Describe the Student/Situation

A is a female student in the 2nd grade at a title 1 school. A resides with both parents and three

siblings. A was referred to special education by her previous teacher however was found to not be

eligible for special education and related services. She is in her general education classroom full

time and is accesses the common core curriculum alongside of her same aged peers. However A

has been seen as very inattentive, spending the majority of her time off task and has also displayed

some distracting behaviors.

 Behavioral Support Plan

(Don’t forget to use pseudonyms!)

Student: A__________________ Grade: 2nd ___________________

Teacher(s): Mrs. K_________________ School: L___________________

IEP: Yes ____ NO _X___ Plan Start Date:_11/15/17___________

Team will reconvene every ___14__ days to monitor plan

Briefly describe the problem behavior(s) in observable and measureable terms

(be sure to include all the major behaviors of concern)

A is a student that has off task and disruptive behaviors throughout her academic time. A’s off task
behaviors include looking around her classroom, cutting her erasers into small pieces with her
scissors, picking up small pieces of debris off the classroom floor, playing with classroom
materials. Her off task behaviors do not include talking to classmates, raising hand to request
help, and using classroom materials as expected. A’s disruptive behaviors occur when she is
expected to remain on task for longer than 10 minutes. A’s disruptive behaviors include yelling in
frustration, tapping her pencil on her desk, pushing her materials on to the floor, and humming
loudly to gain attention. A’s disruptive behaviors do not include raising her hand, calling out for
help with a problem or asking the teacher to slow down.

Functional assessment strategies Implemented (check all that apply)

File Review: ___Yes (Date: _________) __X__No

Interviews: __X__Teacher Interview ____Student Interview

___Parent/Guardian Interview __X_Other_Paraprofessional___

Observations: __X__A-B-C Direct Observation (Antecedent-Behavior-

Consequence)
 ____Scatterplot __X__Other (e.g., FAO; list/describe)
__Functional Assessment observation form and 20 min observation form___________

Rating Scales:
______Problem Behavior Questionnaire (PBQ)______Motivation
Assessment Scale (MAS)

______Other (list/describe)
_______________________________________________________

Provide one or more Summary Statements (as appropriate) from the Functional
Assessment Data (include Motivating operations if known, Antecedents, Behaviors,
and Maintaining Functions

When A is asked to complete tasks she will cut with scissors, pick up debris off the floor, fidget
with materials, and look around the room to escape the task.

When A is expected to complete a task for longer than 10 minutes she will throw materials, hum,
tap her pencil, and yell to gain peer or teacher attention.

Briefly describe how teachers/staff are currently responding to the problem

behavior(s) (e.g., providing attention/reprimands, putting student in time-
out, etc.)

Teachers are primarily ignoring A’s unwanted behaviors. There are times when teachers will give A
a redirect however there are no discernable patterns to the redirects it is more based on whether
or not the teacher notices an unwanted behavior occurring.

Briefly describe a desired replacement behavior(s) that will serve a similar

function as the current problem behavior(s)

A will ask for breaks

A will request help on hard tasks
A will remain on task 85 % of the time

Develop a behavioral objective incorporating the replacement behavior(s)-

(Include condition, student, behavior and criterion)

A will remain on task for 85% of instructional time as observed by a 20 min observation form with
intervals every 15 seconds over 3 separate observations done on separate days at different
times.

Outline the instructional strategies to teach the desired replacement behavior

(where, when, how & who will teach the replacement behaviors?)

During intensive intervention time A will be instructed by Mrs. T. on what on task behaviors look
like. A will be given opportunities to show what on task behaviors are as well as what they are
not. Mrs. T. will also explain how A can request a break from her teacher instead of using
distracting or off task behaviors. A will practice doing this as well as asking for help

A’s teacher will begin to frontload when A is allowed to ask for a break as well as telling A that if
she needs help to raise her hand to request it.

To encourage A’s on task behaviors A’s teacher will use a 5x4 grid card and a star stamp marker.
Whenever A’s teacher catches A on task she will place a star stamp in one of the squares on the
grid. If A is caught being excessively off task such as playing with materials, cutting objects with
scissors, or picking debris off the floor her teacher will place an x in the square. For every card
that A has 80% stars compared to x’s A will receive 5 minutes of free time at the end of the day to
work on crafts.

Describe a data collection system to monitor the replacement and problem

behaviors and state how the data will be summarized

The data collection system I will be using to monitor student progress is a 20 min on task
behavior observation with 15 second observation intervals. On this form an observer will only
glance at the student on 15 second intervals and then will glance at a same gender “control peer”
and then mark the students’ behaviors. The observer will mark A for each student if the students
are attending (aka on task). There are also other letter codes to describe a student’s off task
behaviors such as L for looking around, M for moving around, O for out of seat, and P for playing
with objects. After the 80 intervals the number of attending intervals are counted and divided by
the total number of intervals for the percent of intervals attending.

Briefly describe planned motivating operation and antecedent strategies (if no

motivating operations identified- leave blank)

Motivating operation Strategies

Antecedent Strategies

 Mrs. K will use pre-correction to remind A what on task looks like whenever assigning
seat work. Mrs. K will also let A know what requests are appropriate during the tasks such
as asking for help or breaks.
 Mrs. K will break up large assignments into manageable parts so that A is not
overwhelmed by large tasks.
 Mrs. K will remind A about her on task grid and what positive reinforcement is available if
she gets 80% positive marks

Describe positive and reductive consequence strategies (includes specifics of

who will deliver the consequences, schedule of reinforcement, etc.)

Positive- Mrs. K will use A’s on task 5x4 grid card and place a star stamp in one of the
squares each time she is noticed to be on task. Each star will reinforce A’s positive behavior
without drawing a lot of attention to her once A receives 16 stars or more she will be rewarded
with a 5 min craft at the end of the day. Mrs. K and Mrs. T will have to experiment some to figure
out how often A will need to receive a star stamp but the time will not exceed 10 min due to
observation data.

Reductive- Mrs. K will first praise A’s elbow partner if they are on task if this does not
get A’s attention, Mrs. K will use precision commands, first asking the student to please do the
task, next she will state she needs A to do the task, followed by Mrs. K placing an X on A’s task
grid. A can receive up to 4 X’s and still receive her 5 min craft time.

LRBI Approvals (Briefly describe what level of approvals (e.g., basic parent
notification, parental approval, district/state committee approval), if any,
would be needed for the procedures that you have described above,
according to the state LRBI guidelines).

There are no LRBI permissions needed for this behavior plan however prior to enacting it the
classroom teacher may decide it is necessary to call and discuss the plan with A’s parents. A’s
parents have been informed of A’s classroom struggles and may have more insight to add.

Team members and their responsibility for implementation

Member Responsibilities

Mrs. K Classroom instruction & give star stamp/ X’s

Mrs. T On task behavior instruction and data

Collection, develop on task card
 Behavior Support Plan (BSP) Grading Sheet
YOUR BSP MUST BE TYPED USING THE FORMAT GIVEN IN CLASS
YOU WILL LOSE POINTS IF IT IS NOT TYPED OR THE FORMAT IS NOT FOLLOWED

Filled out top portion of BSP with all of the background information (2 pts)

Described the problem behavior(s) in observable and measureable terms (3pts)

Checked functional assessment strategies implemented (1 pts)

Provided a summary statement from the functional assessment data (3 pts)

Described a replacement behavior that serves the same function(s) of the

problem behavior(s) (3 pts)

Developed a behavioral objective incorporating the replacement behavior and

included all parts (4 pts)

Outlined the instructional strategies to teach the desired replacement behavior

(5 pts) Must be very specific- include where, when, how and who will teach the
replacement behaviors)

Described the data collection strategy (5 pts)

How and when will the data be collected, who will collect the data and
how will it be summarized

Described motivating operation and antecedent strategies (3 pts)

Describe positive and reductive consequence strategies (includes specifics of

who will deliver the consequences, schedule of reinforcement, etc.)

Positive- (3 pts) – Be specific- what, who, when, and how will the reinforcement
be delivered? Don’t just say- token economy
Reductive- (3pts) –Be specific- what, who, when, and how will the reductive
strategy be implemented. Don’t just say “time out will be implemented.”

Reactive Emergency/Crisis Procedures. (2pts)

LRBI Approvals (2 pts)

Must list the approval for each strategy implemented- both positive and
negative and antecedent strategies

Completed Team member portion of the BSP with each members responsibility
(1pt)