WGU D753 Task 1 Passed on First Attempt |Latest
Update with Complete Solution
Functional Behavior Assessment Interpretation and Behavior
Intervention Plan Development: Learner: Student A:
Part A1:
Replacement Behavior:
A replacement behavior for Student A’s physical disruptions (shouting out, leaving their chair,
and pacing around) and verbal agitation is going to be for Student A to ask for a break or help
when beginning to feel overwhelmed or frustrated by the assignment. There will be a “help” card
available for Student A to use instead of becoming a disruption in class. The card will be an
indication of two things, which are Student A asking for a needed quick break or requesting help
from the teacher. The behavior is going to help Student A when experiencing the same needs to
escape during a difficult assignment, but in a more proper approach. Also, this replacement
behavior will empower Student A to control any frustrations in an effective approach, and this is
going to allow the student to continuously participate in class activities.
Part A2:
Replacement Strategy:
Role-playing is one effective strategy for instructing this replacement behavior. This will be
displayed as the teacher will demonstrate calmly, requesting a break or support needed. Then
Student A will be guided by the teacher in practicing these behaviors in less stressful time frames
and practicing the appropriate way to request assistance. As this is practiced, it will slowly be
incorporated into more challenging assignments to help verify that the replacement behavior
becomes established. During these practice sessions, feedback will also be given.
Update with Complete Solution
Functional Behavior Assessment Interpretation and Behavior
Intervention Plan Development: Learner: Student A:
Part A1:
Replacement Behavior:
A replacement behavior for Student A’s physical disruptions (shouting out, leaving their chair,
and pacing around) and verbal agitation is going to be for Student A to ask for a break or help
when beginning to feel overwhelmed or frustrated by the assignment. There will be a “help” card
available for Student A to use instead of becoming a disruption in class. The card will be an
indication of two things, which are Student A asking for a needed quick break or requesting help
from the teacher. The behavior is going to help Student A when experiencing the same needs to
escape during a difficult assignment, but in a more proper approach. Also, this replacement
behavior will empower Student A to control any frustrations in an effective approach, and this is
going to allow the student to continuously participate in class activities.
Part A2:
Replacement Strategy:
Role-playing is one effective strategy for instructing this replacement behavior. This will be
displayed as the teacher will demonstrate calmly, requesting a break or support needed. Then
Student A will be guided by the teacher in practicing these behaviors in less stressful time frames
and practicing the appropriate way to request assistance. As this is practiced, it will slowly be
incorporated into more challenging assignments to help verify that the replacement behavior
becomes established. During these practice sessions, feedback will also be given.
