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POSITIVE BEHAVIOR SUPPORT PLAN

Positive Behavior Support Plan


Leah Gruber
Towson University

POSITIVE BEHAVIOR SUPPORT PLAN

Student Background:
Jackson is a ten-year old 4th grade student at West Towson Elementary School. He
has gone to West Towson since he was in Kindergarten and he is in a General Education
setting. He has two younger siblings and another one on the way. His parents are
divorced and his father has re-married. Jacksons two younger siblings are from his father
and his step mom. Jackson often verbalizes that he does not like his younger siblings. He
is very active with sports, especially lacrosse, and plays on a travel team on the
weekends. His weeks consist of lacrosse practices, and after school activities such as
play centers where he stays after school to do his homework until one of his guardians
picks him up. On the weekends and once during the week he stays at his Dads house. He
also stays with his Grandma once a week, usually on Thursdays, and his Mom during the
other days of the week. When asked about which household he liked staying at the most,
he told me he liked all of them the same amount. In the past, Jackson has been on a
behavior chart but it was not successful.

Definition of Specific Behavior:


Jackson does not practice proper impulse control during group instruction, partner
work, and independent work throughout his classes. He will get off task and at times will
not complete his activities because he disrupts the class and his own concentration by
calling out, talking, and saying comments that are not on topic. Jackson will speak when
teachers are speaking, speak when students are speaking, and verbalize his thoughts out
loud. When a verbal prompt is issued, he will listen and stop what he is doing, but will
continue in about two-five minutes with the same behavior. Jacksons behavior is

POSITIVE BEHAVIOR SUPPORT PLAN

constant throughout the class and will continue occurring until a verbal prompt is issued.
Jacksons calling-out behaviors are not dangerous, but he will often make impulsive
decisions and comments during his classes whether he is called on or not which is
disruptive to others.
Literature Review:
Arndt, K. C., Davies, D. C., Hunley, S., & Kraemer, E. E. (2012). A Comparison of the
Mystery Motivator and the Get Em on Task Interventions for Off-Task.
Behaviors. Psychology in the Schools, 49, 163-175. DOI: 10.1002/pits.20627
This article describes a study that was done on two positive behavior support plans, one
being the Mystery Motivator and the other being the Get Em On Task intervention. Both
of these interventions are behavior plans that have decreased off-task behavior in the
classroom. The Mystery Motivator is an intervention where students get to choose from
high and low prizes based on their engagement in their targeted behaviors. The rewards
are unknown which is why it is called the mystery motivator. Depending on the level
of engagement of the student and if they are able to achieve their targeted behaviors, this
determines whether they get a prize or not. On the day that the student has achieved
his/her target behavior(s) they select that day on a weekly chart. If there is a special
symbol on that day of the chart, the student gets to choose a reward. This intervention is
different from the Get Em On Task intervention because this is a computer program that
rewards students by using an individualized auditory signal system for monitoring
student behavior. This is a point system and the educator is able to use a computer to
produce signals in the class. When a signal goes off, the teacher assigns a predetermined
number of points to whoever is on task around the room. These points can then be traded

POSITIVE BEHAVIOR SUPPORT PLAN

in for rewards by students. The purpose of this study is to compare the two programs and
to figure out the impact of both of them in an elementary classroom setting.

Cook, C. R., Collins, T., Dart, E., Vance, M. J., Mcintosh, K., Grady, E. A., & Decano, P.
(2014). Evaluation of the Class Pass Intervention For Typically Developing
Students with Hypothesized Escape-Motivated Disruptive Classroom Behavior.
Psychology in the Schools, 51, 107-125. DOI: 10.1002/pits.21742
This study evaluates the Class Pass Intervention (CPI) intervention that is used for
typically developing children. This intervention provides students with passes that they
are able to use to request a break from tasks during class. During these breaks, students
are able to participate in a predetermined activity for a pre-set amount of time. The
purpose of this study was to evaluate the effects of the CPI intervention for elementary
school students who are thought to have escape-motivated disruptive behavior in the
classroom.

Hoff, K. E., & Ervin, R. A. (2013). Extending Self-Management Strategies: The Use of a
Classwide Approach. Psychology in the Schools, 50, 151-164. DOI:
10.1002/pits.21666
This article and study discusses a self-management intervention and the effects of it at a
classwide level. This was done in an elementary school and is used to decrease disruptive
behaviors in the classroom. Instead of an individual self-management intervention which
is what most behavior plans for self-management are for, this article evaluates the

POSITIVE BEHAVIOR SUPPORT PLAN

effectiveness it can have when implemented in a whole group setting. This plan is also
able to be individualized and can address many different targeted behaviors. Students
monitor themselves and their peers by rating themselves and the class as a whole in
relation to a set of class rules that the teacher has come up with. There were phases in this
self-management intervention such as a teacher-directed phase and the self-management
phase. There were points and rewards also received by the class from this intervention.
The purpose of this study was to determine the impact of the self-monitoring program
when implemented as a classwide approach.
Kamps, D., Conklin, C., & Wills, H. (2015). Use of Self-Management with the CW-FIT
Group Contingency Program. Education & Treatment of Children, 38, 1-32.

This article evaluates the study of the Class-Wide Function- related Intervention Teams
Program (CW-FIT). This intervention combines a group contingency program with selfmanagement interventions. This program teaches classroom rules and appropriate
behaviors. It also teaches and describes skills such as how to gain the teachers attention,
how to follow directions, and how to ignore inappropriate behaviors. Some results from
implementing this program have included increased on task-behavior, improved social
and peer behaviors and reduced disruptive behaviors.

Smith, S. W., Cumming, M. M, Merrill K. L., Pitts, D. L., & Daunic A. P.


(2015). Teaching Self-Regulation Skills to Students With Behavior Problems:
Essential Instructional Components. Beyond Behavior, 24, 4-13.

POSITIVE BEHAVIOR SUPPORT PLAN

This article discusses how SR (Self-Regulation) skills are crucial and necessary for
students academic, social, and behavioral achievement and development. The three
instructional domains that were mentioned in this article were goal setting, emotional
regulation, and social problem solving. It explains how to teach this in the classroom and
gives suggested activities for elementary/middle school students such as role playing, and
using graphic organizers. It also goes into SR in the curricula, and SR instruction and the
components/domains that go into these as well. These domains are essential for
developing effective SR processes for adolescents. The purpose of this article is to inform
and give examples about how and why self-regulation is such an important factor in a
students development.
Data Collection:
I am currently in an internship at West Towson Elementary School with one of the
Special Educators, Mrs. Kerrigan. Mrs. Kerrigan also teachers English Language Arts for
a 4th grade General Education class of nineteen students. We also teach resource classes
and push in/ pull out for Kindergarten, 1st, and 2nd grade students. Jackson is in our 4th
grade ELA class that we see twice a day. During this class, I was able to observe
Jacksons behavior(s). I was also able to observe him in his math, science, and Spanish
classes. I decided to choose Jackson for my PBSP (Positive Behavior Support Plan)
because he continued to be a disruption to our class and to his other classes. I was
interested to see if Jacksons behaviors varied depending on the class, the teacher, and the
time of day. I decided to observe Jackson during his different classes, and on different
days to get a full understanding of his behaviors. I took handwritten notes of my

POSITIVE BEHAVIOR SUPPORT PLAN

observations and recorded the number of times the behavior occurred, what the behavior
looked like, why it was occurring, and what the consequence was/how it was handled.
Since I did not know much about Jacksons background, I decided to review his
files from school and speak to his teachers. Since Kindergarten, Jacksons teachers have
always given him the same comments for almost every quarter. They have said and
continue to say that he has a lot of potential, but that his disruptive behaviors have gotten
in the way of his success and reaching his full potential. He has gotten written up before
for disruptions during his classes and in the cafeteria. Last year, he was written up three
times and this year he has gotten written up twice. These disruptions have gotten to the
point where he has been sent out of the room and his parents have been called. Jackson
has also had issues in the past with bullying other students, being inappropriate in his
classes, and not completing his work on time because of talking and getting off task.
Last year in the third grade, Jackson was on a point sheet/behavior chart. This did
not help him and he was soon taken off of it. I was told that Jacksons homeroom teacher
from last year did not work with Jackson on this. Instead, he left it up to Jackson to be
responsible of, which is a possibility of why it did not work out or benefit him. Jackson is
the type of student who needs constant repetition, specific praise, and someone who cares
about his success. When I asked Mrs. Kerrigan about Jackson, she told me that she
thought his biggest disruptions in the class were his calling out tendencies and his
disruption to instruction both during independent and group work. She also told me that
she thought the reason for this was to seek attention and a sense of belonging from his
peers. She believes that his home life may be a factor in this and that school is his safe
haven because of the attention he receives, whether it be positive or negative. Jacksons

POSITIVE BEHAVIOR SUPPORT PLAN

math and science teachers also agreed with Mrs. Kerrigans comments and told me the
same details about Jackson. They believe that his biggest disruption in the classroom is
caused by talking and not following directions, and that the lack of attention he is
receiving at home may have something to do with this.
Before beginning this process, Mrs. Kerrigan, Mr. Braverman, and myself all had
a conference with Jacksons parents. This occurred February 18th at 8:30 a.m. before the
students arrived for the day. The reason for this meeting was to update Jacksons parents
on his progress in class and his behaviors that were affecting his success. It was discussed
at the meeting that it seemed as if Jacksons friends were pulling away from him at school
as a result of his behaviors and that he was upset about his most recent report card
because of the comments he received from his teachers. During this conference, it was
apparent that Jacksons Mom and Dad had two different viewpoints and opinions of their
son. His Mom told us that Jackson works better when he is in a structured setting, and
that she has noticed that he rushes through his work to get to the next best thing. She
also told us that she doesnt know what strategies to use at home help him succeed in
school. When we mentioned some of Jacksons behaviors at school, his mom smiled and
laughed and told us that she cant imagine what must be happening at school in
comparison to whats happening home.
Jacksons Dad, who is a retired Behavior Specialist, had a much stronger opinion
about Jacksons needs in the classroom. He believed that reinforcers and incentives for
doing good work or reaching targeted behaviors daily would not work for his son. When
Jacksons Mom suggested holding Jackson in for recess, his father told us that he needed
that time and to not take it away from him. He also told us to make Jackson finish his

POSITIVE BEHAVIOR SUPPORT PLAN

work if he was not able to during class and to sit with him to help him process this when
it is needed. He mentioned that giving Jackson breaks throughout the day may be
beneficial, but that they would need to be pre-determined so that Jackson would not be
able to take advantage of them. We discussed as a group the option of giving Jackson a
point sheet, but Jacksons father did not want him to be reinforced for doing what hes
supposed to be doing every day. By the end of the meeting, we decided on a check-list or
a to-do list for Jackson. We talked about what behaviors needed to be put onto this
chart, and how this process was going to work. Once I heard all of Jacksons parents
suggestions, I created Jacksons to-do list and checked with them to make sure they
approved of it.
After having a conference with Jacksons parents, interviewing his teachers, and
collecting my data I came to the conclusion that Jacksons behavior(s) may be stemming
from something attention related. It seems as if Jackson does do better in structured
settings, such as our ELA class and his science class, but calls out and is more disruptive
in settings such as his math class. I believe that Jackson feeds off of the energy of his
peers and is more disruptive when he knows he can be. Since Jackson is the ring-leader
in his grade and is one of the more popular students, his peers think he is funny which I
believe also adds to the frequency of his disruptive behaviors. From observing him, I do
believe that his behaviors are occurring for a reason, that they can be controlled, and that
they are affected based on the environment he is in.

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Baseline Data Collection:


A-B-C Observation Form
Student: Jackson

Date: 2/17/16

Time: 9:30-9:55 a.m.


Class/Teacher: ELA, Mrs. Kerrigan
Observer: Leah Gruber
Instructional Activity: Group discussion on the rug about a project
Other Relevant Information: This is the first period of the day. It is a General
Education setting with nineteen other students.
Times
5

Antecedent
The student is
seeking attention
from his peers and
the teacher.
*Happens all class

Behavior

Consequences

The teacher is
The student calls
The students
talking about going out and says Or
behavior is ignored
to California.
you can take a car while group
instruction is
occurring.
The teacher tells
the class that they
will be using
computers for their
projects.

The student calls


out really?! and
then Yes! then
continued with his
constant hand
motions and
movement.

The teacher tells


the class that they
are moving on

The student replies


and calls out
saying: Wait,
wait in a quiet
voice and begins
talking to himself
after.

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The teacher stops


talking for a brief
moment.

The student calls


out and says:
Wait, raises his
hand, and sits up
on his knees.

The teacher
praises him on
raising his hand
and not calling out.

The video the


teacher has on the
board is not
loading.

The student
comments on the
page not working
out loud.

The teacher tells


the class I will
wait until you are
settled The
student quiets
down.

Student: Jackson

Date: 2/22/16

Time: 9:30-10:00 a.m.


Class/Teacher: Spanish, Senorita Reier
Observer: Leah Gruber
Instructional Activity: Learning about activities and sports and how to say them in
Spanish.
Other Relevant Information: The teacher of this class only speaks in Spanish. This is
during the time of the classes ELA period and there are nineteen students in the
class. This Spanish class occurs once a week. Jackson is usually very involved and
excited about this class and his attention is focused on the content and the teacher
because he has to follow what she is saying.
Times
5

Antecedent
The teacher is
talking about
different sports in
Spanish.

Behavior
The student began
calling out the
names of athletes.

Consequences
The students
behavior is ignored

The teacher is
asking the class
questions

The student calls


out and agrees
with his peers
whenever he hears
them say what
their favorite
sports are. *Occurs

The teacher does


not pay attention
to the students
behavior but tells
the class as a whole
that they are
moving on

POSITIVE BEHAVIOR SUPPORT PLAN

12
until they move on
to a different
activity *

Student: Jackson

Date: 2/22/16

Time: 2:05-2:30
Class/Teacher: Math, Mr. Braverman
Observer: Leah Gruber
Instructional Activity: Going over a test previously taken
Other Relevant Information: This is the second to last period of the day.
This is a first year teacher, and the class is usually hectic. The environment of this
class is loud and there is not much control. This is a General Education class.
Times
9

Antecedent
The student is
seeking attention
from his peers and
his teacher.
*Happens all class

Behavior

Consequences

The teacher is
explaining how a
specific problem
needed work
shown for it.

The student calls


out and says I
forgot to do that

The students
behavior is
ignored.

The teacher tells


the students that
they are going to
have to make up
work.

The student calls


out and says: We
only have
homework in
science

The teacher looks


at the student and
says right then
moves on with
instruction.

The teacher is
explaining parts of
the test.

The student is
leaning up against
the wall and
talking to himself
out loud.

The teacher says to


the student I
didnt call on you,
why are you
talking?.. Dont
answer that

POSITIVE BEHAVIOR SUPPORT PLAN

13

The teacher told


the students the
correct answer for
a question.

The student yells


Oh, oh that was a
yes I got that

The students
behavior is
ignored.

The teacher is
going over a
problem that most
of the class had
gotten wrong.

The student yells:


I answered the
question! Thats
what I did!

The teacher says to


the student You
were not called on,
so stop talking

The student is
talking to himself
and questioning
the problem out
loud.

The students
behavior is
ignored.

The teacher is
going over a math
problem in depth.

The student is not


paying attention,
and is reading the
ELA charts around
the room out loud
instead.

A classmate is
going over a math
problem and other
peers are talking.

The student is
laying on the floor
and calls out: Can
I sit in a seat?

The teacher asks


the student to sit
up, and tells him
that he can either
sit there or in the
hallway.

The class is paying


attention to a
different student.

The student calls


out and says
Number 9? I
think I got #9
right.

The teacher replies


with Yes, #9

POSITIVE BEHAVIOR SUPPORT PLAN

14

Student: Jackson

Date: 2/23/16

Time: 2:05-2:30
Class/Teacher: Math, Mr. Braverman
Observer: Leah Gruber
Instructional Activity: Going over the last parts of a test the class had taken and
having a group discussion.
Other Relevant Information: This is the second to last period of the day. This is a
first year teacher, and the class is usually hectic. The environment of this class is
loud and there is not much control. This is a General Education class.
Times
7

Antecedent
The teacher is
giving directions.

Behavior
The student is
drawing a picture
and talking to his
friend loudly.

Consequences
The teacher tells
the student to put
the drawing away
and to turn
around.

A classmate cannot
solve a problem on
the board.

Jackson calls out


to his classmate
rudely: just look
out the window
then youll figure it
out

The teacher replies


with I dont
remember you
being the teacher

The student begins


talking to himself
out loud about the
test and saying
comments
whenever a
classmate is going
over a problem.
The teacher begins
eating a bag of
goldfish.

The student calls


out and asks if he
can have a goldfish

The teacher tells


him no.

The teacher asks


about how MAP
testing was.

The student
started yelling
comments about
the MAP test.

The teacher told


him thats
enough

POSITIVE BEHAVIOR SUPPORT PLAN

15

Student: Jackson

Date: 3/8/16

Time: 2:15-3:30
Class/Teacher: Math, Mr. Braverman
Instructional Activity: Independent math packet work
Other Relevant Information: This is the second to last period of the day. This is a
first year teacher, and the class is usually hectic. The environment of this class is
loud and there is not much control. This is a General Education class.
Times
11

Antecedent
The teacher has
assigned a busy
work lesson to the
students.

The teacher begins


to give directions.

Behavior
The student is
saying a quote out
loud multiple
times.

Consequences
The teacher is
working with
another student
and does not
respond to the
students calling
out.

The student is
saying comments
out loud trying to
get his classmates
attention from
across the room.

The teacher goes


over to the student
and asks what he is
doing.

The student is
talking and calling
out over his
directions.

The teacher tells


him to stop talking.

The student
continues to talk.
The teacher hands
out an exit ticket.

The student is still


talking while doing
his exit ticket and
yells out Im
done! when he is
finished.

The teacher asks


the student: What
did I just say?
The teacher asks
the student to stop
talking.

POSITIVE BEHAVIOR SUPPORT PLAN

16

Student: Jackson

Date: 2/29/16

Time: 9:50-10:05
Class/Teacher: ELA, Mrs. Kerrigan
Instructional Activity: Group Discussion and beginning a lesson on verbs.
Other Relevant Information: This is the first period of the day. It is a General
Education setting with nineteen other students.
Times
3

Antecedent
The teacher is
talking about her
son working out.

Behavior
The student calls
out: I love
burpees! Then
goes down to the
ground and begins
to do one.

Consequences
The teacher redirects him and
tells him to not do
one on the rug.

The teachers
home screen comes
up.

The student sees


his name on the
screen and calls
out Her my name
is up there!

The students
behavior is
ignored.

There was a video


playing about
helping verbs.

The student calls


out and says: Can
we dance? Yeah
lets keep playing
it! And proceeds
to follow along and
sing and dance to
the video, in his
place on the rug.

The students
behavior is
ignored.

POSITIVE BEHAVIOR SUPPORT PLAN

17

Student: Jackson

Date: 2/29/16

Time: 2:15-2:30
Class/Teacher: Math, Mr. Braverman
Instructional Activity: Partner packet work
Other Relevant Information: This is the second to last period of the day. This is a
first year teacher, and the class is usually hectic. The environment of this class is
loud and there is not much control. This is a General Education class.
Times
8

Antecedent
The teacher is
allowing the class
to work with a
partner on a math
packet.

Behavior
The student is
picking up
manipulatives and
calling out his
thoughts to the
class. The student
also begins singing
and talking with
his friends.

Consequences
The students
behavior is
ignored.

The teacher is
working with a
group of students

The student is
making pictures
with his
manipulatives and
calling out to his
friends telling
them to come look
at what hes done.

The students
behavior is
ignored.

The student is
surrounded by five
other peers. The
boys in the group
are paying
attention to him
and gathering
around his desk.

The student begins


calling out loudly
to the class and not
completing his
work.

The teacher goes


over to the group
of boys to tell them
to stop.

The teacher went


over to the
students desk.

The student, still


off task, interrupts
the teacher and
asks him if they

The teacher redirects the student


and tells him no.

POSITIVE BEHAVIOR SUPPORT PLAN

18
can do a dance if
they finish early.

The teacher begins


handing out a test.

The student raises


his hand but keeps
calling out and
repeating give it
to me first

Student: Jackson

The students
behavior is
ignored.

Date: 3/1/16

Time: 2:35-2:55
Class/Teacher: Science, Ms. Huber
Instructional activity: Reading and doing work from a packet as a group
Other Relevant Information: This is the last period of the day. This is Jacksons
homeroom teacher and he is in the same classroom as his homeroom in the morning.
This is a General Education class and Jacksons desk is right next to Ms. Hubers.
Times
4

Antecedent
The teacher is
talking about a
past assignment
with the class.

Behavior
The student calls
out about
something he
remembered from
a worksheet.

Consequences
The students
behavior is ignored
and the teacher
keeps instructing.

The teacher hands


out the packet.

The student is very


eager to read and
is raising his hand
but still calling out
his thoughts.

The teacher tells


the student that
hes done a great
job with getting
started right awayspecific praise.

The class comes


together on the rug
to work on the
packet together.

The student is
raising his hand
and in a whisper
calling out and
saying Can I
read?!

The teacher allows


the student to read.

POSITIVE BEHAVIOR SUPPORT PLAN

19

Hypothesis of Functional Intention:


It is possible that Jacksons functional intention behind his behaviors is seeking
attention from peers and staff. Certain environmental events are consistent in the
students life such factors at home which may be the reason that he is acting out in
school. Jackson comes from a home where his parents are divorced and focused on their
individual lives and other children as well as Jackson. Jackson has a lot of friends and is
very accepted in school and in his friend group. When Jackson calls out, talks, and makes
off topic or inappropriate comments during class, he seems to be looking for his peers to
notice him and get a reaction from them. Jackson enjoys making others laugh and his
attention seeking behaviors increase when there is no structure to the classroom setting.
At times Jackson will get negative attention, but since this is still some form of attention
he continues with his behaviors. The data supports this because when I observed him in
an unstructured setting that was more hectic, such as math, his disruptive behaviors
increased even when there was a verbal prompt issued. Whereas, when he was interested
in the lesson or in a setting where the class was controlled, his disruptive behaviors
decreased. Jacksons attention seeking behaviors often increase during group instruction
on the rug or when he is in a group doing work. His functional-intention is attentionseeking because when Jackson is re-directed or reprimanded by the teacher the problem
behaviors will keep occurring if his peers are paying attention to them/him. When other
classmates who are disruptive surround Jackson, he becomes disruptive as well. I believe
that this is the function of the behavior because he may not getting the attention
needed/wanted at home from his parents, so he is looking for it at school.
Replacement Behavior:

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20

1. What should the student be doing?


Jackson should be raising his hand silently when he has something to say in class and
keeping his actions and comments appropriate and respectful throughout the school day.
He should have a positive attitude during class and he should be keeping his comments to
himself and to others inside of his head instead of calling out and disrupting the class. If
Jackson is unable to do these replacement behavior(s) he will be given a verbal cue from
the teacher and it will be marked on his chart.
2. How will you teach it?
I will teach the replacement behavior(s) by sitting down with Jackson and having a
discussion with him. After our conference with his parents, we decided on the checklist goals together. I will introduce these goals to Jackson during our conversation and I
will also tell him that I plan on checking in with him once every morning and once every
afternoon. We will talk about his current behaviors and his replacement behavior(s).
During the first meeting with Jackson, I will introduce the new check-list that is going to
be in place and how it is going to work. Before implementing the plan, I will meet with
Jackson beforehand to give him a few days to get used to the idea of it. I will be the one
to give Jackson his check-list every morning and check in with him before his first period
class. We will talk about how he is doing that day, and if he thinks he is going to have a
good day or not. During this time, I will also be collecting his signed check-list from the
night before. If there are any comments that need to be discussed with Jackson I will
discuss them with him at the end of each day before dismissal. Throughout the day I will
give Jackson reminders, both verbally and non-verbally. I will teach these replacement
behavior(s) by reminding him of his goals and correcting his disruptive behavior when it

POSITIVE BEHAVIOR SUPPORT PLAN

21

occurs. I will give Jackson specific praise when he is able to practice these new behaviors
and when he has a good day.
3. When will you teach it?
I will teach the replacement behavior during Jacksons first period class of each day and
during our check-in in the morning. I will start at the beginning of the day because this is
when Jacksons behaviors are less frequent and when he is able to reflect on them. I will
inform his teachers of the replacement behavior(s) that should be occurring and the
check-list that we have agreed upon. After every class, Jacksons teacher will talk with
him about how his behavior was in class and process this information with him. They will
leave comments and either give him a check or an x.
4. How will you know when the student has learned it?
I will know Jackson has learned the replacement behavior(s) when he is able to practice
proper impulse control and his tendencies of calling out become less frequent. I will
know Jackson is learning his replacement behavior(s) when he is able to distinguish his
appropriate behaviors from his inappropriate behaviors. For instance, if he makes a
comment out loud or to himself during class but realizes and raises his hand instead. Or,
if he is having an off morning and he is able to turn his day around and practice his
replacement behavior(s) throughout the rest of the day. I will also know if he has learned
the replacement behavior(s) when I check in with him at the end of the day, and if he is
able to reflect on them. If Jackson is able to learn his replacement behavior(s), his current
behaviors will decrease and the replacement behavior(s) will increase.
Positive Behavior Supports

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One of the positive behavior supports I plan to utilize with Jackson is a check-in
sheet at the beginning and end of each day. This sheet asks Jackson how he is in the
morning, and how he thought his day went in the afternoon. Each day will be numbered
between zero and five, and there will be room for me to write comments. I decided to
make the check-in sheet in this fashion because I wanted Jackson to feel comfortable with
it and open to tell me anything if he wanted to. I didnt want to ask Jackson how he
thought his day was going to go, because he would respond with a number five each time.
Jackson always intends on having a good day, but sometimes there are other factors that
get in the way. This is why whenever I check-in with Jackson I am going to ask him how
his night was and how he is that day. At the end of the day, we will use this check-in sheet
to reflect on his actions and to process his behaviors if needed. I plan on using this checkin chart to not only help Jackson understand his behaviors, but to be there for him if he
wanted to talk about anything that was going on in his life. Im hoping that if no one is
hearing him out at home, I can be an outlet for him here at school.
Along with the check-in sheets twice a day, I plan on giving Jackson specific
praise throughout the day and informally checking in on him. Since his Dad did not want
us to give him incentives for his behavior, specific praise and positive feedback work just
as well with Jackson. He also responds better and his disruptive behaviors are decreased
throughout the day when he is called on in class more frequently. Jackson always has
something to say and is very eager in class to share his ideas. Knowing this, I will call on
Jackson as much as possible and I will check in with him during class to give him this
positive feedback when he is doing his work, staying on task, and having a good day.
Whenever Jackson has a good class period, I will make sure to mention this to him. When

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Jackson knows someone cares about him and his efforts, his performance is positively
affected.
The third behavior support that I will put in place for Jackson is his To Do List.
This to-do list is a list of five desired behaviors that Jacksons parents, Mrs. Kerrigan, and
myself have agreed upon. Since Jacksons parents did not want him to be on a behavior
chart where he would be given points or incentives for following directions, we decided
to give him a daily reminder sheet instead. The check-list used was the third draft I came
up with before Jacksons father agreed on it. On this to-do list, the positive behaviors that
are listed are that Jackson should: join in GoNoodle keeping body to self, raise my
hand to share on topic answers, circle the verbs in the directions, have a positive
attitude and complete work in time allotted. On each check-list there is a box for
Jackson to check off, a box for the teacher to check off, and a place for comments to be
left. If Jackson believes that he did the targeted behavior in class then he is able to check
off his box, but if his teacher does not agree his check mark does not count. Each night,
Jacksons parent or Grandma will look at the chart and sign off on it. This chart will be
used as a reminder to keep Jackson on task and to hold him accountable for his actions.
The behavior that I will be focusing on most is having him raise his hand to share on
topic answers. The other behaviors on the chart were additional behaviors that Jackson
was having trouble with throughout the day and needed to be reminded of. This chart will
also be used as a communication system between Jacksons teachers, himself, and his
parents. Throughout the day, Jackson is going to receive feedback about his behavior(s)
from his teachers. This behavioral support, and the other two will be used every day in
each one of his classes.

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Data

Collection

and

Visual

Representation:
Examples from Week One:

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Week 1
9
8
7
6
5
Checks out of 8

4
3
2
1
0
1

2
Days

Examples from Week Two:

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28

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Examples from Week Three:

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32

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POSITIVE BEHAVIOR SUPPORT PLAN

Examples from Week Four:

34

POSITIVE BEHAVIOR SUPPORT PLAN

35

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Week 4
10
8
6
Checks out of 8 4
2
0
1

3
Days

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Comparison of all of the weeks:

Total
40
30
Number od Checks per Week

20
10
0
1234

Number of Weeks

Data Summary and Interpretation:


The data collected from the implementation of Jacksons check-list varies
depending on the day/week. There were a total of eight check marks that could be filled
out by Jackson and his teachers. There was a check mark for the first half of reading, the
second half of reading, math, and science. For each one of these classes, Jackson got to
check the box if he believed he did that targeted behavior. I decided, that since Jackson
has a tendency to not realize his actions unless he is reminded or told otherwise, his
check marks would not count for himself unless his teacher also checked their box. Since
the behavior I was focusing on was calling out, the only behavior I collected data on was
the amount of checks he got per day for raising his hand to share on topic answers.
In week one, there were only four days that data was collected because that
Monday was the day I had talked to him about the new plan. Jacksons parents had also
talked to him about this check-list to introduce it to him before starting. I decided to start
the plan on that Tuesday, March 8th, to give Jackson time to process the information and

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get used to the idea of the chart. During this week, Jackson had a positive start to the
plan. There was only one day where he didnt get eight out of eight checks, which was
Wednesday the 9th. The reason for this was that there was a substitute in his math class
and he/she did not check Jacksons to-do list that day. I believe that since this was the
first week of Jacksons new behavior support plan, he did very well on it because he was
still getting used to it and receiving reminders about it. I began to notice a difference in
Jacksons behavior during this first week, especially because I was giving him specific
praise when he had a good class/day and because when he did call out, I was able to
remind him of his chart goals.
During the second week of implementation, Jacksons calling out tendencies were
not as controlled. The highest amount of check-marks he received during this week were
six. This meant, that there was at least one class a day where he was not receiving his
check mark for raising his hand to share on topic answers. On Monday, he didnt get his
check mark in science, and on Tuesday and Thursday it was during the second half of
reading. His lowest days for the week were Wednesday and Friday. On Wednesday,
Jackson only received check marks for his science class and on Friday he didnt receive
check marks during the first half of reading or science. This was the first week that I
began to see Jacksons behaviors vary. He was having trouble processing his behaviors
and understanding why they were disruptive.
The third week that this plan was implemented was another week where Jacksons
behaviors varied. This was the week leading into spring break, and school was closed on
that Friday, which is why there are only four days of data collected. During that Monday,
Jackson did not receive a check mark in science. On that Tuesday, Jackson received all

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eight check marks, but on Wednesday Jackson did not receive his check marks for the
first half of reading or math. During the day before spring break, Jackson maintained his
usual behavior and only received six check marks because he did not get his check in
math from Mr. Braverman. After this third week, I realized that Jacksons behaviors were
not changing because he was not losing or gaining anything from this experience. I
decided to contact his parents to update them on how his behaviors have not changed. At
this point, Jacksons mom had recommended that we keep him inside from recess for five
minutes whenever he was having a bad day behaviorally. Jacksons dad did not answer
the email, and there were still no incentives that were mentioned.
Throughout the last week of implementation, Jacksons disruptive behaviors
decreased. His calling out tendencies lessened and he seemed to be more invested and
interested in his classes. On Monday and Tuesday, Jackson received all eight of his check
marks. On that Wednesday, he only received four check marks. This was one of Jacksons
more disruptive days, and he had a substitute in our reading class. Since Jackson was
having an off day I decided to try keeping him in for five minutes of recess. Before
doing this, I talked with Jackson and helped him process his actions that caused this
decision. I was surprised to see that this did have an affect on him, because the next day
he received all eight of his check marks, and that Friday was a half-day which was why
he only received two checks.
After looking at this data and my check-in sheets that I had completed with
Jackson every morning and afternoon, I began to realize that his behaviors varied more
depending on the amount of support he received. The more reminders and specific praise
he got throughout the day, the less he called out. I also noticed that his calling out

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behaviors decreased when he was called on more and engaged during class. Jackson is
the type of student who responds better when he knows others care. Seeing this data, I
could tell that Jacksons behavior did vary depending on the class. For instance, during
our reading classes, Jacksons calling out improved tremendously. As a result of this, his
grades improved because he was staying on task and not causing a disruption to himself.
Jackson usually always received his check marks for reading, unless there was a
substitute. I think a reason for this was that I was there reminding him, monitoring him,
and caring about his success.
During Jacksons math class, I began to notice a pattern of him not receiving his
checks, and an increase in disruptive behavior both during class, during my observations,
and on his to-do lists. I decided to ask Jackson why this was, since he is good at math and
was doing well with the behavior plan in reading class. He told me that since Mr.
Braverman isnt a real teacher, and his class is always hectic that he feels that his
behaviors are increased and he can act however he wants in the class. He also told me,
that if he were able to switch math classes, he would. Hearing this, I realized that it
wasnt just Jackson misbehaving because of his own tendencies, it was because he felt
that he could in this type of environment. Mr. Braverman is a first year Behavior
Specialist who teaches a math class as well. Jackson feeds off of the other students in the
classroom when he is in this class, which is a main component of why he didnt receive
his check marks for almost every day.
Even though the data varied, Jacksons calling out tendencies did decrease in most
of his classes. Jacksons behaviors depend on the type of environment he is in, and how
much support he is getting from that teacher. On the days that I made sure to check in

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with Jackson throughout the day, gave him specific praise, and reflected/processed with
him about his day when he didnt receive all of his checks or got specific comments from
teachers, his behavior improved. Looking at the total amount of check marks per week,
Jacksons calling out behaviors started at twenty nine checks the first week, then went
down to twenty five, then to twenty six, but increased to thirty one total check marks by
the fourth week. After talking with Jackson, keeping him in for recess one day for a few
minutes, and holding him accountable, his calling out behaviors became less frequent.
From implementing this plan, Jackson has become more aware of his actions throughout
the day and during class, and has learned how to process, reflect, and recognize his
disruptive behaviors and when they are not appropriate.
Reflection:
Going into this project, I knew that the success of Jacksons behavior plan might
be more difficult to accomplish because his Dad did not want him to receive incentives or
to be on a point sheet. This to-do list made Jackson accountable for his own actions,
but since he was not losing or gaining anything from it, his behaviors varied from day to
day. At home, wherever Jackson was for the night, he did not receive any type of
punishment or reward regardless of what was written on his sheet. This was why
Jacksons Mom suggested keeping him in from recess for five minutes. I believe that if
Jackson had some type of incentive to keep him on track with this behavior chart then he
would react more positively toward it, apply himself, and have much more success with
it. Unfortunately though, without his parents permission and consent, I cannot implement
such a plan.

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In order to maintain this behavior check-list I will continue to check in with


Jackson every morning and afternoon, and will continue to give him this chart every day.
When I leave West Towson Elementary School I plan on providing his teachers with
these charts to give him every day, and reminding them that this is a team effort- it cannot
just be left up to Jackson. If Jacksons disruptive calling out behaviors increase during my
time left at West Towson, I will contact his parents again and will ask for their
permission to implement some type of incentive system or point sheet. If possible, I also
want to find out who Jacksons 5th grade teacher will be for next year to talk to them
about his behaviors and what types of supports he will need to be successful. I have tried
to generalize this behavior check-list and make it as manageable and accessible for all of
Jacksons teachers as possible. He has also become very responsible through this process,
and will notify and remind his teachers if they have not filled it out yet. I also plan on
talking to Jackson before I leave the school, and letting him know how much growth and
improvement Ive seen from him in these past few months and how I hope to hear about
his continued progress for the future.
If I were able to repeat this project and go about it in a different way, I would
definitely have a conversation with Jackson beforehand about his behaviors and
how/what we could do to help him be successful. Since we had a conference with his
parents and they decided on the idea of Jacksons behavior check-list, he did not get a
say in what he thought would work best for him. At times, students know better than their
parents what will work for them, and what wont. If I had met with Jackson before this
positive behavior support plan was put in place and he had said that he would respond
more to incentives being put in place, then I would have mentioned this to his parents

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during our meeting. I would first talk to Jackson about his behaviors in his classes and
how they need to be changed, and then get his opinion on how he thinks they could and
what would motivate him to do so. I believe that if I had done this before talking to his
parents, this project would have gone differently.
Something else that I might have done differently when planning and
implementing this project would be to update Jacksons parents weekly on his progress.
Even though they were seeing his progress on the sheets he was bringing home, he was
often trying to justify the reasons for his calling out or talking out of turn tendencies by
changing the wording on the charts or writing his own comments in place of his teachers.
For instance, if a teacher wrote the word inappropriate on his chart, he would often
cross out the letters in and just keep the word appropriate. He would also write his own
words and change the comments of his teachers, such as crossing out the words
disruptive and writing silly instead. Jackson had a difficult time understanding the
point of view of his teachers and accepting their comments for how they were. He
became embarrassed and didnt want his parents to see the truthful comments that his
teachers had been writing so he tried justifying them as much as he could. Knowing this
now, I would have had a weekly communication system with Jacksons parents going on.
Once Jacksons disruptive behaviors started increasing during weeks two and three, and I
notified his parents, he turned his behavior around and became more involved and aware
of his actions. If I could do this again, I would definitely keep his parents updated from a
teachers point of view each week to make it clear that maybe a different behavior plan
might be a good option for him. If I had done this, and they were informed from an

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adults/teachers perspective, then maybe Jacksons parents would have been open to the
idea of putting him on a point sheet or using incentives.
Completing this project has taught me a lot about classroom management and the
factors that can and do go into each students behavior plan. I have learned that not every
student is the same and there are always factors both in and out of school that effect the
childs behavior. I now know that it is not always the students behavior that is the
problem, but that the classroom management itself could be a large factor in whats
creating the disruption. From this project I have learned that classroom management is
handled differently by each individual student and that there cannot just be one way to go
about managing your class. After monitoring Jackson and learning about the factors that
go into his talking out of turn behavior(s) I now understand that adjustments can and
should be made to classroom management strategies depending on the students needs.
Whether its a General Education setting or a Special Education classroom, behavior
management is a key component to a well run, positive, and effective environment for
students. Teachers play a role in each students behavior, and by caring about them as
individuals and paying attention to how and what they would benefit from, these
classroom management strategies can be made. Good classroom management is a team
effort, both from the students and the teachers.
After implementing this plan, I learned that Jackson is a typical 4th grade boy,
who is looking for acceptance, someone to care for him, and a positive environment to be
a part of. The implementation of this plan had an effect on the outcomes because Jackson
now realizes how his calling out tendencies can be disruptive to himself and to others. I
think that by participating in this plan he has had the opportunity to reflect and process

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his behaviors and be supported in a way that he hasnt been before in school. My main
goal of this project was to understand Jacksons behaviors, what was causing them, and
how to help him. Ive learned a lot about myself as an educator and about the components
that go into creating and implementing a Positive Behavior Support Plan after completing
this assignment.

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