POSITIVE BEHAVIOR SUPPORT PLAN

A. Antecedent Strategies

Charles will be given a job as the “messenger” or “messenger assistant.” Charles will be able to
walk to the office or other areas of the school to deliver any mail that that teacher may have.

Charles will use the medicine ball in the morning during breakfast time to roll with a partner.

Pre-correct for all behavior and classroom activities. (ex. The expectation for sitting at your seat
looks like this….)

Introduce “If/Then Statements.” When Charles completes a task, being completely compliant
from the beginning of the task to the completion of the task, Charles will receive positive praise.

Before designated activities, remind Charles of the expectation by pointing to the picture or
stating a brief statement of the task while referencing the activity. (ex. “After we are X, we get
our token”)

Two breaks will be placed throughout the day one in the AM (10-15 minute) and one in the PM
(10-15 minute).

Use a break (outside of the classroom: walk to office, sensory room-medicine ball).

A visual schedule will be provided to Charles.

*Student is triggered by iPad. Attempt to keep iPad away from student.

B. Replacement Behavior

Teach Charles to cool down when he’s getting angry. (Charles will blow out the candles, ask for
a break) Using Social Stories/Video Model and practice examples. Review /Read “When I’m
Frustrated” Social Story in the morning with Charles. (See attached)

Teach Charles to understand someone’s feelings and apologize and continuing with the next
skill. (See Attached)

Teach Charles how to use his break card. (See attached)

When you see Charles starting to become agitated or angry (pouting, growling), but before
escalating prompt Charles, “Let’s …. Take a break, go for a walk, blow out the candles.”

Teach Charles to use his visual schedule. (See attached)

Teach Charles to use a consequence map (See attached)

C. Consequences + (Reinforcement)

When Charles is showing nice hands, using kind words, not throwing things Charles will be
given a token (very frequently at first to shape new behavior, and slowly faded) to add to earn
an item from his reinforcement menu. (See attached)

Use naturally occurring reinforcement (specific recognition, thumbs up, verbal praise) to
reinforce expected behavior as often as possible throughout the daily routine.

Catch Charles using the targeted behaviors (What it looks like: blows out candles, asks for adult
help, ask for a break). Provided additional tokens, verbal recognition. Intermittently use brag
tags, edibles.

C. Consequences -

When Charles refuses to follow a direction or refused to engage in a routine:

- State, “Let us know when you are ready.”
- Do not engage in a conversation with him or talk at him.
- After 1 minute, repeat, “let us know when you are ready.”
- Go back to the first step.

If Charles kicks, hits, bites minutes off of Social time with an adult.

In the event of a crisis situation prompted by Charles, which is defined as imminent risk of harm
(serious physical aggression, credible threat of imminent serious physical aggression, serious
self harm, credible threat of imminent serious self-harm), to Charles or another person as a
result of his actions, the students will be removed from the location and Charles will remain in
his current environment to de-escalate.

We will use Safety Care Procedures--- HELP, PROMPT, WAIT. All items that could potentially
become weapons will be removed from the classroom (i.e. scissors, pencils, blocks)

If Charles escalates we will do the following...

1. Teacher will leave the classroom with the students and report to Computer Lab. Charles will
remain in the classroom with a the IA/PCA until the Safety Care trained person arrives or Safety
Care team.***
2. Teacher will contact Office.
3. Gilmore will inform Citeroni, Ross (or lead), and safety care team.
4. Safety care team will be called, who will discreetly move to the area. (The lead will stay
closest to Charles, the team will follow the leads directions and principal will become involved
only as a last resort)
5. Fazi cover Safety Care Persons classroom.
6. No other adults will enter the room or area unless it is requested by Ross (or lead).
7. Safety care team members, including the principal when necessary, will monitor the situation
from the hall and will NOT peer into the classroom
8. Use the wait strategy until Charles shows signals of coming down.
9. Move to prompting for incompatible behavior until Charles is able to appropriately rejoin the
class.

*** Ross
McBroom
Brown
Walker
In the event that the lead is not available, the next person on the list becomes the lead.

In the even that Charles elopes...

1. Office will be called immediately
2. We will go into a Lockdown and follow the current procedure in place, No IA assistance is
needed.
3. Lead will be notified to monitor Charles, the Safety Care Team will be notified via the office
and will wait for further instructions.

A restraint will be used if the following events occur...

a.) Charles throws an object and it hits an adult with enough force to cause bodily injury
b.) Charles starts to lunge forth and hits an adult with his hands, feet, head, etc.
c.) Charles begins to use objects a weapons
d.) Charles pulls hair

When Charles de escalates it looks like the following:

- Charles will begin to cry
- Charles will comply with an incompatible behavior
- Charles will need to be at Shoulder Check, (sometimes, he will get a smirk on his face, which
indicates that he is not yet ready to come completely out of a restraint.)

Charles will be given a social story discussing alternative options for getting frustrated. Charles
will complete work that he has missed. Charles will apologize to peers and teachers. Charles
will have to self-reflect on his behavior using the behavior checklist with the lead. Students will
come back into the classroom.

After Charles is restrained and deescalates…

Charles deescalates with safety care procedure, he will stay in the classroom and peers will
re-enter to continue with regular schedule, but Charles will have an adult with him until the end
of the day.
Charles will sit away from peers until he can show compliance with tasks requested.

It is the intent of the IEP team to fade back on the use of restraint with Charles as he is
independently able to develop targeted behaviors and coping skills.