Names: Ms.

Pheona Johnson
Lecturer: Miss Deborah London
Centre: Georgetown
Topic: Evaluating Strategies
Introduction
This assignment focuses specifically on a child by the name of Keenan Moore. He is a pupil of Saint
Pius Primary school and is in grade two. He was observed by the class teacher. (Miss Pheona
Johnson) in his class. The case study focuses directly on his social and emotional development and
evaluating strategies that is implemented to curb behaviors.
Student’s Identifying Information
Student Initials: K M
Age: 7 years old
Grade: Two Topaz
School: Saint Pius Primary School
Date of Plan: June 10, 2024
Case Manager: Ms. Pheona Johnson
Target Behaviors/Goals

Primary Target Behaviors

Outbursts of Disruptive Behaviors on a Regular Basis during Classroom Activities

Specific Objectives

1. Reduce Outbursts: Over the course of the following two months, the number of times that Keenan

has outbursts in class should be reduced from an average of five times per day to no more than two

times per day.

2. Increase Participation: Increase the number of students who participate in class activities without

interruptions for a period of at least 30 minutes indefinitely.

3. Proper Expression of Frustration or Seeking Attention: Demonstrate proper methods of

expressing frustration or seeking attention, such as raising your hand or speaking in a calm voice.

Secondary Target Behaviors

Difficulty Concentrating and Remaining Seated during Instructional Sessions

Specific Objectives

1. Stay Seated: Remain seated for a minimum of 20 minutes without getting up from your seat

without prior authorization.

2. Focus on Tasks: Perform the duties that have been allotted to you with undivided attention for a

minimum of 15 minutes at a time

Disruptive Outbursts

It appears that Keenan is using outbursts as a tactic to either avoid dealing with difficult chores or to

get the attention of his classmates and teacher. These outbursts frequently occur when the student is

given tasks he believe to be tough or when they are transitioning to a new activity.

Difficulty Remaining Seated

One possible explanation for this behavior is that it is a reaction to difficulties in sensory processing

or a desire for movement or stimulation. Another possibility is that it is a means of evading tasks

that require the student's undivided attention, which the student finds challenging.

Note

The student, the teacher, and the parent all contributed to the information of this theory. By their

observation and input, it is recommended that these observations be evaluated and updated on a

regular basis, taking into account ongoing assessment and observation of Keenan.
Functions of Behavior

It is speculated that the disruptive outbursts noticed in the classroom have a dual function for the

student. Keenan Moore is attempting to avoid tasks he considers tough, and he also attempts to

garner attention from both his peers and his teacher. The majority of these occurrences take place

during transitions or when he is asked to complete tasks that are either unfamiliar to him or he

believes to be challenging. Similarly, the inability to remain seated and concentrated appears to

result from a mix of difficulties in sensory processing and a desire for movement or stimulation,

serving as a method to avoid activities requiring continuous concentration.

To replace disruptive patterns, the plan aims to promote more productive habits:

1. Acceptable Expression of Attention-Seeking or Dissatisfaction

Help Keenan seek attention or express dissatisfaction in an acceptable manner, such as by raising

his hand or utilizing calm verbal communication. This addresses the outbursts.

2. Sustained Engagement and Seating: Develop the ability to engage in activities with sustained

attention and remain seated for extended periods.

Positive reinforcement is utilized to encourage and support the development of these desirable

behaviors.
Intervention Strategies

The intervention tactics consist of a combination of antecedent, instructional, and consequence-

based approaches:

Antecedent Techniques

- Arrange tasks in a manner that makes them more approachable and less overwhelming.

- Communicate expectations clearly and concisely.

Instructional Strategies

- Teach Keenan techniques to deal with frustration.

- Instruct on ways to seek attention constructively.

Consequence-Based Approaches

- Use positive reinforcement to encourage desired actions.

- Ensure that disruptive behaviors do not accidentally gain attention, reducing the frequency of such

behaviors.
To support these actions effectively, several environmental changes are necessary:

1. Regulated and Predictable Classroom Setting: Establish a classroom environment with consistent

routines and clear expectations to provide stability and structure.

2. Sensory Instruments: Provide sensory tools such as fidget toys, noise-canceling headphones, or

textured objects to help Kenan stay focused and calm.

3. Quiet Space: Designate a quiet area where Keenan can take short breaks if he feels overwhelmed,

helping him to reset and return to learning more effectively.

4. Seating Arrangements: Adjust seating to minimize distractions. This might include placing

Keenan's desk away from windows or high-traffic areas and near students who are good role models

for staying on task.

teacher:

1. Classroom Teacher: The classroom teacher will be responsible for the daily implementation of

the strategies, ensuring that the classroom environment remains regulated and predictable, offering

customized instruction tailored to Keenan specific needs. I will continuously monitor Keenan’s

progress, providing sensory tools, and assisting with break times.

2. The Special Education Teacher: Teacher will provide customized instruction to cater to the

student needs.

It is an effective plan which aims in fostering a supportive learning environment for Keenan.
Evaluation Method
Progress will be tracked by teacher observation.
Behavioral checklists and student and parent comments. This data will assess the BIP
efficacy and inform changes .Ongoing data collection will focus on target behavior
frequency and intensity and Keenan engagement in substitute behaviors.