Running head: FUNCTIONAL BEHAVIOR ASSESSMENT

Behavior Support Plan

Taynee Miller
University of Utah

FUNCTIONAL BEHAVIOR ASSESSMENT

Behavioral Support Plan

(Dont forget to use pseudonyms!)
Student: Lafonda Student Grade:
Teacher(s): Mrs. Me
IEP: Yes X

NO _____

2nd

School Imagine Elementary

Plan Start Date: 11/6/2014

Team will reconvene every 30 days to monitor plan

Rational for the Behavior Support Plan

Lafonda Students behavior support plan is based off of the observations and data that
were collected throughout the semester. She is 6 years old and is in 1st grade. She has been
diagnosed with Developmental Delay (DD) and Attention Deficit Hyper Activity Disorder
(ADHD). She takes medicine for her ADHD daily, however mom often forgets to give it to her in
the morning. Academically she is on a kindergarten grade level. She is in a Montessori school
that has all spectrums of academic abilities from severe disabilities to those who are
academically above grade level. Lafonda has difficulty with academics and behavior. When
Lafonda is interrupted or asked to make a transition, she will refuse and roll her eyes/pout. This
behavior affects the learning environment for her and other students in a negative way. Her
behavior is most likely to occur in the general or special education classroom. The purpose of
this behavior support plan is to reduce the time it takes Lafonda to make transitions so that she is
not missing out on her therapy classes.
Description of the Problem Behavior
When Lafonda works on an assignment and is told she needs to transition to another class
or work on a different assignment, she refuses or rolls her eyes/pouts, and I think its because she

FUNCTIONAL BEHAVIOR ASSESSMENT

is trying to 1. Escape a demand/request or 2. Escape an activity. For this student, refusing is

defined as folding her arms, hiding her face, saying No, and/or not moving. Rolling her
eyes/pouting is defined as rolling of her eyes, moaning, groaning, folding her arms, pushing her
lips outward, and/or glaring.
Functional assessment strategies Implemented (check all that apply)
File Review:
Interviews:

X
X

Yes (Date: 10/10/2014)

____No

Teacher Interview

____Student Interview

____Parent/Guardian Interview
Observations: X

____Other__________________

A-B-C Direct Observation (Antecedent-Behavior-Consequence)

____Scatterplot

X Other (e.g., FAO; list/describe) FAO

_____________________________________________________________________________________
Rating Scales:
X Problem Behavior Questionnaire (PBQ) ______Motivation Assessment Scale (MAS)
______Other (list/describe) _______________________________________________________

Summary Statement
When Lafonda works on an assignment and is told she needs to transition to another class
or work on a different assignment, she refuses or rolls her eyes/pouts, and I think its because she
is trying to 1. Escape a demand/request or 2. Escape an activity.
Teachers are currently responding to the behavior by giving a direct command. Then if
the behavior continues, they give her the option to choose within 3 seconds to either move her
own body or they will help her move her body.
Specific Behavioral Support Strategies
Behavior Objective

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When given a 5-minute warning before a transition, Lafonda will stand up within 5seconds when asked to make her transition on 4 out of 5 probes over a 5-day time period.
Desired and Positive Alternative Behaviors
The desired behavior for Lafonda is to independently make all transitions immediately
after she is asked and to do it with a positive attitude. To teach the desired behavior I will use
video modeling by recording Lafonda making the transition and cut out all of the negative
behaviors such as rolling eyes/pouting or refusing. Then I will show the video to Lafonda where
she can see herself smile and make the transition without hesitation and without hiding. I will
also instruct her one-on-one in the general education classroom on how to independently make
the transition by creating a daily schedule and have picture reminders of what her behavior
should look like.
A positive alternative to the desired behavior would be for Lafonda to quickly finish her
task or ask for more time and then make the transition. First thing in the mornings I will give her
instruction when she gets to the classroom on how to use her words to communicate that she
needs more time or that she is upset. I will also instruct her that she will be able to finish her task
if it takes no more than one minute. She will be able to finish the thought she was working on
and then put her pencil/materials down.
Immediate Antecedent Intervention Strategies
There are no setting event issues that I am aware of with this student. Just in case I will
send home a chart from 1-10 to record how her morning went; one being poor and ten being
excellent. However, one thing that tends to affect her behavior is when she is interrupted. To
address this, I will give her a 5-minute warning before we have to make any of the difficult

FUNCTIONAL BEHAVIOR ASSESSMENT

transitions. I will also create a daily schedule for her that includes the times she has to transition
to her different therapies. The schedule will include picture reminders of what her behavior
should look like.
Positive and Reductive Consequence Strategies
One of my positive consequence strategies will be to give her verbal praise and attention
for making the transition. I will also write a positive note with Lafonda, that is addressed to her
mom. This is a positive reinforcer because Lafonda is motivated to please her mother. Some
reductive consequence strategies that I would implement are direct commands, counting, and/or
taking her to the early childhood classroom. If Lafonda refuses or rolls her eyes/pouts, I will give
her a direct command. Then if the behavior continues, I will give her the option to choose within
3 seconds to either have me transition with her or she can do it alone. Lafonda responds well
when you count down for her. Another reductive consequence strategy would be to bring her to
the early childhood classroom. This motivates Lafonda to change her attitude because she wants
to be considered a big girl and being sent to early childhood proves that she is not acting like a
big girl.
Emergency Procedures
It is not likely that Lafonda will act out by physically hurting others since her behaviors
are refusing and rolling her eyes/pouting. However, if the other interventions that are being
implemented fail to work, I will give her the option to choose within 3 seconds to either move
her own body or have me help her move her body.
Measurement and Evaluation
After implementing the listed strategies above, I will conduct a duration count to measure

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how long it takes Lafonda to make a transition. I will do this by having a stopwatch with me
before making the difficult transitions to therapies. I will start the time immediately after asking
her to make the transition and stop it as soon as she gets up to make the transition. I will record it
on a piece of paper I carry around on my clipboard. I will then be able to graph the data weekly
to see if my interventions were affective in reducing the amount of time it takes Lafonda to make
her transitions. Once Lafonda can make the transition within 5-seconds, I will then monitor her
transitions over a 5 day period to see if she was able to meet her behavioral objective.
I will also make a note each time as to if she is using a replacement behavior or a
problem behavior and use that information to make two different graphs to compare differences
in the duration time. At least three data points must fall below the aim line for it to be determined
that the interventions are effective. If the data points do not fall below the aim line, I will
schedule an appointment to talk to Lafondas parents about her behavior and develop a plan to
improve her transitions. I will also communicate with Lafondas parents at parent teacher
conferences or when requested, to inform them of the progress on the behavior intervention plan.
LRBI Approvals
According to the LRBI guidelines formal permission is not required. However, I believe
that parent communication is vital. I will call or meet with the parents when behaviors first
become an issue to discuss affective intervention strategies and to see if they are having trouble
with the same behaviors at home. Later, the team (general ed teacher, speech, and reading
teacher) and I will meet with the parents again to discuss the behavior intervention plan so that
the strategies can be implemented in both settings.

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Team members and their responsibility for implementation
Member

Responsibilities

Special Educator

Implementing strategies and giving the student

instruction. Progress monitoring. Morning
Schedule.

Gen Ed Teacher

Implementing strategies. Daily morning check-in.

Morning schedule.

Therapy Teachers (speech, reading)

Implementing strategies.