SPED 5110/6110 - Behavior Support Strategies for Students with Mild/Moderate

Disabilities
(Fall, 2018)

Assignment #2
40 pts.
Due Date: Nov. 8, 2018

This assignment involves completing a Behavior Support Plan (BSP; see below).
This should be done on the student upon which you focused on in Assignment 1 (your
FBA).

Describe the Student/Situation

Provide a brief description of the student who is the focus of your assessment
(age, labels, approximate levels of academic/adaptive functioning), and the contexts in
which s/he operates in school (e.g., regular or self-contained, type of school, etc.). This
could obviously be cut and pasted from your Assignment #1.

Complete the BSP Form

You will need to complete the attached Behavior Support Plan. I have also a
completed example. Be sure to fill out all relevant sections (which is likely to be most of
them). In the section on data collection, be sure to indicate who will meet and how
often to review the data to make decisions.

So, your completed assignment should consist of the usual cover page, your
student description, and completed BSP form.
 Behavioral Support Plan

(Don’t forget to use pseudonyms!)

Student: _____Witzel______ Grade: _________Second______

Teacher(s): _Turley_____ _ School: Mountain Elementary____

IEP: Yes __x__ NO _____ Plan Start Date: 11/8/2018

Team will reconvene every _21_ days to monitor plan

Description of Student
Witzel is a 7-year-old boy receiving special education services for
developmental delay. He is diagnosed with ADHD. He has great verbal capabilities and
has the capability to use complex sentences to communicate his needs and wants.
Witzel does use other means, specifically aggression and self injury, to communicate in
some instances. Witzel receives his services in a self-contained behavioral supports
classroom. He receives some speech services; these services are pushed into the
behavioral support classroom.

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

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

Talk outs/ disruptions were defined as talking out of turn, mimicking, talking with peers,
arguing, singing, or other auditory noises while others are talking.

Functional assessment strategies Implemented (check all that apply)

File Review: ___Yes (Date: _________) __x__No

Interviews: __x__Teacher Interview ____Student Interview

___x_Parent/Guardian Interview ____Other__________________

Observations: _x___A-B-C Direct Observation

(Antecedent-Behavior-Consequence)

__x__Scatterplot ____Other (e.g., FAO; list/describe)

_____________________________________________________________________
____________________________________________

Rating Scales:
______Problem Behavior Questionnaire (PBQ)
 ___x__ 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 Witzel is left alone and is unable to get desired attention immediately, he will
engage in talk outs/ disruptions in order to obtain 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.)
When Witzel engages in talk out/ disruptions the teacher/ staff respond by providing
redirection both nonverbal and verbal to turn his voice off.

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

function as the current problem behavior(s)
Witzel will raise his hand before speaking.
Witzel will use a help card when he needs help with individual work.

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

(Include condition, student, behavior and criterion)

During self start individual work, Witzel will have less than five talk outs/ disruptions in
the first twenty minutes of individual work.

Outline the instructional strategies to teach the desired replacement behavior

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

Witzel has the capability to understand that using hand raises will get attention from
staff members. Witzel uses many ways to try and gain attention from staff members.
Teaching Witzel that using a hand raise will get attention from any staff member
promptly will make this behavior of hand raises more efficient to gain attention.
Another strategy we could use is a help card. This would look like placing a card on
his desk during independent work times. If he raises his card, a staff member will
promptly help him with his question (this is achievable in the setting he is in now). For
this to be successful as a teaching strategy, we would need to also make changes so
that talk outs/ disruptions were not as effective in receiving immediate attention from
staff during independent work assignments. Finally, during social skills instruction
(provided by the social worker) we can teach the listen, think, ask strategy. This looks
like students practicing listening to directions, thinking about them, and asking
questions. Students practice appropriate attention getting skills (like hand raises and
help cards), following directions for assignments, and waiting for help (while also
thinking about what they can do to solve their problem). This is taught during a unit
and practiced many times. Each student in the unit receives 45 minutes of social skills
instruction from the unit social worker daily. During this instruction time each student
will get individualized instruction on teacher pleaser social skills.

Describe a data collection system to monitor the replacement and problem

behaviors and state how the data will be summarized

Class wide data collection includes frequency data for each time period of the day and
is collected by all staff members on an app. This includes both positive behavior data
collection for following directions and using hand raises and negative behavior data
collection for talk outs/ disruptions. Frequency is tallied so that a student can lose a
total of ten points in one period over ten academic periods. A daily percentage is
recorded. Positive points are recorded for each time a student uses a hand raise or
follows a direction from a teacher. Data is graphed weekly for daily percentage
(percentages on the y axis from 0-100 and days of the week on the x axis). Positive
daily points is recorded on another graph (points on the y axis and days of the week on
the x axis).

Briefly describe planned motivating operation and antecedent strategies (if no

motivating operations identified- leave blank)

Motivating operation Strategies

Antecedent Strategies

One predictor strategy that could provide support to Witzel would be giving
directions for assignments in small groups. This would look like stating the direction for
an independent work task to three or fewer students at a time. Witzel yelling across
the classroom to get help on an assignment or have a direction repeated would
become irrelevant if directions were given in small groups because a staff member
would be there to provide the attention immediately.
Another predictor strategy we could provide to support Witzel is using pre-correction
and the pre-mac principle throughout the day. This would look like explaining behavior
expectations to Witzel before a point in which he will be alone without attention. If
Witzel follows the expectations for that time period, he would be rewarded with social
praise or another predetermined social reward like free time with peers. Having worked
with this student for a while, we know that social rewards with peers is more desired
than staff attention during assignments. This could make talk outs/ disruptions less
likely to happen because they are ineffective to getting the preferred social reward.

Describe positive and reductive consequence strategies (includes specifics of

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

Positive-
During independent work time Witzel will earn positive token economy points for being
on task, following directions, using hand raises, and finishing work. Each positive point
converts to a dollar in class money which can be used to buy tangible items, free
assignment passes, iPad/ computer time, teacher lunch day, etc. Witzel will receive
verbal positive praise from a staff member approximately every 6 minutes. Witzel will
receive positive verbal praise when he uses a hand raise to request teacher attention
and will be reinforced with help or attention as promptly as possible. If Witzel has four
or less talk outs / disruptions in one academic data collection period, he will receive five
bonus classroom dollars points. If four or less talk outs / disruptions are true for six
academic periods (and other safety and work completion criteria is met) he will move
up in the classroom level system, earning more privileges and access to more
reinforcers. This demand can be increased as Witzel makes progress towards this
goal. If Witzel has less than five talk outs in 9 out of 10 academic periods for three days
demand increase should be discussed.

Reductive-
If Witzel has five or more talk outs in one academic period, he will owe one minute and
twenty-seven seconds of recess. Staff will verbally tell Witzel when he has two and four
recorded talk outs.
If Witzel has, in one day, 6 or more academic periods with five or more talk outs, over
two consecutive days he will drop a level on the in-class level system losing access to
reward activities, specific desired reinforcers, and other privileges.

Reactive Emergency/Crisis Procedures (if needed for “blowups” or dangerous

behaviors)
Witzel’s behavior has not escalated to an emergency or crisis level before and this plan
is tentative to his behavior escalating to a point where staff deems that it is unsafe for
himself, staff, or other students.
If Witzel becomes extremely disruptive to point it may become unsafe for himself or
other students, staff will clear the room of other students.
If Witzel becomes physically aggressive to himself or towards others, staff will use
discretion to decide if physical restraint may be required. If physical restraint is deemed
necessary to the safety of himself or others, the room will be immediately cleared, and
he may be escorted to the seclusionary timeout booth.

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).

Signed Parental Behavior Expert Required on

Consent Team
Precorrection No No
Prompting No No
Class Level System No No
Social Skills Instruction No No
(appropriate teacher pleaser
skills focused)
Physical Restraint Yes Yes
Seclusionary Time Out Yes Yes
Response Cost No No

Team members and their responsibility for implementation

Member Responsibilities

Ms. Turley Data collection

and Review – positive praise and review of
level system

Social Worker Social Skills instruction.

Planning BIP review. Ensuring all paper
work complete and accurate.

Lead Teacher Ensure all staff are taking data and

implementing plans with fidelity and
consistency. Contact parents when needed.
 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 and it is related to a skill the student needs

to learn (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)
 Behavioral Support Plan

Student:___Emily________________ Grade__5th Plan Start 5/2/2004

Date__5/1/2004_________

Teacher(s): ___Mr. Sugai _ School___Twin Peeks Elem____

IEP: Yes No

Team will reconvene every __10___ days to monitor plan

Briefly describe the problem behavior(s) in observable terms

Emily’s is off task and disruptive during reading and math instruction. Examples of this
behavior include laughing at the teacher when she is talking, blurting out answers when
it is not her turn, and making loud noises such as piggy noises. Non-examples include
when she answers a question when called upon, tells a joke at an appropriate time, or
makes noises on the playground. Her behavior occurs between 10-15 times per half
hour class period and is worse if she has not spent time talking with a teacher/other
adult before school.

Functional assessment strategies Implemented (check all that apply)

File Review: _x__Yes (Date: _3/21/04) ____No

Interviews: ___x_Teacher ____Student __x__Parent/Guardian

____Other_______________

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

Consequence) ____Scatterplot

Rating Scales: __x__Problem Behavior Questionnaire (PBQ)

____Motivation Assessment Scale (MAS)

Provide the Summary Statement from the Functional Assessment Data (include
Motivating operations if known, Antecedents, Behaviors, and Maintaining Functions)

When Emily has not had adult interactions before school and then is asked to
participate in whole group math and reading instruction, she talks out and talks back to
gain adult 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.)
When Emily engages in talking out/disruptive behavior the teachers/staff typically
respond by reprimanding and redirecting her back on-task.

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

function as the current problem behavior

Emily will raise her hand before speaking.

Emily will remain on-task 85% of the period.
Emily will only talk about task related topics during instructional periods.

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

(Include condition, student, behavior and criterion)

During whole group math and reading instruction, Emily will remain on-task during 85%
of intervals observed for 5 days.

Outline the instructional strategies to teach the desired replacement behavior

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

During independent work time, Emily will receive instruction outlining key “on-task”
behaviors. During the first few days of the intervention and periodically after that, Mr.
Sugai will model to Emily what “on task” looks like, provide non examples of on task,
and have Emily practice telling the difference between the two. Then Emily will show
Mr. Sugai what on task looks like. Booster training sessions will be provided as needed.

During independent work time, Emily will also be taught to “self-manage” her on-task
behavior. During math and reading, her teacher will use a beeper tape set at random
intervals. Emily will be taught that when the beeper goes off, she marks the “on task”
side of her card if she was on task and the “off task” part of her card if she was off task.
After teaching Emily what on task looks like (See above), Mr. Sugai will have Emily
practice recording on the sheet with the beeper tape. Practice will continue until Mr.
Sugai has evidence that Emily is accurate in her self recording of on task behavior.

Describe a data collection system to monitor the replacement behavior and state
how the data will be summarized

Time on task will be measured using momentary time sampling on a variable interval
(average 3 min) schedule. The beeper tape will signal the random intervals and the
points placed in the “On task” part of Emily’s chart will be divided by the total
opportunities to record to get a percentage of time on task (e.g., Emily has 11 marks on
the “on task” part of her card, there were a total of 15 opportunities to earn points so
her on task rate was 11/15 ‘ 73%). Data will be summarized in graphic format with the
percent of time on task being the vertical axis and the days of the week being along the
horizontal axis.

Briefly describe the motivating operation and antecedent strategies (if no

motivating operations identified- leave blank)
 Motivating operation Strategies

 Emily will check in with the behavioral health aide, Ms. Chauran, before school to
increase one-on one adult attention.

Antecedent Strategies

 Pre-corrects will be used to prompt Emily on key on task skills prior to academic
periods. “Remember Emily you are working on staying on task during math. That
means eyes on me or instructional materials, raising hands before speaking,
keeping talk related to the instruction, etc”
 Emily will be prompted to use her self-management sheet prior to academic periods.
 Emily will be reminded that reinforcement is available it she meets her on task goal..

Describe positive and reductive consequence strategies (includes specifics of

who will deliver the consequences, schedule of reinforcement,

Positive-
 During academic periods, the teacher will praise Emily approximately every 5
minutes if she is on-task. If Emily meets daily criteria on her self-management card,
she can earn 5 minutes of free-time to play with either Mrs. Chauran or a parent
volunteer. Daily criteria will first be set at 75%, then increase to 80% after 5 days of
meeting the goal, then increase to 85% after 10 days.
Reductive-
 If Emily is off-task, the teacher will provide specific verbal praise to a nearby
compliant peer. If Emily continues to remain off-task, the teacher will use a simple
re-directive statement (e.g., “Emily, I need you to get back on task by listening to the
lesson.”). If she does not comply she will be asked to go to “Think Time.”
 If Emily does not meet her daily on task goal, she will not receive free time.

Reactive Emergency/Crisis Procedures

*Note: Realize that Emily’s behavior has never escalated to this level. This is just
to provide an example of having a plan in place for kids who do escalate.

 If Emily’s behavior becomes extremely disruptive, she will be asked to go to the

office and sit in a room away from adults.
 If Emily becomes physically aggressive to self or others, the school crisis team
will be sent in to help escort her to the office. This may require physical restraint.

LRBI Approvals 
Signed Parental Behavior Expert Required on
Consent Team
Precorrection No No
Check-in with Adult No No
High Rates of Positive Response No No
from Teacher
Self Management No No
Modeling/Diff. Reinforce No No
Of Another Person’s Beh.
Prompting No No
Social Skills Instruction (On Task No No
Skill focused)
Administrative Intervention/Sent No No
to Office
Think Time (aka Interclass Staff Discretion No
timeout)
Physical Restraint Yes Yes

Team members and their responsibility for implementation

Member Responsibilities

Mr. Sugai Instruction & Data Collection

Mrs. Chauran Daily morning check-in

Mrs. Hawken Develop self management card and lesson

plans.