Self Managing Behavior Plans CAN Work, Here is Proof

A self contained classroom comes with many challenges.  Securing academic skills is just one challenge.  Often there are behavioral challenges as well.  It can be cumbersome to try to manage every...single...thing.  So it is ideal to work self management into your solutions.  It is ideal for the student as it adds to their sense of control and esteem.  It is ideal for the staff as it is one less thing they have to be aware of.  

I am sharing a short video clip of a student successfully monitoring her time for a whole interval tangible reinforcer of a skittle.  The story behind this is that this amazing lovely student (who  a few years ago, used to be completely non-verbal and rarely stayed in one location for a time and would not make eye contact) is that she LOVES babies.  Babies and bunnies actually.  Anyhow, anytime she would see a student who looks 'babyish' she would get into their face and almost 'snuggle' with them with their forehead.  Apparently she had done this in stores as well much to her mom's dismay (pause to appreciate parents here).  Well, I have another student who has babyish features.  You can't see this cutie because of the dividers (for sound and visual reduction).  You might think, "Well, she can't see him of course she isn't going to get up and see him".  You would be completely wrong.  That barrier would mean nothing if she had the inclination to delight him with her adoration.  We needed a plan to combat this behavior.

A functional behavioral assessment was made.  She was seeking sensory input from a particular type of student.  We began a three fold behavioral plan.  We taught her appropriate ways of interacting with the student.  We created a social story that she would read each morning about how best to interact and what her reinforcement would be if she refrained.  We also set a whole interval tangible reinforcement plan.  If she refrained from getting into his face for 10 minutes she received a skittle.  The interval time went from 10 to 13 and then to 16.  At the onset the teacher or para kept track of the time in tandem with a visual timer at the student's desk.  On purpose the timers were on silent as even a small beeping can be a major distraction for two other of my students.  After success with this we handed over the 'timekeeper' role completely to the student.  She alerts us now when her time is up.  Next step would be having her get her own skittle without taking all out of the bag. The video clip is proof that she sure can keep track of the time and alert us.  I also want to note that it doesn't even look like she full on looks at the timer, it appears she just notices out of her side view.  

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