SAMMY’S BEHAVIOR MODIFICATION PLAN
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Step #1: Define the target and replacement behaviors.
What is the specific behavior that needs to be changed? Target behaviors are problematic behaviors that need to be decreased. Replacement behaviors are positive, desirable behaviors that need to be increased. The target and replacement behaviors need to be stated in behaviorally-specific terms. Remember to address behaviors that are occurring at home and at school.
3 target behaviors to be decreased:
1.
2.
3.
3 replacement behaviors to be increased.
1.
2.
3.
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Step #2: Choose the types of reinforcers and punishments.
Since positive punishment is the least effective method, we will focus on using negative punishment for the target behaviors.For each of the target behaviors stated in Step #1, choose a specific negative punishment:
1.
2.
Select reinforcers (positive and negative) for the replacement behaviors. For each of the replacement behaviors stated in Step #1, choose a positive or negative reinforcer:
1.
2.
3.
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Step #3: Decide on reinforcement schedules.
Choose two reinforcement schedules and discuss why you believe each schedule will help Sammy learn more positive behaviors.
Reinforcement schedule #1:
Reinforcement schedule #2:
Put your APA references for this assignment here:
BEHAVIOR CHART_____________________________________________________________________________
Choose 6 replacement behaviors you want to see Sammy increase. Include positive behaviors you want to see him exhibit at home and at school. Since we are going to focus on encouraging positive behaviors, the behavior chart will only be used to track replacement behaviors. Remember to state your replacement behaviors in behaviorally-specific terms (i.e. share toys with peers vs. be nice).
For each behavior, act “as if” you are tracking Sammy’s behavior over a one-week period. Record the frequency of each behavior. You might think about choosing “markers” that will reflect replacement behaviors (stars, smiley faces). For each day of the week, specify how many markers (points, stars, stickers, etc.) Sammy will need to earn in order to get a reward.
Specify how many points Sammy must earn in order to get a reward.
Create a behavior chart that would motivate Sammy to learn positive behaviors. Use your imagination when creating your chart (i.e., stickers, happy faces, stars). A colorful, imaginative chart will increase the likelihood that Sammy will “buy into” the behavior modification plan.
|
Replacement Behaviors |
Mon |
Tues |
Wed |
Thurs |
Fri |
Sat |
Sun |
|
Total number of
points earned per day |
Point System for earning reinforcers (i.e., identify the reinforcer Sammy will receive):
4-5 points =
2-3 points =
1-2 points =
0 points =
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OBSERVATION RECORDING FORM
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This form requires students to apply the principles of the A-B-C behavioral model. Read about the Antecedents (A) and Behaviors (B) for each situation. Your job is to step into the role of Sammy’s teacher and provide a Consequence (C) that will support and encourage Sammy to learn more positive behaviors. The consequences need to use reinforcement (positive and negative) not punishment. For each of the 5 situations, you must identify what type of reinforcer they are applying—positive reinforcement or negative reinforcement.
| A | B | C | |
| Situation 1 | The teacher asked Sammy to read aloud during story time. | Sammy refused to read. When the teacher asked him again, Sammy threw his book on the ground. | |
| Situation 2 | Sammy and his peers were outside on the playground during recess. When picking teams, Sammy was picked last. | Sammy took the kickball and threw it at one of his peers and hit him. | |
| Situation 3 | During homework time, the teacher asked Sammy to open his book and begin his lesson. | Sammy opened his book and started doodling on the pages of the book. The teacher told him to stop destroying the book. Sammy tore off several pages in the book. | |
| Situation 4 | The teacher asked Sammy to come to the front of the classroom to do a math problem on the board. | Sammy refused to get out of his chair and go to the board. When the teacher asked him again, he said, “This is dumb! I’m not doing it.” | |
| Situation 5 | Sammy’s classmates laughed at him when he couldn’t answer the teacher’s question. | Sammy screamed, “Shut up you idiots!” and ran out of the classroom, slamming the door. |
