Behavior Analysis Plan ExplainedStudent: SarahGrade: 4th GradeDescription of Individual: He is nine years old and comes from a middle-class Caucasian family. He has normal height and weight for his age. According to benchmarks and last year's CRCT, his performance is on par with typical fourth grade performance. Behavioral problem or problem: When the student is asked to do something he doesn't want to do, such as completing morning work, he will fall to the floor, scream and throw tantrums. This happens daily. The tantrums were mild at the beginning of the school year and included things like pouting and foot stomping, but they have increased in magnitude and now include yelling and flailing on the floor. It lasts about five minutes or until help arrives. She is then taken into the hallway. The principal, vice principal, or school counselor meets with her and sends her back inside when she has calmed down. Once she is presented with another task that she refuses to do, she will start the cycle again. External or special considerations: She is one of four children and her mother is expecting another child over winter break. Sarah is the youngest until the baby arrives. Correlation with classroom management: This student knows the procedures and follows them until she doesn't like the task. The behavior occurs most often during reading and writing. She does not like to read or write about what she has read. The student knows the general procedures of the class and willingly follows them until the moment when she does not like the task. Then he shows his inappropriate behavior. The procedures for how to express dislike have not been officially taught, so even though the student knows... halfway through the paper... the instructions serve as a reminder to the student to follow the self-soothing sequence when necessary. Along with this program, the student should also have a physical signal that he uses to tell his teacher that he needs to go and calm down. Using a system like a chart mover (TKT p. 121 and 155), in the form of something she likes because a unicorn can help her control her anger and tantrums. The concept here is that he will be able to color an area of ​​his graph whenever he responds appropriately to an unlikely task or when it is evident that he has taken appropriate steps to self-correct his behavior. When the student completes a card mover, she should be rewarded with a trip to a spinner (TKT p. 120 and 143). The spinning top should contain things and activities she enjoys, such as colored erasers, free time on the computer, or a pass for homework..