Running head: POSITIVE BEHAVIOR SUPPORT PLAN

Positive Behavior Support Plan

Nathan Milak
Towson University

POSITIVE BEHAVIOR SUPPORT PLAN

Positive Behavior Support Plan

Student (Intern) Name: Nathan Milak
Student (Intern) Email: nmilak1@students.towson.edu
Date/Course: April 16, 2016/SPED 498
I.

Student Background

Student A is a nineteen-year-old student with Autism (ASD) and Obsessive Compulsive

Disorder (OCD) who frequently demonstrates disruptive behaviors during class. He also has
severe scoliosis, which tends to cause him physical pain and soreness in class. He is performing
at the kindergarten level in reading and math and at the pre-kindergarten level in writing. Student
A is nonverbal, but he is able to communicate his basic needs and wants through using single
phrases and echolalia. Student A also has sensory needs, including the need for staff members to
squeeze his hands and/or pinch his shoulders or chin. This student does not take any medication.
Student As interests include listening to music on the computer and taking pictures.
II.

Definition of Specific Behavior

Observable/Measurable Target Behavior:

Student A leaves his assigned area without permission (walks to the front of the room,
stands behind his desk, and/or moves to the location of a staff member) and attempts to gain the
attention of staff members and other adults through saying, Hi repeatedly or by grabbing their
hands without permission. This behavior occurs frequently throughout the day (consistently more
than five times each hour) and often lasts for the entire school day. This behavior occurs in all
settings throughout the school day, but it tends to occur more during breaks and other times that

POSITIVE BEHAVIOR SUPPORT PLAN

are more unstructured. This behavior is very disruptive as it interrupts instruction and whatever
the targeted staff member was doing. This behavior is difficult to ignore as it is persistent and
distracting; however, I would not consider this behavior dangerous in any way.

Negative Impact for the Student:

This behavior negatively impacts the student as it prevents him from staying on-task and
getting his work done in a reasonable amount of time.

Average Frequency, Duration, Magnitude or Latency of the Behavior:

This behavior occurs very frequently throughout the day (at least five times each hour) and
on most days, it occurs throughout the entire school day. This is a behavior that is continuous so
unlike other behaviors, it occurs throughout the entire school day, especially during breaks and
other unstructured periods of time. Each instance of this behavior will occur for approximately 23 minutes, and it is distracting to the other students and staff members each time it occurs. In
terms of latency, two instances of this behavior can occur anywhere from five seconds to thirty
minutes apart, depending on the day.

Is this behavior disruptive or dangerous to the student or others?

Why or why not?

This behavior is not dangerous to others, but it is very disruptive to both students and staff
members. This behavior involves Student A repeatedly saying, Hi in a loud voice and/or
physically grabbing staff members without permission, which is behavior that is very distracting

POSITIVE BEHAVIOR SUPPORT PLAN

to both the students and staff members involved. When this behavior occurs, students have a
difficult time focusing on their academic work due to the distracting noises and movements of
Student A. In addition, this behavior is disruptive to staff members because it is repetitive,
difficult to ignore, and attention-seeking, which means it will not stop until Student A feels that
he has received the attention he needs.
III.

Literature Review
Source 1:

Waters, K. R. (2011). The Hungry-for-Attention Metaphor: Integrating Narrative and

Behavioural Therapy for Families With Attention Seeking Children. Australian &
New Zealand Journal Of Family Therapy, 32(3), 208-219.
Within this journal article, the author discusses the roots and causes of negative,
attention-seeking behaviors and how parents contribute to the development of them. The author
discusses how from an early age, children become dependent on the attention of their parents
and/or caregivers in order to feel safe, accepted, and acknowledged. However, the way parents
give this attention may contribute to the development of negative attention-seeking behaviors.
According to the author, Even in a culture of intensely busy adults who reject any sign of
dependence, parents still feel compelled to respond to negative behavior in order to maintain
safety, promote rule-following, and discourage immorality. Thus, children often find that parents
respond more to negative behavior than positive behavior (Waters, p. 212, 2011). The author
goes on to explain how many parents fail to recognize positive behaviors and that they solely
focus on addressing the negative ones. As a result, children learn that in order to get the attention
of adults, they need to demonstrate negative behaviors. According to the author, for many

POSITIVE BEHAVIOR SUPPORT PLAN

children, receiving negative attention is better than not receiving any attention.

Source 2:

Sharma, R. N., Singh, S., & Geromette, J. (2008). Positive Behavior Support Strategies
for Young Children with Severe Disruptive Behavior. Journal Of The
International Association Of Special Education, 9(1), 117-123.
Within this article, the authors discuss several strategies for teachers to use to address
and/or prevent disruptive behavior for students with autism. Some of these strategies include
creating individualized schedules and implementing communication cards. In terms of
individualized schedules, the authors believe that creating individualized schedules for each
student can prevent disruptive behaviors because many of these behaviors are a result of
confusion and lack of structure. According to the authors, these schedules help students
understand what to do during activities (Sharma, Singh, & Geromette, p. 121, 2008) and based
on these visual schedules, students will be less frustrated and therefore, will demonstrate less
disruptive behaviors. In terms of communication cards, the authors believe that creating and
implementing communication cards that remind students to behave in certain ways can really
help reduce disruptive behavior. An example of a communication card is the wait card, which
can be used to help children become more patient (Sharma, Singh, & Geromette, p. 121, 2008).
Many strategies can be implemented within the classroom to reduce anxiety and frustration,
which as a result, will reduce disruptive behaviors.
Source 3:

Post, M., Haymes, L., Storey, K., Loughrey, T., & Campbell, C. (2014). Understanding
Stalking Behaviors by Individuals with Autism Spectrum Disorders and

POSITIVE BEHAVIOR SUPPORT PLAN

Recommended Prevention Strategies for School Settings. Journal Of Autism &

Developmental Disorders, 44(11), 2698-2706.
Within this article, the authors discuss the prevalence of stalking behaviors in school
settings for students with autism and the steps teachers need to take in order to address this
inappropriate behavior. Student A is a student who targets specific staff members for his
attention-seeking behaviors, and many staff members around Student A feel uncomfortable when
he is persistent with these behaviors, especially when he refuses to stop when asked to.
According to the authors, Teaching appropriate social and communication skills to students with
ASD needs to be an integral part of instruction in the school setting. Specific deficits in these two
areas can lead to misunderstood motives for inappropriate social interaction by individuals with
ASD (Haymes, Storey, Loughrey, & Campbell, p. 2699, 2014). Based on this, teachers need to
model behaviors that are appropriate in social situations and need to explain to the students
demonstrating inappropriate behaviors why their behaviors are inappropriate and how they need
to change these behaviors. Teachers also need to advocate for these students when they are found
demonstrating inappropriate behaviors to their peers. These peers need to understand that the
students demonstrating inappropriate behaviors are acting inappropriately as a result of their
disability and that they are currently working to address these negative behaviors. Sharing this
information with peers affected by these negative behaviors will increase their understanding of
the causes of these behaviors, and as a result, they will feel more comfortable when exposed to
them.
Source 4:

POSITIVE BEHAVIOR SUPPORT PLAN

Hedges, S. H., Kirby, A. V., Sreckovic, M. A., Kucharczyk, S., Hume, K., & Pace, S.
(2014). "Falling through the Cracks": Challenges for High School Students with
Autism Spectrum Disorder. High School Journal, 98(1), 64.
Within this article, the authors discuss the social challenges that students with autism
experience throughout high school and how these challenges can cause long-lasting problems.
According to the authors, for some individuals with ASD, adolescence brings a growing selfawareness of social difficulties, and negative experiences with peers may exacerbate social
anxiety (Hedges, Kirby, Sreckovic, Kucharczyk, Hume, & Pace, p. 65, 2014). Based on this, I
believe that Student A is becoming aware of the social difficulties he has with his peers, and as a
result, he is choosing to pursue the attention of staff members instead of his peers. Staff members
possess the strategies and experience to effectively communicate with Student A and because of
this; I think Student A has developed a strong preference for interaction with adults. This could
cause problems for Student A later in life as he has created few opportunities for himself to
practice interacting with people his own age. It is certain that Student A will need to develop the
social skills necessary to interact with his peers, and if he does not start to develop these skills
soon, he will face major obstacles after high school. In the article, the authors discuss that based
on a recent study, more than half of young adults with autism were neither engaged in work nor
postsecondary education in the two years following graduation (Hedges, Kirby, Sreckovic,
Kucharczyk, Hume, & Pace, p. 65, 2014). According to the authors, one of the major causes of
this is the fact that young adults with autism are coming out of high school ill-prepared to
successfully function socially in the working world.
Source 5:

POSITIVE BEHAVIOR SUPPORT PLAN

Hoff, K. E., & Ervin, R. A. (2013). EXTENDING SELF-MANAGEMENT

STRATEGIES: THE USE OF A CLASSWIDE APPROACH. Psychology In The
Schools, 50(2), 151-164. doi:10.1002/pits.21666
Within this article, the authors discuss the negative effects of disruptive behaviors in the
classroom and how various self-management strategies can help address and limit these
behaviors. Self-management is so important for limiting these behaviors because according to
the authors, managing disruptive classroom behavior diverts valuable time and attention away
from instruction, which in turn, can negatively impact academic achievement (Stage & Quiroz,
1997; Walker, Ramsey, & Gresham, 2003). Because of this, teachers need to teach their students
self-management strategies to control their disruptive behaviors rather than taking valuable class
time to address them. This is relevant to Student As behavior because a lot of class time is
wasted on attempting to address his behavior because he does not possess the effective selfmanagement strategies to limit his own disruption.

IV.

Data Collection (Submit original data sheets for multiple days.)

Prior to the implementation of my positive behavior support plan, I observed Student A for
three school days to become more familiar with how his targeted disruptive behaviors impact his
school experience and the experience of those around him. I also observed him for these three
days in order to gain more knowledge about the possible causes of his behavior and possibly,
how his behavior differs among various settings. For my observations, Student As targeted
behaviors were leaving his assigned area, grabbing staff members hands without permission,
and saying Hi repeatedly.

POSITIVE BEHAVIOR SUPPORT PLAN

February 22nd, 2016

Time Frame

Task

Observations

8:40-9:20

Academic Instruction

10:40-11:10

Lunch

11:10-12:00

Break

12:00-1:15

Vocational Tasks

1:15-2:00

Recreational Time

Student A participated in a lesson about The House on

Mango Street. Within this lesson, he participated by
reading parts of the text aloud and answering both
verbal and written questions. Student A remained in his
seat the entire lesson and only grabbed the
instructional assistants hands once without
permission.
Student A ate his lunch without demonstrating
disruptive behaviors. However, when lunch was over
and it was time to walk back to the classroom, Student
A grabbed his teachers hands and shoulders at least
four times without permission. He also said Hi at
least ten times to the same staff member. This behavior
did not stop even when acknowledged by the teacher.
Student A refused to stay in his assigned seat. He said
Hi to his teacher, an instructional assistant, and me a
total of 8 times. He grabbed both the instructional
assistant and his teacher without permission a total of
five times. Student As behavior continued even after
being acknowledged.
Student As disruptive behavior continued during
vocational time. He said Hi a total of 14 times to his
teacher, an instructional assistant, and me. He grabbed
the instructional assistants hands without permission
at least four times and when he grabbed his teachers
hands, he refused to let go for about 5 seconds. Student
A remained near his desk, but spent most of his time
standing.
Student A chose to read a book during his recreational
time, but he never turned the page, which suggests that
he was pretending to read. He said Hi to his teacher,
the instructional assistant, and me a total of 12 times

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10

and he grabbed staff members without permission a

total of five times. Student A remained near his desk,
but spent most of his time standing.

February 23rd, 2016

Time Frame

Task

Observations

8:40-9:20

Academic Instruction

10:40-11:10

Lunch

11:10-12:00

Break

12:00-1:15

Vocational Tasks

1:15-2:00

Recreational Time

Student A participated in a lesson about the continent

of Europe. Within this lesson, he participated by
reading parts of the text aloud and answering both
verbal and written comprehension questions. Student A
remained in his seat the entire lesson and did not grab
a staff members hands or say Hi.
Student A continued his good behavior as he ate his
lunch without leaving his assigned area, saying Hi,
or grabbing staff members without permission.
However, when it was time to go back to the
classroom, Student A walked quickly to his teacher,
grabbed her hands and shoulders multiple times
without permission. He also said Hi repeatedly.
Student A refused to stay in his assigned seat. He said
Hi to his teacher, an instructional assistant, and me a
total of 5 times. He grabbed both the instructional
assistant and his teacher without permission a total of 3
times. Student As behavior continued even after being
acknowledged.
Student A was only able to complete one out of his five
assigned vocational tasks. He spent most of his time
trying to get the attention of his teacher. He said Hi
to his teacher at least 20 times and left his assigned
seat multiple times to grab the teachers hands without
permission.
Student A became frustrated when repeatedly asked to
have a seat. He threw the book he was holding on the
ground and slammed his fist on his desk. The teacher

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11

called for assistance on the walkie-talkie and the

behavior interventionist escorted Student A to his
office. Student A remained in his office until 2:00.

February 25th, 2016

Time Frame

Task

Observations

8:40-9:20

Academic Instruction

10:40-11:10

Lunch

11:10-12:00

Break

12:00-1:15

Vocational Tasks

1:15-2:00

Recreational Time

Student A participated in a lesson about the continent

of Asia. Within this lesson, Student A read parts of the
text aloud and answered both written and verbal
questions. Student A did not demonstrate any of his
target behaviors, but he did seem a bit unmotivated to
participate.
Student A ate his lunch and only grabbed my hands
once without permission. When it was time to head
back to the classroom, Student A once again walked to
his teacher and grabbed her hands without permission.
He also said Hi at least 10 times as he walked down
the hallway to the classroom.
Student A chose to read a book during his break time,
but once again, he did not turn the first page at any
point, which suggests he was not actually reading.
During his break, he said Hi to both the instructional
assistant and his teacher at least 10 times, but he did
not grab either staff member without permission.
Student A completed two out of his five vocational
tasks. He repeatedly said Hi to his teacher, an
instructional assistant, and me at least twenty times,
but he still did not grab any staff member without
permission.
Student A stood by the classroom door for the majority
of recreational time. He refused to return to his seat
and repeatedly said Hi to his teacher, an instructional
assistant, and me. He did not grab anyones hands
without permission.

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12

Description of How I Collected Data:

I collected data through observing Student As behavior in various settings on three

different days. I took notes based on what I saw, and my notes emphasized information about his
target disruptive behaviors, which were leaving his assigned area, saying Hi repeatedly, and
grabbing staff members hands without permission.

Summary of Data Submitted:

From looking at the data I have collected from observing Student A in his various school
settings, there are multiple conclusions I have made. One conclusion is that Student As
disruptive behavior seems to be very minimal during instructional time. Throughout the course
of the three days, Student A grabbed a staff members hands only once (on February 22nd) and
did not display any of his other targeted disruptive behaviors. For whatever reason, Student As
behavior seems under control during instructional time.
The second conclusion I have is that Student As behavior is targeted towards specific
people. Even though Student As behavior can be seen in all school settings, it is much more
prevalent in the presence of certain staff members, especially his teacher and the instructional
assistant who usually works with him. For example, after lunch is over and it becomes time to
walk back to class, even though there are multiple staff members around, almost all of his target
disruptive behaviors are directed towards his teacher. This was consistent for all three days.
A third conclusion I have is that Student As target disruptive behaviors seem escalated
and more prevalent during break and recreational time. For example, during recreational time on

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13

February 23rd, Student A became frustrated when told to sit down and as a result, he threw his
book and slammed his fist on his desk. This is behavior that has never been seen during
instructional time or during lunch, but has been seen multiple times during break and recreational
time. Based on these three conclusions and the data I have collected, I believe that Student As
behavior is dependent on the setting, the surrounding people, and the academic and/or social
expectations placed upon him.
Summary of Records Review:

After reviewing Student As IEP, I have come to the realization that his other teachers and
service providers have come to similar conclusions in terms of how Student As behavior changes
depending on the environment, people, and expectations. For example, Student As music
therapist has expressed that when he is given tasks that are structured and require attention, his
disruptive behavior is limited. This aligns with what I have observed because I have seen limited
disruptive behaviors during instructional time and excessive disruptive behaviors during breaks
and recreational time.
On the IEP, Student As speech language pathologist explained that Student As behavior
is most definitely attention-seeking, but that when he is given attention, the behavior still does
not stop. This input from the speech language pathologist also aligns to what I have seen
throughout my observations as even when Student As teacher or instructional assistant gives him
attention, his disruptive behavior does not stop or decrease. Even though I agree that Student As
behaviors are attention-seeking, it is odd to me that these behaviors do not decrease even when
given the attention he desires.

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14

Analysis of all Information Collected:

Through reviewing Student As IEP and observing his behavior throughout my internship,
I feel confident making several conclusions based on my analysis of the information. These
conclusions are that Student As behavior changes depending on the setting, surrounding people,
and expectations, that Student As behaviors do not stop even when he is given attention, and that
Student As disruptive behaviors are limited when he is exposed to structure and/or work that
requires attention. Student As disruptive behaviors stay consistent depending on the setting he is
in (more disruptive during breaks, less disruptive during instructional time), they are directed
towards certain staff members (his teacher and instructional assistant), they change depending on
the expectations (greater expectations seem to limit disruptive behavior), and these behaviors,
even though they appear to be attention-seeking behaviors, do not stop even when Student A is
given the attention he desires (staff members saying Hi and squeezing Student As hands does
not decrease his disruptive behaviors).

V.

Hypothesis of Functional Intention

What is the hypothesized function of the target behavior? How does
the data support this hypothesis?

I believe the function of Student As behaviors is attention-seeking, as all three of his

disruptive behaviors seem to be targeted towards specific staff members in order to get their
attention. Based on my observations, I have noticed that Student As behaviors do not decrease or
stop when he is given the attention he desires. For example, during break time on February 23rd,
Student As disruptive behaviors did not stop even when he was given attention from both the
instructional assistant and his teacher. However, I think this is the case simply because Student A

POSITIVE BEHAVIOR SUPPORT PLAN

15

requires frequent attention rather than attention that has long durations. I feel that Student A
becomes anxious when he is not given attention frequently, and so he displays these attentionseeking behaviors frequently throughout the day. I have also noticed that when Student A
displays these behaviors and he is given the attention he desires, even though his behaviors do
not stop for long, in the moment, he seems satisfied and comforted with the attention he has
received. Based on my conclusions and the data I have collected, I believe the function of
Student As behaviors is attention-seeking.

VI.

Replacement Behavior
Replacement Behavior (which addresses above mentioned function):

Student A will remain in his assigned seat at all times, he will raise his hand and wait to
be called on before speaking to a staff member, and he will ask staff members for permission
before receiving hand squeezes and/or shoulder pinches for his sensory needs.
When will the replacement behavior be taught?

These replacement behaviors will be taught on March 7th, and they will continue to be
modeled if necessary throughout the rest of the 2015-2016 school year.
How will the replacement behavior be taught?

The replacement behaviors will be taught through modeling. When Student A displays his
target disruptive behaviors, staff members will model and encourage him to display the
replacement behaviors instead of the disruptive behaviors. For example, when Student A says
Hi repeatedly and grabs staff members without permission, staff members will model the
desired replacement behaviors by sitting down, raising their hands as if they are waiting to be
called on, and asking for permission to receive a hand squeeze or shoulder pinch. When

POSITIVE BEHAVIOR SUPPORT PLAN

16

successful in displaying the appropriate replacement behaviors, Student A will earn computer
time in the afternoon during his recreational time.
How will you know when the student has learned the behavior?

Student A will be able to display the positive replacement behaviors without excessive
reminders and/or supports.

VII.

Positive Behavior Supports

List 3 appropriate positive behavioral supports/interventions (describe

in detail and write in positive terms).

1. Sensory room for twenty minutes in the morning and after lunch

After discussing possible strategies to implement for Student A with my mentor

teacher, we decided to implement sensory room breaks. Student A has sensory needs
that cause tension and frustration, and we feel that sensory room breaks will help to
alleviate some of these negative feelings. The sensory room at Student As school has
squishy balls, lights, bouncy chairs, music, and many other sensory tools that have
proven to help students calm down. For twenty minutes in the morning and twenty
minutes after lunch, Student A will use these tools to relieve some of his anxiety in
order to feel calmer, and as a result, we believe he will feel less motivated to display
his disruptive behaviors.

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17

2. Individualized social story modeling appropriate behaviors

Another strategy that my mentor and I came up with was a social story
modeling the behaviors Student A should and should not do. Every morning, I will
read this social story to Student A and there will be a visual of the story shown so that
he can follow along. This visual of the story contains pictures, words, and sounds.
From reading this story, Student A will understand the expectations for his behavior,
and this story will be reviewed with him every morning so that these expectations are
clear and reinforced. This story incorporates the positive replacement behaviors,
including staying in his assigned seat and asking for permission for hand squeezes
and/or shoulder pinches as well as the negative disruptive behaviors, including
grabbing staff members without permission and saying Hi repeatedly, and how
these disruptive behaviors are unacceptable.
3. Computer time as a reward during recreational time

When successful in demonstrating the positive replacement behaviors instead of

the disruptive behaviors, Student A will receive computer time in the afternoon during
his recreational time. My mentor teacher and I will determine each day whether or not
Student A has earned computer time, and when he does not earn computer time, we
will explain to him why he lost the reward and will encourage him to display the
positive behaviors the next day in order to earn computer time.
VIII.

Data Collection and Visual Representation (Submit at least 15

days of implementation data. Submit at least two visual
representations of data below or in a separate document.)

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18

For the following data sheets, the three positive replacement behaviors were
staying in assigned seat, raising hand and waiting to be called on before speaking to
staff members, and asking for permission from staff members before receiving hand
squeezes and/or shoulder pinches. The disruptive behaviors were leaving assigned
area, saying Hi repeatedly or talking to staff members without permission, and
grabbing staff members without permission. All the positive behavior supports were
in place for all thirteen days.

Key:
Behavior 1= Staying in assigned seat/area
Behavior 2= Raising hand and waiting to be called on
Behavior 3= Asking permission for hand squeezes/shoulder pinches
Behavior 4= Leaving assigned seat/area
Behavior 5= Saying Hi repeatedly or talking to staff members without permission
Behavior 6= Grabbing staff members without permission

March 7th, 2016

Time Frame

Task

8:40-9:20

Academic
Instruction

10:40-11:10

Lunch

11:10-12:00

Break

Display/Numbe
r of Positive
Replacement
Behaviors
Behavior 1: Yes
Behavior 2: 0
Behavior 3: 3
Behavior 1: Yes
Behavior 2: 0
Behavior 3: 4
Behavior 1: No
Behavior 2: 2

Display/Numbe
r of Disruptive
Behaviors
Behavior 4: No
Behavior 5: 2
Behavior 6: 0
Behavior 4: No
Behavior 5: 0
Behavior 6: 1
Behavior 4: Yes
Behavior 5: 12

Earn
Computer
Time?

POSITIVE BEHAVIOR SUPPORT PLAN

12:00-1:15

Vocational
Tasks

1:15-2:00

Recreational
Time

19

Behavior 3: 3

Behavior 6: 2

Behavior 1: Yes
Behavior 2: 0
Behavior 3: 5
Behavior 1: No
Behavior 2: 2
Behavior 3: 3

Behavior 4: No
Behavior 5:7
Behavior 6: 1
Behavior 4: Yes
Behavior 5: 10
Behavior 6: 7

No

March 8th, 2016

Time Frame

Task

8:40-9:20

Academic
Instruction

10:40-11:10

Lunch

11:10-12:00

Break

12:00-1:15

Vocational
Tasks

1:15-2:00

Recreational
Time

Display/Numbe
r of Positive
Replacement
Behaviors
Behavior 1: Yes
Behavior 2: 3
Behavior 3: 2
Behavior 1: Yes
Behavior 2: 3
Behavior 3: 2
Behavior 1: No
Behavior 2: 3
Behavior 3: 2
Behavior 1: Yes
Behavior 2: 2
Behavior 3: 1
Behavior 1: No
Behavior 2: 4
Behavior 3: 5

Display/Numbe
r of Disruptive
Behaviors
Behavior 4: No
Behavior 5: 1
Behavior 6: 0
Behavior 4: No
Behavior 5: 1
Behavior 6: 0
Behavior 4: Yes
Behavior 5: 9
Behavior 6: 3
Behavior 4: No
Behavior 5: 9
Behavior 6: 3
Behavior 4: Yes
Behavior 5: 8
Behavior 6: 2

Earn
Computer
Time?

No

March 10th, 2016

Time Frame

Task

Display/Numbe
r of Positive
Replacement
Behaviors

Display/Numbe
r of Disruptive
Behaviors

Earn
Computer
Time?

POSITIVE BEHAVIOR SUPPORT PLAN

8:40-9:20

Academic
Instruction

10:40-11:10

Lunch

11:10-12:00

Break

12:00-1:15

Vocational
Tasks

1:15-2:00

Recreational
Time

20

Behavior 1:Yes
Behavior 2: 3
Behavior 3: 1
Behavior 1:Yes
Behavior 2: 2
Behavior 3: 1
Behavior 1: No
Behavior 2: 2
Behavior 3: 3
Behavior 1: No
Behavior 2: 3
Behavior 3: 3
Behavior 1: No
Behavior 2: 3
Behavior 3: 2

Behavior 4: No
Behavior 5: 4
Behavior 6: 0
Behavior 4: No
Behavior 5: 2
Behavior 6: 1
Behavior 4: Yes
Behavior 5: 8
Behavior 6: 2
Behavior 4: Yes
Behavior 5: 6
Behavior 6: 3
Behavior 4: Yes
Behavior 5: 7
Behavior 6: 3

No

No

March 14th, 2016

Time Frame

Task

8:40-9:20

Academic
Instruction

10:40-11:10

Lunch

Display/Numbe
r of Positive
Replacement
Behaviors
Behavior 1: Yes
Behavior 2: 1
Behavior 3: 1
Behavior 1: Yes

Break

Behavior 2: 2
Behavior 3: 1
Behavior 1: Yes

11:10-12:00

12:00-1:15

Vocational
Tasks

1:15-2:00

Recreational
Time

Behavior 2: 4
Behavior 3: 2
Behavior 1: No
Behavior 2: 3
Behavior 3: 2
Behavior 1: No
Behavior 2: 5
Behavior 3: 3

Display/Numbe
r of Disruptive
Behaviors

Earn
Computer
Time?

Behavior 4: No
Behavior 5: 1
Behavior 6: 0
Behavior 4: No
Behavior 5: 0
Behavior 6: 1
Behavior 4: No
Behavior 5: 9
Behavior 6: 3
Behavior 4: Yes
Behavior 5: 8
Behavior 6: 1
Behavior 4: Yes
Behavior 5: 7
Behavior 6: 1

No

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21

March 16th, 2016

Time Frame

Task

8:40-9:20

Academic
Instruction

10:40-11:10

Lunch

11:10-12:00

Break

12:00-1:15

Vocational
Tasks

1:15-2:00

Recreational
Time

Display/Numbe
r of Positive
Replacement
Behaviors
Behavior 1: Yes
Behavior 2: 1
Behavior 3: 0
Behavior 1: Yes
Behavior 2: 3
Behavior 3: 0
Behavior 1: No
Behavior 2: 3
Behavior 3: 3
Behavior 1: Yes
Behavior 2: 6
Behavior 3: 3
Behavior 1: Yes
Behavior 2: 3
Behavior 3: 4

Display/Numbe
r of Disruptive
Behaviors

Earn
Computer
Time?

Behavior 4: No
Behavior 5: 0
Behavior 6: 0
Behavior 4: No
Behavior 5: 1
Behavior 6: 0
Behavior 4: Yes
Behavior 5: 2
Behavior 6: 2
Behavior 4: No
Behavior 5: 7
Behavior 6: 3
Behavior 4: No
Behavior 5: 6
Behavior 6: 2

No

March 17th, 2016

Time Frame

Task

8:40-9:20

Academic
Instruction

10:40-11:10

Lunch

11:10-12:00

Break

Display/Numbe
r of Positive
Replacement
Behaviors
Behavior 1: Yes
Behavior 2: 1
Behavior 3: 1
Behavior 1: Yes
Behavior 2: 0
Behavior 3: 0
Behavior 1: Yes
Behavior 2: 4
Behavior 3: 3

Display/Numbe
r of Disruptive
Behaviors
Behavior 4: No
Behavior 5: 0
Behavior 6: 0
Behavior 4: No
Behavior 5: 1
Behavior 6: 0
Behavior 4: No
Behavior 5: 8
Behavior 6: 2

Earn
Computer
Time?

POSITIVE BEHAVIOR SUPPORT PLAN

12:00-1:15

1:15-2:00

Vocational
Tasks

Recreational
Time

22

Behavior 1: Yes
Behavior 2: 2
Behavior 3: 3
Behavior 1:Yes
Behavior 2: 3
Behavior 3: 5

Behavior 4: No
Behavior 5: 9
Behavior 6: 2
Behavior 4: No
Behavior 5: 8
Behavior 6: 3

No

March 21st, 2016

Time Frame

Task

8:40-9:20

Academic
Instruction

10:40-11:10

Lunch

11:10-12:00

Break

12:00-1:15

Vocational
Tasks

1:15-2:00

Recreational
Time

Display/Numbe
r of Positive
Replacement
Behaviors
Behavior 1: Yes
Behavior 2: 1
Behavior 3: 1
Behavior 1: Yes
Behavior 2: 0
Behavior 3: 0
Behavior 1: No
Behavior 2: 3
Behavior 3: 6
Behavior 1: Yes
Behavior 2: 3
Behavior 3: 5
Behavior 1: Yes
Behavior 2: 3
Behavior 3: 6

Display/Numbe
r of Disruptive
Behaviors
Behavior 4: No
Behavior 5: 0
Behavior 6: 0
Behavior 4: No
Behavior 5: 2
Behavior 6: 0
Behavior 4: Yes
Behavior 5: 1
Behavior 6: 1
Behavior 4: No
Behavior 5: 1
Behavior 6: 2
Behavior 4: No
Behavior 5: 2
Behavior 6: 0

Earn
Computer
Time?

No

March 22nd, 2016

Time Frame

Task

8:40-9:20

Academic
Instruction

Display/Numbe
r of Positive
Replacement
Behaviors
Behavior 1: Yes
Behavior 2: 1
Behavior 3: 1

Display/Numbe
r of Disruptive
Behaviors
Behavior 4: No
Behavior 5: 0
Behavior 6: 0

Earn
Computer
Time?

POSITIVE BEHAVIOR SUPPORT PLAN

10:40-11:10

Lunch

11:10-12:00

Break

12:00-1:15

Vocational
Tasks

1:15-2:00

Recreational
Time

23

Behavior 1: Yes
Behavior 2: 1
Behavior 3: 0
Behavior 1: Yes
Behavior 2: 4
Behavior 3: 5
Behavior 1: Yes
Behavior 2: 5
Behavior 3: 4
Behavior 1: No
Behavior 2: 4
Behavior 3: 6

Behavior 4: No
Behavior 5: 1
Behavior 6: 0
Behavior 4: No
Behavior 5: 2
Behavior 6: 0
Behavior 4: No
Behavior 5: 1
Behavior 6: 1
Behavior 4: Yes
Behavior 5: 1
Behavior 6: 2

Yes

April 4th, 2016

Time Frame

Task

8:40-9:20

Academic
Instruction

10:40-11:10

Lunch

11:10-12:00

Break

12:00-1:15

Vocational
Tasks

1:15-2:00

Recreational
Time

Display/Numbe
r of Positive
Replacement
Behaviors
Behavior 1: Yes
Behavior 2: 1
Behavior 3: 0
Behavior 1: Yes
Behavior 2: 1
Behavior 3: 0
Behavior 1: Yes
Behavior 2: 3
Behavior 3: 5
Behavior 1: Yes
Behavior 2: 6
Behavior 3: 7
Behavior 1: Yes
Behavior 2: 5
Behavior 3: 6

Display/Numbe
r of Disruptive
Behaviors
Behavior 4: No
Behavior 5: 0
Behavior 6: 0
Behavior 4: No
Behavior 5: 1
Behavior 6: 0
Behavior 4: No
Behavior 5: 2
Behavior 6: 1
Behavior 4: No
Behavior 5: 2
Behavior 6: 0
Behavior 4: No
Behavior 5: 1
Behavior 6: 0

Earn
Computer
Time?

Yes

April 5th, 2016

Time Frame

Task

Display/Numbe

Display/Numbe

Earn

POSITIVE BEHAVIOR SUPPORT PLAN

8:40-9:20

Academic
Instruction

10:40-11:10

Lunch

11:10-12:00

Break

12:00-1:15

Vocational
Tasks

1:15-2:00

Recreational
Time

24

r of Positive
Replacement
Behaviors
Behavior 1: Yes
Behavior 2: 2
Behavior 3: 0
Behavior 1: Yes
Behavior 2: 3
Behavior 3: 1
Behavior 1: Yes
Behavior 2: 5
Behavior 3: 5
Behavior 1: Yes
Behavior 2: 4
Behavior 3: 4
Behavior 1: Yes
Behavior 2: 4
Behavior 3: 7

r of Disruptive
Behaviors
Behavior 4: No
Behavior 5: 0
Behavior 6: 0
Behavior 4: No
Behavior 5: 1
Behavior 6: 0
Behavior 4: No
Behavior 5: 0
Behavior 6: 0
Behavior 4: No
Behavior 5: 1
Behavior 6: 1
Behavior 4: No
Behavior 5: 0
Behavior 6: 2

Computer
Time?

Yes

April 7th, 2016

Time Frame

Task

8:40-9:20

Academic
Instruction

10:40-11:10

Lunch

11:10-12:00

Break

12:00-1:15

Vocational
Tasks

1:15-2:00

Recreational
Time

Display/Numbe
r of Positive
Replacement
Behaviors
Behavior 1: Yes
Behavior 2: 0
Behavior 3: 0
Behavior 1: Yes
Behavior 2: 2
Behavior 3: 1
Behavior 1: Yes
Behavior 2: 5
Behavior 3: 3
Behavior 1: Yes
Behavior 2: 4
Behavior 3: 6
Behavior 1: No
Behavior 2: 5
Behavior 3: 4

Display/Numbe
r of Disruptive
Behaviors
Behavior 4: No
Behavior 5: 0
Behavior 6: 0
Behavior 4: No
Behavior 5: 1
Behavior 6: 1
Behavior 4: No
Behavior 5: 1
Behavior 6: 1
Behavior 4: No
Behavior 5: 2
Behavior 6: 0
Behavior 4: Yes
Behavior 5: 1
Behavior 6: 1

Earn
Computer
Time?

Yes

POSITIVE BEHAVIOR SUPPORT PLAN

25

April 11th, 2016

Time Frame

Task

8:40-9:20

Academic
Instruction

10:40-11:10

Lunch

11:10-12:00

Break

12:00-1:15

Vocational
Tasks

1:15-2:00

Recreational
Time

Display/Numbe
r of Positive
Replacement
Behaviors
Behavior 1: Yes
Behavior 2: 2
Behavior 3: 0
Behavior 1: Yes
Behavior 2: 1
Behavior 3: 0
Behavior 1: Yes
Behavior 2: 6
Behavior 3: 3
Behavior 1: Yes
Behavior 2: 8
Behavior 3: 6
Behavior 1: Yes
Behavior 2: 6
Behavior 3: 6

Display/Numbe
r of Disruptive
Behaviors
Behavior 4: No
Behavior 5: 1
Behavior 6: 0
Behavior 4: No
Behavior 5: 0
Behavior 6: 0
Behavior 4: No
Behavior 5: 3
Behavior 6: 0
Behavior 4: No
Behavior 5: 2
Behavior 6: 0
Behavior 4: No
Behavior 5: 2
Behavior 6: 0

Earn
Computer
Time?

Yes

April 13th, 2016

Time Frame

Task

8:40-9:20

Academic
Instruction

10:40-11:10

Lunch

11:10-12:00

Break

12:00-1:15

Vocational

Display/Numbe
r of Positive
Replacement
Behaviors
Behavior 1: Yes
Behavior 2: 0
Behavior 3: 1
Behavior 1: Yes
Behavior 2: 1
Behavior 3: 0
Behavior 1: No
Behavior 2: 3
Behavior 3: 4
Behavior 1: Yes

Display/Numbe
r of Disruptive
Behaviors
Behavior 4: No
Behavior 5: 0
Behavior 6: 0
Behavior 4: No
Behavior 5: 0
Behavior 6: 0
Behavior 4: Yes
Behavior 5: 1
Behavior 6: 0
Behavior 4: No

Earn
Computer
Time?

POSITIVE BEHAVIOR SUPPORT PLAN

Tasks
1:15-2:00

Recreational
Time

Behavior 2: 7
Behavior 3: 5
Behavior 1: Yes
Behavior 2: 5
Behavior 3: 6

26

Behavior 5: 0
Behavior 6: 1
Behavior 4: No
Behavior 5: 2
Behavior 6: 1

Yes

Prevalence of Positive Replacement Behaviors and Disruptive Behaviors

45
40
35
30
25
20

Number of Positive
Behaviors

15

Number of Disruptive
Behaviors

10
5
0

The bar graph above shows how Student As behavior changed over the course of the
thirteen days in terms of how many positive and disruptive behaviors he displayed. The blue bars
represent the amount of positive replacement behaviors displayed for each of the thirteen days
and the red bars represent the amount of disruptive behaviors displayed for each of the thirteen
days.

POSITIVE BEHAVIOR SUPPORT PLAN

27

*My two visual representations of the data for this assignment are my data tables and the bar
graph above.

IX.

Data Summary and Interpretation

Interpretation/Summary of Implementation Data (1-3 pages):

Based on the data I have collected, there are many interpretations and conclusions that
can be made. One interpretation is that from Day 1 to Day 13, the amount of positive
replacement behaviors displayed increased significantly, which suggests that the behavior
supports that were implemented were successful in promoting an increase in appropriate
behavior. Another interpretation that can be made is from Day 1 to Day 13, the amount of
disruptive behaviors shown decreased by an amount even more significant than the overall
increase in positive behaviors. On Day 1, there were 42 disruptive behaviors shown and on Day
13, there were 5 disruptive behaviors shown. This decrease is so significant and as a result, I
believe that the three supports put in place played a crucial role in limiting and decreasing
Student As disruptive behaviors.
A third interpretation that can be made is the amount of disruptive behaviors displayed
dramatically decreased from Day 6 to Day 7, and the number of disruptive behaviors has stayed
at a low number ever since. Day 7 was on March 21st, and I remember on that day, Student A had
an unusually good day. At the time, we contributed his good behavior to him having a good
weekend. As a result of Student As good behavior, He earned computer time for the first time
since the plans implementation. By looking at the days that followed and the good behavior that
Student A displayed, I believe computer time became a great motivator once he experienced it
for the first time. Starting on Day 9, my mentor and I started reminding Student A that he would

POSITIVE BEHAVIOR SUPPORT PLAN

28

earn computer time if he behaved, and I think these reminders helped to motivate him to stay
consistent with his good behavior and to try his best to limit his negative behaviors. I do not have
that much experience observing students, but I think that even veteran teachers would consider
this overall change in behavior significant, and I am proud because based on the data, I believe
the plan that my mentor and I created had a significant, positive effect on Student A.
Based on the data and sudden change in behavior from Day 6 to Day 7 and onwards, I
believe computer time was a successful behavior support to implement for Student A. I also
believe that the sensory room time and social story modeling were successful, even though the
data does not specifically address these supports. The sensory room time helped to relieve some
of the tension and anxiety Student A was previously feeling throughout the day, and I believe it
prevented Student A from needing as many hand squeezes and/or shoulder pinches from staff
members, which allowed staff to focus more on instruction and other duties. This point is
supported by the significant overall decrease in disruptive behaviors, one being grabbing staff
members without permission to satisfy sensory needs. In terms of the social story modeling, this
support helped to inform Student A about the behaviors he should be displaying instead of his
disruptive behaviors. I feel Student A would not have been as successful without this support
because he would not have known how to replace his disruptive behaviors, which was the major
goal of this plan and its implementation. All three of the supports implemented in this plan
worked together to help Student A improve his behavior, and overall, I think this plan had
impressive results.
Lastly, based on the data and my previous observations, I can conclude that Student A
demonstrates more disruptive behaviors during breaks and other periods of time that are less
structured. Therefore, it is important for staff members who work with Student A to know that

POSITIVE BEHAVIOR SUPPORT PLAN

29

they need to focus more on implementing supports during these unstructured times. During
instruction and lunch, Student A rarely showed significant disruptive behaviors because these are
two parts of the day that are more structured and require more attention. However, during breaks
and recreational time, these disruptive behaviors were more prevalent. This point is important for
all staff members who work with Student A to keep in mind so that he gets the supports he needs
when they are needed the most. Keeping this in mind certainly contributed to the success Student
A demonstrated with improving his behavior.

X.

Reflection

Team Design- Who will be involved in the development of the plan?

My mentor teacher and I will be the main individuals involved in both the development
and implementation of this plan. However, the students parent, the speech language pathologist,
and the behavior interventionist will provide input that will be utilized in developing the plan.
Action Plan- Who will do what and when?

My mentor and I will implement the supports starting on March 7th. The sensory room
support will be provided in the morning and after lunch each day, the social story modeling will
be implemented every morning, and the computer time support, if earned, will be provided in the
afternoon during recreational time.
Plan for Communication and Transition:

Information about the plan and its implementation will be shared through face-to-face
meetings, phone calls, and emails. It will be shared with Student As teachers, service providers,
including the speech language pathologist and behavior interventionist, and the students parent.
All information about the plan and/or its implementation will be reviewed whenever necessary or
when a staff member needs additional information about Student A and his needs.

POSITIVE BEHAVIOR SUPPORT PLAN

30

How did you grow in your knowledge, skills, and dispositions in

classroom management?

Through creating and implementing this plan, I grew in terms of my knowledge and skills
in classroom management because I was able to participate in the entire process for the first time.
In the past, I have observed students and their behavior, but I was never able to formally
implement any strategies based on what I observed. I have also created a positive behavior
support plan before, but I did not get the chance to actually implement it. With this plan, I was
able to become involved in observing a student I see five days a week, and I was able to take
charge in terms of what strategies I think should be implemented based on my observations and
his needs.
By completing this project, I have gained knowledge and experience with choosing
strategies based on needs and behaviors and with implementing these strategies in a way that is
beneficial to the student. For example, because I know the student has sensory needs that cause
frustration and anxiety, one of the supports I implemented was time in the sensory room, and this
support was successful because I took the time to become familiar with the student before
deciding which supports I wanted to implement. During this project, I was also able to
collaborate with my mentor teacher and other professionals to ensure that I was implementing
the best supports possible and to incorporate multiple perspectives and ideas into the creation of
the behavior plan.
I also learned how to adapt and adjust the plan based on unique circumstances that arise.
For example, after Day 7, when I realized that computer time was a great motivator for Student
A, my mentor and I decided to put a greater emphasis on this support, and I think this contributed
greatly to Student As success. Lastly, I obtained more experience with involving parents in what

POSITIVE BEHAVIOR SUPPORT PLAN

31

happens at school. During the implementation of my plan, my mentor and I contacted Student
As parent twice to inform her about the progress we were seeing and to ask for any input or
suggestions. As a result of contacting her, we learned what Student As favorite song was, and we
decided to play this song every time Student A went to the sensory room. I think this made the
sensory room much more enjoyable and successful for him.

What is the plan for maintenance and generalization of the PBSP for
the student?

My mentor has already expressed to me that she will continue to implement the supports
in this plan for Student A even when I am no longer interning at the school. The success of this
plan is almost undeniable, and I am glad that she wants to continue to implement it for this
student, as I know it will continue to benefit him for the rest of the time he is in the program. My
mentor teacher is already familiar with how to successfully implement this plan and the supports
within it, so I know she will be successful with implementing it even when I am no longer an
intern at the school.

What are two things you might do differently if you were to repeat this
project?

If I were to repeat this project, one thing I would do differently is I would focus on only
one disruptive behavior and one desired replacement behavior. I believe that because I focused
on three disruptive behaviors and three replacement behaviors, it was difficult to accurately
calculate and analyze the data because the behaviors were very similar, and they often blended
together in the classroom setting.

POSITIVE BEHAVIOR SUPPORT PLAN

32

Another thing I would do differently is I would involve the parent more in the creation of
the plan. My mentor and I did communicate with the parent for this plan, but only briefly, and I
feel that she had little impact in terms of the supports that were chosen and implemented. I think
this is a shame because parents know their children best, and more input from her would have
most likely benefitted my plan and its implementation.

What are three ways the project could be improved if repeated?

One way this project could be improved is I could have had more time to become more
familiar with the student, his background, and his needs. I feel that because this project required
13-15 days of implementation, I had little time to actually get to know the student before having
to create and implement the plan.
Another way this project could be improved is the alignment of expectations between the
PowerPoint and the rubric/template. There were some guidelines and components that were on
the PowerPoint that were not on the rubric/template and vice versa. I feel that this could have
caused confusion in terms of understanding the expectations of the assignment. For my project, I
made sure to include all the components from all sources, including the PowerPoint and
rubric/template, to ensure that I met all the requirements for this assignment.
A third way to improve this project would be to include a section where interns would
reflect on the IEP process and how this process contributed to the creation and implementation of
the plan. I feel this would be an effective way to synthesize the information and conclusions
made from participating in both the IEP case study and positive behavior support plan
assignment.

POSITIVE BEHAVIOR SUPPORT PLAN

33