Behavior Support Plan Manual

How to Develop and Implement a

Behavior Support

Plan

For Behaviors that Interfere with the Learning of Student and/or Peers

San Bernardino City Unified School District

A Teacher’s Revelation:

“I’ve come to the frightening conclusion that I am the decisive element in the classroom.

It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher I possess a tremendous power to make a child’s life miserable or joyous.

I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal.

In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.”

Haim Ginott Child Psychologist

Acknowledgments

The following Behavior Support Plan (BSP) is a reworking of the behavior plan developed by Diana Browning Wright, M.S., L.E.P. Diana is School Psychologist/Behavior Analyst and trainer for the state of California. She is based at the Diagnostic Center/Southern California and is a nationally recognized presenter in the topics of special education law as it relates to behavior and discipline. This manual has borrowed heavily from Ms. Browning Wright’s manual entitled “One Page Behavior Plans that Work” as well as informa-tion provided in other publications (Positive In-tervention for Serious Behavior Problems: Best Practices in Implementing the Positive Behav-ioral Interventions Regulations) and workshops (Behavior/Discipline Training, 2001 & Behavior Symposium: Refining Your Interventionist Skills, and Difficult Learner Strategies for School Suc-cess: A Site Team Approach). In addition, this manual has also relied on the work of Elaine Prado Levine, M.A., for a majority of the examples (“Behavior Word Buffet”) that are provided in this manual. All other resources are footnoted throughout the document.

Overview

This manual was designed to be a hands-on, user friendly document to assist administrators, teachers, SST facilitators, 504 teams and IEP teams in developing Behavior Support Plans (BSP). This manual will guide the reader — item by item and section by section — through the development of a Behavior Support Plan. Definition of terms are provided prior to each section and numerous examples are included. The Appendix contains worksheets and forms which may be copied and used in the develop-ment and implementation of Behavior Support Plans. This manual is a product of San Bernardino City Unified School District’s Psychological Services Department. It was compiled by school psychologists, Suzy Johns, Ed.S., and John Oliveri, Ph.D., in consultation with the Coordina-tor of Psychological Services, Keith Drieberg, Ph.D.

Table of Contents

Page kk What is a Behavior Support Plan? i Why Do I Have to Write One? Who Makes Up the Behavior Support Team?

k Successful Behavior Plan Phases ii

k Copy of the District Behavior Support Plan (BSP) iii

1) Section One: Student Information 1-5 Defining the Interfering Behavior Item by Item Examples 2) Section Two: ENVIRONMENTAL FACTORS Environmental Factors Defined 6 Item by Item Examples 7 3) Section Three: FUNCTIONAL FACTORS Functional Factors Defined 9 Item by Item Examples 10-13 4) Section Four: REACTIVE STRATEGIES Reactive Strategies Defined 14 Item by Item Examples 15 5) Section Five: BEHAVIORAL GOALS Behavioral Goals Defined 16 Item by Item Examples 17 6) Section Six: COMMUNICATION PROVISIONS Communication Provisions Defined 18 Item by Item Examples 19 kk Sample Behavior Support Plans 21-36

Appendix/Resources kk Addressing the Interfering Behavior (Documenting Initial Interventions) — Worksheet kk ENVIRONMENTAL FACTORS Resources Environmental Factors Survey kk FUNCTIONAL FACTORS Resources Analyzing Behavior Worksheet Thinking About the ‘Why’ of Behavior — Handout “Hypothesizing the ‘Why’ of Behavior — Worksheet Sample Hypothesis Statements and Possible Interventions kk REINFORCEMENT Resources Reinforcement Continuum Reinforcer Survey Possible Reinforcers Questions and Answers Teachers and Parents Ask About Using Reinforcement —Handout k REACTIVE STRATEGIES Resources Thinking About My Inappropriate Behavior —Student/Adult Form Understanding Feelings Can Affect My Behavior — Student/Adult Form Problem-Solving Steps — Student/Adult Form k COMMUNICATION PROVISIONS Resources Communication Tree Contact Log Great News from School You Made A Good Choice!! Complimentary Report to Parents — English/Spanish Daily Progress Report Daily Period by Period Progress Report — 7 period day Daily Period by Period Progress Report — 6 period day

What is a Behavior Support Plan (BSP)?

A Behavior Support Plan includes “proactive action planning to address behavior(s)

that are impeding learning.” It includes “positive behavioral interventions, strategies

and supports.” “Behavior Support Plans should focus on understanding ‘why’ the

behavior occurred (i.e. ‘the function’ or ‘communicative intent’) then focus on teaching

an alternative behavior that meets the student’s need in a more acceptable way. This

includes making instructional and environmental changes, providing reinforcement,

reactive strategies and effective communication” — all of which will be explained and

outlined in this manual. (Diana Browning Wright, Behavior/Discipline Trainings, 2000)

Why Do I Have to Write One?

Every student is entitled to a Free and Appropriate Public Education (FAPE). This

would imply that the experience be enriching and growth oriented. Consequently, any

behaviors that interfere with the learning process need to be addressed for the benefit

of the student, his peers and the general learning environment.

For special education students, the Individuals with Disabilities Education Act

(IDEA) — a Federal mandate — “requires the IEP team to address ‘behavior that im-

pedes his or her learning or that of others’ (IDEA Section 614(d)(2)(B))...the Federal

Regulations further point out that ‘positive behavior interventions, strategies and sup-

ports’ are to be considered supplementary aids and supports...Whenever a student re-

ceiving special education services exhibits difficult behaviors, whether early or late in

an escalating behavior pattern, the IEP must address the situation in a behavior plan.”

Who Makes Up the Behavior Support Team?

The members of the Behavior Support Team will depend upon the specific needs of

the student in question. In some cases the team may consist of regular education

teachers, an administrator and a counselor. In other cases the Student Study Team,

504 team or IEP team may form the Behavior Support Team.

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Successful Behavior Plan Phases

Addressing the Interfering Behavior

• Teacher/staff member makes personal contact with parent/guardian to establish a working relationship, discuss concerns and brainstorm possible solutions

• Classroom interventions are implemented and documentation* begins

• Teacher informs other professionals that the behavior is interfering with the learning of student and/or peers

Understanding the Interfering Behavior

• Teacher consults with other professionals (counselor, administrator, psychologist, program specialist, language/speech specialist, nurse, etc) to understand the cause of the misbehavior and brainstorm solutions

• Checklists, observations, written descriptions* of the concern are gathered

Developing a Plan of Support

• The Behavior Support Plan Team meets to formally address: 1) contributing environmental factors, 2) functional factors (why the student is misbehaving)

• A formal plan of action is developed

• Roles/responsibilities are assigned

• A system of communication between the involved parties is formalized

Implementing the Plan

• The environment and/or curriculum is modified

• New appropriate behaviors are taught and reinforced

• The student is debriefed after instances in which the misbehavior occurs again

• The communication plan is followed

Monitoring/Evaluating the Plan

• Team members monitor the success of the plan and document progress

• The team re-convenes to review progress, as appropriate

Each phase of the behavior planning process needs to be accomplished in order to facilitate success of the plan.

ii *see appendix

BEHAVIOR SUPPORT PLAN for Behavior Interfering with Learning of Student and/or Peers

Student Name: ________________________________ D.O.B. ____________ Today’s Date __________________

MIS#: _________________ yy General Ed yy ELL yy 504 yy Special Ed ___________________

The Behavior that Interferes with Learning Is: ____________________________________________________________

________________________________________________________________________________________________

The Behavior Interferes with Learning Because: _________________________________________________________

________________________________________________________________________________________________

Frequency/Intensity/Duration of Behavior: ______________________________________________________________

________________________________________________________________________________________________

BSP to be Coordinated with Other Service Plans? z YES z NO Other Service Provider: ____________________

School Person Responsible for the Coordination of Plans: _______________________________________________

What are the Environmental Predictors (Antecedents) for the Behavior? __________________________________

____________________________________________________________________________________________

What Supports (Reinforces) the Student to Continue Using the Interfering Behavior? (Consequences) (What is missing/present in the environment/instruction that contributes to continuing the problem?)

____________________________________________________________________________________________

____________________________________________________________________________________________

k To Achieve the Goal Behavior, Are Curriculum Accommodations/Modifications Necessary? z YES z NO k Are Environmental Supports/Changes Necessary? z YES z NO

What Environmental Structure and Supports are Needed that Would Remove the Need for the Student to Engage in This Behavior? (Time/Space/Materials/Interactions)

Who Will Establish? ________________________________ Who Will Monitor?_________________________

ENVIRONMENTAL FACTORS: Modifying the Environment to Prevent the Interfering Behavior


BSP Team Hypothesizes that the Behavior Occurs Because: (Function of Behavior):____________________________

___________________________________________________________________________________________

What the Team Believes the Student Should Do Instead of Engaging in the Interfering Behavior? (How should the student escape/protest/avoid or get his/her way in an acceptable manner?)

____________________________________________________________________________

____________________________________________________________________________

FUNCTIONAL FACTORS (Part I): Understanding the Purpose/Function of the Interfering Behavior

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What Strategies Will Be Employed if the Behavior Occurs Again? (From early interventions to debriefing strategies to consequences)

Personnel? ____________________________________________________________________________

COMMUNICATION PROVISONS: Formalizing a Plan of Communication for the BSP Team Members

(Manner of Communication/Frequency/Participants)

Between: __________________________________________________ Frequency? __________________________

REACTIVE STRATEGIES: Devising An Effective Reaction Plan Should the Interfering Behavior Reoccur

k Is Teaching of A New Behavior Necessary? z YES z NO

What Teaching Strategies/Necessary Curriculum/Materials are Needed to Teach the New Behavior and Remove the Need for the Student to Engage in this Interfering Behavior?

By Whom? ____________________________________________ How Frequently? __________________________

What Are the Reinforcement Procedures to Use for Establishing, Maintaining and Generalizing the New Behavior? By Whom? _____________________________________________ Frequency? _____________________________

FUNCTIONAL FACTORS (Part II): Teaching Alternative Behaviors to Replace the Interfering Behavior

The Following People Participated in This Meeting:

_________________________ _________________________ _________________________ Parent/Guardian Student Other — Specify

_________________________ _________________________ _________________________ Administrator/Designee Other— Specify Other— Specify

_________________________ _________________________ _________________________ Educator — Title Other — Specify Other — Specify

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BEHAVIORAL GOALS: Defining the Goals of the Behavior Support Plan

The behavior goal(s) are to: y Reduce the frequency of the interferring behavior y Increase the use of the replacement behavior y Develop new general skills that remove the student’s need to use the interfering behavior

Behavioral Goal(s) ___________________________________________________________________________

____________________________________________________________________________________________ ____________________________________________________________________________________________

BEHAVIOR SUPPORT PLAN for Behavior Interfering with Learning of Students or Peers


MIS#: _________________ yy General Ed

yy ELL yy 504 yy Special Ed (Handicap/Placement)


ELL (English Language Learner)

English learners are those students with less than fluent English proficiency skills. They are entitled to English Language Development (ELD) services.

504 (Section 504 of the Rehabilitation Act)

In 1973, Congress passed Section 504 of the Rehabilitation Act. This legislation is principally civil rights legislation for persons with disabilities. Although it originally focused on employment issues, Section 504 was modified in the mid-1970’s to include school issues. For public schools receiving federal funds, which is the vast majority of public schools, Section 504 prohibits discrimination against any student, students’ families, and employees who may be eligible for protections and services under the act. Those who may need 504 accommodations include students with a physical or mental impairment that results in a substantial limitation to a major life activity. Both the identi-fication of 504 eligibility and the implementation of 504 plans are monitored by regular education personnel.

Special Education Handicapping Conditions:

k Specific Learning Disability (SLD) k Deaf k Speech or Language Impaired (SLI) k Deaf/Blind k Hard of Hearing (HH) k Orthopedically Impaired (OI) k Visually Impaired (VI) k Autism k Other Health Impaired (OHI) k Multi-Handicapped (MH) k Mentally Retarded (MR) k Emotionally Disturbed (ED) k Traumatic Brain Injury (TBI)

Special Education Placement:

j Designated Instruction and Services (DIS) j Resource Specialist Program (RSP) j Special Day Class (SDC) j Non-Public School (NPS)

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Student Name: _________________________________ D.O.B. ____________ Today’s Date ________________


The Behavior that Interferes with Learning is: _____________________ ____________________________________________________________

Examples of Behavior(s) That May Interfere with Learning:

• Poor Attendance

• Does Not Attempt to Start Assignments

• Does Not Complete Assignments

• Out of Seat

• On the Floor

• Talks Out

• Poor Organization and Planning

• Disrupts Other Students’ Learning (be specific)

• Escalating Aggression Pattern (be specific)

• Outbursts/Rage/Explosive Reactions (be specific)

• Verbal Threats to Harm Peers

• Verbal Threats/Swearing at Teacher

• Fights with Peers

• Upset with Changes to the Routine (be specific)

• Screams

• Hides Under Chair/Desk

• Leaves the Classroom/School Without Permission

• Withdrawal (be specific)

• Inappropriate Play — time, place (be specific)

• Self-Stimulating Behaviors (be specific)

• Soiling/Wetting Self

• Inappropriate Sexual Behaviors (be specific)

• Inappropriate Ritualistic or Obsessively Rigid Behaviors (be specific)

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The Behavior that Interferes with Learning Is: ___________________________________________________________

________________________________________________________________________________________________

The Behavior Interferes with Learning Because: __________________ ____________________________________________________________


Examples of How Behavior May Interfere with Learning:

• Unavailable for Instruction

• Reduced Skill Learning

• Reduced Productivity

• Lack of Work Production Negatively Impacts Progress/Grades

• Disrupts Others Students’ Opportunity to Learn

• Requires Activities/Class Instruction to Stop

• Instructional Time is Lost for Disciplinary Proceedings

• Requires Full Adult Attention

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________________________________________________________________________________________________

The Behavior Impedes Learning Because: ______________________________________________________________

________________________________________________________________________________________________

Frequency/Intensity/Duration of Behavior: _______________________ ____________________________________________________________


Examples for Current Frequency/Intensity/Duration of Behavior: • Three times/week, loud, continues 20 minutes

• Periodically, monthly, see behavior logs

• One time 98-99, 6 times 99-00, 10 times 00-01

• At times, every ten seconds

• In All Classes/Periods

• After Lunch (5th and 6th Periods), Entire Period

• In the Past Daily, Now One to Two Times per Month

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________________________________________________________________________________________________

The Behavior Interferes with Learning Because: _________________________________________________________

________________________________________________________________________________________________

Frequency/Intensity/Duration of Behavior: ______________________________________________________________

________________________________________________________________________________________________

BSP to be Coordinated with Other Service Plans?: zz YES zz NO

Other Service Provider: ________________________________________________

School Person Responsible for the Coordination of Plans __________________


Examples of Other Agencies/Departments with Service Plans:

j Department of Behavioral Health (DBH) j District Case Management

j Inland Regional Center (IRC)

j Private Physician or Therapist

j Probation Department

School Personnel who May Coordinate the Plans:

j School Administrator

j Teacher (Regular or Special Education)

k Student Study Team Facilitator

k 504 Designee/Facilitator

j School Counselor

j School Psychologist

j School Nurse

j Resource Teacher/Site Program Specialist

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ENVIRONMENTAL FACTORS

Environmental Factors Defined

Behaviors always occur within an environmental context and conditions within the environment may contribute (or “trigger”) problem behaviors. Any of the following areas may act as possible triggers. j Physical Conditions of the Environment — temperature, noise level, lighting, seating arrangement, work space, crowding j Environmental Events — disruptions in the routine (substitute teacher, fire drill, rotating schedule, etc.), peer/social interactions j Classroom Schedule/Curriculum Expectations — transitions from one activity or classroom to another, structured versus unstructured time, the level of instruction versus the student’s ability level, the method of instruction versus the student’s preferred learning style. j Student’s Physiological and Emotional State — anxiety, hunger, fatigue, illness, pain, other health issues, history of school failure, history of poor social interactions, psychiatric diagnoses, need for medication, etc.

A behavior plan will not be effective unless it addresses the environmental factors which are

contributing to the interfering behavior.

Diana Browning Wright, Behavior/Discipline Training, 2000

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What are the Environmental Predictors (Antecedents) for the Behavior? _______________________________________

_________________________________________________________________________________________________


________________________________________________________________________________________________

________________________________________________________________________________________________

k To Achieve the Goal Behavior, Are Curriculum Accommodations/Modifications Necessary? z YES z NO k Are Environmental Supports/Changes Necessary? z YES z NO

What Environmental Structure and Supports are Needed that Would Remove the Need for the Student to Engage in This Behavior? (Time/Space/Materials/Interactions)

Who Will Establish? _____________________________________ Who Will Monitor? _______________________


What are the Environmental Predictors (Antecedents) for the Behavior? Examples: k Disruptions (be specific) k Work level higher than student’s ability k Not obtaining anticipated expectation k Verbal directives k Unexpected changes in the routine k Adult verbal corrections k Lack of predictablity in the schedule, rotating k Time of day — a.m., p.m., medication schedule wears off, etc. k Internal physical/emotional state — anxiety, k Peer conflicts/Peer teasing hunger, need for medication, etc. k Over/under stimulation k Substitute teacher, gender of teacher k Inappropriate attire k Unstructured time, passing period , etc. k Lack of choice/freedom/fun k Room conditions — noise level, seating k Lack of belonging/empowerment arrangement, crowding, temperature, lighting k “Bad Hair Day” (be specific) What Supports (Reinforces) the Student to Continue Using the Interfering Behavior? (Consequences) (What is missing/present in the environment/instruction that contributes to continuing the problem?)

Examples: k Seating arrangement, noise level of the k Conflict negotiation/resolution skills classroom, size of the desk, etc. have not been taught to the student j Peer status is gained for misbehaving k Student has not yet been taught k Classroom schedule/rules/expectations/ appropriate alternative behavior(s) consequences are ambiguous k Counseling to address anxiety issues k Student is non-verbal and has not yet been has not yet started taught a communication system (i.e. sign j Lack of communication between school language, Picture Exchange System (PECS)) and parent

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ll To Achieve the Goal Behavior, Are Curriculum Accommodations and/or Modifications Necessary? yy YES yy NO ll Are Environmental Supports/Changes Necessary? yy YES yy NO What Environmental Structure and Supports are Needed that Would Remove the Need for the Student to Engage in This Behavior? (Time/Space/Materials/Interactions)

Examples (Time): k Needs more/less time on tasks k Needs a break after 15 minutes k Needs to complete task in parts of work k Needs a pacing technique k Needs a closure system Examples (Space): k Student needs to sit near the front k Student needs to sit near assigned of the room support buddy k Different work areas need to be k Study carrels to avoid distractions clearly identified— different work k Student is highly sensitive to touch— spaces for different tasks teach other students “personal space” Examples (Materials): k Provide work at student’s ability k Utilize hands-on learning/manipulatives level k Organize the task in sequencing trays k Utilize high interest materials k Provide an organizer for assignments k Enlarge the print size and teach how to use Examples (Interactions): k Monitor the student’s anxiety level k Use supportive voice volume and tone k Use supportive words k Shape positive behaviors k Prepare the student ahead of time k Cue the student to use coping strategies for changes that may be anxiety that have been taught — positive self-talk, producing raising hand for “time away,” 10-1 count k Praise successes — pat on the down, “walking away” back, high-five k Use social reinforcers

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FUNCTIONAL FACTORS

Functional Factors Defined

Misbehaviors serve a purpose (function) to the person who uses them. Generally misbehaviors have developed as a reaction to environmental demands which have overwhelmed a student’s coping system. Misbehaviors are continued over time because they work — they help the student achieve a desirable result. Two common reasons students misbehave is to: 1) Get Something — ‚ Empowerment ‚ Belonging ‚ Freedom ‚ Fun 2) Avoid, Escape or Protest Something — avoid work that the student knows he is unable to do, escape an environment where the student feels inferior or not valued The task of the Behavior Support Plan Team is to identify what function a misbehavior serves so that the student can be taught how to reach the same goal through a new (appropriate) behavior. Just as old misbehaviors were (unwittingly) reinforced by the environment, the team will need to devise a strategy to reinforce the new(appropriate) behavior the student will be learning.

A behavior plan will not be effective unless it addresses the functional factors which are contributing to the

interfering behavior.


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BSP Team Hypothesizes that the Behavior Occurs Because (Function of the Behavior): Examples:

k To gain adult or peer attention k To escape or avoid a task k To gain a desire item or activity k To avoid a demand or request k Verbal corrections are perceived k To avoid a person/persons as reprimands — the behavior is k Inappropriate dress (which leads an attempt to escape to disciplinary action) is a means of k Hiding in the restroom is a way escaping the learning environment to avoid going to class where kids where work is too difficult make fun of the student k The student is searching for a place k The student is non-verbal and has of belonging by exhibiting gang not been taught any means of affiliations appropriate protestation k The student is searching for an k The student is attempting to gain environment in which he/she has peer acceptance and/or social status a sense of empowerment/choice What the Team Believes the Student Should Do Instead of Engaging in the Problem Behavior (match to the hypothesis)? (How should the student escape/protest/avoid or get his/her way in an acceptable manner?) Examples:

Student will:

k attend school regularly

k stay in his seat unless he is given permission to get up.

k raise her hand and wait for the teacher to call on her before speaking out in class.

k attempt to start all assignments.

k use verbal conflict resolution strategies.

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BSP Team Hypothesizes that the Behavior Occurs Because: (Function of Behavior):____________________________

___________________________________________________________________________________________

What the Team Believes the Student Should Do Instead of Engaging in the Interfering Behavior? (How should the student escape/protest/avoid or get his/her way in an acceptable manner?)

____________________________________________________________________________

____________________________________________________________________________

FUNCTIONAL FACTORS (Part I): Understanding the Purpose/Function of the Interfering Behavior

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k ask for assistance when assignments are too difficult.

k seek adult assistance if a peer conflict arises which he is unable to resolve.

k maintain appropriate physical boundaries with peers.

k use strategies to reduce anxiety — self-talk, etc.

k learn to communicate needs though an alternative communication

system — sign language, Picture Exchange Communication System (PECS)

k Is Teaching of A New Behavior Necessary? z YES z NO

What Teaching Strategies/Necessary Curriculum/Materials are Needed to Teach the New Behavior and Remove the Need for the Student to Engage in this Interfering Behavior?

By Whom? ____________________________________________ How Frequently? __________________________

What Are the Reinforcement Procedures to Use for Establishing, Maintaining and Generalizing the New Behavior? By Whom? _____________________________________________ Frequency? _____________________________


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l Is Teaching of a New Behavior Necessary? yy YES yy NO What Teaching Strategies/Necessary Curriculum/Materials are Needed to Teach the New Behavior and Remove the Need for the Student to Engage in This Problem Behavior? Examples:

k Seat will be moved to the front of the classroom — away from the door and windows and close to the teacher

k Provide student with materials if he fails to bring them — paper, pencil, etc.

k Student will be given a daily progress report in the morning by teacher. Student will take the sheet home for parent to sign and discuss. Counselor will meet with student weekly to discuss.

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k Teach (shape/model/cue/prompt) how to follow a daily schedule using concrete objects to symbolize the different activities of the day

k The RSP teacher/counselor will teach student organizational skills — how to write down assignments, organize papers, make to-do lists, etc.

k Teach (shape/model/cue/prompt) the steps of how to solve a problem

k Roleplay techniques for avoiding a fight or conflict

k Teach the student coping strategies by roleplaying how to handle “unexpected events” — being assigned work that is too difficult, being teased by a peer missing the school bus, forgetting lunch money, etc.

k Assign the student a personal “advocate” or “mentor” with whom he or she can confide in and seek out to assist i n problem solving situations that arise

k Teach (shape/model/cue/prompt) choice-making — structured choice making

k Teach relaxation strategies with the Counselor, two times/week for 15 minutes

k Explicitly explain then roleplay/practice how to appropriately follow the basic classroom rules — asking for assistance when work is too difficult, answering the door for guests, passing out papers, asking permission to use the restroom

k Staff will say, “Stop and Think” to remind the student to choose appropriate the behavior

k Teach social skills by having the student attend group with the school counselor one time per week for 30 minutes

k Teach conflict resolution/anger management skills by having the student attend group with the site program facilitator one time per week for 45 minutes (10 week program)

k Teach self-advocacy techniques (RSP teacher, three times per quarter)

k Participate in Gang Prevention classes through Probation — Youth Justice Center

k Give the student classroom responsibilities to foster a sense of belonging and responsibility — passing out papers, running errands to the office, etc.

k Allow the opportunity for the student to participate in activities he or she is good at — working with the custodian or in the school cafeteria, teaching younger students basic skills, presenting information to the class on a favorite topic area

k Teach student to recognize bodily changes that accompany anxiety (i.e., clenched fist, tapping fingers, knot in stomach, etc.)

k Teach student feeling words to describe his or her emotions

k Teach student techniques to avoid escalating to a rage (i.e. asking for “time away,” counting down from 10 to 1, “Stop and Think”, etc.)

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What are the Reinforcement Procedures to Use for Establishing, Maintaining and Generalizing the New Behavior? Examples:

k High-five, smiles with each task completed, shake the student’s hand, “pat on the back”

k Verbal praise — “Good Job!” “You Made a Good Choice!”

k Positive phone calls home

k Positive notes/certificates home

k Explore other desired activities/possible reinforcers for the student by having the family/teacher complete a Reinforcer Survey*

k Teachers/staff will find ways to recognize the student’s strengths and talents in front of peers

k Implement a token/point system

k Desired activities contingently available following the completion of less preferred activities (Grandma’s Rule) — time on the computer, free time, listening to music on headphones for five minutes, etc * see appendix

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REACTIVE STRATEGIES

Reactive Strategies Defined

The team will need to develop a strategy to use in case the mis-behavior occurs again. This strategy should include how to handle the student when they are in crisis, who will interact with the student at that time and when other agencies should be involved. The reac-tive strategy should also address how to debrief the student as well as provide the staff a mechanism to evaluate the effectiveness of the plan. Questions the Team Will Want to Address:

‚ How can the team best prevent escalation?

‚ What works to calm the student?

‚ Who should interact with the student when they are in crisis? What will be the method of interaction?

‚ Who will debrief (establish therapeutic rapport) the student after the incident is over?

‚ What will be the continuum of consequences for future misbehaviors?

‚ Are there any other agencies that should be involved in the case of future misbehaviors? — Probation, Police, Child Services, etc.


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What Strategies Will Be Employed if the Behavior Occurs Again? (From early interventions to debriefing strategies to consequences)

Personnel? __________________________________________________________________________________

REACTIVE STRATEGIES: Devising an Effective Reaction Plan Should the Interfering Behavior Reoccur

Examples:

Strategies for When the Behavior is Escalating (Triggers Noted): k Staff will pay attention to signs of escalating anxiety (i.e., clenched fists, increased voice volume, increased ritualistic behavior, etc) and respond in a supportive manner k Encourage student to utilize “time away” to cool off k Remind the student to “Stop and Think” (a cue that has already been taught and learned) k Provide immediate praise for the student if behavior does not escalate — discuss with the student what good choices were made k Problem solve with student how escalation was prevented during this experience

Strategies for when the Problem Behavior is in Progress: k Be directive — Use a gentle/firm “Stop/No” command” k Use a structured choice k Consider the safety of peers and student k Remove the audience, if appropriate k Utilize district approved procedures if student is a physical danger to self or others (To be done only by those trained in Non-Violent Physical Crisis Intervention) k Contact School Police if behavior is a serious danger to self/others k Administrative disciplinary procedures will be followed (i.e., referral to office, on-site detention, teacher suspension, suspension, recommendation for expulsion)

Strategies for After the Problem Behavior has Occurred (Tension Reduction Phase): k Allow time for the student to calm down and regain composure/rationality k Re-establish the student/adult relationship (therapeutic rapport) k Once rationality has returned, explore the student’s perspective as to why the problem behavior occurred (debrief) —Complete “Thinking About My Inappropriate Behavior”* or “Understanding How My Feelings Affect My Behavior,”* Worksheet with an adult j Brainstorm ways to keep the behavior from occuring in the future — Complete “Problem-Solving Steps”* Worksheet with adult

* see appendix

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BEHAVIORAL GOALS

Behavioral goals are the “bottom line” of the Behavior Support Plan. In this section the BSP Team clearly defines the anticipated outcome of the Plan. Behavior goals may focus on one or more of the following. 1) Reducing the frequency of the interfering behavior,

2) Increasing the use of an alternative (replacement ) behavior,

3) Developing new general skills that remove the student’s need to use the interfering behavior. As with all good behavioral goals, they should be measurable as the Team will need to know if the Plan is effective or not.

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Example Behavior Goals:

j Complete 80% of Assignments

k Attend School 90% of the Time

j Accept Changes in the Routine

j Attend Anger Management/ Conflict Resolution

j Ask for Assistance When the Work is too Difficult

j Identify When Environment Becomes Stressful

k Ask for “Time-Away” When Environment Becomes Stressful

j Learn Conflict Resolution Skills

j Utilize Verbal Negotiation Rather than Physical Altercations

j Remain in Class Unless Given Permission to Leave

k Reduce/Replace Self-Stimulating/Ritualistic Behaviors

k Learn a System of Communication — Sign Language, Picture Exchange Communication System (PECs)

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BEHAVIORAL GOAL(S): Defining the Goals of the Behavior Support Plan

The behavior goal(s) are to: y Reduce the frequency of the interferring behavior y Increase the use of the replacement behavior y Develop new general skills that remove the student’s need to use the interfering behavior

Behavioral Goal(s) ___________________________________________________________________________

____________________________________________________________________________________________ ____________________________________________________________________________________________

COMMUNICATION PROVISIONS

Communication Provisions Defined

Document what system of communication will be used between the team members to report the student’s progress. Communica-tions should report new skills and learning rates not just infractions. The plan should include how often and in what manner the partici-pants will communicate. Be sensitive to the fact that different agen-cies will require different timelines (i.e. IEP behavioral goals are reported at least quarterly, Probation/Social Services may require more frequent progress reports, etc.). In some cases, the court may be involved and an update may be required prior to a hearing. Take into account any physical handicap of any of the team members (deaf, blind, etc.) that may influence the communication provisions to be used. Remember that some of this information may be sensitive and confidential in nature. Consequently, it should be divulged on a “need to know” basis only. Whenever information is shared with outside agencies, Release of Records must be obtained.

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COMMUNICATION PROVISONS


Between: __________________________________________________ Frequency? _____________________

Examples:

k Phone calls (when — to/from whom — how often) k Written notes (when — to/from whom — how often) k Daily/weekly progress reports k Daily charting k As student’s behavior improves the daily report will be reduced to two times per week k Behavioral logs to be sent home for parent review/signature k Telecommunication Devise for the Deaf (TDD) k Designated person will log how many “Thinking About My Inappropriate Behavior”* worksheets are completed per week. A written summary will be sent to the parent/administrator/therapist/etc. (Remember to obtain appropriate releases for outside agencies) k A copy of all “Problem-Solving Steps”* worksheets forwarded to parent/probation officer/administrator, etc. * see appendix

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• Descriptors for Each Section • RALPH — Secondary RSP Student Oppositional/Anti-Social • TOM — Elementary/Regular Education Diagnosis of ADHD • MARIA — Six-Year-Old with Autism (Cognitive Delays) Tantrums at Transitions

SAMPLE BEHAVIOR SUPPORT PLANS

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BEHAVIOR SUPPORT PLANfor Behavior interfering with Learning of Student andior Peers

Student Name: Today's DateD.O.B .

MIS#: General Ed ELL 504 Special Ed

The Behavior that Interferes with Learning Is:

The Behavior Interferes with Learning Because:

Frequency/Intensity/Duration of Behavior:

BSP to be Coordinated with Other Service Plans? YES NO Other Service Provider:

School Person Responsible for the Coordination of Plans:


What are the Environmental Predictors (Antecedents) for the Behavior?

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• To Achieve the Goal Behavior, Are Curriculum Accommodations/Modifications Necessary• Are Environmental Supports/Changes Necessary?

YES NOYES NO

What Environmental Structure and Supports are Needed that Would Remove the Need for the Student toEngage in This Behavior? (Time/Space/Materials/lnteractions)

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Who Will Monitor?Who Will Establish?

FUNCTIONAL FACTORS (Part 1): Understanding the Purpose/Function of the Interfering Behavior

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What the Team Believes the Student Should Do Instead of Engaging in the Interfering Behavior? (How should thestudent escape/protest/avoid or get his/her way in an acceptable manner?)

What would help this student become more successful in school? Consider learning characteristics, skill level, interests, needs for personalized programming, relationship building, status for real successes, changes from hopelessness into hope. Address the issues of TIME - SPACE - MATERIALS and INTERACTIONS (see manual for examples).

Teacher with support

Name the district person who will coordinate the plans.

Place Student's Name Here Birthdate Date of Meeting

Student's ID Number Handicap & Placement

Name involved agencies

Describe the behavior in non-judgmental, observable and clearly defined terms.

Are fewer skills learned by the student and/or peers? Is instruction time missed due to absences, disruptions or discipline? Are there safety or welfare concerns?

Give the reader a sense of how often the behavior occurs, how seriously it impacts the learning of student and/or peers, and how long it lasts.

State those situations when you can predict problems. State any known connections between environmental conditions and the student's choice of behavior.

What is it about the environment that encourages the student to continue misbehaving? What has NOT YET been done AT SCHOOL to change the student's need to engage in the interfering behavior.

What is the student trying to obtain/get (social status, attention) or escape/protest/avoid (difficult work, interaction) by engaging in this behavior?

In the future, how will he/she get needs met that this behavior previously fulfilled? How will the student appropriately obtain/get or escape/protest/avoid?)

Typically teachers with admin. support


• Is Teaching of A New Behavior Necessary? YES NO

What Teaching Strategies/Necessary Curriculum/Materials are Needed to Teach the New Behavior andRemove the Need for the Student to Engage in this Interfering Behavior?

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Who will teach this new skill? By Whom? How Frequent ly?

What Are the Reinforcement Procedures to Use for Establishing, Maintaining and Generalizing the NewBehavior?

Maximize sources of reinforcement High frequency for new behaviorsB y W h o m ? Frequency?


What Strategies Will Be Employed if the Behavior Occurs Again? (From early interventions to debriefing strategies toconsequences)

Who should interact with the student in crisis? Who should debrief the student?Personnel?


The behavior goal(s) are to- Reduce the frequency of the interfering behavior Increase the use of thereplacement behavior Develop new general skills that remove the student's need to use the interfering behavior

Behavioral Goal(s)

COMMUNICATION PROVISIONS: Formalizing a Plan of Communication for the BSP Team Members


Between: Frequency?


Other - SpecifyParent/Guardian Student

Other- Specify Other- SpecifyAdministrator/Designee

Educator - Title Other - Specify Other - Specify

EXAMPLES: better communication skills, anger management training, picture exchange system for non-verbal student with cognitive disabilities, self-management systems, following schedules/routines, learning new social skills, learning how to negotiate, learning structured choice, learning notebook organization, learning how to use playground conflict resolution managers, learning how to use classroom meeting structure to solve problems (i.e. any general or specific skill deficit the team hopes to correct or change).

Consider a range of non-instrusive ones: a simple praise statement, privately given specific praise, notes home, contingent access to favorite activities/privileges. What motivates the student NOW?

What works to calm the student? How can escalation best be prevented? Time away? Structured choice? What procedures should be used to return the student to rule-following behavior? Who will therapeutically debrief the student after the crisis is over? What will be the disciplinary steps?

What will be the system of communication? Phone calls (by whom/to whom)? Notes home (how often)? Weekly logs? Report new learning skills (not just infractions). Involve all parties.

Provide a brief statement of what new skills will be achieved through this plan.

RALPH

THE BEHAVIORAL SCENARIO:

Ralph is an 8th grader with a reading disability who has been in the Resource Specialist Program (RSP) since 4th grade. His parents are non-English speaking immigrants. Ralph has had 17 office referrals in 2 years and was suspended for 10 days last year. Offenses have been task refusals, improper clothing, swearing at teachers, failing to suit out for PE, physical fighting (2x) and sexual harassment of 6th grade female student. These offenses have increased in intensity since entering middle school as a 6th grader. There were no offenses prior to middle school and he has been in the same district since 2nd grade. His grades in elementary school were “B’s” and “C’s”. In middle school, his grades have averaged D+. There has been no behavior plan for Ralph, though he did participate in a bi-weekly “motivation” group with the counselor. Last week, Ralph made a physical threat to “have my homeboys kill you.” The police have become involved due to the victim’s testimony. Expulsion was recommended, but the manifestation determination concluded that no supplementary aids and services had been in place and that a behavior plan was warranted due to “behaviors impeding learning.” The results of the functional behavioral assessment concluded that Ralph’s behaviors were attempts to gain attention from his gang member peers. Ralph’s parents were very upset because of the lack of school attention to his problems and the appointment of a probation offi-cer. They were pleased to note that the alternative setting they ada-mantly requested in the past would now be available as a setting in which to implement the behavior plan.

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Problem Behavior Trying to Get or Obtain?

Trying to Protest or Escape of Avoid?

Ralph has a learning disability, belongs to a gang, is belligerent to teachers and has a pattern of rule-breaking behaviors culminating in threats to kill a peer.

Ralph’s misbehaviors may be an active attempt to gain gang members’ attention in the form of social status

Ralph may have been threatened for lack of “acting tough enough” and may fear his peers will harm him if he does not demonstrate his alle-giance, which he does reluctantly

RALPH’S BEHAVIOR SUPPORT PLAN:

The behavior plan for Ralph has hypothesized that Ralph engages in these behav-iors to earn status (attention). Ralph will receive instruction in conflict resolution skills to assure that he does possess alternative replacement behaviors to use in the future. He will also receive support from former gang members through a probation’s “juvenile diversion” project. It is hoped that this intervention will allow him to gain the attention and social status he so desperately desires from a different group of peers. The envi-ronment will be altered, in terms of time, space, materials and interactions to support Ralph, and communication between all agencies and parties will be assured. Ralph will receive reinforcement for using replacement behaviors, as well as for a myriad of behaviors identified by the former gang member mentor. If Ralph engages in minor misbehaviors, therapeutic de-briefing will occur. If serious behavior occurs again, further police and district procedures, including more restrictive settings will be utilized.

FORMING A BEHAVIORAL HYPOTHESIS:

The Behavior scenario and plan for “Ralph” is taken directly from Diana Browning Wright’s workshop, “One Page Behavior Plans that Work.” Behavior/Discipline Trainings, 2001.

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TIME - academic tasks broken into small segments. MATERIALS - hands-on learning emphasized, including pursuit of student's individual interest; high interest, low vocabulary reading. INTERACTIONS - supportive adult interactions stressing positive regard and shaping of positive behaviors. Designate a mentor.

Teacher/Principal

Vice Principal, Mr. Smith

RALPH 12/1/88 12/5/02

123456 SLD/RSP

Probation Department

Serious verbal threat to harm peers, escalating aggression pattern

Learning time is lost in disciplinary proceedings

Six days suspension 00-01 (6th grade); 10 days suspension 01-02 (7th grade) -- no history of behavioral concerns prior to middle school

Opportunities to exhibit social dominance; verbal reprimands by adult, peer conflict

Environment: negative peer models for acting out behavior and status earned fro behavior form those peers. No training in conflict resolution yet, no mentoring has been received.

Desire to exhibit gang affiliations, lack of alternative ways to achieve status/recognition, lack of mentoring. Behavior is to gain social recognition.

Achieve status in alternative ways from an alternative peer group, use verbal conflict resolution strategies, exhibit desire for approval from mentor.

Counselor/Teacher




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Teacher/Mentor/Probation Department Three Times/WeekBy Whom? How Frequent ly?


Teacher/Mentor Daily/3x per WeekB y W h o m ? Frequency?



Site Counselor/TeacherPersonnel?



Behavioral Goal(s)



Parents/Police-Probation/Principal WeeklyBetween: Frequency?





1) Participate in small group sessions to learn and practice verbal conflict resolution strategies2) Participate in anti-gang programs through Juvenile Diversion and alternative education setting including one-on-one mentoring sessions and activities.

Any evidence of positive conflict resolution skill -- report to parents earning classroom privileges for respectful language -- daily. Mentor to meet 3x/week to discuss progress utilizing supportive stance.

Complete "Thinking About My Inappropriate Behavior" worksheet if lack of conflict resolution skills shown are not serious enough to require Police or district disciplinary actions. Adults to cue new alternative behaviors that have been taught. Involve Police for serious behaviors.

Parents (Non-English speaking), Probation Officer, Principal to receive weekly reports, including all "Thinking About My Inappropriate Behaviors" sheets.

Reduce verbal threats by exhibiting skill in verbal conflict resolution -- attend/participate in group & mentoring

TOM


Tom is a 5th grade regular education student. According to his records, he has medical diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). Tom does not turn in assignments on time or follow teacher directions very well. According to his teacher, when directions are given for individual work (especially written work), Tom wads up or tears up his paper. When the teacher asks him why he does this, he says he doesn’t want to do the work, and he shouldn’t have to do it. If the teacher presses him to do it, a verbal confrontation usually occurs. At these times, Tom quickly appears “out of control” and shouts profanity. His parents describe him as having a “short fuse.” Tom has friends he sees on a limited basis, but they too are aware of his volatile nature and appear “afraid of his temper” according to the school counselor. Tom has no history of starting fights, but somehow has gotten into numerous ones in the neighborhood, his parents report. Tom has had several office referrals, after school detentions, and 6 out of school sus-pensions. He usually sits by himself in class, has a “gruff” exterior and rarely talks to other students. Students tend to giggle or turn to look at him when he is having a “discussion” with the teacher. He periodically complies with on-going commands such as “Get out your book,” or “Open to page 65.” He also tears up papers and swears under his breath a high percentage of time in class. Tom was tested for special education several years ago and was not found eligible for services as his academic achievement was commensu-rate with his average ability. He does, however, have a 504 plan.

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Tom does not complete or turn in assignments. He becomes defiant and verbally aggressive when given an assignment — especially written assign-ments.

Tom’s misbehaviors may be an attempt to gain the (negative) attention of his peers who giggle and turn to look at him when he gets into confronta-tions with his teacher.

Although Tom has “average academic achievement,” he lacks the planning/sequencing strategies necessary to complete assignments. His defiance and verbal confrontations are an attempt to avoid “looking “stupid” because he is not able to complete the work assigned.

TOM’S BEHAVIOR SUPPORT PLAN:

The behavior plan for Tom has hypothesized that Tom engages in the behaviors as an escape/avoidance of “looking dumb” in front of his peers. Although Tom has been repeatedly told that he is “bright” and “very capable” of doing grade level school work, he is embarrassed by his inability to do so. He also lacks an understanding of his learning strengths and weaknesses which makes advocating for himself in an ap-propriate manner impossible. Tom will be referred to the on-site anger management series to learn verbal nego-tiation skills. A staff member knowledgeable about learning styles and Attention Deficit Hyperactivity Disorder (i.e.,school psychologist, RSP teacher, counselor, etc.) will sit down with Tom personally and explain to him his learning strengths and weaknesses. The counselor and/or RSP teacher will set aside three sessions to role -play appropri-ate ways to ask for assistance in class. A private “hand signal” will be set up between the teacher and Tom that may be used by Tom if he does not understand the work or is feeling frustrated. Tom’s work will be broken down into smaller steps and a self-monitoring chart system will be established. After completing an agreed upon amount of work, Tom will be reinforced. A communication plan between all involved parties will also be established.


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NEEDS -- tasks broken down and the assignment steps explicitly sequenced in a To-Do List/check sheet format which Tom will learn how to do himself (see attached example)NEEDS -- a non-verbal system of communication with the teacher ("Help," "I need Time Away, "Good Job," etc.)NEEDS -- to be taught verbal negotiation skills

Teacher/Counselor

School Nurse

Tom 7/4/91 11/10/02

234561

Dr. Jones (ADHD)

Work refusal (especially written work) which escalates into defiance and verbal aggression.

Tom is not completing or turning in assignments which is negatively impacting his grades/academic progress

Tom fails to start/complete work daily - he escalates to the point of being removed form the classroom approximately 3 times/week

Teacher assigning work -- especially written work

Tasks are not being broken down and sequenced for Tom. There is currently no system of communication for Tom to express his inability to structure the work himself. Verbal negotiation skills have not yet been taught.

Tom has been told that he is "bright" and is embarrassed by the fact that he is unable to do the work of his peers. He is trying to escape the "dumb" label.

Attempt classroom assignments. Learn appropriate ways to ask for assistance when he is not able to do the work.

Teacher to Consult with RSP




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Teacher/Psych/RSP/Counselor As outlined aboveBy Whom? How Frequent ly?


Teacher/Counselor/Parent Daily and WeeklyB y W h o m ? Frequency?



Counselor/Vice Principal/ParentPersonnel?



Behavioral Goal(s)



Teacher/Counselor/Parent Daily and WeeklyBetween: Frequency?





NEEDS - personal charting system/checklist for completing work that has been broken down into smaller tasks. NEEDS - to better understand his learning style (good ability but difficulty planning/organizing). Psych will take one session to explain IQ/Achievement/ADHD, etc. NEEDS - better ways to appropriately advocate for individual learning style (counselor in consultation with RSP will role-play ways to ask for help in class - 3x/this semester) NEEDS - overall better verbal negotiation/social skills (on-site skills training)

Any evidence of progress (filling out To-Do List, attempting assignments without complaint) will be immediately recognized/praised. Tom will meet with counselor weekly to discuss charting system and progress. Parent will implement a reward system at home.

In the case where Tom is removed from the classroom due to defiance/verbal aggression, he will complete "Thinking About My Inappropriate Behavior" worksheet and discuss with the counselor. A copy will be sent home as well as to the Vice Principal.

Tom will chart his assignments and work completion daily. This will be reviewed by the counselor and parent weekly.

To attempt and complete assigned work and to learn verbal negotiation strategies.

Tom’s To-Do List (Science)

Assignment: 1) Read handout on African tree frogs. 2) Write a one-page paper on African tree frogs. Due Date: A week from today (11/18/02) Place a (‚‚) in the box when completed. zz Step 1: Get and read handout

zz Step 2: Highlight interesting facts in article

zz Step 3: Get Paper and Pencil

zz Step 4: Make a list of interesting facts

zz Step 5: Discuss ideas with teacher

zz Step 6: Write rough draft of paper

zz Step 7: Discuss rough draft with parent/make changes

zz Step 8: Rewrite paper

zz Step 9: Turn in paper

zz Step 10: Meet with Counselor to Celebrate!!

Note: This “To-Do” list would be generated with Tom and the appropriate adult. The goal is that, in time, Tom will become more self-sufficient in planning and organizing his assignments.

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MARIA


Maria has autism, is six years old and essentially non-verbal, using gestures and behavior to communicate needs and wants. Her mental age is estimated to be approximately age two. She becomes upset if routines are changed, screaming and hiding under a chair to demon-strate his feelings. Currently, Maria is in an inclusion setting and she follows the routines of the other kindergarteners. She has one-on-one aide support, services of an inclusion specialist, and a teacher who is anxious to improve his skills.

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Maria has autism, is non-verbal and often screams and hides under tables when her routines are disrupted

Maria may be seeking attention from the teacher in the form of interaction she remem-bers will occur when she begins to scream

Maria may be “protesting” the absence of an activity she desires, or she may be trying to “escape” the interaction with the teacher she remembers will occur in this new activity

MARIA’S BEHAVIOR SUPPORT PLAN:

The behavior plan for Maria has hypothesized that she engages in these behaviors because she is protesting a change in routine which she does not understand and for which she does not have verbal negotiation skills to modify. An underlying skills deficit, the lack of an effective communication system to use to “protest,” has been iden-tified. Maria will receive training in “Picture Exchange Communication System” (PECS) whereby she learns to exchange an icon for a desired activity, and to protest using these symbols. Additionally, the environment will require alterations to help her cope with frustration and to teach her to follow a picture sequence. The following of a picture sequence thus becomes the “routine,” and the individual activities can more readily be shifted within the routine, eliminating Maria’s need to protest. Effective methods of calming Maria are noted on the plan, specifically, singing “Itsy, Bitsy Spider” and redirecting her. Communication between home and school is specified to allow all parties a better of understanding Maria and her needs.


The Behavior scenario and plan for “Colin” is taken directly from Diana Browning Wright’s workshop, “One Page Behavior Plans that Work.” Behavior/Discipline Trainings, 2001.

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NEEDS - consistent use of schedules (15 minutes pertask with interspersed preferred activities after Maria completes 4 items). NEEDS - "break" corner to allow acceptable escape when overloaded, Maria to use "break" picture to terminate task when necessary. NEEDS - "High 5" after each activity to signal closure, give observable social reinforcer.

Teacher and Aide

Special Education Teacher

Maria 8/15/96 10/21/02

345612 Autism/Inclusion

Inland Regional Center (IRC)

Maria becomes upset if the routine changes (screams and hides under the chair)

Maria is unavailable for instruction, disrupts others and teacher

Three times a week, loud continues for 20 minutes

Disruptions to the routine - not getting expected next activity

No non-verbal communication system is in place for Maria.

Maria does not understand, no way to explain why to her, poor negotiation skills due to no spoken language

Express anger by handing a picture card to teacher of desired activity, be shown new schedule card

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Teacher/Aide/Mother ContinuousBy Whom? How Frequent ly?


Teacher Initially every 15-20 min, then lessB y W h o m ? Frequency?



Teacher/AidePersonnel?



Behavioral Goal(s)



Behavior Consultant/Teacher/Parent DailyBetween: Frequency?





Use Picture Exchange Communication System (PECS) materials across activities in the classroom; teacher aide & speech therapist to do initial instruction, teacher and mother make necessary cards - desired activities/materials will be visible in classroom with cards available.. Schedule of activities will be taught (with maximum of 4 in series) by teacher aide for all daily activities.

1) Access to preferred activities contingent on completing brief non-preferred activities2) "High 5" and smiles with each task completed

IF SCREAMING - gentle sing song voice of "Itsy Bitsy Spider," when calm, present 2-choice format cards for preferred activity, then insert card in sequence chart of activities, allow longer time on preferred task. IF UNDER CHAIR - wait (she usually comes out in 5 min), then show 2-choice cards.

Daily log of 1) routine changes she accepts and, 2) episodes of "upset" behavior. Why? Who present? What worked to escalate?

Communicate via a picture exchange system, accept changes to the routine

Appendix/Resources kk Addressing the Interfering Behavior (Documenting Initial Interventions) — Worksheet kk ENVIRONMENTAL FACTORS Resources Environmental Factors Survey kk FUNCTIONAL FACTORS Resources Analyzing Behavior Worksheet Thinking About the ‘Why’ of Behavior — Handout “Hypothesizing the ‘Why’ of Behavior — Worksheet Sample Hypothesis Statements and Possible Interventions kk REINFORCEMENT Resources Reinforcement Continuum Reinforcer Survey Possible Reinforcers Questions and Answers Teachers and Parents Ask About Using Reinforcement —Handout k REACTIVE STRATEGIES Resources Thinking About My Inappropriate Behavior —Student/Adult Form Understanding Feelings Can Affect My Behavior — Student/Adult Form Problem-Solving Steps — Student/Adult Form k COMMUNICATION PROVISIONS Resources Communication Tree Contact Log Great News from School You Made A Good Choice!! Complimentary Report to Parents — English/Spanish Daily Progress Report Daily Period by Period Progress Report — 7 period day Daily Period by Period Progress Report — 6 period day

Addressing the Interfering Behavior (Documenting Initial Interventions)

Student: ____________________________________ DOB: _____________________

Teacher: ___________________________________ Date: ____________________

Behavior of Concern: _______________________________________________________

__________________________________________________________________________

Parent Contacts/Meetings:

Records Reviewed:

y Cumulative File ________________________________________________________

y Developmental/Health History _____________________________________________

_____________________________________________________________________

y Medications ___________________________________________________________

y Standardized Testing ____________________________________________________

y Report Cards/Promotion History ___________________________________________

y Learning Strengths/Weaknesses ___________________________________________

y Previous Student Referrals/Meetings ________________________________________

_____________________________________________________________________

y Disciplinary File ________________________________________________________

y Other _________________________________________________________________

______________________________________________________________________

Screening Results: (academic, vision/hearing, etc.)

y Desks appropriately sized/spaced _________________________________________

y Distractions reduced (auditory/visual) ______________________________________

y Daily schedule explicitly taught ____________________________________________

y Transition times clearly taught/managed ____________________________________

y Class rules clearly posted _______________________________________________

y Class rules explicity taught/role-played _____________________________________

y Seating changes made _________________________________________________

y Tasks broken down/sequenced ___________________________________________

y Curriculum modified ____________________________________________________

y Assignments shortened _________________________________________________

y Extended time ________________________________________________________

y Other _______________________________________________________________

y Other _______________________________________________________________

y Other _______________________________________________________________

Other Interventions

y Peer/cross-age tutoring ___________________________________________________

y Buddy assigned _________________________________________________________

y Praise/Rewards _________________________________________________________

y English Language Development (ELD) _______________________________________

y Categorical Support ______________________________________________________

y Reading Support ________________________________________________________

y After-School Tutoring _____________________________________________________

y Adult Mentor Assigned ___________________________________________________

y School Counselor Referral ________________________________________________

y Skills Training (specify skills) ________________________________________________

y Consultation with Other Professionals _______________________________________

______________________________________________________________________

y Other _________________________________________________________________

y Other _________________________________________________________________

y Other _________________________________________________________________

Changes to the Classroom Environment

• Environmental Factors Survey

ENVIRONMENTAL FACTORS Resources

Physical Conditions of the Environment YES NO COMMENTS/CONCERNS

Is the room clean? Are there any noticeable odors?

Is the lighting adequate for learning?

Is the temperature comfortable?

Is the room overcrowded? (too many students/desks) Does each student have a desk and is it set to the appropriate height?

Does the seating arrangement provide for easy and safe movement around the classroom? Can all students see/hear?

Is the environment visually over/under stimulating?

Is the noise level appropriate for a learning environment? (consider fluorescent lighting, outside noise, etc.)

Environmental Events/Peer Interactions: YES NO COMMENTS/CONCERNS

Have students been taught how to manage unexpected events? (i.e., fire drills, guest at the door, substitute teacher)

Are the students in the classroom developmentally compatible? (i.e., size, age, cognition, achievement)

Are there any on-going peer/group conflicts which may be detrimental to learning?

Are conflicts (peer to peer/peer to adult) addressed and resolved?

Environmental Factors Survey

School: _________________________________________ Classroom: _______________________________ Informant(s): ______________________________________________________ Date: _______________

Classroom Schedule and Curriculum Expectations

YES NO COMMENTS/CONCERNS

Has the classroom/school schedule been clearly outlined and, if necessary, taught?

Do all students understand the schedule? Are all students able to follow the schedule?

Have students been explicitly taught how to transition from one activity to the next? Is there a signal to mark transition times?

Have students been explicitly taught the rules and expectations of unstructured time? Is there a signal to mark unstructured time?

Are all students in the classroom able to handle/cope with unstructured time? Is there a plan for those who can’t cope?

Is the level of instruction compatible with the ability (cognitive and achievement) of all students? Are State Standards taught?

Is the classroom instruction provided in several modalities to complement different learning styles?

Students’ Physiological and Emotional States

YES NO COMMENTS/CONCERNS

Are teachers and staff educated to discern signs of anxiety, challenged attention, depression, etc, in children?

Are resources/supports offered to families who lack basic needs? (food, shelter, etc.)

Are referrals consistently made to address vision, hearing and other medical/health issues?

Are resources available and offered to address social problems? (conflict resolution, anger management, social skills training, out-side counseling, etc.)

Is there a clear, consistent method to deliver prescribed medica-tions? Has the student been taught the procedure?

Adapted from the Positive Environmental Checklist by Albin, R. W., Horner, R. H., & O’Neil, R. E. (1993). Proactive Behavioral Support: Structuring and Assessing Environments. Eugene, OR, Specialized Training Program, University of Oregon.

• Analyzing Behavior Worksheet

• Thinking about the ‘Why’ of Behavior

• Hypothesizing the ‘Why’ of Behavior

• Sample Hypothesis Statements and Possible Interventions

FUNCTIONAL FACTORS Resources

Based upon an excerpt that appeared in Why is My Child Hurting? Positive Approaches to Dealing with Difficult Behaviors, A monograph for Parents of Children with Disabilities by Susan Lehr, Center on Human Policy, Syracuse University (1989) for the Federation for Children with Special Needs, Boston: MA.

ANALYZING BEHAVIOR WORKSHEET

Student: ____________________________________________________________

Behavior of Concern: _________________________________________________

Informant: _____________________________________ Date: _______________

Who: Who is present when the problem behavior occurs? How many people? Who was about to come or about to leave? Who were the adults, children, teachers, parents? Were people present who or-dinarily would not have been there (e.g., strangers or people of unusual attire)? Who was not pre-sent who ordinarily would be present? Does the problem behavior occur more often when a par-ticular person is present? To whom was the behavior directed? Answers to these questions will help determine if a particular person or grouping of people is related to the problem.

What: What was the behavior? What was happening when the problem behavior occurred? Was the stu-dent being asked to do something? Was the task too hard or too easy? Was the student playing freely, or were the tasks and time more structured? What were other people doing? Was the event or task almost over? Was it about time to move on to something else? Did the problem behavior occur at the beginning, middle, or end of the event or task? What is happening when the problem behaviors do not occur or are less likely to occur?

When: This question is complex because it also relates to when the behavior does not occur. Are prob-lems (or no problems) more likely to occur in the morning, before lunch, bedtime, free play, going out, Mondays, Fridays, and so on? Within an activity, does the behavior occur at the beginning, middle or end?

Where: In what location does the problem behavior happen most often? Does it occur in the kitchen, bed-room, hallway, classroom? What other locations? Even more specifically, does it occur in a par-ticular part of a certain location (e.g. near the window or door, close to a closet where a favorite toy is kept)? Where does it not occur?

Why: What is the purpose of the behavior? This question, obviously, is the most difficult to answer. But after the information has been gathered from the other questions (e.g. who, what, when, where) the answer to this question may be more apparent. Remember to analyze what the student may be either attempting to gain/obtain or protest/escape/avoid by engaging in this specific behavior.

Based upon an excerpt that appeared in Why is My Child Hurting? Positive Approaches to Dealing with Difficult Behaviors, A monograph for Parents of Children with Disabilities by Susan Lehr, Center on Human Policy, Syracuse University (1989) for the Federation for Children with Special Needs, Boston: MA.

ANALYZING BEHAVIOR WORKSHEET

Student: ____________________________________________________________

Behavior of Concern: _________________________________________________

Informant: _____________________________________ Date: _______________

Who:

What:

When:

Where:

Why:

Diana Browning Wright, Behavior/Discipline Trainings, 2000

Thinking About the “Why” of Behavior (Function of the Behavior)

The Goal of Behavioral Assessment: is to “identify a better way for an individual to get the same function met through alternative acceptable methods, or: Identify methods of removing the need for student behavior by environmental changes.”

Form vs. Function: Do not confuse the form of the behavior with the function of the behavior. The form of the behavior can be influenced by Culture/Subculture, Experience, Disability, Group Affiliation, Sensory System (seeking and/or avoiding input). Regardless of the form of the behavior (what it looks like) analyze the function of the behavior. The team will need to: ask questions, observe, use data collection/interview forms. Consider the antecedents, consequences and contributing environmental factors.

Get/Obtain Protest/Escape/Avoid • Choice • Tasks, a demand/request being made

• Attention in the form of: ‚ social status in a group ‚ interaction with peer(s) ‚ interaction with adults

• A specific person or group of people

• Objects, including money • Undesired objects

• Internal events (e.g., brain chemical release/on some occasions in self- abusive behavior)

• Internal events (e.g. upcoming seizure or migraine)

• Make instructional material more meaningful

• Lack of meaning/relevance of instructional material

• Self-stimulation • Protest a past action by a person (do not use the terms “revenge” or “vengeance”)

• Play, fun • Protest a lack of choice (do not use the term “control”)

• Replication of a chain of behavior • Avoidance of step one in an antici-pated chain of behavior

• Justice or fairness • Protest a lack of fairness, justice (do not use the terms “revenge” or “vengeance”)

• Sensory input • Sensory input

Hypothesizing the “Why” of Behavior

Behavior of Concern:

What is the Student Trying to Gain?

What is the Student Trying to Avoid/Escape/Protest?

Student: _______________________________ Date: _____________________

Informant(s):__________________________________________________________

Sample Hypothesis Statements and Possible Interventions

Hypothesis Statements

Modify Antecedents (Remove the need to exhibit the behavior)

Teach Alternative Behavior (Give an acceptable way to get the same need met)

Suzy starts pinching herself and oth-ers around 11:00 a.m. because she gets hungry (and is protesting that physical state)

• Make sure Suzy gets breakfast • Provide a morning snack (at

9:30 a.m.)

• Teach Suzy to ask for something to eat.

• Teach Suzy to retrieve her

snack from the designated area

Jack gets into arguments with the teacher every day during reading class when she asks him to correct his mistakes on the daily reading worksheet (and he is protesting an activity he does not want to do).

• Get Jack to correct his own pa-per (with the teacher’s pen) us-ing the teacher’s answer key.

• Give Jack an easier assignment

that will have less mistakes.

• Teach Jack strategies to man-age his frustration in a more ap-propriate manner.

• Teach Jack to ask for teacher assistance with the incorrect problems.

• Teach Jack to use a peer assis-tant to work together on the task.

Tara starts pouting and refuses to work when she has to sort a box of washers because she does not want to do the activity (and is trying to es-cape the task).

• Give Tara half of the box of washers to sort.

• Give Tara clear directions about how much she has to do or how long she has to work.

• Have Tara sort objects that have more meaning for her (e.g. crackers into different cups for snack time)

• Teach Tara to ask for a break from the activity.

Frank kicks other children in morning circle and then usually gets to sit right by the teacher (and is trying to protest other children being too close)

• Give each child a clearly desig-nated section of the floor that is his or hers.

• Give Frank a task (such as

holding equipment needed in the circle) he can perform sitting adjacent to the teacher.

• Teach Frank how to ask the children to move over; teach the children how to respond appro-priately

Harry is off-task for most of math class when he is supposed to be adding two-digit numbers (and is trying to escape the task he finds difficult.

• Ask Harry to add the prices of actual food items.

• Intersperse an easy activity with

the more difficult math addition so Harry can experience success.

• Teach Harry how to ask for help. • Teach Harry how to monitor his

rate of problem completion and provide reinforcement for a cer-tain number of problems.

Adapted from a chart in Foster-Johnson, L., Dunlap, G. “Using Functional Assessment to Develop Effective, Individualized Interventions for Challenging Behaviors” Teaching Exceptional Children, Spring, 1993. Diana Browning Wright, Behavior/Discipline Training, 2001

• Reinforcement Continuum

• Reinforcer Survey

• Possible Reinforcers

• Questions and Answers Teachers/Parents Ask About Using Reinforcement

— Handout

REINFORCEMENT Resources

PRIMARY — EDIBLES, PHYSIOLOGICAL RESPONSES

“Going on stage to get the certificate is extremely exciting because of the elevator ride to the award room”

Examples: food, natural/synthetic stimulants, repetitive behaviors, massage, pacing, rocking, nail-biting, self-stimulation

TANGIBLES

“I get to choose from the tangible awards box when I get a certificate.”

Examples: money, stickers, camera, etc.

RE

INF

OR

CE

ME

NT

CO

NT

INU

UM

CLOSURE

“The certificate is earned after completing the 10 steps on my chart. I like finishing the chart.”

Examples: Comple ting a set, finishing a list has compulsive features

CONTINGENT ACCESS

“First I earn the certificate, then I can use the new computer program I want.”

Examples: Premack Principle : (If-Then, 1st __, then __), Activities"Free time

PRIVILEGES

“Whoever has earned a certificate gets first choice of free time activities.”

Examples: Choice-making, sense of “power”

SOCIAL STATUS AND RECOGNITION

“I get out of class earlier than my peers to get the certificate; I am recognized as a certificate earner.”

Examples: Peers or Adults

PRAISE

“What my teacher says, what my peers say, when I get a certificate.”

Examples: from Adults, Parents, Teachers, Staff, Peers

INSTRINSIC

“How I feel about myself for earning the certificate I am awarded.”

Examples: Self-praise, Self-”Satisfaction”

Creating Positive School Environments: Diana Browning Wright, Diagnostic Center, Southern California

Reinforcer Survey

Student: ____________________________________ Date: __________________

If I had ten dollars I would ______________________________________________

I am really good at ____________________________________________________

My best friends are ____________________________________________________

My favorite music is ___________________________________________________

My favorite subject at school is __________________________________________

I really want to go to ___________________________________________________

When I grow up I want to be a ___________________________________________

I want to be just like ___________________________________________________

My favorite movie is ___________________________________________________

I really want to learn about ______________________________________________

Two of my favorite foods are:

1) ________________________________

2) ________________________________

The three things I like to do most are:

1) __________________________________________________________________

2) __________________________________________________________________

3) __________________________________________________________________

The best thing about me is ______________________________________________

Adapted from B. McCarney, A. M. Bauer, The Parent’s Guide to Attention Deficits Disorders (1990). Columbia, MO: Hawthorne Educational Services.

This form may be filled out by a student or with the assistance of an adult.

Possible Reinforcers The following list of reinforcers are provided as possibilities to help implementers begin to brain storm other ideas available in the student’s environments. It will be important to remember that some children may find a reinforcer listed here as highly aversive rather than truly reinforcing. Developmental level, chronological age and unique likes and dislikes must always be considered in selecting potential reinforcers to validate by either discussing it with the student or caregivers or provisionally trying it out. Immediacy, frequency, power and variability needs of the student must be con-sidered equally in selecting reinforcers.

Reinforcers Which are Available in Almost Any Classroom

• praise

• self-graphing

• model building

• field trips

• messenger

• party after school

• class proctor

• nurse’s helper

• cafeteria helper

• library passes

• library time

• lunch counter

• stars on paper

• get to sit by a friend

• picnic

• class leader to restroom

• class leader to cafeteria

• smiles of teacher

• pat on back by teacher

• happy faces on paper

• music pass

• chance to help other students

• magazine selection

• choose a game

• extra privileges

• teacher for the day

• game equipment manager

• clean chalk board

• stamps on hand

• read to younger

children

• listen to records

• cross walk patrol leader

• flag raiser

• sharpen pencils for the class

• self-selected activity

• roll call leader

• sit in front of classroom

• sit in back of classroom

• sit by windows

• sit by door

• feed classroom animals

• turn lights off/on

• go to locker one minute early

• daily, weekly, and monthly good reports home

Home Reinforcers (The teacher may find these useful in developing plans involving multiple environments)

• money

• candy

• gum

• praise (verbal)

• pat on the back

• extra TV time

• extra time before going to bed

• watch more TV shows

• new clothes

• extra play time

• new toys

• entertain friends

• extra portion at dinner

• choose a particular food

• records

• swimming time

• charting

• outside parties

• coloring

• soda

• get a pet

• friend to spend the night

• choose a TV program

• opportunity to try out for sports at school

• have a friend over for dinner

• increase allowance

• play a game with parents

• have a picnic

• making something in the kitchen

• have breakfast in bed

• washing/drying dishes

• wrap gifts

• buy something for car

• fewer chores

• sleep later on weekend

• go on an errand

• watch dad shave

• go out to restaurant

• go to summer camp

• choose own clothing to wear • choose own hairstyle

• take pictures of friends

• use dad’s tools

• put soda in refrigerator

• work to go to the circus

• not to have to wash

clothes for a week

• put things on the wall

• not to have to iron for a week • piggyback ride on dad

• lick stamps or stickers

• slide down the banister

• make something for the teacher • video games

• choose a gift for a friend or sibling

Activities and Tangibles for Contingent Access to School

• storybooks

• pencil holder

• pictures from magazines

• stationery

• college materials

• compasses

• counting beads

• calendars

• paint brushes

• buttons

• paper mache

• pins

• book covers

• pictures

• crayons

• musical instruments

• coloring books

• drawing paper

• paints

• elastic bands

• records

• paper clips

• flash cards

• colored paper

• surprise packages

• pets

• bookmarkers

• flowers

• pencils and names

• classroom equipment

• seasonal charts

• chalk

• pencil sharpeners

• clay

• computer, software

• subject matter accessories

Individual Activities and Privileges

• leading student groups

• putting away materials

• running errands

• displaying student’s work

• subject matter

• choosing activities

• answering questions

• caring for class pet or plants • making school materials

• show and tell

• reading a story

• collecting materials, papers, workbooks, etc.

• leading discussion

• recognizing birthdays

• working problems on the board

• dusting, erasing

• cleaning, arranging chairs

• assisting other children with drinking, cleaning

• first in line

• decorating room

• assist teacher to teach

• ushering, etc.

• outside help-patrols, directing parking

• making gifts

• correcting papers

• special seating arrangement

• presenting hobby in class

• “Citizen of the Week” or “Best Kid of the Day”

• responsibility for on-going activities during school holidays (pets, plants, etc.)

Unusual Opportunities to Observe Novel Actions

• watch teacher organize material

• watch teacher playing sports

• watch teacher do hand-stands

• watch principal doing work at desk on roof

• watch new construction

• watch teacher riding tricycle around campus

• being principal’s shadow for an hour

• see teacher eat something unusual

• see teacher in costume

Social Reinforcers for Individuals and/or Group

• movies

• dancing

• decorating classroom

• presenting skits

• going to museum, fire station, court house, etc

• picnics, etc.

• playing records/cds

• puppet shows

• participating in group organizations (music, speech, athletics, social clubs, etc.)

• preparing for holidays

• talking periods

• making subject matter

games

• recess or play periods

• parties

• field trips

• planning talent shows (joking, reading, music)

• musical chairs

• performing for PTA

• competing with other classes

• visiting another class

Expressions — Approval — Facial

• looking

• widening eyes

• smiling

• wrinkling nose

• winking

• blinking

• rapidly nodding

• giggling

• grinning

• whistling

• raising eyebrows

• cheering

• opening eyes

• laughing

• slowly closing eyes

• chuckling

• signaling OK

• skipping

• thumbs up

• shaking head

• shrugging shoulders

Unusual Opportunities to Observe Novel Actions

• toys

• stamps

• cartoons

• whistles

• kaleidoscopes

• bean bags

• flashlight

• jumping beans

• headdress

• masks

• rings

• straw hats

• banks

• kickball

• address books

• playground

• equipment fans

• tape recorder

• silly putty

• badges

• toy musical instruments

• pins

• birthday hats

• ribbons

• play dough

• balls

• dolls

• puzzles

• doll houses

• combs

• make-up kit

• comics

• trains

• jump ropes

• stuffed animals

• pick-up sticks

• commercial games

• cowboy hats

• bats

• boats

• marbles

• blocks

• toy jewelry

• miniature cars

• jacks, snakes, yo-yos

• class pictures

• plastic toys (animals, soldiers, etc.)

• inexpensive household items (pots, cans, card-board boxes)

• money (play, real exchangeable)

Physical Contact of Proximity

• patting shoulder

• leaning over

• touching arm

• getting on same level

• hugging

• tickling

• touching hand

• “high fives”

• squeezing hands gently

• guiding with hand

• helping put coat on

• eating with students

• sitting on desk near students

• walking alongside

• standing alongside

• shaking hands

• nudging

• combing hair

• trying shoes

• interacting with class at recess

Abstracted from: Wright, D.B. & Gurman, H.G. (1994). Positive Intervention for Serious Behavior Problems: Best Practices in Implementing the Hughes Bill (AB2586) and the Positive Behavior Intervention Regulations. Sacramento, CA: Resources in Special Education.

Questions and Answers Teachers and Parents Ask About Using Reinforcement

• Why should I reinforce a child for something he should be doing

anyway? If the student is not doing what should be done, how then are you going to get the student started? Obviously if the individual is already performing successfully and is finding natural satisfactions, no further rewards are necessary, If not, rewards may be helpful. It seems strange that adults sometimes expect a student to work under conditions that the adult himself would not tolerate. For many students, doing well now for payment in the distant future (e.g. praise from parents on a report card, getting into college, mastering multiplication, etc.) is too far away to be motivating. Developing an ability to delay gratification takes maturity and a positive learning history. • I shouldn’t have to bribe the student to get him or her to do what

should be done! There are several points you will need to make: a) Webster’s Dictionary defines “bribe” as accepting remuneration (a reward or payment) for doing something illegal.

b) Would you continue teaching or working at your job if they stopped paying for it? What if you were only paid every three years?

c) Do you appreciate receiving positive comments, recognition, a “thank-you,” etc.?

d) Rewards should be viewed as a temporary expedient. As the student starts obtaining natural self-satisfaction, other rewards can be gradually removed as they become unnecessary. • “Won’t the other students in the class become upset and behave

negatively if some students are receiving special reinforcers?” (This is the most common concern expressed by teachers at all grade levels.) Because each group is different, there is no single answer or solution to this question. Surprisingly, more often than not, once a special reinforcement program has been designed for a single individual, the whole group improves.

Peers appear relieved at times and often cheer the success of their fellow student. It may be that a student’s behavior has been punished so often or reinforced so infrequently that peers are pleased that the individual is now receiving rewards and that the group is becoming more pleasant. Sometimes classmates or siblings in a family as, “How come he or she gets special privileges?” There are several ways of dealing with this situation. It can be pointed out that the individual is receiving the reinforcers (special privileges, objects, or activities) for making progress. It is also possible to invite others to design programs for themselves in areas in which they feel they need to improve. That is, they can not have special rewards for doing something they already do well, but they can have special rewards for higher achievement in something they have not been very successful at doing. The emphasis is placed on improvement over previous performance. Students gradually come to understand that the emphasis is not on what one individual is doing in comparison with what some other individual is doing. Once the adult’s “rule” is understood by the student to be “all persons are entitled to all of our support to help them improve a necessary skill,” students redefine what is “fair” from “everyone gets exactly the same” to “everyone is equally entitled to special help.” Both teachers and parents with several children can assist this shift by either offering group discussions on the concepts or by conducting personalized conferences with any student who expresses concern. Sample Teacher/Student Dialogue “John needs special help staying on task for twenty minutes. You don’t have that problem, but I notice you have difficulty maintaining your quality of work (or you talk to much to your neighbor, or you aren’t trying your best, and so forth.) If you would like a special program to help you with this, leave me a note anytime and I will schedule a meeting with you, talk to your parents as I did with John, and we can get your individual program going.” Sample Parent/Child Dialogue “Johns needs our special help and encouragement to complete his homework effi-ciently. You don’t seem to need as much support as John in that area, Nick. However, I notice you haven’t been as conscientious about your chores lately as you have in the past. If you would like to work with me on designing a program for you on this, let’s do it. In this family, we all want to be helping each other improve.”

Adapted from: consultation materials used in “Constructive Discipline: Building a Climate of Change,” An ESEA Title IV —C Innovative—Development Grant, 1983. Success with the Difficult Learner, Diana Browning Wright

• Thinking About My Inappropriate Behavior

(Student/Adult Worksheet)

• Understanding Feelings Can Affect My Behavior

(Student/Adult Worksheet)

• Problem Solving Steps (Student/Adult Worksheet)

REACTIVE STRATEGIES Resources

“Thinking About My Inappropriate Behavior”

Student: _____________________________________ Date: _________________

Staff Member: ___________________________ Position: _________________ Whenever someone acts inappropriately it is important to figure out what went wrong so that they can learn to do better next time. This form will help you understand and describe what happened so that next time you can make a better choice.

When did my inappropriate behavior happen? Where did it occur and who was present at the time?

What bad choice did I make? (undesired behavior)

What negative outcomes might occur (or did occur) if or when I use this unacceptable behavior?

What could I have done instead? (Put a ‚‚ by the one(s) you might do next time if a similar situation occurs)

What might happen that is positive if I chose an appropriate behavior to handle my problem?

Adapted from a form by Diana Browning Wright, Diagnostic Center, Southern California

“Understanding Feelings Can Affect My Behavior”

Student: ____________________________________ Date: __________________

Staff Member: ___________________________ Position: ___________________ Feelings can affect our behavior. When we are tired or stressed or angry it is easier to make bad choices about our behavior. It is important to understand our feelings and learn ways to control them so that they do not negatively affect our behavior.

Feeling Words

Calm — cool, peaceful, relaxed, composed, tranquil, steady Happy — glad, delighted, elated, cheery, merry Afraid — scared, frightened, terrified, fearful, intimidated Frustrated — anxious, worried, nervous, concerned, uptight, unsuccessful Angry — mad, offended, displeased, annoyed, furious Sad — unhappy, “blue,” miserable, dejected, sorrowful

How I Felt: (List the feelings you had right before you got in trouble).

What I Did: (What happened? Describe the choices you made.)

How Did It Work? (Did my choices get me in trouble? What kind of trouble?)

What Can I Do Differently Next Time??

Feeling Words list adapted from G. Beyers, Collaborative Discipline for At-Risk Students. (1994). West Nyack, NY: The Center for Applied Research in Education.

PROBLEM-SOLVING STEPS

Developed by: ________________________________________________________ (name of student)

Staff Member: ______________________________ Date: _______________

Definition of the Problem:

Who started the problem?

How could I have handled it differently?

What kind of support do I need?

My Action Plan:

Source: Paine, S.C., m Radicchi, J., Rosellini, L.C,, Deutchman, L., and Darch, C.B. (1983). Structuring Your Classroom for Academic Success. Champaign, Ill: Research Press.

• Communication Tree

• Contact Log

• Great News from School

• You Made a Good Choice!!

• Complementary Report to Parents (English and Spanish)

• Daily Progress Report

• Daily Period-By-Period Progress Report (7 Period Day)

• Daily Period-By-Period Progress Report (6 Period Day)

COMMUNICATION PROVISIONS Resources

Communication Tree Student Name: _________________________________ DOB: _______________

School: ______________________________________ Grade: ______________

Current Medication(s)/Relevant Issues: ___________________________________

_____________________________________________________________________

_____________________________________________________________________

Contact Person Contact (Phone/e-mail, etc.)

Parent/Guardian:

Group Home:

Social Worker:

Physician:

Therapist:

Inland Regional Center (IRC)

Probation:

School Police:

Other:

Other:

Other:

Date: ______________________ Spoke With:

___________________________

___________________________

Phone:

___________________________

Comments:

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Date: ______________________ Spoke With:

___________________________

___________________________

Phone:

___________________________

Comments:

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Date: ______________________ Spoke With:

___________________________

___________________________

Phone:

___________________________

Comments:

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Date: ______________________ Spoke With:

___________________________

___________________________

Phone:

___________________________

Comments:

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

STUDENT’S NAME: _______________________________ ID#: ________________

Contact Log


Great News from School

Today’s Date: _______________

School: _______________

Student: _______________

Today, ____________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

It was wonderful to see this and we just wanted to let you know. Sincerely, __________________________ (Signature)

Student’s Name:

You Made A Good Choice!!

Date Signature

What You Did Right.

Complimentary Report to Parents

We are pleased to inform you __________________________________ (student name)

is demonstrating y improved y outstanding work in class. Factors contributing to this success are:

y Doing classroom work y Getting to class on time

y Using time wisely y Doing extra credit assignments

y Having a good attitude y Showing classroom courtesy

y Coming prepared to work y Accepting responsibility

y Other: ________________________________________________

Comments:

Teacher: __________________________ Date: __________________

Reporte de buena conducta papa los padres

Nos da mucho gusto informale que su hijo/hija _____________________ (nombre)

muestra y mejoria y excelencia en su trabajo clase. Los factores siguientes han contribuido:

y Hace el trabajo en clase y Llega tiempo a clase

y Utiliza bien el tiempo y Hace tareas adicionales de trabajo y Tiene buena actitud y Respeta las reglas de la clase

y Viene preparado para y Acepta responsabilidad trabajar en clase

y Otros comentarios: ______________________________________

Maestro(a): __________________________ Fecha: ______________


ñ

Daily Progress Report

Name: ___________________________________________________

Teacher: ______________________

Did the Student……………………….

Other Comments:

____________________________________ (Teacher Signature/Date)

____________________________________ (Parent Signature/Date)

Important Behaviors: YES NO

Come to Class On Time?

Bring Supplies?

Work Without Disrupting Others in Class?

Ask for Assistance without Delay?

Speak Courteously?

Complete an Adequate Amount of Work?

Produce Quality Work?

Other:

Total Points:


Daily Progress Report

Name: ___________________________________________________

Teacher: ______________________

Did the Student……………………….

Other Comments:

____________________________________ (Teacher Signature/Date)

____________________________________ (Parent Signature/Date)

Important Behaviors: YES NO

Total Points:


Student Name: ______________________________________ Today’s Date: _______________________________

YES NO YES NO YES NO YES NO YES NO YES NO YES NO

On time to class today?

All supplies present?

Curtailed off-topic talking?

Followed directions?

Contributed to discussions appropriately?

Did not physically disturb others?

Spoke courteously?

Assignments turned in?

Quality of work turned in or done in class adequate?

Other:

Homework was given today?

A parent conference is needed?

Teacher’s Initials ______

______

______

______

______

______

______

Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Period 7

Parent Signature: _____________________________________ Date: _______________________________________


Daily Period by Period Progress Report


Target Behaviors: YES NO YES NO YES NO YES NO YES NO YES NO YES NO




______

______

______

______

______

______

Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Period 7





YES NO YES NO YES NO YES NO YES NO YES NO

On time to class today?

All supplies present?

Curtailed off-topic talking?

Followed directions?

Contributed to discussions appropriately?

Did not physically disturb others?

Spoke courteously?

Assignments turned in?

Quality of work turned in or done in class adequate?

Other:




______

______

______

______

______

Period 1 Period 2 Period 3 Period 4 Period 5 Period 6





Target Behaviors: YES NO YES NO YES NO YES NO YES NO YES NO




______

______

______

______

______

Period 1 Period 2 Period 3 Period 4 Period 5 Period 6




Behavior Support Plan Manual

Documents