BEHAVIOR INTERVENTION PROGRAM: A STUDY ON A PRIMARY LEVEL STUDENT

The preliminary identification on a student (named Randy), who has Mathematical problem at primary school was derived from a classroom report, which explored everything occurred within 30 minutes interval. The data recorded becomes a baseline for ABC chart analysis to vividly portray true behavior, the potential triggers and consequent events following the occurrence of the student’s off-task behavior during Math lesson. Based on the ABC analysis, it was proven that the frequency of the off-task behavior was significant, biting nails constantly, making funny faces, walking out the classroom for motor off-task behavior; talking out of topic, making weird noises for verbal off-task behavior, and looking around, looking out the window, staring blankly to places, delaying to start doing task, as well as putting head down on table for passive off-task behavior. To construct more reliable data analysis, teacher conducted assessment interview. To ensure reliability aspect of data analysis, some other frequency data samplings were conducted in three different sessions. The rates of off-task behavior occurrence were transcribed and it came to conclusion that student’s behavior was not influencedby time difference, duration, or intervals. The off-task behavior was purely aroused by the presence of mathematics operational instructions. In order to guarantee and minimize misinterpretation, functional behavior assessment was conducted to observe personal, situational, mental, physiological, cognitive or instructional influence. Randy indicated some fluctuationsin affective, cognitive, environmental, social, physiological, as well as communicational issues. Therefore a behavior intervention plan should touch these arrays of aspects to be successful. The behavior intervention plan starts with vivid description of target behavior based on reliable data interpretation as the hypothesis. The second phase is to describe thoroughly the setting, the antecedence and the functions behavior that are problematic. By having these data, behavior replacement program is set such that can be applied step by step instructional “Narrating Number” technique to replace the offtask behaviors. Reinforcement program is also constructed to increase the likeliness to implement “Narrating Number” as well as to decrease the occurrence of off-task behavior. In order to monitor and assess the replacement program, teacher encourages self-management strategy by the help of school, environment, parents, and peers. Teacher also tries to condition environment by modifying, arranging, alternating physical entities and instructions, which are expected to boost Randy’s performance in Math.


INTRODUCTION Setting:
Randy (not the subject's real name) was a 9 year old male student studying in mainstream general elementary school at one of the regions in East Java, Indonesia.  To work on PE homework Start at the time he felt convenient or at his own phase, less cue of eagerness or reluctant (so-so).
Homework was done on time.
To help with calculation problem (for example buying grocery needs and exchanging money) Skipping the request and start playing with his friends; ignoring the parents' request.
The task was incomplete.
To help his cousin with social science homework Eagerness to help, Randy continuously ordered his cousin to follow his explanation.
The task was well performed.
To tell stories in Indonesian language study Eagerness and highly motivated, prolonging stories into his own imaginative ending The task was well articulated.
To explain parents how he was doing with mathematic lesson in class Looking around, playing with his hands, or shifting the topic into another subject.
The question was not answered.
To explain parents how he was doing with social subject at school Eagerness to answer, told details story about the lesson that day while mimicking or imitating teacher/other students doing within the class. Randy could memorize most of the details happened in the social class The question was answered comprehensively with details To explain parents how he was doing with language subject in class Narration was delivered abruptly without necessity to instruct the second time; Randy often showed his language working paper to the parents.
The task was completely fulfilled.
The frequency of off-tasks dealing with mathematic/calculation matter Randy almost always ignored, avoided, and/or rejected the duty/task dealing with mathematical operation or calculation.
High frequency of off-task The frequency of off-tasks dealing with other instructions apart from mathematic operation or calculation Randy almost always completed the task without hesitance.
High frequency of on-task

B. Teachers' interviews
The Randy almost always avoided to answer the problems or tasks by "offtask verbal" behavior that was to talk to peers out of topic. He preferred to tell narratives than performed calculation. He mentioned "I hate numbers" several times during the interactions.
Tasks were unsuccessfully conducted; teacher often asked other students to help him calculate or explained again to him.

Tuesday, 15 October 2013
To practice using formal Indonesian language, to actively observe the language devices such as structure, grammar, functional words, linking phrases, connotative and denotative meaning of utterances, poetic language, language in spoken and written discourse, as well as metalinguistic devices as intonation, stress, rhyme.
Randy actively involved in the tasks without being asked to; he exhibited full attention on this subject. He often raised hands and answered correctly when teacher asked questions regarding language knowledge. Randy loved to narrate stories.
Tasks were successfully accomplished.
To identify language components such as identifying repeated vocabulary appearance and analyze percentage of vocabulary occurrence Randy often performed "Off-task passive" behavior, such as delaying to start the task or staring blankly to particular place.
Tasks were unsuccessfully conducted.

Tuesday, 15 October 2013
To solve mathematical operations such as addition, subtraction, multiplication, division and factorization. Randy performed off-task behaviors in three manners; motor, verbal, and passive strategies.
Tasks were unsuccessful; Randy often disturbed other peers or teacher's concentration.

Supporting Data Collection Method
To make sure that the above analyses were

C. Replacement Behavior Program
Inquiring the previously conducted Intervention Program which identified Randy's strength in "Narration", the teacher decides to apply "Narrating Number" technique (Rogers, 1994). Here is an example of narrating number: 5 + 6 -10 = ….. Narration:Abby has five apples at home and his parents buy her six more apples. He is so happy to have those apples. However, Abby should give ten apples to his cousins. How many apple left for Abby? Maximum 4 students can propose for the same free homework day 70 points ten minutes time-out during the Math class, students may prefer to do activities they like rather than working on Math problem in class e.g. reading magazine, playing video game, or listening to his/her favorite music in the reading corner with the audio provided by the teacher 80 points One movie or online game session equals to 120 minutes instruction.

D. Proactive Reinforcement Strategies
Student and teacher consolidate the movie or online game appropriate to be watched and/or done together.

E. Positive Environment Modification
In order to positively encourage Randy's behavior change, environmental modifications should be well-planned. Quinn et al. (1998)