequence interventions are often used to make sure that problem behavior is no longer effective or efficient. The goal of a many positive behavior support interventions is to teach the student a new social or communication skill that will result in the same outcome as the problem behavior. However, the student will choose to engage in a behavior that is most efficient. Consequence interventions can increase the effectiveness of teaching social and communication skills by minimizing reinforcement for problem behavior and increasing reinforcement for a new replacement behavior.

What are some examples of consequence interventions?

Extinction. When a behavior that has a history of being reinforced no longer results in reinforcement, the behavior will decrease. A student who is used to being told to go to the office may find leaving class reinforcing and therefore his problem behavior increases. If the teacher no longer sends the student to the office when he engages in problem behavior, the problem behavior is no longer being reinforced. Extinction interventions have been used for different types of problem behaviors including disruptive behaviors, noncompliance, aggression, and self-injury.

A common type of extinction is to ignore problem behavior when it occurs. Many people assume that they must respond to the occurrence of problem behavior. They believe that the corrective statements they deliver will teach the student that what she is doing is wrong. If the student’s problem behavior increases, however, it is possible that the corrective statements that are being delivered are not having any impact or may even be triggering problem behavior. Some students have learned over time that any attention is better than no attention at all. Other students may be reinforced by the effect that they have on the teacher's behavior, especially if the teacher tends to become visibly upset. Ignoring problem behavior sends the message that you are giving as little value as possible to the act itself.

When extinction is implemented, a student’s problem behavior may increase in frequency and intensity before decreasing. This temporary increase in responding is referred to as an extinction burst. A child that has been whining and crying in class to escape from a nonpreferred task may begin screaming loudly before his problem behaviors begin to decrease. Pairing extinction with interventions that teach positive communication and social skills to replace the problem behavior is an excellent strategy since it provides the student with access to the reinforcer.

Reinforcement. It is common to see a variety of reinforcement programs using stickers or other items that are given to students for engaging in appropriate behavior. Unfortunately, it is also common to see these programs having no effect on student behavior. It can be difficult to use reinforcement programs that are designed for a whole class since each student tends to have diverse preferences and the frequency of reinforcement often needs to be individualized. Sometimes it is necessary to tailor reinforcement to each student's needs and take advantage of naturally occurring opportunities to provide reinforcement.

Consequence interventions should be designed in combination with interventions for teaching specific social and communication skills that address the function maintaining a problem behavior. Reinforcement should be given immediately after the desired behavior you wish to increase. An effective way to start implementing these interventions is to identify problematic routines to teach these replacement behaviors. As the student begins to use these new social and communication skills, additional routines and settings are added.

Noncontingent Reinforcement. Another consequence intervention is to deliver the same reinforcers maintaining a student’s problem behavior throughout the day regardless of what she is doing, as long as no problem behaviors occur. This is referred to as noncontingent reinforcement. Noncontingent reinforcement strategies deliver the same reinforcers that are maintaining problem behavior to students on a time-based schedule. Extinction procedures such as ignoring a problem behavior can be implemented at the same time as noncontingent reinforcement. For instance, a student will be less likely to engage in problem behavior in order to obtain a desired activity when she has access to it on a regular basis anyway. Although nonontingent reinforcement schedules can be difficult to implement for a busy teacher, the idea of delivering the reinforcers a student seeks noncontingently is a great strategy for building a positive environment.

Building a Positive Climate. Creating a reinforcing environment involves taking the opportunity to engage in positive interactions with students without focusing exclusively on appropriate behavior or correct responses. A frequently recommended rule is to provide four positive interactions or statements for every one correction or request that you deliver to a student.

Redirection. Redirection simply means that you are guiding the student toward a positive interaction. The purpose of redirection is to create opportunities to give the student positive feedback for appropriate behavior. Examples of redirection include handing a book to a student, offering assistance or guiding the student’s attention to an alternative activity. Redirection is often misused because the person using it has not considered the function maintaining a student’s problem behavior or has very high expectations for the student’s behavior. For instance, a teacher may try to redirect a student using a demand or request to engage in an activity. If the student is engaging in problem behavior to escape demands, his behavior will become worse. In addition, it is common to hear that a student cannot be redirected because the behavior occurs all of the time. Teachers who use redirection effectively often observe small opportunities to reinforce a student by temporarily decreasing expectations. A teacher may redirect a student who is off task by pointing to a correct answer on an in-class assignment, praising the student for this success and asking how the unanswered question is related to new items on the paper.

What types of strategies are used to manage crises?

If you intervene earlier in the sequence of problem behaviors, you can implement a number of positive strategies. Good crisis management plans actually start with preventative strategies based on the functional behavioral assessment. Understanding the function maintaining problem behavior allows you to intervene in a number of different ways using setting event interventions, removing or modifying antecedent events, and prompting social and communication skills.

Carr and his colleagues describe five categories of procedures for managing crises. These categories include: 1) ignoring lower level problem behavior, 2) using redirection to engage the student in appropriate behavior, 3) removing other students and staff from harm, 4) protecting the student or others from physical injury, and 5) restraining the student.

Students often engage in problem behaviors that are less intense before more serious problem behavior occurs. Understanding the escalating sequence of behaviors allows you to intervene before problem behaviors escalate into a crisis. The earlier intervention occurs within the escalation sequence, the easier it will be to avoid severe problem behavior. Once a student begins engaging in really intense problem behavior high levels of emotional or physiological arousal redirection is more difficult. A student who is in an emotional state is less likely to be able respond to verbal interaction. As a result, when a student is at the peak of an escalating sequence of behaviors, interventions are focused on safety until redirection is possible again.

Click here for a tool that can help the student and his or her team think about possible Consequence Interventions.


Non plan for intervention compliance behavior sample

I don't know how much time has passed, I remember only the girls are already reclining in the corners of the back seat, the pussies. Glisten with moisture, and they both whine. once finished. " She's three for me, Ol, and how much are you.

The Behavior Intervention Plan

The boy's butt opened wide and a pink hole in the anus became visible. Mom put a cream on her right finger, Niveyaand then began to slowly introduce it into the anus of her. Son.Do not pinch, Little Johnny, do not pinch .she repeated until the finger was inserted all the way.

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Defensive concrete wall of the bunker. They maneuvered under the feet of giant Harvesters and walking cybertanks perishing under the fire of heavy weapons of the rebels, covered by three cyborg bodyguards, they rushed at the. Speed of a locomotive between the burning and destroyed workshops and internal fortifications of the main dogma, jumping over the ruins and lying dead androids T-900, cyborgs S1-A and T-S1-A and androids K-S1-B1-A.

21990 21991 21992 21993 21994