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Assignment #2: Positive Behaviour Support Plan

EPSE 433
Stephen Chinn
Steve Holmberg, Christine Hulme, Eva Perez
July 19
th
, 2013























PBS Plan for W.K. 2
Summary of Focus Person and Systems Strengths/Concerns


WK is a friendly, funny, energetic, healthy, and happy 8-year-old boy. WK
currently splits his time between his mom and dads separate homes. When he
is at his mom's, he also lives with a 4-year old half brother. Both parents reside
in West Vancouver, BC and grandparents live nearby. WK enjoys diverse
environments, especially those where he can be involved in hands-on activities.
He enjoys playing outdoors (basketball and biking), drawing, music, and
engaging with others. WK is generally happy and takes great pride in helping
others. He enjoys organizing and is responsive when given jobs to complete
around the classroom and school. WK is most likely to be engaged when he is
participating and/or when he has one-on-one support. WK is a social individual
who wants to be liked by his peers. He typically interacts with his mom, dad and
little brother in the home settings. WK communicates verbally with others.


The ultimate goals for WK are to learn social skills when interacting with others
and to complete assigned work independently. People in WKs school
environment have identified transitions, unstructured times, and difficult task to
be a challenge and where he presents his problem behaviours. His problem
behaviours include physical aggression, destroying materials, and being
disruptive. The goal for WK during transitions is to keep his hands and body to
himself when in close proximity to peers. The goal for WK during unstructured
times is to learn and use appropriate social skills when interacting with his peers.
The goal for WK when he is asked to complete a difficult task is to complete the
task, on his own, without engaging in problematic behaviours. The people in
WKs school environment feel he will be more successful with future relationships
and expected tasks.

















PBS Plan for W.K. 3
Functional Assessment Summary

When W.K. is presented with work, he destroys materials in an attempt that the
adults around him wont give other work materials or to gain help from others,
which makes the work easier (i.e., escapes the demands of the work). W.K. is
more likely to destroy materials during periods where he is expected to work
independently, where he has little choice, and in subjects where his poor literacy
skills impact his work (e.g. language arts).

When W.K. is left alone in unstructured social situations (e.g., recess, lunch, and
transitions), he engages in disruptive and physically aggressive behavior in order
to gain the attention of peers and adults (e.g., reprimands, negative attention).
W.K. is more likely to engage in problem behaviors due to his lack of social skills
and competence.

Behaviors of Concern

Destroying Materials- high intensity paper ripping and breaking pencils (high
intensity)

Physical Aggression- pushes desks and tables, fights (e.g., pushing, punching
and wrestling) with high intensity
























PBS Plan for W.K. 4


A. Competing Behaviours Pathways Diagram

Routine:



Desired Behaviour Maintaining
Consequences








Setting Event(s) Antecedent Trigger(s) Problem Behaviour Maintaining

Consequences/
FUNCTION






Alternative Replacement
Behaviour











-literacy skills
deficit
-little/no choice
-independent
work periods
Asked to
complete a task
Destroys
materials
Sent to the
office

ESCAPE
Ask for a break

Ask for help
(raise hand)
Completes task
independently
Get preferred
activity or free
time

PBS Plan for W.K. 5

Positive Behaviour Support Plan
WK

Strategies that Make Problem Behaviours Irrelevant, Ineffective, and Inefficient

Setting Event
Strategies
Preventive
Strategies
Teaching
Strategies
Consequence
Strategies

Provide more choice
opportunities
(eliminate or minimize
SE)

Provide targeted
literacy instruction
(eliminate or minimize
SE)

Provide visual
schedule




















Use verbal pre-
correct
(enhance signals and
prompts)

Positive contingency
statement to reinforce
completion of task
(enhance signals and
prompts)

Adapt or modify
curriculum (remove,
modify, or cues for
PB)



Teach W.K. how to
ask for a break or
help (FCT)

Teach W.K. to
request and use
adapted methods
for writing

Teacher check-ins
to ensure
understanding and
W.K. on task





Give break or help
contingent on request

Contingently remove
minutes of preferred
activity or free time
(response cost)

If minor PB, prompt to
ask for help







PBS Plan for W.K. 6

Intervention Strategies for ESCAPE Behavior during Classroom Seatwork


Setting Event Strategies

1. Provide W.K. with choice throughout the day. Teacher will provide W.K.
with choice on preferred activity at the beginning of each day. He can also
have choice of reading and writing material during support periods.

2. Build W.K.s literacy skills deficits. Learning support teacher will provide
instruction on foundational reading and writing skills for 45 minutes
everyday. These sessions may be embedded into the classroom schedule
(e.g. silent reading, literacy blocks)

3. Provide visual schedule. Teacher will place schedule of the day in the
classroom and on W.K.s desk to ensure he is aware of when independent
work periods will occur. Check-in and review schedule first thing in the
morning.

Preventive Strategies

1. Use verbal pre-corrects to remind W.K. what to do if antecedent occurs.
Before W.K. is asked to complete a task, teacher will preload him that an
independent work period is approaching.

2. Positive contingency statement to reinforce completion of task. The
teacher will tell W.K. that when he finishes the assigned work, he will get a
preferred activity or free time.

3. Adapt or modify curriculum. Teacher will adapt or modify individual
assignments (scaffolds, chunking, reduce amount, increase time to
complete, etc.)

Teaching Strategies

1. Teach W.K. how to ask for a break or help. The teacher will teach W.K.
how to ask for a break or help through modeling and practice (e.g.
remember to say, can I have a break please? when you want to take a
break.)

2. Teach W.K. to request and use adapted methods for writing. The teacher
will teach W.K. how to ask for a different method to complete work by
modeling and practice (e.g. remember to say, can I use a
computer/iPad/draw please? when you dont want to use a pencil.)

PBS Plan for W.K. 7
3. Use check-ins to ensure understanding and on task behavior. Teacher will
check-in with W.K. at the beginning of and periodically throughout
independent work time to ensure he understands expectations and is on
task.

Consequence Strategies

1. Give a break or help contingent on request. The teacher will give W.K. a
break or help, when he makes a request for one.

2. Remove minutes of preferred activity or free time. The teacher will remove
minutes from preferred activity or free time contingent on W.K. not
completing assigned task. W.K. will lose preferred activity or free time
minutes (5 minutes).


3. Teacher will prompt to ask for help. If minor problem behavior occurs, the
teacher will prompt W.K. to ask for help (e.g. W.K. I see that you broke
your pencil, remember to ask me if you need help)

Crisis Intervention

Not applicable























PBS Plan for W.K. 8

B. Competing Behaviours Pathways Diagram

Routine:



Desired Behaviour Maintaining
Consequences








Setting Event(s) Antecedent Trigger(s) Problem Behaviour Maintaining

Consequences/
FUNCTION






Alternative Replacement
Behaviour



















Line up without
touching peers
Assign him as
line leader

Teacher praise

-social skills
deficit
-lack of
confidence
Asked to line up Physical
aggression
Teacher
reprimands,
students get
involved

ATTENTION
Give a job
carrying things
(teacher helper)
PBS Plan for W.K. 9
Positive Behaviour Support Plan
WK

Strategies that Make Problem Behaviours Irrelevant, Ineffective, and Inefficient

Setting Event
Strategies
Preventive
Strategies
Teaching
Strategies
Consequence
Strategies

Provide social skills
instruction (eliminate
or minimize)

Provide expectations
to line up





















Use verbal pre-
correct to remind
W.K. what to do if
antecedent occurs
(enhance signals and
prompts)

Positive contingency
statement to ensure
W.K. follows
instructions (enhance
signals and prompts)




Teach line up skills

Teach relaxation
routine (PRT)

Teach W.K. a better
way to ask for what
he wants (FCT)

Teach W.K. to ask
to be a helper (FCT)



Teacher praise
contingent on
respectful peer
interaction

Line leader or special
helper opportunities
contingent on request












PBS Plan for W.K. 10
Intervention Strategies for ATTENTION When Asked to Line Up

Setting Event Strategies

1. Provide social skills instruction. Teacher will provide W.K. with social skills
instruction (appropriate peer interaction skills.)

2. Provide expectations for line up skills. Teacher will create an expectation list,
model and practice with W.K. of how to line up appropriately (walk, hands to self,
face the front, no talking, etc.)

Preventive Strategies

1. Use verbal pre-correct. Teacher will remind W.K. of expectations for lining up
if antecedent occurs (e.g. in 5 minutes, we will line up. Please remember the
expectations we talked about.)

2. Positive contingency statement. Teacher will say to W.K. when you line up
following expectations, you will become the line-leader.

Teaching Strategies

1. Teach line up skills. Teacher will teach whole class the skills necessary to
successfully and safely to line up. Teacher will give class 5 minute warning and
then ask students to line up. She will first model or have students model
expected behavior and then and students to comment and reflect on what they
saw. Students will then role play appropriate and inappropriate ways to line up.
Students will be given 3 line up attempts to practice learned skills.

2. Teach relaxation routine (PRT). Teacher will introduce and teach MindUp
strategies to the class. Students will have time everyday to practice skills
learned. Students will learn calm down strategies to help them relax or at stay
focused.

3. Teach communication skills. Teacher will teach W.K. to come to him/her and
tell where hed like his position in line to be and what peers he would prefer to be
near. At first, teacher may need to prompt until he can be successful on his own.

4. Teach how to ask to for a request. Teacher will teach W.K. how and when to
ask to be a line leader or helper before problem behavior occurs. At first, teacher
may need to prompt until he can be successful on his own.





PBS Plan for W.K. 11
Consequence Strategies

1. Teacher praise. Teacher will praise W.K. contingent on respectful peer
interaction (e.g. Wow! I noticed how nicely you lined up.)

2. Line leader or special helper opportunities. Teacher will provide W.K. line
leader or special helper opportunities contingent on lining up appropriately (e.g.
Since you were able to line up so nicely, would you like to help me with carrying
the gym equipment next block.)

Crisis Intervention

Not applicable

































PBS Plan for W.K. 12
Evaluation Procedures

An implementation checklist can be used to collect data and monitor and
evaluate the adherence to strategies, problem behaviours, procedures and
outcomes. Each adult working with W.K. will have a copy of the checklist to
monitor and evaluate the plan. These checklists should be completed daily until
progress is seen and then once a day. All who work with W.K. should meet and
review the plan and modify if necessary. Once progress is established, teachers
can meet monthly to review adherence and progress of the plan.





































PBS Plan for W.K. 13
Problem Behaviour/On-Task Behaviour Checklist


Date: Completed By:

Destroys Materials (ripped paper and breaking pencils)

Physical aggression (pushing, punching, wrestling)

Desired Behaviour (complete task independently, line up without touching
peers)