Running head: POSITVE BEHAVIOR SUPPORT PLAN

Positive Behavior Support Plan:

Kindergarten
Caitlin Carr
Towson University

POSITIVE BEHAVIOR SUPPORT PLAN

Definition of Specific Behavior

Tauraya interrupts the class during instruction by speaking/ yelling out (e.g. calls out
answer without raising hand, responding when another student has been called on, makes an
unsolicited comment in the middle of a lesson or discussion.). Tauraya imposes on others
personal space, the physical space immediately surrounding someone, (e.g. hits other, pushes
others, touches others in a threatening way, and puts hands on others.). She leaves her seat
without permission (e.g. walks to others desk, walks around the room, sits inappropriately in
chair) and is off task more than half the time (e.g. doesnt complete work, will find other tasks
such as walking around the room, sharpening pencils, coloring, interrupts classmates doing
work.) Data displays behaviors happen frequently however, behavior doesnt last too long.
Constant redirection is needed to keep Tauraya on tasks and following classroom rules. This
particular Kindergarten classroom implemented a stop light behavior plan to ensure students are
held accountable for their behavior. Students start each day on green and have to move their
number magnet up to yellow or red depending on the severity of their problem behavior.
Students can also move back down to green if they get back on track and follow the classroom
rules.

Literature Review
Reporting Classroom Behavior Balancing Responsibilities to Children and Families (Feeney &
Freeman, 2014)

POSITIVE BEHAVIOR SUPPORT PLAN

This article offers suggestions to early childhood educators exploring options to resolve
student behavior difficulties while balancing their responsibility to their students and their
families. In addition having educators obey the National Association for the Education of Young
Children (NAEYC) Code of Ethical Conduct. The article provides suggestions to educators to
determine if the situation is an ethical dilemma, identifying who is affected by the situation,
brainstorming possible resolutions, and identifying an ethically defensibly resolution method.
This article concludes that each scenario may be different and resolutions may vary, but having
clear policies in place can help avoid issues and can help guide your decision making when
situations emerge.

Class-wide Positive Behavior Support Plan on Adhering of the Classroom Rules (nl, Vuran,
Erten Akdoan, Gven, Ynter, & elik, 2014)
In this article, the authors performed a study to examine the effects of Positive Behaviors
Support (PBS) plan that were designed after discussions with teachers and Functional Behavioral
Assessment (FBA) on the behavior of obeying classroom rules. This study was performed in a
public school with 34 3rd grade students in a classroom. PBS was implemented as a whole class
but data was only collected from one male and one female. These students were identified after
examining the FBA data and consulting with the teacher. Single subject ABAB design was used
to examine the effects of PBS intervention. Special education experts and the teachers planned
the cooperatively and the teacher implemented the plan in the classroom. The PBS plan consisted
of prevention strategies, classroom rules, routines and reinforcement. The results of the plan
displayed there was a positive effect on increasing students behavior of obeying the classroom

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rules. The classroom teacher and students family observations and opinions support the authors
findings.

A Comparison of Function-Based Differential Reinforcement Interventions for Children

Engaging in Disruptive Classroom Behavior (LeGray, Dufrene, Sterling-Turne, Joe Olmi., &
Bellone, 2010)
In this article, the authors performed a study that provides a direct association of
differential reinforcement of other behavior (DRO) and differential reinforcement of alternative
behavior (DRA). The participants in this studied were 3 children in a center- based classroom
referred for functional assessment due to their disruptive behavior in the classroom. The
functional assessments included interviews from and brief functional analysis on the behavior.
Alternating treatments design and implemented into the study to assess the relative effectiveness
of function-based DRO and DRA interventions. The results of the study displayed that both
intervention techniques effectively reduced disruptive behavior. However, the DRA method
consistently resulted in greater reductions in disruptive behavior across all participants.
Guidelines and suggestions for effective future functional assessments intervention research are
discussed.

Using Children's Literature to Support Positive Behaviors (Lacina & Stetson, 2013)
This article discusses the use of children's literature to promote positive student behaviors
in early education. The literature topics consist of the importance of the classroom environment

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for children's psychological well-being, the language experience approach (LEA) for discussing
children's literature, and the use of literature circles for discussion. The children's book
"Chrysanthemum," by Kevin Henkes, is used in the article as an example for the implementation
of these strategies.

Preparing Pre and Post New Teachers with Quality Classroom Management Skills (Fisher,
2012).
This article discusses how classroom behavior today has become a serious issue for
educators. Todays teachers are challenged by students more emotional and behavioral problems
and only few students receive treatment for their behavioral disorder. This article discusses how
pre and post teachers are poorly prepared and trained to manage difficulties in the classroom.
The article talks about a few programs are discussed that are used for preparing teachers to work
with "at-risk" students. The authors suggest micro- teaching as a solution for preparing teachers
to work in todays classrooms. In addition, the authors think its critical for universities to
examine their teaching programs to include realistic experiences for teachers as they emerge into
the education field. If pre- teachers have the opportunity to experience difficulties and find
solutions then it will help for both the students and teachers future.

Baseline Data Collection

Currently I am interning at Thomas Johnson Elementary Middle School located in
Federal Hill, Baltimore City. I am placed in a Kindergarten inclusion classroom with a teacher

POSITIVE BEHAVIOR SUPPORT PLAN

who is dual certified in early childhood and special education. There are 22 students enrolled and
two students have Individualized Education Programs (IEPs).
Each student has a behavior log, a way to communicate daily with parents on their
childs behavior. The log is a folder that has the current monthly calendar stapled in, at the end of
the day it is the child responsibility to color green, yellow, or red depending on childs behavior
on that particular day. As stated earlier, if a student disobeys the rules then the students magnet
will be moved up to yellow or red depending on the severity of the behavior. Students have the
opportunity to get back down to green if they begin to follow classroom rules. Tauraya is
enrolled in after school program and begin to adapt the behavior log due to Taurayas negative
behavior. This behavior log is basic notes on how Taurayas behavior was during the after school
program. According to the notes, the same behavior is occurring in the after school program as
well.
My mentor teacher has been in contacted with Taurayas parents about her behavior and
has shown concern. My mentor teacher is concerned at times for other students due to Tarurayas
impulse to interfere with others personal space. My mentor has expressed her concern for her
academics because it is difficult for Tauraya to stay on task and complete her work.
Tauraya is a student of the Kindergarten class I intern in so, I was able to observe her
most of the day. School starts at 7:45 am and ends at 2:20 pm; the class has lunch at 10:30 am
11:30 and specials at 12:45pm 1:30 pm so, those were the only times I wasnt able to observe
her behavior. Although professionals would report back to my mentor teacher to inform her
about Taurayas behavior, I didnt record the data since I didnt observe the behavior. However, I
keep record of what the other professionals would report to see if her behavior was consistent

POSITIVE BEHAVIOR SUPPORT PLAN

with what I was observing. I also would look at Taurayas after-school behavior log to see if her
behavior was consistent with my observations.
I created a chart with the four consistent behaviors I observed over a two week period.
My focus was to eliminate or limit these specific four behaviors, so Tauraya can complete school
work, tasks that were asked of her, and follow the classroom rules. Then I made a chart; at the
top of the chart were the list of behaviors and on the left hand side was 15 minute increments
during the time of 7:30 am 2:20 pm. My chart was a frequency chart to determine how many
times the behaviors happen. Like I stated earlier, my focus was to eliminate or limited the
amount of times the behaviors occurred.
The four behaviors I looked for during my observations were:
1.
2.
3.
4.

Calling Out
Personal Space
Out of Seat
Off Task

Date: 2/5/15
Frequency: # of
times the
behavior
occurred in this
day.

Calling Out

Personal Space

Out of Seat

Off Task

55

31

30

52

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Date: 2/10/15

Calling Out

Personal Space

Out of Seat

Off Task

23

20

23

44

Date: 2/11/15
Frequency: # of
times the
behavior
occurred in this
day.

Calling Out

Personal Space

Out of Seat

Off Task

30

43

30

73

Date: 2/13/15
Frequency: # of
times the
behavior
occurred in this
day.

Calling Out

Personal Space

Out of Seat

Off Task

66

23

41

103

2 hour delay
Frequency: # of
times the
behavior
occurred in this
day.

Refer back to the definition of behaviors in part one to comprehend each definition of the
behaviors. According to the frequency tally data results, Taurayas behavior appears to be
inconsistent, but overall apparent.

POSITIVE BEHAVIOR SUPPORT PLAN

Hypothesis of Functional Intention

Taurayas functional intention behind her problem behaviors are attention of adults/ peers
and impulse control. Tauraya is very smart and capable of performing the tasks asked of her, but
her behaviors seem to interrupt her to complete the tasks and follow the classroom rules. Tauraya
gets easily distracted and wont be able to complete her work or tasks asked of her. She has a
hard time sitting in one spot for a prolonged period of time which will interrupt her instructional
time and academic work. She will display negative behavior to seek attention from adults or
peers. When Tauraya demonstrates problem behaviors such as invading others personal space,
she immediately is reprimanded. She doesnt seem to be affected by the negative attention and
will move on easily. At times if behavior is severe, Tauraya is told to move up her magnet to
yellow or red. Redirecting Tauraya often is necessary for her to complete a task and follow
directions. Her classmates dont seem to be affected by Taurayas behaviors unless she harms
them, so they rarely react when she exhibits problem behaviors. Taurayas behavior seems to be
impulsive so I dont believe her functional intention is avoidance.

Replacement Behavior
1. What should the student be doing?
Tauraya should remain in her seat for the duration of the period unless asked to do
otherwise. If she is at her desk, I will allow her to stand or sit however she wants as long
as she is doing her work and not interrupting her classmates. Tauraya should be
attempting to complete all independently to the best of her ability. If she needs assistance
or is need of taking a quick break then she will raise her hand and ask one of the adults in
the room. If Tauraya has a comment, question, suggestion, answer, or concern then she

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will raise her hand to speak and the teacher will call on her. Tauraya will be given a
verbal warning first then will be given verbal cues to move up her color if she doesnt
perform these replacement behaviors.
2. How will you teach it?
I will teach the replacement behaviors by modeling correct classroom behaviors
different during situations by pointing out the positive behaviors of other students. I will
reinforce the concept of remaining in her seat by pointing out how nicely her classmates
are sitting. I will encourage Tauraya to raise her hand and vocalize why and when she
wants to get out of her seat and will allow her to move around for a short period of time
with permission. I will positively reinforce students who are following the classroom
rules to encourage Tauraya to follow the rules. I will allow Tauraya to complete her
classwork by stand next to her desk or sit next to her desk as long as she isnt interrupting
her classmates. I will encourage Tauraya to complete independent tasks before she is
allowed to move onto other activities she enjoys such as drawing. Tauraya will complete
classwork work to the best of her ability before she is able to move onto the next activity.
If Tauraya is off task I will immediately redirect her to get back on topic and complete
her class work. I will ignore Tauraya if she calls out without raising her hand for the
behavior to become extinct.
In addition, a positive reinforcement plan will be implemented; Tauraya will have
a board and will have the opportunity to earn 6 WHAMs. (Documents Attached) When
she earns 6 WHAMs then she will choose between activities she likes; bring a stuffed
animal to school tomorrow, play with legos, sit with a buddy, bring an item for how and
tell, and listen to music. Every time Tauraya earns 6 WHAMs she will choose an activity
of her choice. This plan will positively encourage Tauraya to follow the class rules and to
stay on task. The replacement behavior will help eliminate or limit problem behavior.

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3. When will you teach it?

I will teach the replacement behaviors as they occur during the time Tauraya is
the Kindergarten homeroom class. I will instruct my mentor, Ms. Kugler, to use the same
replacement behaviors while she is in the classroom. If there is consistency in the
homeroom class the problem behaviors will decrease or become extinct. Since I am not
with Tauraya during the times she is in lunch and specials, the reinforcement and
consequences will not occur. .
4. How will you know when the student has learned it?
I will know when Tauraya has learned the replacement behaviors when her
problem behaviors decrease or eliminated from her daily routines. I will know Taurayas
is learning his replacement behavior when she continuously earns her WHAMs and stays
on green or yellow daily.

Positive Behavior Supports

1. I plan to implement a positive support plan into Taurayas Kindergarten homeroom
classroom to ensure that the student will choose to produce the replacement behavior.
The plan is to focus on Taurayas positive behavior and reward her for it; in hopes
that she will enjoy the positive attention and the activities she will earn. Tauraya will
have a board and will have the opportunity to earn 6 WHAMs throughout the day.
When she earns 6 WHAMs then she will choose between 5 activities she likes; bring
a stuffed animal to school tomorrow, play with legos, sit with a buddy, bring an item
for how and tell, and listen to music. Every time Tauraya earns 6 WHAMs she will
choose an activity of her choice. This plan will be occurring continuously throughout

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the school day; there isnt any limit to the amount of times Tauraya has the
opportunity to earn the WHAMs. Tauraya has the opportunity to earn WHAMs even
if she is on yellow or red. Since this plan is separate from the whole class behavior
plan they dont intertwine with one another. This positive support plan will be
implemented to positively encourage Tauraya to follow the class rules and to stay on
task and decrease or eliminate problem behavior.
2. When Tauraya is completing independent classroom assignments, she is allowed to
take frequent breaks as long as she asks for permission. She is allowed to stand or sit
around her desk as long she is completing her work and isnt interrupting any of her
classmates. She is only allowed to stand up or sit around her desk only is she is on
task.
3. Implementing positive reinforcement throughout the class such calling on students
when their hands are raised and they waiting quietly and calmly. Telling students how
you love how hard and quietly they working. Ignoring certain behaviors to avoid
others to do the same behavior for attention, as long as the behavior isnt severe.
Data Collection and Visual Representation
See Attachment for Original Data Collection Sheets. Below are two visual representation graphs
that display the data collected over the course of the 13 days of implementing the positive pl

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13

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Chart Title
40
35
30
25
20
15
10
5
0

Calling Out

Personal Space

Out of Seat

10

11

12

13

Off Task

40
35
30
25

Calling Out
Personal Space

20

Out of Seat
15

Off Task

10
5
0
1

10

11

12

13

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15

# of WHAM's Earned
3
2.5
2
1.5
1
0.5
0

# Of WHAM's Earned

10

11

12

13

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Data Summary and Interpretation

Over the course of the 13-15 days, there was little improvement in Taurayas behavior in the
classroom. Overall, the positive support plan I implemented was non- effective. On the first day,
Tauraya felt special and was excited because she was the only student in class that had a reward
system. She seemed to really love the positive attention from me and my mentor. Although
Taurayas problem behavior decreased, the plan wasnt effective enough for her behaviors to be
extinct or be limited. When I noticed Taurayas problem behavior increasing in a given time, I
was able to use the WHAMs as a reminder and it motivated her to give more effort. This was
especially useful at the beginning of the day during morning meeting but, as the day went on it
became less as a motivator.
I had the opportunity to talk to other professionals who worked with her during lunch and
specials; those professionals didnt seem to see any difference. All agreed the positive behavior
plan wasnt effective. Although the plan wasnt implemented into the after school program;
Taurayas behavior log reported the same type of behavior before the plan was implemented.
The plan wasnt going as well as I expected it to. Tauraya wasnt earning WHAMs as easily
as I expected her to so, I had the WHAMs earned from one day roll over to the next. Even with
the WHAMs rolling over to the next day, it was still hard for Tauraya to earn the WHAMs.
Taurayas impulse control and attention seeking behavior appeared to be trickier than
originally thought. Reflecting on this experience, the plan needed to be changed a little.
Taurayas problem behavior is frequent and has little impulse control and I believe she needs
more of instant reward. Instead of earning 6 WHAMs, Tauraya should try to earn 3 instead. The
gratification of earning the reward will help her behaviors decrease. Then implementing back to

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earning 6 WHAMs to see if she will be able to earn the 6 WHAMs then. Eventually, Taurayas
problem behavior would be extinct or limited to the point where a positive behavior plan
wouldnt be need any longer.
Another effect that could have caused Taurayas problem behavior during implementation is
the erratic school schedule. During the time of implementation of the positive behavior plan
there were many 2 hour delays and snow days. The change in a school schedule could have
increased Taurayas problem behavior causing the plan not to fully be effective. In addition, not
having a consistent schedule or attending school all five days in a week could have had an effect
on Taurayas behavior which ultimately affects the positive behavior plan. The 2 hour delays and
snow days were out of my control and couldnt change this problem.
Reflection
The completion of this project prepared me in gaining the knowledge, skills, and
dispositions in classroom management. Classroom management was one of the areas I wanted to
grow and fully understand before leaving my internship at Thomas Johnson Elementary Middle
School. I believe it is extremely important to have classroom management skills and knowledge
in order to have an organized and structured classroom. It helped me realize what kind of
behavior plan I wanted to implement into my classroom. There is the stop light behavior plan
applied into this particular Kindergarten class. However, the students only move their magnets if
they have problem behavior. After this project, I believe students should be rewarded for positive
behavior also. In my classroom, I would implement a behavior plan that students move their
magnet up for positive behavior along with moving down their magnet for negative behavior.

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This project along with my interning experience, I am more confident and knowledgeable about
classroom management skills.
If I was to repeat this project, I would have more parent contact to gain more knowledge
about the students behavior outside of school. Whether if the behavior is similar or different; if
the parents have concerns about the students behavior. It is important for teaching to understand
the childs background or life outside of school so; I think it could have helped in planning and
implementing the positive behavior plan. Another thing I would have done differently was plan
to implement the plan during a time when schedules changes wouldnt affect the potential
behavior. The weather was out of my control, but I believe Taurayas problem behavior could
decrease even more if there was more consistency in her schedule. I would have liked to
maintain the positive behavior plan on Tauraya, but unfortunately she was placed in a different
class shortly after the 13th day.
Overall, this project was extremely enlightening and glad I had the opportunity to plan
and implement a positive behavior plan in hopes to changes a childs behavior for the better.
Although the results wasnt as expected but, the experience was educational and I gained skills
and knowledge that I can take for my future.
.

References
Feeney, S., & Freeman, N. K. (2014). Reporting Classroom Behavior. YC: Young
Children, 69(4), 100-104.

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Fisher, J. (2012). PREPARING PRE- AND POST- NEW TEACHERS WITH QUALITY
CLASSROOM MANAGEMENT SKILLS.Review Of Higher Education & SelfLearning, 5(14), 12-20
Lacina, J., & Stetson, R. (2013). Using Children's Literature to Support Positive Behaviors. YC:
Young Children, 68(5), 34-41.
LeGray, M. w., Dufrene, B. a., Sterling-Turner, H., Joe Olmi, D., & Bellone, K. (2010). A
Comparison of Function-Based Differential Reinforcement Interventions for Children
Engaging in Disruptive Classroom Behavior. Journal Of Behavioral Education, 19(3),
185-204. doi:10.1007/s10864-010-9109-2
nl, E., Vuran, S., Erten Akdoan, F., Gven, D., Ynter, S., & elik, S. (2014). Class-wide
Positive Behavior Support Plan on Adhering of the Classroom Rules. Ilkogretim
Online, 13(2), 607-621