Rationale
One of the goals of this student’s program is that he
remains in the classroom and is participating to the best of his ability.
The following is a modified version of the MYD program, which allows this
student to remain in the classroom and work on minimizing interfering
behaviors. This version was developed for a student who uses
augmentative communication.
Earning Points
Mike will earn points throughout the day and give his
points at appropriate times with the rest of his classmates. In order for
Mike to prepare to choose points, he will be asked to reflect on his
behavior in the following areas. (The expectations are tailored to Mike’s
IEP goals.) Mike will be presented the questions on a card and tokens will
represent the points earned.
Ø
Did you work quietly? (1 point/token)
Ø
Did you participate in your work? (1 point/token)
Ø
Did you use your communication device when appropriate? (1
point/token)
Ø
Did you follow directions? (1 point/token)
For each question, Mike will answer Yes or No. The
number of points earned will be based on the responses. Mike’s support
person will say Mike’s points for him when his name is called. Staff and
classmates may have concerns for Mike, which will be phrased in a way that
allows for nonverbal yes/no answers.
Steps
Cards will be presented on a choice board with the
steps represented. Each step will be on the choice board. When he
progresses through the steps he will be shown the step that he is on, along
with the verbal cue.
When Mike is disruptive in class, he will move to a
step 1. This area is in the back of the room across from the door. During
step 1, he has the opportunity to get himself together, quiet down and get
ready to work. If he doesn’t calm down, he moves to step 2.
Step 2 will be outside the door of the classroom in the
hallway. He will again need to take time to get himself together, quiet
down and get ready to work. If he doesn’t quiet down, he moves to step 3.
Step 3 will be an opportunity to look at the rule for
the school. “No one has the right to interfere with the learning or rights
of others.” The rule will be presented with the text and BoardMaker
pictures. If he doesn’t quiet down, he moves to step 4.
Step 4 will be a call made to his mother to let her
know that Mike is not earning points and has chosen a step 4. (Mike will
not earn his reinforcer at home that evening.) After talking to Mike, his
mother will decide whether Mike is ready to go back to class or whether to
go home.
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