Behavioral Intervention Plan (BIP) For Anxious Students

Introduction

A behavioral intervention plan (BIP) is the most critical part of the planning process, aiming to undertake a student’s behavior that impedes education. BPI provides many benefits for the learners and simplifies the teacher’s work in various forms. Additionally, such planning offers more scope for monitoring behavioral patterns, subsequently allowing the development of individualized plans. Thus, the following paper will establish a behavioral intervention plan based on previous functional behavior assessment (FBA).

Target Behaviors

• Anxious, uptight, nervous students
• Students with low confidence and poor self-esteem
• Overwhelmed and confused students.

Antecedent Strategies

1. The teacher will give students the opportunity and free choice of participation. Such a method will not put targeted children out of their comfort zone, consequently increasing their anxiety.
2. The teacher will discuss grades and personal achievements individually with students, rather than in front of the class. Frequently, talking about the success of one and the failure of other classmates upsets learners with low self-esteem and exacerbates their mental state. Therefore, to avoid such circumstances, it would be more effective to go over the progress on a one-on-one basis,
3. The teacher or paraprofessional will individually work through behavioral issues and point out the spheres of improvement. The teacher can decrease the sense of low confidence by implementing such a strategy as the learner is not exposed to their classmates’ success, which most likely suppresses their self-conceit and increases stress regarding the subject.
4. Teachers will maintain a structured, consistent working process as a crucial part of anxious and overwhelmed students. Following the same framework provides a consistent approach and minimizes patterns of change, which can trigger anxiety and cause further learning barriers.
5. Teachers or paraprofessionals will constantly provide reassurance to targeted students to ensure a clear understanding of what is going on in an auditorium.

Consequence Strategies

1. The teacher may send a student to a separate room if a student is subject to high anxiety, unable to participate in the classroom activities to regroup and calm down.
2. The teacher may allow an anxious or overwhelmed student to leave a situation, stand outside the study, walk down the hallway, get a drink, or run an errand to help clear the obsessive thoughts.
3. A teacher or a paraprofessional can send a child can to a counselor’s office, who will aid in calming them down.
4. Teachers and paraprofessionals may create a unique sign or a card to give to the student as a signal to quietly leave without disrupting the lesson.
5. Educators across the academic facility should apply appropriate lessons to help scholars maintain self-esteem among their peers.

Data Collection

1. Teachers and paraprofessionals should use Rosenberg’s Self-Esteem Scale (RSES) to determine each individual’s confidence level, and based on the conclusion, identify students with targeted behaviors.
2. Educators are to use the State-Trait Anxiety Inventory (STAI) for the assessment of the child’s anxiety level. Such methods will determine students with increased anxiety, providing easier identification of any triggering traits inside the auditorium.

Method

The behavioral plan will become effective upon the application of a qualitative method by teachers and paraprofessionals, allowing them to precisely understand what learners experience during class hours and how they can prevent or respond to it. With the help of observation and collecting the surveys, the scholars will be able to develop appropriate strategies using constructivist claims. Therefore, the results of the study will be relevant and objective.

Generalization

1. Teachers must communicate and report to parents whose children experience difficulty with school due to anxiety, low self-esteem, or overwhelming to advise appropriate methods to better the state of a student.
2. Paraprofessional educators are to create and send positive notes of the main students’ achievements to the parents to positively influence the child’s overall state of mind and enhance the communication outside the classroom.
3. Educators must hold constructive conversations explaining that failure and mistakes are a normal part of life and the educational process that further will facilitate the decrease in stress levels and shyness.
4. Teachers and paraprofessionals will emphasize the positive traits and talents of a student in a class inappropriate situations.

Modifications

1. Teachers and paraprofessionals should provide frequent socialization opportunities that will be responsible for the fundament of a child’s development of communicational skills.
2. Teachers will encourage students with targeted behavior to attend various after-school activities that will bring a learner out of their comfort zone, where peers may reduce anxiety and increase their feeling of confidence.
3. The educators will help in providing a structured homework routine controlled by them or parents. As a result, it will keep the overwhelmed and anxious child in touch with the schedule and give him a sense of control, which will reflect on their future academic success.

Conclusion

A behavioral intervention plan targeting students with anxiety, uptightness, low confidence, and confusion incorporates multiple strategies for reducing or eliminating featured behavioral models for teachers. Antecedent approaches provide educators and paraprofessionals with preventive measures, while conclusion designs reduce the nervous and overwhelmed emotions upon occurring. Data collection will be conducted through questionnaires and evaluated within the qualitative method. Additionally, the reduction of characteristic behavior among the featured scholars may also be managed through generalization and modification models.