Positive Behavior Support Plan Name Eric W Date March 2013

Behavior: Eric is disruptive during morning meeting by interrupting his classmates, talking out of turn and continuing to talk after being asked to stop by teacher. Function of Behavior: When at morning meeting Eric is unable to wait his turn. He does not allow his classmates to speak without interruption and reacts very emotionally when prompted to wait his turn, He will tantrum in order to stop morning meeting and get Ms. Avery to focus her attention on him. 1. MODIFY SEATINGDuring morning meeting Eric will sit directly beside Ms. Avery. 2. PEER SUPPORT- Erics classroom buddy will sit directly across from him displaying appropriate behavior.

Preventing Strategies:

3. MANIPULATIVES- A talking card will be introduced. Only the person with the talking card will be allowed to talk during morning meeting

4. INCORPORATE CHILD INTEREST- Eric will be the recorder. He will listen to his classmates during morning meeting and draw a picture of what happened. 5. SCHEDULE TIME- schedule time for Eric to talk to Ms. Avery daily

Teaching Behavior:

Direct Replacem ent

Teach Eric self-assessment skills so that he is able to better manage his own behavior

Behavior

Coping and Tolerance

Teach Eric to wait for another appropriate opportunity to speak to Ms. Avery during the day

General Skills

Expand Erics social skills so his better able to engage with his classmates

Reactions:

Respond to new behavior

Offer Eric praise when he successfully sits through morning meeting. Display his drawing about morning meeting

React to Problem Behavior

Direct Eric to look at his classroom buddy to see how he is sitting and listening Redirect Eric to his job of being the recorder If Eric starts to tantrum he will be directed to his desk. Morning meeting will continue.

Manage Crisis Behavior

Positive Behavior Support Plan Summary

Tiyacca Simms-Jones Name: Eric W Age: 8 yrs. old Setting: General education classroom during morning meeting Present Level of Performance- Eric is 8 years old. He is in the second grade in a collaborative class in public school. He spends the majority of his day in his general education class. He receives language arts instruction in a special education class. He does not have a paraprofessional with him but he is given significant one to one time with is classroom teacher as well as his LD teacher. Erics Daily Schedule 8:15 Arrival (unpack book bag, place lunch or lunch money on appropriate counter, place homework in bin, etc.) 8:45-9:10 Morning Meeting (choose job for the day) 9:15-11:05 Language Arts in LD classroom 10:30 Snack 11:05-11:35 Recess (wash hands, get lunch or lunch money, line up) 11:45-12:15 Lunch 12:15-1:15 Math 1:15-2:00 Resource (gym, art, music, computer) 2:00-2:40 Science/Social Studies 2:40-2:50 Pack up/Dismissal

Prevention Strategies: 1. MODIFY SEATINGDuring morning meeting Eric will sit directly beside Ms. Avery. Eric will be prompted to sit beside Ms. Avery in the morning as he is completing his morning business. He will sit beside Ms. Avery daily 2. PEER SUPPORT- Erics classroom buddy will sit directly across from him displaying appropriate behavior. Upon entering the classroom encourage Erics buddy to model appropriate behavior for him during morning meeting.

3. MANIPULATIVES- A talking card will be introduced. Only the person with the talking card will be allowed to talk during morning meeting. As the students are finishing putting away their belongings appropriately Ms. Avery will direct a student to get the talking card from the front of the desk. While holding the talking card she will make general classroom announcements and remind students that she is the only person talking because she is holding the talking card. Pass the talking card to the student who is to talk first after the student is finish direct the student to pass the talking card to the next students

4. INCORPORATE CHILD INTEREST- Eric will be the recorder. He will listen to his classmates during morning meeting and draw a picture of what happened. Ms. Avery will place pencil and paper next to her before the start of morning meeting so that Eric may have them. Ms. Avery will prompt Eric to be a good listener so that he can draw a picture of todays morning meeting. 5. SCHEDULE TIME- schedule time for Eric to talk to Ms. Avery daily. Eric will speak with Ms. Avery briefly before Recess. She will go over his picture, offer suggestions and praise.

Teach Eric self-assessment skills so that he is able to better manage his own behavior. Have Erics classroom buddy show him the proper way to sit at morning meeting. Erics classroom buddy and Ms. Avery will give Erick a thumbs up when Eric displays appropriate behavior during morning meeting.

Teach Eric to wait for another appropriate opportunity to speak to Ms. Avery during the day. Ms. Avery will display a card with E in a circle on her desk. This is the prompt for Eric to come to her desk to talk.

Expand Erics social skills so his better able to engage with his classmates. Encourage Erics classmates to notice his appropriate behavior. Have classmates give Eric positive feedback on his drawing. Have Eric respond back appropriately.

Offer Eric praise when he successfully sits through morning meeting and display his drawing about morning meeting. Respond each time Eric is found to be displaying appropriate behavior by Ms. Avery or classmates.

Direct Eric to look at his classroom buddy to see how he is sitting and listening. Respond if Eric interrupts his classmate. Remind him that he does not have the talking card. Redirect Eric to his job of being the recorder Respond by reminding him the need to listen to his classmates in order to do his job.

If Eric starts to tantrum he will immediately be directed to his desk. Ms. Avery and the class will ignore his tantrum. Morning meeting will continue. Once morning meeting is over and Erics tantrum has stopped (quietly sitting at desk, head not on desk) Ms. Avery will redirect Eric to his prevention strategies.