TEMECULA VALLEY UNIFIED SCHOOL DISTRICT SPECIAL EDUCATION LOCAL PLAN AREA (SELPA)

Tier 3 POSITIVE BEHAVIOR SUPPORT PLAN (PBSP)

The use and distribution of this form is limited to employees of public school agencies within the Temecula Valley Unified School District Special Education Local Plan Area (SELPA)
07/13 Form 26B Page ____ of____
Adapted from Diana Browning Wright, Behavior Discipline Trainings



Student Name XXXXXXXXXXX Todays Date 04/8/14
1. Description of the behavior impeding learning XXX displays the following behaviors:

1). Inappropriate Verbalization: making verbal noises (boom, boom, boom), screaming, crying, yells at adults,
refuses to comply.

2). Inappropriate Physical Behavior: taps on desk, climbing over and under desks, throws himself on the floor,
standing up on chairs, crawls on the floor, crossing out his work, and writing all over his desk or paper.

3). Physical Aggression: pushes students, hitting students, throwing objects (pencil box, marker, paper,
crayons, books, jacket, sweater, banana peel, shoes, socks, chairs, staplers, trash, wood chips, lunch box), kicks,
and head banging on desk.

4). Elopement: leaving the classroom, running up and down the hallway, playing on the playground structure
during inappropriate time or plays with wood chips on the playground when he leaves the classroom.

2. It impedes learning because Inappropriate verbalization, inappropriate physical behavior, physical aggression,
and elopement behaviors impede XXXX's learning of age appropriate coping skills and his ability to interact
appropriately with peers and adults. In addition, such behaviors impede his availability to learn, other
students' opportunity to learn, reduces his work productivity, requires activities/class instruction to stop, and
causes instructional time to be lost for disciplinary proceedings.
3. IEP Determined level of need was: moderate serious extreme
4. Baseline frequency, intensity, and duration of behavior XXXX displays the following behaviors:

1). Inappropriate Verbalization: making verbal noises (boom, boom, boom), screaming, crying, yells at adults,
refuses to comply.

2). Inappropriate Physical Behavior: taps on desk, climbing over and under desks, throws himself on the floor,
standing up on chairs, crawls on the floor, crossing out his work, and writing all over his desk or paper.

3). Physical Aggression: pushes students, hitting students, throwing objects (pencil box, marker, paper,
crayons, books, jacket, sweater, banana peel, shoes, socks, chairs, staplers, trash, wood chips, lunch box), kicks,
and head banging on desk.

4). Elopement: leaving the classroom, running up and down the hallway, playing on the playground structure
during inappropriate time or plays with wood chips on the playground when he leaves the classroom.

Direct and indirect observational data was taken over 12 days. XXXX was on-task 20% of the time (average).
He demonstrated the aformentioned behaviors 80% of the time (average).

Inappropriate verbalization-28%; moderate; 15-60 consecutive minutes observed
Inappropriate Physical behavior-17%; moderate; 4-25 consecutive minutes observed
Physical Aggression: 42%; moderate; 3-30 consecutive minutes observed
Elopement: 13%; moderate; 20-45 minutes consecutive minutes observed


07/13 Form 26B Page ____ of____
Adapted from Diana Browning Wright, Behavior Discipline Trainings

When indirect observation was conducted over a period of 10 days, in a highly structured environment with
visual support, increased adult supervision, use of ABA and discrete trial training, Ezra was on-task 66% of the
time. On average, he displayed inappropriate verbalization 8.5% of the time, inappropriate physical behavior
8.5% of the time, physical aggression 8.5% of the time, and elopement 8.5% of the time. Behaviors were mild-
moderate, and behaviors would last from 10-30 minute intervals.

reported by School Psychologist, Principal, Teacher, Instructional Aide and/or observed by School
Psychologist, Principal, Instructional Aide, Speech Teacher


07/13 Form 26B Page ____ of____
Adapted from Diana Browning Wright, Behavior Discipline Trainings

PART I: ENVIRONMENTAL FACTORS AND CHANGES
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Predictors for the behavior:
5.
1. Physical Aggression occurs during recess and lunch time with less structure and less supervision.
2. Inappropriate verbalization, inappropriate physical behavior, physical aggression, and elopement occur
when given a direction he does not want to follow.
3. Inappropriate verbalization, inappropriate physical behavior, physical aggression, and elopement occur
during whole class direct instruction-XXXX is required to sit and listen to lesson presented to the class.
4. Inappropriate verbalization, inappropriate physical behavior, and physical aggression occur during
independent work in his seat-XXX has difficulty beginning, sustaining, and completing a task at his desk,
especially if it is an undesirable task or a task he perceives that he does not understand or is too difficult
(typically involving writing task or a task that requires sustained attention/focus). (The exception to this is
with the Ipad or during computer time).
5. Physical Aggression occurs when lining up-XXX will engage in hitting behaviors when he is lining up
with his peers to go into the classroom or leave the classroom.
6. Inappropriate verbalization, inappropriate physical behavior, and physical aggression occur when Ezra
receives correction-XXX reacts negatively when he is given feedback from an adult, especially when
things do not go his way.
7. Inappropriate verbalization, inappropriate physical behavior, physical aggression, and elopement occur
when he is asked to use the restroom.
8. Inappropriate verbalization, inappropriate physical behavior, physical aggression, and elopement
because there appears to be a mismatch between XXXX's learning needs and instructional components
and curriculum.


Analysis of predictors (section 5) to identify what supports the student using the problem behavior (section 6 links to
section 5):
6. 1. XXXX does not yet know how to make new friends without pushing, hitting, or throwing items at
them, and seek adult attention in a positive way.
2. XXXX does not yet know how to follow instructions the first time they are given or without prompts.
3. XXXX does not yet know how to sit and listen to a lesson presented to the whole class.
4. XXXX does not yet know how to independently begin, sustain, or complete an undesirable task or a
perceived difficult task.
5. XXXX does not yet know how to appropriately line up.
6. XXXX does not yet know how to accept feedback or a consequence without becoming disruptive.
7. XXXX does not yet know how to independently use the restroom at school.
8. XXXX does not yet know how to assess or communicate his learning and instructional needs.


07/13 Form 26B Page ____ of____
Adapted from Diana Browning Wright, Behavior Discipline Trainings

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Environmental changes required to remove the students need to use this behavior (section 7 links to section 6):
7. 1. Skills of Making New Friends and Seeking Positive Attention-Suggested Environmental
Changes:
*Continue to increase adult supervision in class and on the yard.
*Provide frequent and regularly scheduled times for positive adult attention-have adult "check in" with
XXXX prior to recess by reviewing the expectations for recess or any unstructured time.
*Provide structured activities during recess time (i.e., adult facilitates game with Ezra and 1 or 2 other
students).
*Provide small group opportunities for XXXX to practice making friends.

Suggested goal-XXXX will follow the 5 steps of making new friends by 1). Looking at the person
2). Using a nice voice 3). Sharing an interest/hobby 4.) Listening to the other person's interest/hobby
5). Picking an activity to do together with visual and verbal cues from an adult/facilitator in a small group
on 4/5 occasions.

Suggested goal-XXXX will follow the 5 steps of seeking positive attention by 1). Looking at the person.
2). Wait until they are ready 3). Ask if they have time to talk 4). Say something positive 5). Do not
seek attention by screaming, yelling, or throwing items with visual cues from an adult/facilitator in a
small group on 4/5 occasions.

2. Skill of Following Instructions-Suggested Environmental Changes:
*Pre-correct XXXX and remind him of the rules for the area he is entering before he engages in behavior
or has to independently monitor his own behavior.

Suggested goal-XXXX will follow the 3 steps of Following Instructions by 1). Looking at the person
2). Saying Ok 3). Doing what he was asked right away with visual and verbal pre-correction cues by an
adult on 4/5 occasions on 3 consecutive days.

3. In Preparation for whole group learning or independent Work:
*While class is transitioning to the next activity, pre-correct XXXX with behavioral expectations (i.e.,
staying on task, asking for help, listening to others, getting the teacher's attention, etc.).
*Individually prompt XXXX to have his materials out/prepared for the next activity.
*Utilize corrective feedback for XXXX during whole group and independent activities.

4. Task Completion-Maintain Attention to Activity:
*Break tasks down into small parts.
*Work at table near teacher.
*Clarify directions individually with XXX after given whole group instruction. Have XXXX repeat
directions.
*Check in with XXXX periodically to provide clarification as needed.
*Give personal goal or deadline ("I need you to finish 1-3, when I check in at 11:15 a.m. You need to
have those problems finished.

Suggested goal: XXXX will utilize a "note" that he is able to use througout the day when he would like
access to an alternate activity or task. (XXXX will be taught how to quietly hand the note to his teacher).

5. Lining up:
*Develop whole class procedure for enter and exit of the classroom.
*Pre-correct the procedure before entering and exiting the classroom.
*Provide multiple practices, give feedback, and students get rewards for doing the procedure correctly.



Implementers and Responsibilities:

07/13 Form 26B Page ____ of____
Adapted from Diana Browning Wright, Behavior Discipline Trainings


PART II: FUNCTIONAL FACTORS AND REPLACEMENT BEHAVIORS TO TEACH AND REINFORCE
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Function(s) of the behavior (section 8 links to section 5):
8. Attention Rationale: XXXX receives attention from adults and peers when he engages in
inappropriate verbalization, inappropriate physical behavior, physical aggression, and elopement
behavior. He is prompted by adults to behave properly. He obtains negative peer attention when he hits
other students.
Escape Rationale: XXXX engages in inappropriate verbalization, inappropriate physical behavior,
physical aggression, and elopement, as a way for him to escape a task or an undesirable activity.
Access to Tangible/Activity Rationale:
Sensory (Automatic) Rationale:
Functionally Equivalent Replacement Behaviors (FERB):
9. Attention FERB: Check-in with adult 3 times a day using "check-in/check-out sheet to reflect on
student behavior and receive positive attention and feedback.
Escape FERB: XXXX will utilize a "teacher note" that he is able to use throughout the day when he
would like an alternate activity or task. XXXX will be taught how to quietly hand the pass to his teacher
or aide.
Access to Tangible/Activity FERB:
Sensory (Automatic) FERB:

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Teaching strategies, curriculum and/or materials required for the student to learn the identified replacement
behavior(s):
10. Use planned teaching for new behaviors:
1. Give initial praise and empathy.
2. Identify the skill and give examples.
3. Describe the appropriate behavior (skill steps).
4. Give rational (reason) and request acknowledgement.
5. Practice-give feedback and reward/reinforcer if appropriate for participation.
6. Offer praise and encouragement throughout.

After the skill is taught, use preventative prompts-a brief reminder or signal to use a previously
taught skill given just before the situation when the skill should be used. It is not used as a warning
to address inappropriate behavior. Example-"Remember what we practiced for the skill of listening
to others. Can you tell me the steps?" Preventative prompts are not a time to bring up a past
inappropriate behavior. Focus on prompting the appropriate behavior you would like to see.
Prompts can be physical (a look, tap on shoulder), verbal (spoken reminders or instructions), or
written (notes to remind students to use a skill).
Implementers and Responsibilities: SDP Teacher & School Psychologist to use planned teaching for new
behavior skills. SDP Teacher, Instructional Aide, and other adults working with XXXX should use
preventative prompts or pre-correction to notify XXXX when he is to use a skill.


07/13 Form 26B Page ____ of____
Adapted from Diana Browning Wright, Behavior Discipline Trainings

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Reinforcement procedures for establishing, maintaining, and generalizing the replacement behavior(s):
11. Use effective praise to teach/strengthen the new behavior skills. 1). Initial (example-smile) 2).
Describe appropriate behavior (example-"You did a great job staying calm.") 3. Rationale (example-
"Since you stayed calm, I was able to clearly listen to your concerns") 4. ) Request
acknowledgement (example-"Does that make sense?") 5). Positive consequence ("I am going to give
you extra time on the computer for staying calm.")
Selection of reinforcer based on: Student Observation-XXXX enjoys the computer. He was observed to
remain on-task while on the computer.
Implementers and Responsibilities: SDP Teacher will use planned teaching strategies to teach new behaviors
and effective praise after the skill is learned and XXXX attempts to use and generalize the skills in other
settings. SDP Teacher will use effective praise when XXXX generalizes or uses a skill in the classroom
setting.
Student Name XXXXX Todays Date 04/8/12
PART III: REACTIVE STRATEGIES
Reactive strategies to be employed if the problem behavior occurs again:
12. Continuum of correction- Ignore, non-verbal prompts, verbal prompt, guided self-correction, corrective
teaching, office referral.
1. Prompting: Use preventative prompts, or a prompt to utilize a known skill.
2. Strategy for managing the problem behavior safely: Give XXXX cool down time, wait to de-brief until behavior
is back at baseline.
3. Debriefing: Use guided self-correction: 1). " Let's talk about what happened." 2). "What did you do?"
3). "What should you have done instead?" 4). "Why is it important to do it that way?" 5).
"Remember to try it like that the next time."
4. Description of consequences (if applicable): Sent to quiet area in room, sent to school psychologist, phone
call home, work sent home.
Implementers and Responsibilities: SDP Teacher to work with XXXX on debriefing or self-correction, SDP Teacher
and Instructional Aide to use prompts and safety strategies throughout the school day when needed. All staff to
use agreed upon consequences.

07/13 Form 26B Page ____ of____
Adapted from Diana Browning Wright, Behavior Discipline Trainings

PART IV: BEHAVIORAL GOALS
13. Behavioral Goal(s)
Functionally Equivalent Replacement Behavior (FERB) Goal
By when
11/20/14
Who
XXXX
Will do X behavior
(section 9)
will utilize a "teacher note" that he is able to use throughout the day when he would like an
alternate activity or task. Ezra will be taught how to quietly hand the pass to his teacher or aide.
For the purpose of y
(section 8)
for the purpose of escaping a demand/task/request
Instead of Z behavior
(section 1)
instead of engaging in disruptive behavior.
For the purpose of y
(section 8)
for the purpose of escaping a demand/task/request appropriately
Under what
conditions
when given a pre-corrective prompt by the teacher
At what
level of proficiency
on 4/5 opportunities in the classroom
As measured
by whom
and how
Teacher records on use of FERB


Increase General Positive or Decrease Problem Behavior
By when
11/20/14
Who
XXXX
Will do what, or
will NOT do what
will follow the 4 steps of accepting no for an answer 1). Look at the Person 2). Say OK 3).
Stay Calm (a). counting from 1 to 10 (b). take a break from what you are doing (c). think
of your favorite places 4). If you disagree, ask later.
At what level of
proficiency
on 4/5 opportunities
Under what
conditions
with a preventative prompt
Measured by
whom and how
Teacher records on use of skills steps



07/13 Form 26B Page ____ of____
Adapted from Diana Browning Wright, Behavior Discipline Trainings

PART V: COMMUNICATION PROVISIONS
14. Communication Plan


Who
SDP Teacher, Parent
Conditions:
Contingent or
Continuous
continuous until agreed upon by teacher and parent
Delivery Manner
notes
Frequency
weekly sent home on Friday
Content
will send a note home at the end of the week (Friday) with review of behavior for the week
to include: 1. Use of FERB 2. use of general positive replacement behaviors
Provision for
two-way
communication
Parent reports that a note is the easiest way for her to communicate.


PART VI: PARTICIPATION
Student
Parent/Guardian
Parent/Guardian
Educator and Title
Educator and Title
Educator and Title
Administrator
Other
Other