Ozo-Onyali O.

Positive Behavior Support Plan

Positive Behavior Support Plan
1. Definition of Specific Behavior: Kay often refuses to follow directions and easily
becomes angry. When asked to leave the classroom for a cool-down, he refuses to leave
and his behavior often escalates that a CPI trained adult will be called in to remove him
from the room. When Kay gets angry, he has been known to elope from the classroom,
thrown classroom materials, kicked objects, and kicked teachers and students. Kays
behavior can change so rapidly that many times the triggers are unknown. However,
cleaning up from desirable activity has been noted as one of the possible triggers of Kays
behavior and sometimes, he may clean up that activity but then gets out other materials
and refuses to join the class in the next activity. The behavior is extremely disruptive.
2. Literature Review:
(a) Journal Review # 1: Functional Analysis and Treatment of Noncompliance by
Preschool Children (Wilder, D. A., Harris, C., Reagan, R., & Rasey, A. 2007).
This article reports on a functional analysis showing that noncompliance occurred
most often for preschoolers when it resulted in termination of a preferred activity,
suggesting that noncompliance was maintained by positive reinforcement. The
authors of this article reports that their finding from the study adds to the existing
literature on the treatment of noncompliance by demonstrating that functional
analysis can be used to determine the function of noncompliance in situations often
experienced by preschoolers and their teachers. Based on the brevity of the
assessment and the effectiveness of the intervention in the study, the researchers
recommend that a function-based intervention; differential reinforcement of
compliance with coupons exchangeable for uninterrupted access to the preferred
activity, was effective in increasing compliance for the children.

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(b) Journal Review # 2: The Sequential Introduction Of Positive Antecedent and
Consequent Components In A Compliance Training Package With Elementary
Students. (Roberts, D., Tingstrom, D. Olmi, J., Bellipanni, K. 2011)
The study evaluated the separate and combined effects of the antecedent
manipulations of effective instruction delivery and time-in, as well as the effects of
the addition of the consequent manipulation of contingent praise in a compliancetraining package for four elementary students displaying low levels of compliance.
Four teachers were trained to introduce these components sequentially in multiple
baseline across-participants designs for two pairs of students. All students increased
compliance from below 40% during baseline to between 84% and 96% in the final
treatment phase. Support was demonstrated for the separate and independent effects
of the positive antecedent components of effective instruction delivery and time-in,
when used alone and in combination. The addition of contingent praise either
increased compliance slightly or maintained it at already high levels. Treatment
integrity and implications for practitioners and school personnel were discussed,
including the effectiveness and simplicity of these procedures, while also offering
positive, non-coercive approaches to increasing student compliance.
(b) Journal Review # 3: The Effects of Differential Negative Reinforcement of Other
Behavior And Non-Contingent Escape On Compliance. (Kodak, Miltenberger,
Romaniuk, 2003)
The third article I reviewed was a study that evaluated the effects of non-contingent
escape and differential negative reinforcement of other behavior in reducing problem
behaviors and increasing compliance in 2 children with disabilities. Results showed
that both methods reduced problem behavior and increased compliance for both

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children. The study made use of constant praise and frequent breaks to manage noncompliance behaviors aimed at avoidance. I found it interesting that when the
children were given breaks that were equal to the number of seconds they went
without the behavior, the good behaviors increased tremendously causing the
undesirable behavior to become extinct. The children were also praised continuously
for compliant behaviors. The article reported that the frequent breaks caused a
reduction in the reasons for escape or avoidance.
(c) Journal Review #4: Positive Antecedent and Consequent Components
in Child Compliance Training. (Roberts, D., Tingstrom, D. Olmi, J.,
Bellipanni, K. 2008)

I choose this article because my students demographics are similar to those of the
participants used in the study: Hes African American, lives with his single mom who
is a student and works two jobs, and he has minimal contact with his father. Using
data from Early Head Start Research and Evaluation study of low-income fathers, the
article reported that children living with a resident biological father or having a stable
relationship with a non-resident father scored higher on measures of self-regulation
and cognitive function. For the research, the researchers selected low-income families
of African-American and Mexican/Latino descent. The results of the research found
that there is some evidence that fathering is associated differently than mothering
with stress regulation and that having a supportive father can buffer a child against
the negative effects of having a non-supportive mother for cognitive outcomes.
Father-child interactions, primarily through physical play, are proposed to effectively
stimulate the child with excitement and momentary destabilization when in the
context of a warm emotional bond. Such experiences were found to be major

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contributors to the childs growing ability to deal with and resolve conflict situations
and regulate stress.
(d) Journal Review#5: An Evaluation Of Advance Notice To Increase Compliance
Among Preschoolers. (Wilder, D., Nicholson, K., Allison, J. 2010).
My final resource was a study that evaluated the effect of advance notice of an
upcoming instruction on compliance among 3 typically developing children (4 to 5
years old) who exhibited noncompliance. Popular parenting and teacher-preparation
books have commonly recommended providing advance notice to young children of
an upcoming transition. Citing other research studies, this article however, stated that
this strategy used alone, is often effective with children with disabilities such as
Autism and possibly with older children whose language skills are better developed.
The study recommends additional components such as adult guidance or providing
choices when possible are used in conjunction with advance notice with young
children, Thus, the purpose of this study was to evaluate advance notice on
compliance in three children who were 4 or 5 years old. Results show that the
procedure was ineffective for all 3 participants. However, advance notice plus
physical guidance or physical guidance alone was necessary to increase compliance.
3. Baseline Data Collection: I collected baseline data about Kays behavior by observing
him on three separate days for a minimum of 20 minutes per observation. During my
observation, I used Antecedent-Behavior-Consequence (ABC) charts to record the data
collected. There were 3 charts completed in all. The charts included 4 categories: Time
behavior began, antecedents, behaviors, consequences and possible function of the
behavior. I also interviewed his classroom teacher as a source for other pertinent data.
As a result of the data recorded on the ABC chart and teacher interviews, I
gathered that Kay was experiencing outbursts of this nature mostly during classroom

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activities or when theres a change in routine or transition from a desirable activity. Kay
often escalates once a consequence is given and needs lots of support with taking turns,
sharing and using kind words. He has never had a BIP or any other support plan.
However, the Student Support Team is considering getting a Behavior Intervention Plan
for him. When a records review was conducted, I found out that Kay loved using the
computer in the classroom. He likes playing with puzzle pieces, playing board/activity
games, taking walks and talking with older students or adults and also molding things
with the play dough. He lives with his mother and hardly sees or spends time with his
father. His mother works two jobs and is also a full time student so would often drop him
at a friend when she is unable to be with him.
During my first day of observing Kay, the students were having center time and
Kay was supposed to continue working on a coloring project. He had a difficult time
settling down and bringing out his coloring materials such that by time he eventually did
it was almost time for cleanup and he was already enjoying the project that he then when
he was asked to clean up, he got angry and kicked his chair causing it to turn over and
narrowly missed hitting another student. I also observed that each time he was redirected
by the teacher, he simply exhibited another undesirable behavior but when the teacher
chose to ignore him, all the behavior stopped.
Incident #2 describes a time when Kay would walk around the classroom
distracting his peers instead of working on the project as directed by the teacher. At one
point, he lay down on the rug and pulled out counting blocks and started playing with
them. The teacher redirected him at both times. During cleanup, Kay refused to clean up
the blocks at which point the teacher asked him to move out of the way and cleaned up
the mess by herself. The third incident happened the same day but during group

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instruction. The teacher asked a question and Kay raised his hand but was not called on to
answer instead of continuing to listen quietly, he started clapping his hands. The teacher
redirected him but shortly after he started singing so the teacher ignored him and he
eventually stopped singing.
4. Hypothesis of Functional Intention: Based on the baseline data and teacher interview, I
believe the functions of his behavior are avoidance and attention.
5. Replacement Behavior: Recommendations for replacement behaviors are;
What should the student be doing? Kay will follow directions the first time it is
given.
How will replacement behavior be taught?
Students attention will be ensured before giving directions.
Clear, positive directions with high expectations will be given,
that is, only directions that the teacher wants Kay (or the class) to comply with
immediately will be given. These directions will be given in a positive way that
tells the students specifically what to do, and give them time to respond before

another direction is given.

Teacher will check that Kay understood the directions by asking him to repeat or
summarize them, encouraging him to ask questions when he doesn't understand

the directions.
Limit to the number of directions and steps to directions: Teacher
will start with simple two-part directions (Please pick up your
color pencils and put them in your art supplies bag). Multi-step
directions will be broken into smaller steps. The kindergarten aid
will guide Kay step-by-step if necessary, repeating the instruction
for the first step, then give him time to complete the first step
before moving on to another. The second step will also be given
and repeated until the feat is accomplished.

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Vary the way directions are given: Verbal directions work for most
children, but Kay may need physical touch, use of games, songs, or music to help

him learn to follow directions.

Offer choices: As much as possible, Kay will be offered choices
when given directions. The aim of giving him choices is to make him feel more

responsible for his actions and decisions.

Teacher will be consistent and always follow through with rules,
rewards and any other offers made. This will provide Kay with
predictability and structure. Providing consistency and support will also send him
the message that questions are negotiable, but directions are not.

When will replacement behavior be taught? The replacement behavior will be

taught the day before and reviewed on the morning of the start day.
6. Positive Behavior Supports:
a. For every time Kay follows directions the first time it is given, he will earn a
choice stamp or sticker.
b. Using the colors on the school-wide PBIS chart, Kay will start everyday off in
green and will receive a green overall for the morning and afternoon if he earns 4
or more greens for each part of the day. If he earns 3 or less greens, he will
receive a yellow for that part of the day. Orange and red will be determined based
on the behavior with orange being milder than red. If Kay earns three greens in a
row, he will get a break with the kindergarten aide. At the end of the day the chart
is sent home for his parent to sign and return.
c. Kay will also earn tangible rewards like stickers, lollipops and candies when he is
caught displaying desirable behavior. Kay will also be given verbal praise at
least every 2 minutes he is following directions.
7. Data Collection and Visual Representation:

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Day
1
2
3
4
5
6
7
8
9
10
11
12
13

Chart for Kay- Following Directions the First Time Given

Morning (Out of 6 chances)
Afternoon (Out of 7 Chances)
Green
Orange
Yellow
Green
Orange
Red
Yellow
4
2
0
6
0
0
1
6
0
0
5
2
0
0
5
0
1
6
0
0
1
6
0
0
7
0
0
0
6
0
0
7
0
0
0
6
0
0
7
0
0
0
6
0
0
6
0
0
1
4
1
1
7
0
0
0
4
1
1
3
1
2
0
5
0
1
7
0
0
0
5
0
0
6
0
0
0
4
0
2
4
2
1
0
6
0
0
6
1
0
0

Behavior Chart Comparison for Morning & Afternoon

8. Data Summary and Interpretation: The table is the chart depicting the number of times
Kay was able to follow directions when given. Green depicting number of times he
followed directions the first time, yellow depicting the number of times he followed
directions by the second time and orange represented the times he would not follow
directions, and red represented times his behavior escalated as a result of choosing not
follow directions. Kay does not do well with consequences; this can be seen on the chart

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as the days he earned red stamps. On the two occasions, he had refused to follow
directions that had been given repeatedly and when the teacher issued the consequence,
which meant time out, Kays behavior escalated and he had to be removed from the
classroom. Studying the bar graphs, which are representations of the average compliance
for Kay in the morning vs afternoon, I observed that Kay had more difficulties following
directions in the evenings than the mornings. I would like to investigate more as to the
cause of this and if it continues, I recommended providing more opportunities for breaks
in the afternoon.
During the period the Behavior Support Plan was implemented for Kay, his
behavior improved noticeably with the supports offered to him. He was often in green
most days and even when he missed following direction the first time, he often did by the
second time around. He benefitted greatly from learning to follow directions as a result of
the plan. According to Kays teacher and the aide, the plan was especially useful during
transitions especially when it is from a desirable activity, the aide stated that the most
motivating aspect of the plan for Kay were the stickers and stamps. The incentives
worked really well at increasing desirable behavior as Kay would often go through his
sticker collection or show off his stamp to adults and his classmates. Whenever Kay was
observed not paying attention, the teacher would use the incentives: breaks, stickers and
stamps, as a reminder for him to pay attention and put in more sustained effort. The
constant praise Kay got from the teacher whenever she caught him being good took care
of his need for attention so he was often trying to exhibit desirable behavior in order to
catch the teachers attention. He became very excited about the temporary tattoos that
were available in the treasure box that he could pick from when he earned a ticket for
giving a sustained effort. Another important aspect of the plan that led to increased

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success was offering him choices as many times as was possible. He enjoyed being
offered choices and he often felt responsible and follows through with his choice. With all
of these supports in place, there was great improvement in Kays responsiveness to
directions and I saw a great decrease in the number of off-task, disruptive, hostile and
attention-seeking behaviors.
9. Reflection: I found this project helpful in preparing to take on a role as a special educator
in my school. It is important for a special educator to fully understand the process that is
put into place for students with severe behavior difficulties. What I found most helpful
during the whole process was applying the research-based strategies to the situation and
seeing it actually work. During this process, I was able to delve into the background of
the student and really see the entire picture of where his difficulties began, what has been
done in the past, and where he would like to be in the future.
I learnt that changing behavior does not always have to start with a punitive
approach. Finding appropriate motivators and applying them effectively could help
eliminate or decrease undesirable behavior. It also opened my eyes to the fact that
correcting a childs behavior isnt such a simple process. Implementing this plan made
me appreciate even more the use of collaboration in bringing about student learning and
success. All in all, I found the project to be very informative and interesting and
I appreciate the opportunity given to me to experience first-hand the amount of work that
goes into improving a childs behavior and progress.

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