Unit 6 delved into the complexities of designing and implementing function-based interventions in the classroom. You continued the ongoing examination of the influences of culture and societal norms on behavior and how these influences impact your behavior intervention designs. The nine components of behavior interventions were analyzed and several specific, function-based interventions were explored. You also learned to distinguish between behavior goals and behavior objectives.

• Watch the Unit 6 Lecture. (Read the transcript.)

Discussion:

The readings for Unit 6 focus on the behavior intervention plan (BIP). The necessity of basing effective, function-based BIPs on the probable functions of the target behaviors was stressed. Identifying the probable function of behavior can be accomplished through the analysis of data collected using the Functional Behavior Assessment (FBA) or the Functional Behavior Analysis (FA). Strategies of classroom management and specific behavior modification approaches were covered. Finally, the barriers to developing and implementing BIPs in the classroom were presented.

Using the knowledge you have gained regarding considerations that must be made in designing individualized behavior plans, discuss the following:

1. Identify the nine components of a behavior intervention plan (BIP).
2. Explain how positive reinforcement and negative reinforcement maintain behavior.
   1. Provide an example of an interfering classroom behavior that has been maintained on negative reinforcement and explain how extinction could be used to modify the behavior.
   2. Provide an example of an interfering classroom behavior that has been maintained on positive reinforcement and explain how differential reinforcement could be used to modify the behavior.

1. Point out the barriers to the development and implementation of BIPs in the classroom and identify possible solutions to these barriers
   1. How do cultural influences impact your approaches to behavior modification?

Guided Response Posts:

In your first response post to a peer, assess your peer’s example of an interfering classroom behavior that has been maintained on negative reinforcement. Was the example an accurate depiction of a behavior maintained on negative reinforcement? Explain your reasoning. Provide an example of an interfering behavior maintained on negative reinforcement that is different from your peer’s and from the one you provided in your primary post.

In your second response post to a peer, assess your peer’s example of an interfering classroom behavior that has been maintained on positive reinforcement. Was the example an accurate depiction of a behavior maintained on positive reinforcement? Explain your reasoning. Provide an example of an interfering behavior maintained on positive reinforcement that is different from your peer’s and from the one you provided in your primary post.

Reading and Resources

Read the following:

Chapter 6 in Behavior and Classroom Management in the Multicultural Classroom: Proactive, Active, and Reactive Strategies: “Basic Classroom Management Strategies”

Chapter 6 presents basic classroom strategies that can be used to control interfering classroom behaviors. The importance of establishing rules and using engaging and relevant instruction are highlighted as integral components of classroom management. Verbal and non-verbal strategies are explored, as well as more specific behavioral approaches, such as contingency contracting and token economies. Culture is again examined in terms of its impact on behavior management strategies.

Chapter 10 in Behavior and Classroom Management in the Multicultural Classroom: Proactive, Active, and Reactive Strategies: “Behavior Intervention Plan”

Chapter 10 examines the purpose of the behavior intervention plan (BIP). The importance of basing your BIPs on the results of the Functional Behavior Assessment or the Functional Behavior Analysis is stressed as key to designing effective, function-based, individualized behavior plans. Determining the effectiveness of your BIPs must be done through ongoing data collection and examination of the data. Finally, possible barriers to the implementation of BIPs in the classroom are presented.

Preview the Unit 7 Assignment.

TEXTBOOKS

Shepherd, T. L., & Linn, D. (2015). Behavior and classroom management in the multicultural classroom: Proactive, active, and reactive strategies. Los Angeles: SAGE.

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