Positive Behavior Support Plan

Stacie Smith
Towson University
SPED 498

Definition of specific behavior in operational terms:

During Jadens world culture class, Jaden has difficulty with off task behavior during
instruction and classwork by fidgeting with personal belongings specifically a large rubber band,
his school ID, and his shoes along with jumping in place. At times, he will engage in sensory
stimulation actions instead of following a direction. He spins the large rubber band rapidly,
smacks the walls and desks with the rubber band as he is spinning it and jumps up and down.
The behaviors are typically present throughout an entire class period. Jadens school does have a
school-wide positive behavior plan that includes utilizing a goal sheet. His individual teachers
complete a goal sheet after every period and are expected to implement his Behavior Intervention
Plan. His current plan consists of a Ready is sign that is posted on his desk to remind him
what it looks like to be ready to learn. The sign includes pictures of quiet hands and body. In
addition, Jadens teachers also utilize a FirstThen dry erase sign to give Jaden a visual cue to
help keep him on task. The school-wide behavior plan allows students to earn points if they
follow directions, demonstrate respectful behavior, and demonstrate perseverance with work and
participation.
Literature Review:
Teachers Working Together: How to Communicate, Collaborate, and Facilitate Positive
Behavior in Inclusive Classrooms (Chan and Weiss 2015)
This article discusses the importance of collaboration between general educators and
special educators to ensure proper implementation of positive behavior support plans. The
article expresses the challenges that general educators and special educators face on a daily basis
such as, lack of time, incompatible interventions, and expectations in an inclusive classroom.

The article also discusses strategies that teachers can use to help facilitate collaboration.
Communication is an essential part of working together and special educators can briefly meet
with the general educator to discuss what is working and what is not. Collaboration is another
key component to being productive in an inclusive setting. Collaborating with the general
educator is important to set expectations and be clear about what is needed when pushing in to
provide services. Facilitation is the last component of the strategies to utilize when working with
a general educator. Facilitating the needs of both the general educator and the student(s) is an
integral part of making the relationships in the classroom successful. Educators can create a
cohesive teaching unit by establishing routines and being consistent. Students can then
understand that both educators play an important role in their education.
Using Positive Behavioral Support to Manage Avoidance of Academic Tasks (Zuna &
McDougall, 2004)
This article discusses the importance of getting parents involved when children are young
to promote positive behavior. The premise is to involve parents because they are the key
decision makers in their childs life and they know their child the best. They have the most
influence on a childs development. Parents have an insight that gives professionals a different
perspective of the student and where specific behaviors may start. The purpose of the article is
to educate parents on the resources that are available to them if their child is exhibiting
challenging behaviors. According to the article, a positive behavior support plan should take the
familys values, strengths and current supports into account when developing a plan. This is to
ensure that the student receives the most organic experience when it comes time to
implementation. Children must feel safe and comfortable in order to maintain the integrity of the

plan. Parent and teacher collaboration is essential to the success of developing a plan,
implementing the plan, and then seeing the plan to fruition.
Use of a Self-Monitoring Application to Reduce Stereotypic Behavior in Adolescents with
Autism: A Preliminary Investigation of I-Connect (Crutchfield, S., Mason, R., Chambers, A.,
Willis, H., Mason, B. 2015.)
This article addresses the use of a self-monitoring software to monitor ones own
progress toward a goal. Many students with autism engage in behaviors that hinder his or her
ability to complete tasks and interfere in social settings. Self-monitoring allows students to
understand others in comparison to themselves, but do not always have the essential tools to help
them recognize appropriate behaviors. The downside to self-monitoring is the level of
independence it requires. The use of mobile technology, specifically I-Connect software, as a
reminder would promote independence because the software can be customized to the individual
student. The software is connected to an online database that allows teachers to monitor
responses and track student progress. According to the article, the software was designed to ask
the student monitoring questions such as, Quiet hands and Mouth? every thirty seconds. To
ensure students were engaging in the self-monitoring task, the software did not allow a student to
miss more than one prompt in a row. Once the students tested demonstrated the ability to
maintain the self-monitoring with the software, the increment at which the prompts were
displayed could be adjusted accordingly. Overall, the software seems to be a great tool for
students to learn how to independently self-monitor. My only concern would be how to phase
the application out so the student could maintain the level of decreased targeted behaviors.

Using Movement-Based Sensory Interventions to Address Self-Stimulatory Behaviors in Students

With Autism. (Mays, N., Beal-Alvarez, J., Jolivette, K. 2015.)
This article addresses the self-stimulating behaviors often seen in children diagnosed with
autism. The behaviors seem inappropriate and could potentially interfere with a students ability
to attend during instruction which may affect his or her academic success. During the times that
student is engage in self-stimulatory behaviors, a teacher may not have the ability to interrupt the
behavior or gain the students attention. Therefore, it is imperative for a teacher to replace the
behavior with a more desirable one. According to the article, sensory interventions are
appropriate and effective when the function of behavior is sensory based. The three-step process
of identifying the function of the behavior, creating replacement behavior, and monitoring and
adjusting the plan accordingly is essential to the success of the plan. As with any interventions,
maintaining accurate data is another important factor in the effectiveness of the plan. The
teacher must decide what type of sensory need has to be met. For example, if the student
requires vestibular stimulation then sitting on a therapy ball could meet that need. The teacher in
one of the studies integrated the therapy ball as a movement-based intervention and made
adjustments according to her observations. The movement-based activity was only present
before the student began working because the teacher noticed that the student could not work and
bounce at the same time. Overall, the study determined that the replacement behavior that
provides a decrease in the targeted behavior results in classroom participation and improved
performance.
The Effects of Prompting Appropriate Behavior on the Off-task Beahvior of Two Middle School
Students. FAul, A., Stependksy, K., Simonsend, B. 2012)

This article discusses the effect of verbal prompts on off-task behaviors for two middle
school students. The school participated in a positive support program in which students are
separated into three different categories. Tier one provides support to all students, tier two
provides support for students with at-risk behaviors, and tier three provides intensive,
individualized support. Two participants that displayed off-task behaviors were studied.
Researchers examined the effect of verbal prompts in order to keep students on task. The
students engaged in less off-task behaviors due to the verbal prompts because they were being
held accountable for their actions. The research supports the study that prompting is a simple
and effective strategy that can help students with off-task behaviors to stay focused.

Data Collection:
I am currently in an internship at Sudbrook Magnet Middle School with Ms. Dudman,
one of the special educators. I teach Grades 6, 7, and 8 Social Studies and Language Arts with
Ms. Dudman on A-days and B-days in an outside of the general education classroom setting. I
also teach a Math 8 inclusion class on B-days with Ms. Guggino. All periods are 90-minute
blocks. In the World Cultures class, there are three students with different learning capabilities
that require varied levels of teacher facilitation. This is one of two classes that I work with and
see Jaden on a regular basis. Jaden has additional adult support in every class such as math,
science, art, technology and gym.
After interacting with Jaden over the last few months, I observed that Jaden is consistent
with his behavior. I approached the nurse, Mrs. Martin, and asked her if she would share his

medical history with me. Jaden is diagnosed with Autism and ADHD and does take medication.
He does not take his medication regularly. I formally observed Jaden over a period of several
days. During these times, I watched Jaden and used my notebook to take notes as I saw the
targeted behavior occur, how many times it occurred and what the consequence was for the
behavior over a 30-minute period. I chose to observe Jaden during his World Cultures class, his
Language Arts class, and a class period with the school social worker because each were at
different times of the day. I was curious to see if the time of day had anything to do with his
behavior. For example, I wanted to know if his behavior at the beginning of the day was calmer
than after lunch because Jaden loves the noise and activity in the cafeteria. At times it has been
difficult to redirect Jaden when it is time to transition back to class. I wanted to know if having
the freedom to engage in preferred self-stimulatory behaviors affected his afternoon classes.
I reviewed Jadens confidential records and his work habits and problematic behaviors
with his teachers. After reading one of his records, I noticed that at Chatsworth Jaden had some
consultative services from a board certified behavior analyst. Additionally, there is a private
behavior consultant supporting him in the home. There were some concerns about the transition
to middle school, but thus far, he has made a smooth transition. There have been no significant
problems noted. His parents have been in constant contact with his teachers to ensure that Jaden
is receiving the best care possible.
I spoke to Mrs. Ruben, Jadens reading teacher, and she informed me that Jaden had
difficulty staying on task because his stimming behaviors overshadowed his ability to focus. He
has difficulty completing classwork because he is constantly engaging in some type of stimming
activity. In addition to Mrs. Ruben, I spoke to Ms. Esposito, Jadens art teacher. She explained
that she knows that Jaden is very smart, but his lack of focus tends to hinder his ability to

complete his work. In the third quarter, Jaden received Bs and Cs throughout each subject area.
Jadens science teacher, Ms. Conigliaro mentioned that she was concerned with his work habits.
He missed homework and would rush through his classroom assignments without thinking the
answers through. She also mentioned that he had to be prompted constantly to produce any work
at all.
Jadens parents have been in constant contact with his teachers to stay on the same page.
He is a student that was identified at the age of three in 2007.

The behavior I looked for during my thirty-minute observations was:

1. Off-task behavior (e.g. twirling his rubber band/school ID, jumping up and down)

Student Name: Jaden

Observation Date: 2/17/16

Observer: Stacie Smith

Time: 8:30 am - 9:00 am

Activity: small group with school social

worker

Class Period: world cultures class

BEHAVIOR

# OF
TIMES

Targeted behavior: Off-task

behavior:
Specific events within behavior:
- School badge was being
twirled in his hand
- Flapping/twirling badge
around his hands
- Bouncing up and down
in a chair

CONSEQUENCES

Teacher instructed him to place his

badge around his neck.

Teacher instructed him to place his

badge back around his neck.

Reminded to keep his body and

hands still.

Student Name: Jaden

Observation Date: 2/17/16

Observer: Stacie Smith

Time: 9:30 am - 10:00 am

Activity: whole group instruction

Class Period: Social Worker

BEHAVIOR

# OF
TIMES

Targeted behavior: Off-task

behavior:
Specific events within behavior:
- School badge was being
twirled in his hand
- Flapping/twirling badge
around around his hands
- Bouncing up and down
in a chair, unable to
focus on the question
asked by the social
worker

CONSEQUENCES

Teacher asked him to place the badge

back around his neck.

Teacher reminded him that the badge

needed to stay around his neck.

Student was reminded that he was to

keep his body still and show that he
is ready to learn.

Hypothesis of Functional Intention:

Jadens functional intention behind his behavior is avoidance of non-preferred work or
activities in which he feels uncomfortable or does not want to participate. In addition, Jadens
stimming behavior also alleviates a sensory need. When Jaden twirls his rubber band/school ID
or jumps up and down he is exhibiting avoiding behaviors and is attending to his own personal
needs. Both the classroom teacher and I redirect him and he will continue twirling and/or
jumping instead of following the direction. Only when the teachers and I use proximity control
does he stop for several minutes, but that does not last long. He is actively engaged at times, but
his constant twirling and jumping around the room does not allow him to actively listen during
direct instruction. He misses key details that are relevant to his academic success because of this
it is necessary for him to ask his classmates for the information he missed. Jadens functional
intention is not due to his inability to do the assigned work, but the ability to focus on the task at
hand.
Replacement Behavior:
1. What should the student be doing?
Jaden will participate in classroom activities and discussions during World Cultures class
when he is instructed to do so. Jaden will not twirl his rubber band and/or jump around
the room during direct instruction, independent or group work. Jaden will take his time
to complete all assignments and activities. Jaden will be given non-verbal cues and
signals from the teacher to ensure that he performs this replacement behavior.
2. How will you teach it?
I will teach the replacement behavior by using his fellow students to model appropriate
classroom behavior. I will do this by attending to the positive actions of his peers and

will be sure to pull him aside during or after class to discuss what he could have done
differently and how he can make better choices in the future. There will be no hesitation
to stop Eric when he begins to leave his assigned area. The directive will be prompt and
abrupt in order for him to understand the severity of his actions.
3. When will you teach it?
I will teach the replacement behavior during the world cultures and language arts class
along with speaking to his other classroom teachers to ensure consistency of the plan.
4. How will you know when the student has learned it?
I will have a better understanding when Jaden has learned the replacement behavior by
continuously monitoring his progress and giving him positive feedback when he is
following the appropriate protocol such as, raising his hand when he wants to be excused
or needs a break. The targeted behavior should become more infrequent and then will be
eliminated all together once he feels confident to self-monitor his behavior.
Positive Behavior Support:
I plan to utilize the positive behavior support of self-monitoring as one of the plans for
Jaden. The self-monitoring intervention will promote self-awareness and reflection as well as
boost his self-confidence. Jaden will learn how to become an independent learner and use his
newly found independence to improve on his coping skills. A meeting will be arranged with
Jaden to identify the problem behavior and discuss what will be expected of him and to teach
him what self-monitoring can accomplish. The purpose of the meeting is to explain the
importance of self-reflection and how it helps us to become better learners. The explanation will
be presented in a way that Jaden will understand the outcome such as, briefly explaining what
the target behavior looks and what we can do to eliminate it. I want Jaden to feel as though he is
a part of the implementation process and that his thoughts and ideas are essential to its success. I
will create the tools to implement the self-monitoring procedure such as, writing notes for Jaden

to stick on his desk and putting a checklist on his desk to refer to when he recognizes that his
behavior is becoming a problem during class. Although, self-monitoring takes time, I believe
that providing feedback and allowing Jaden to self-reflect will give him a deeper understanding
of how he handles certain situations.
Another positive behavior support I plan to utilize is non-verbal cues and signals. This
will give Jaden the chance to correct his behavior without calling attention to it in a negative
way. Using non-verbal cues is easy to do and does not waste class time or interrupt instruction.
Jaden would benefit from signals because he does not like negative attention from his teachers or
his peers. Before implementation of the signals, Jaden and I will meet to go over some of the
nonverbal cues or signals we can use to communicate with each other during class. When he
begins stimming, I will use proximity control to redirect his attention to instruction or
independent work. In order to create a successful working relationship between Jaden and I, I
will use specific praise such as, Jaden I really like the way you read that paragraph and sounded
out your words!
Lastly, I intend to include frequent sensory breaks for Jaden as a way to incorporate a
positive behavior support plan in our everyday learning environment. This opportunity will give
Jaden an outlet to break away from his work in order to meet the sensory stimulation need.
Providing Jaden with frequent breaks allows him to engage in physical tasks and move around
the room with permission. We will meet in order for me to notify Jaden that his sensory breaks
will be provided after direct instruction and completing classwork. I will allow Jaden sufficient
time to satisfy the sensory need and remind him that as he is moving around the room he must be
respectful of his classmates learning. He will be reminded that once his break is over, he is
expected to return to his seat and direct his attention to the task at hand. When Jaden has

returned to his seat it will give the teacher an opportunity to provide specific praise and he can
learn to be proud for demonstrating appropriate behavior.
All of the interventions will be shared to provide the best possible atmosphere that
promotes self-awareness and eliminates the targeted behaviors in each of the classrooms. The
positive behavior support plan will be shared with Jadens homeroom teacher, math and science
teacher, as well as any specials teachers. The information contained in the plan will be reviewed
during every grade team meeting to monitor the progress of Jadens behavior. His parents will
be notified as well to keep them informed as to how we as a community will provide Jaden with
the best support that is conducive to a productive learning environment. After the
implementation of the plan, the teachers and Jadens parents can meet once a month to keep the
lines of communication open and discuss openly any concerns they may have regarding Jadens
behavior. The purpose of the face-to-face meeting is to make his parents feel comfortable about
the decisions that have been made as well as holding each participant accountable for their role
in Jadens success.
Data Collection and Visual Representation:

Prior to implementing Jadens positive behavior supports, I observed that Jaden displays
off-task behaviors about eleven times over a period of ninety minutes during World Cultures
instruction. These problematic behaviors are negatively affecting Jaden academically. After
implementing positive behavior supports for three weeks, Jaden was observed again during the
same class and time. It was observed that Ryan was off-task fifteen times over the course of
ninety minutes. These results show that the positive behavior supports that were implemented
did not encourage Jaden to stay on-task.

Jaden's Data

Off-Task Behavior

Replacement Behavior

Chart Title

Off-Task Behavior

Replacement Behavior

Data Summary and Interpretation:

Overall, there has been no improvement in Jadens targeted behavior. He is still unable to
stay on-task during instruction, complete classwork assignments, and continues to engage in
stimming behaviors. Jadens off-task behaviors during World Cultures instruction are still
occurring and have not reduced in number. I believe the positive behavior supports implemented
had little affect on Jadens ability to stay on-task during instruction. Jaden was formally
observed on February 17, 2016 in order to determine the number of times Jaden is off-task
during World Cultures instruction. The results of this observation indicated that Jaden was offtask twelve times over the course of ninety minutes. After positive behavior supports created and
implemented for approximately fourteen days, Jaden was reevaluated during World Cultures
instruction. Results of this observation indicated that Jaden was off-task fifteen times over the
course of ninety minutes. Although Jadens off-task behaviors did not improve, I do believe
there are other factors that are impacting Jadens behaviors.
Jaden is diagnosed with Autism and ADHD and is on four different medications, but are
not administered consistently. He takes Quivalent for attention, Albuterol for asthma, and
Intunive for ADHD. The fourth medicine is an Epi-Pen that is to only be used if Jaden has
ingested peanuts. Due to the fact that the medicines are not administered regularly, it is difficult
to determine whether or not they affect his behavior positively or negatively. The only time I
have observed Jaden in a relaxed state is when he has been given over-the-counter Benadryl
because of a rash on his body. I informally observed Jaden during one of his world cultures
classs at 8:30 AM 9:00 AM, a small group setting with the school social worker at 9:00 AM
9:17 AM, and a language arts class at 8:50 AM 9:25 AM to determine if his off-task behaviors
were due to the time of day. The time of day did not seem to be a factor in his behaviors because

they were present throughout each class. After speaking with several of his other teachers, they
too confirmed that Jaden exhibited the targeted behaviors during his or her class as well.
Although the positive behavior supports did not help to improve Jadens off-task
behaviors, it did however provide opportunities for Jaden to earn all of his points on his behavior
goal sheet. The goal sheet has been catered to meet Jadens needs in order to promote small
individual successes. The self-contained classroom that Jaden attends allows students to turn in
his or her point sheet at the end of the week to trade it in for play money. The students are then
provided an opportunity to shop in the classroom store which Jaden only participates in
occasionally because he does not seem interested in the toys and supplies that are available.
believe the data that was collected is valid, reliable, and is directly linked to the reason why
Jaden is struggling academically in World Cultures.
Reflection:
Creating the Positive Behavior Support plan has given me the opportunity to further
explore the various facts of student behavior. Classroom management has been a notable
challenge throughout my field placement, however my PBSP has allowed me to consider the
most successful ways in which to deal with behavioral issues. I have realized that the reaction of
rewards and consequences does not always meet the needs or address the origin of the problem.
There are many factors that contribute to the misbehaviors exhibited by students in the
classroom. Some of these factors include home life, medications, peer-pressures, and outside
influences. One management style that I have developed is the ability to address the action
versus the individual, thus creating a positive learning experience versus a disruptive
environment. The overall success of the implementation of my positive behavior support was

disappointing. I discovered that Jadens off-task behavior did not improve. However, Jaden was
able to maintain acceptable status within the classroom. Over the last few weeks, Jadens
performance progression can be seen through his change in confidence when praised and
recognized for demonstrating positive behaviors. After implementing the PBSP Jadens behavior
sheets have demonstrated that he is earning all of his points in each area of focus. One thing I
would change about the supports implemented would be to apply a tangible reward for the
positive behaviors. For example, after completing a week of acceptable behaviors, Jaden would
be rewarded with classroom computer time. This reward may help Jaden because he enjoys
playing video and computer games. I would change this because I think Jaden would benefit
from receiving something that piqued his interests and motivated him to want to work harder.
Another item I would change about the supports implemented would be to apply a movementbased intervention to satisfy Jadens need for self-stimulation. I believe he would benefit from
frequent movement-based breaks in order to integrate a sensory component during instruction. I
believe it would allow Jaden to redirect his attention back to completing. Although the plan did
not yield the results I desired, I am pleased with the impact I have made on Jadens learning. I
understand that the importance of finding what is appropriate for the student is the best way to
accommodate their needs. I have learned that identifying the function of the behavior is a key
factor in deciding which replacement behavior will work best. Throughout the school year the
behavior must be monitored to decide of there have been any changes in the problem behavior
and if progress is being made. I learned the keys to successful outcomes are collecting data and
consistency. For example, event recording can be used to measure the number of times the
behavior occurs during a specified time, which can be twenty-thirty minute intervals. Teachers
understand that it is important that one specific behavior is observed and measured to ensure

accuracy. The student may be observed for thirty-minutes during small group work to identify
how many times. Daily logs would also work well to determine if the targeted behavior happens
during one portion of a day to another. It may also provide an insight as to which teachers or
classes a student demonstrates undesirable behaviors. It will also provide data to see if the
behavior is decreasing throughout a day or increasing. The hope is that there will be a reduction
in the amount of times the problem behavior is displayed with any positive supports in place.