Positive Behavior Support Plan 1

Positive Behavior Support Plan

Emily Mills
Towson University
Special Education

Positive Behavior Support Plan 2

Definition of Specific Behavior

CM is resistive to directions and exhibits verbal and physical aggression toward teachers
and peers. (Foul language, makes disrespectful and inappropriate remarks, throws papers or
whatever is on his desk on the ground, slams the door) More specifically, when CM is given a
direction, he argues with the teacher about the relevance of the direction. This will then escalate
to CM making verbal threats towards the teacher (Im reporting you to the principal, youre
dumb How did you get a degree) using foul language, and then eloping from the classroom.
The negative behavior lasts, on average, 5-7 minutes before CM elopes from the classroom.
Occasionally the behavior escalates to physical aggression. When this does happen, he will throw
any objects closest to him on the ground, and then elope slamming the classroom doors as he
leaves. Typically, his behaviors are extremely disruptive but not dangerous. CMs behaviors are
attention seeking therefore they are as disruptive as possible but usually only through verbal
aggression.

Literature Review
1. I found this article to be extremely useful because it focused on the teachers behavior
rather than the students behavior. The article identified one specific behavior that many
teachers are guilty of displaying, retreating. When it comes to behavior management, it is

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crucial for teachers to stand their grounds with students and provide a consistent
environment.
2. Even though this next article was about a topic that I am very familiar with, RTI, I still
felt that it helped with this behavior management plan. I think that RTI is a crucial
component when identifying, evaluating, and targeting replacement behaviors with
students. This article went into great detail about how to go about using RTI as a tool in
the classroom. This article was not just for special educators but was also for general
educators as well.
3. When evaluating and identifying a students behavior, it can be tricky to find a good
starting place. This next article gave some helpful tips on actual ways to teach those
targeted replacement behaviors. I had some difficulty implementing my behavior plan so
this article was a useful tool throughout the process.
4. This was the most interesting and relevant article/study that I came across. This was an
in-depth look at the importance of self-management in classroom. My entire behavior
management plan was designed to help CM increase his self-management abilities. I
thought that this article really showed the importance of self-management as a tier two
tool.
5. The last article that I reviewed was an article about student teacher anxiety and its effects
on classroom management. As a student teacher, I think that anxiety in the classroom is
natural but should be managed to a certain degree. This article showed the positive and
negative effects that anxiety can have on the classroom.

Data Collection

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Student CM is a sixth grader in a BLS program (Behavior Learning Support Program)

This program is designed to support the students with emotional/behavioral disabilities in a selfcontained educational setting. In this program, each student is given a daily point sheet that is
designed based on their specific IEP behavioral goals. The teachers in the self-contained
classroom give each student a certain number (out of 10) of points based on whether or not the
student exhibited these targeted behaviors. At the end of the day, the students point sheets are
collected and their points are added together. If they received 80 points or more, they are given a
snack before getting on the bus. In other words, this is a daily rewards system based on their
ability to meet the targeted behaviors.
The BLS program also has multiple behavior interventions that are implemented to each
student each day. For example, there is a designated area of the school called the resolution
room. Students are sent there for a teacher directed 10 (sent out of the classroom by the teacher)
when the students behavior is too disruptive or not safe for the class environment. The resolution
room is a place to provide students to speak freely with the behavior interventionist and receive
therapeutic interventions in a time of crisis. They can also go to the resolution when the student
asks permission for a voluntary 10. This means that the student, using self-coping strategies, is
requesting to take a timeout when they are feeling anxious, frustrated, or upset and cant safely
be in the classroom. Every student in the BLS program is allowed to take upwards of four
voluntary 10s throughout the entire day. If they take more than four 10s they will be taken to
the crisis room and will not receive a reward snack at the end of the day. All of these components
of the BLS program are designed to promote self-coping strategies and help the students learn
how to be accountable for their behaviors.

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After choosing CM as the student I would observe, I began looking into his background
personally and educationally. I looked at his IEP in great detail to become familiar with
behavioral goals as well as his academic goals. A very important factor that has a huge impact on
his behaviors is CMs current living situation. He lives in a residential treatment center for
children with behavior and emotional needs. The children are living here because their parents
were deemed unfit to care for them or they were not able to properly tend to their
emotional/behavioral needs. At this facility CM is provided weekly therapy sessions with a social
worker and a therapist. Prior to observing CM and prior to implementing a behavior intervention,
I thought these were all important factors to consider.
When observing CMs behavior, I chose to focus primarily on the subject that he was in
at the time of the negative behaviors. I have noticed that he tends to exhibit behaviors to gain
control with certain teachers and in certain classroom situation. So I wanted to display the
behaviors I observed in a way that reflected the subject the behaviors took place in. Based on my
schedule, I was able to observe him in the class my mentor and I have with him (language arts)
and then his math class which takes place earlier in the day. Each period is 50 minutes so I was
able to observe his behaviors for at least 50-75 minutes each day. I also wanted to collect data
this way so I was able to make a clear comparison to CMs behavior before the intervention and
after the intervention.

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Before Intervention

Date

Subject

TD/V

Antecedent

1/27/15

Language

TD

Arts

(10)

Negative Peer
Interaction

Behavior

-verbal aggression towards

peer when peer disrupted
instruction

Primary
Function
Gain
Control

-foul language
-eloped from classroom to
R206
1/29/15

Math

TD

Teacher Reprimand

-foul language
-verbal aggression towards
teacher/IA

(10)

Gain
Control

-eloped from classroom

-locked himself in storage
closet next to classroom
1/29/15

Language

Arts

(10)

Teacher Reprimand

-foul language when teacher

gave direction to begin
classwork.

Avoid
Work

-asked for voluntary

1/30/15

Math

TD

Teacher Reprimand

(10)

-verbal aggression towards IA

when asked for point sheet

Gain
Control

-foul language
-eloped from classroom to
R206

1/30/15

Math

TD
(10)

Negative Peer
Interaction

-verbal aggression towards

peer
-foul language
-eloped classroom to R206

Gain
Control

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1/30/15

Math

CRISI
S

Teacher
Reprimand/Negative
Peer Interaction

-verbal aggression towards

teacher/IA

Gain
Control

-foul language
-ripped up class work
-flipped over desk in
classroom
-eloped from classroom
-started tearing up papers
hanging on the wall outside
classroom
-physically removed by
behavior interventionist

2/6/10

2/9/15

Language
Arts

Math

Teacher Reprimand

(10)

TD
(10)

Teacher Reprimand

-verbal aggression when given

direction

Avoid
Work/

-asked for voluntary

Just
Needed
Space

-verbal aggression toward

teacher when given direction

Avoid
Work/

-refusing to participate and

got angry when teacher
continued to ask him to
participate.

Gain
Control

-foul language
-eloped from classroom to
R206

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Hypothesis of Functional Intention

Based on all of the data collected so far, I believe the intention of his negative behavior is
to be using verbal aggression towards the teacher to gain control and avoid work. I believe that
his negative behavior is primarily driven by avoidance and attention. CM uses verbal outbursts,
foul language, disrespectful comments and eloping to gain control over certain teachers. When
CM wants to avoid doing work, he will create a disruption by using foul language or getting into
a conflict with the teacher or a peer. When his behavior is driven by gaining control, he will test

Positive Behavior Support Plan 9

the authority of the teacher by using demeaning or disrespectful comments and verbal
aggression.

Replacement Behavior
CM will use appropriate/respectful language when speaking to teachers.
CM should be using appropriate language when speaking to peers and adults. He should
be maintaining appropriate peer and adult interactions in and out of the classroom. CM should
ask permission to leave the classroom and follow directions without questioning or arguing with
the teacher.
To teach this replacement behavior, I will implement a rewards system that will be used
in his language arts class. I will also teach the replacement behavior by using different classroom
management strategies when interacting with CM. For example, I will not engage in any
confrontation with him because that is where his negative behavior stems, gaining control.
I will teach the replacement behavior in his language arts class because that is the class I
teach him and the time I interact with him the most. Using various supports in his language arts
class only makes it clearer when comparing the data results to his behavior in other subjects.

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Positive Behavior Supports

This rewards system (picture provided at the bottom) will give CM, and the other
students in the class, a warning, points off of their behavior point sheet, and then a teacher
directed 10. I did not want to single CM out so I chose to create a support intervention that would
incorporate the whole class. This first support is represented by a chart posted in the front of the

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room. Every time the students come to language arts, they have all three post-it notes next to
their name. When they exhibit the negative behavior, a post-it note is taken away and they are
shown either a warning, points off, or teacher directed. For CM, the behavior is directly related
to the targeted replacement behavior. When he speaks inappropriately or used foul language
towards a teacher or peer, a post-it is taken away. When he eloped from the classroom or was not
in his assigned area, he would lost a post-it. At the end of every class period, the students who
have all three post-it notes next to their name will receive a point. The students that receive at
least 30 points or more by my last day of internship will participate in a reward party. Each
student will be able to choose different rewards at the party. CMs reward is a piata. This
behavior support allows him a visual display to see when he is or is not getting close to reaching
the goal.
Another behavior support is the random times during a class period that we have candy
questions. This is when I have a special candy bucket that students can choose a piece from
when they answer a question correctly. The question is geared towards the content we are
covering in the lesson that day. But the idea of this behavior support is that you have to be in
class in order to answer a candy question. This helps encourage CM to stay in class and not
abuse his ability to take a voluntary 10 just to avoid work. It also helps him stay focused on the
content we are covering in the lesson in case there is a candy question.
The third behavior support that is implemented daily in CMs language arts class is a jobs
chart. This support seemed so simple but it has been so effective. Based on my observations of
CMs power struggle with teachers and his behavior driven by gaining control, I thought this
support might help. I wanted CM to be held accountable for his actions and feel a stronger sense
of responsibility while in the classroom. So each student was able to choose two jobs that they

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are responsible for. For CM, he chose to read the objective and be in charge of the lights. I
instructed the class that, like the real world, they could be fired from their job if they did not
perform their job correctly. They could also be promoted and have the opportunity to get more
than one job at a time depending on their ability to keep the first job. CM choosing to read the
objective meant that he had to be in class on-time in order to keep that job. Then when he chose
lights that meant that he would have to stay in class to make sure that he was the one in charge of
turning the lights on and off when needed. This job also meant that he would have to take
directions from the teacher (my mentor or me) or the IA.
All of these supports are designed to target the replacement behavior. The post-it
behavior chart, the candy questions, and the job chart all target CM using
appropriate/respectful language when speaking to teachers.

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During Intervention

Date

Subject

TD/V

Antecedent

3/4/15

Language
Arts

TD

Presentation of
Undesirable Task

(10)

Behavior

-verbal aggression
towards teacher

Primary
Function
Avoid Work/
Gain Control

-foul language
-eloped from
classroom to R206
3/4/15

Math

TD

Teacher Reprimand

(10)

-verbal aggression
towards IA

Avoid Work

-foul language
-refused to
participate in class
3/9/15

Math

Teacher Reprimand

(10)

-verbal aggression
towards teacher

Just Needed
Space

-asked for voluntary

3/13/1
5

Math

Teacher Reprimand

(10)

-arguing with
teacher over class
work assignment

Avoid Work/
Just Needed
Space

-foul language
-asked for voluntary
3/13/1
5

Math

TD
(10)

Teacher
Reprimand/Resistive to
Directions

-verbal aggression
toward teacher/IA
after given direction
-ripped up class
work and threw on

Avoid Work/
Gain Control

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the floor
-eloped from
classroom to R206
3/13/1
5

Math

TD
CRISI
S

Negative Peer
Interaction

-verbal aggression
toward peer

Gain Control

-threw papers on
peers desk to the
ground
-threats/foul
language

3/16/1
5

Language
Arts

TD

Teacher Reprimand/

(10)

negative attention

-verbal aggression
towards peer

Avoid work

-foul language
towards teacher
when intervened
with peer interaction
-point taken off
point sheet
-eloped from
classroom to R206
3/17/1
5

Math

V
(10)

Teacher Reprimand

-singing being
disruptive
- foul language
when teacher told
him to stop
-asked for voluntary

Avoid
work/Gain
Control

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Data Summary and Interpretation

After implementing these positive behavior supports, I feel that the data speaks for itself.
The difference between CMs behavior before and after is a great improvement and is evident by
the number of 10s taken. He was a little hesitant at first which explains the number of negative
behaviors in the beginning. I believe that he was testing my authority and trying to test the

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boundaries. But then it was almost magical. CM was speaking respectfully and was staying in
the room. I know that there was only one targeted replacement behavior but his other targeted
behaviors started to surface as well.
Implementation had a huge impact on the outcome of the data collection and played a
significant role in CM reaching his targeted behaviors. My first issue with the implementation of
the behavior supports was consistency. I was able to provide the positive behavior supports in
only his language arts class. This was difficult when it came to his other subjects. I was also only
able to observe him at certain points during the day so this made it difficult to implement the
intervention constantly for two weeks. Also, the snow days and interruptions in the school
schedule made it difficult to keep things steady. The PARCC assessment schedule was then
thrown off and this disturbed my data.

Reflection
This project has helped me grow in more ways than I ever expected. Honestly, I was not
sure if my ideas for behavior management were going to be effective. But this project showed me
hard, physical evidence that they were great ideas. This project has taught me to rely on my own
personal observations and relationships with the students. If I didnt have a relationship/report
with CM, I would not have been able to design a behavior plan that catered to his specific target
replacement behaviors. Without those relationships I wouldnt have even known where to start as
far as implementing positive behavior supports. This project has also helped me gain selfconfidence in my disposition in the classroom and my overall classroom management skills. I
feel like I am able to identify problem behaviors and create supports and interventions to help
students reach a replacement behavior.

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I plan on continuing with CMs behavior interventions until my last day as an intern. His
reward, depending on if he is able to maintain his replacement behaviors, will be on my last day.
I also plan on using this behavior chart model in my future classrooms. I will of course make it
more general depending on the student it is intended for but I definitely plan on using it in the
future. This project has really opened my eyes to importance of relationships in the classroom
and the importance of consistency when implementing behavior supports.
If I were to repeat this project again, I would change a few things. I would have tried to
start the interventions a little sooner so CM was able to adjust and have more time to reach his
targeted goals. I would have also tried to set stricter boundaries when giving him rewards. I think
that I was a little too easy on him at some points and next time I would try to set more stern
boundaries.

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References
1. Ratcliff, N.J., Carroll, K.L., Hunt, G.H., & Professor, E. (2014). Teacher Retreating:
The Little Known Behavior That Impacts Teaching and Learning. Education, 135(2),
169-176
2. Saveski, K.L., & Brown, M.R., (2014). Developing a Classroom Management Plan
Using a Tiered Approach. Teaching Exceptional Children, 47(2), 119-127.
3. Fisher, C., Berliner, D., Filby, N., Marliave, R., Cahen, L., & Dishaw, M. (2015).
Teaching Behaviors, Academic Learning Time, and Student Achievement: An
Overview. Journal of Classroom Interaction, 50 (1), 6-24.
4. Kamps, D., Conklin, C., & Wills, H. (2015). Use of Self-Management with the CWFIT Group Contingency Program. Education & Treatment of Children, 38(1), 1.
5. Oral, B. (2012). Student Teachers Classroom Management Anxiety: A Study on
Behavior Management and Teaching Management. Journal of Applied Social
Psychology, 42(12), 2901-2916.