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Behavior Management Program

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shubham gupta
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16 views

Behavior Management Program

Uploaded by

shubham gupta
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Behavior management program (BMP) 1

Behavior Management Program (BMP)


Client Information

 Name of Client:
 Date of Registration:
 Consultant Name:
 Registration Number:
 MA/CQ/DQ/IQ:
 Other Persons Involved:
 Date Case Taken Up for BMP:
 Sex/Age of Client: Male/11
 Name of Informant:
 Relation to Client:

Step 1: Identification of Behavior Problem

 Behavior Problem Identified: Hyper Activity, Self-injurious behavior, aggressive


behavior, insensitive to pain

Step 2: Hierarchy of Behavior Problems

 List of Behavior Problems (in order of severity):


1. Self-Injurious Behavior
2. Aggressive Behavior
3. Insensitive to Pain
4. Hyperactivity

Step 3: Target Behavior Identified for Management

 Target Behavior:
o Self-Injurious Behavior
o Aggressive Behavior
o Insensitive to pain

Step 4: Rewards Identified

 Rewards for Positive Behavior:


o Soft Sensations:- Magic sand, clay, grass.
o Token to exchange for Chocolate biscuit
o Verbal or social reinforcement:- Through clapping or peer recognition or praise
Behavior management program (BMP) 2

Step 5: Assets of the Child

 Strengths and Positive Traits:


o Polite Behavior with Teachers
o Easily Calmed down when spoken softly
o Avoids hitting people around and demonstrates anger towards non living objects

Step 6: Baseline

 Baseline Data:
o Recording Techniques Used: ISAA
o Baseline Data Summary:

1. SOCIAL RELATIONSHIP AND RECIPROCITY (SCORE: 37)


o Poor eye contact
o Lack of social smile
o Social unresponsiveness and aloofness
o Difficulty using appropriate body language
o Challenges with non-verbal communication (facial expressions, gestures)
2. EMOTIONAL RESPONSIVENESS (SCORE: 23)
o Inappropriate emotional responses
o Self-stimulation during emotional situations
o Lack of fear of danger
o Sudden agitation or excitement without clear triggers
3. SPEECH-LANGUAGE AND COMMUNICATION (SCORE: 31)
o Age-inappropriate speech development
o Presence of echolalia (repetition of phrases)
o Limited verbal expression capabilities
4. BEHAVIOR PATTERNS (SCORE: 24)
o Stereotypic motor mannerisms (e.g., hand-flapping)
o Hyperactivity and restlessness
o Aggressive behaviors and temper tantrums
o Self-injurious behavior
5. SENSORY ASPECTS (SCORE: 18)
o Sensitivity to sensory stimuli (lights, sounds)
o Unusual visual processing
o Insensitivity to pain
o Engagement in tactile exploration and making sounds
6. COGNITIVE COMPONENT (SCORE: 13)
o Inconsistent attention and concentration
o Delayed response times
o Difficulty understanding complex surroundings
Behavior management program (BMP) 3

Step 7: Functional Analysis

 Antecedents:
o Why: Overwhelmed by people, sensory pleasure, show of
dissatisfaction/force/frustaion
o When: Crowd setting, Task of Disinterest, when request is denied
o Where: Classroom, Home
o With Whom: Peers with whom strength is lower, permissive environments
o Any Other Significant Information: Can get polite with strong stimulus such as
slaps, loud noises.
 Consequences:
o Current Management Strategies: Sensory gratification, Task avoidance,
Compliance to the demands, Seeking attention
o Significant Information on Consequences: Nil

Function Identified:
The behavior primarily serves the following functions:

1. AVOIDANCE OF DISCOMFORT:
o The child exhibits challenging behaviors in response to overwhelming social situations
(e.g., crowds) and tasks that do not interest them. This indicates a tendency to avoid
discomfort or stress associated with these settings.
2. SEEKING SENSORY STIMULATION:
o The child engages in behaviors for sensory pleasure, suggesting a need for sensory input
or gratification. This can manifest as self-stimulation or engaging with strong stimuli.
3. EXPRESSION OF FRUSTRATION OR DISSATISFACTION:
o The behaviors may also act as a means to express dissatisfaction or frustration,
particularly when requests are denied or when interacting with peers who are perceived
as stronger or more capable.
4. ATTENTION-SEEKING:
o Engaging in certain behaviors appears to be a strategy for gaining attention from others,
indicating that the child may seek interaction, even if it is negative.
5. COMPLIANCE IN PERMISSIVE ENVIRONMENTS:
o In environments where there is a lack of structure or boundaries, the child may comply
with demands but may still use maladaptive behaviors to communicate needs or exert
control.

Step 8: Behavioral Package Program

 Intervention Strategies:
o Positive Reinforcement for desirable behavior: -Peer recognition and social
applause
o Token Economy: - stars to exchange for a chocolate biscuit
Behavior management program (BMP) 4

o For Self-Injurious behavior:- Sensory corner with pleasant sensations for sensory
breaks, using fidget spinners, Smiley balls to manage frustration and anger
o Aggressive Behavior:- Removing of the individual from the setting and taking
them to playground barefeet for sensory stimulation, Teaching Emotional
regulation skills, role play, Counselling in a systematic manner and breaking
everything into steps to regulate and practice appropriate strategies and responses.
o Lack of fear of danger:- Using of social stories with help of visual and sensory
aids to explain potential dangers and appropriate responses, Teach safety skills
through structured role play.
o Environmental Modifications:- Reduce triggers such creating structured
environment to minimize sensory overload, use safety measures such as padding
corners, removing mobile objects etc. to prevent injuries during episode of self
harm and aggression.
o Systematic destination:- Gradually expose them to potentially over fearful and
overwhelming situations to build tolerance and understanding

Step 9: Follow Up

 Follow-Up Sessions:
o Date of Follow-Up:
o New Behavior Problems Developed:
o Problems Faced During BMP Conduct:
o Improvements/Success:
o If Failure, Reasons for Failure:

Additional Notes:

 Other Significant Information:

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