Behavioral Support Plan

*indicates the use of a pseudonym

Student: Jack*

Grade: 8th

Teacher(s): Ms. Smith*, Mr. Jones*, Miss Harper* School: Grover Cleveland* Middle School

IEP: Yes X

NO ___

Plan Start Date:__11/17/2014____

Team will reconvene every 15 days to monitor plan

Briefly describe the problem behavior(s) in observable and measureable terms (be sure to include all the
major behaviors of concern)

Jack is off task during math instruction. Examples of this behavior include laying his head on
the desk, laying his head on the desk and writing on his skin and/or desk, and writing on his desk
or another desk in the classroom. Non-examples of this behavior include when Jack has his head
off the desk, when Jack answers a question when called upon, and when Jack is talking to peers.
His behavior occurs one or more times per class period and appears worse when independent
seatwork is required or when he is called upon during instruction.

Functional assessment strategies Implemented (check all that apply)

File Review:

_X_Yes (Date: _10/8/2014__)

____No

Interviews:

_X__Teacher Interview

_X__Student Interview

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____Parent/Guardian Interview
Observations:

____Other__________________

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

____Scatterplot

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

_____________________________________________________________________________________
Rating Scales:
______Problem Behavior Questionnaire (PBQ)

______Motivation Assessment Scale (MAS)

______Other (list/describe) _______________________________________________________

Provide one or more Summary Statements (as appropriate) from the Functional Assessment Data (include
Setting Events if known, Antecedents, Behaviors, and Maintaining Functions- Do not include the staff
response/consequence)

When Jack is asked to complete difficult or nonpreferred math tasks, Jack will write on his skin,
objects, walls and furniture with markers and/or lay his head on the desk to escape from the task.

Briefly describe a desired replacement behavior(s) that will serve a similar function as the current problem
behavior(s)

Jack will raise his hand to request a break or will choose to work on alternative materials during
periods of whole group math instruction and during independent seat work in math class.

Develop a behavioral objective incorporating the replacement behavior(s)- (Include condition, student, behavior
and criterion)

During math class, on occasions when Jack wants to put his head on the desk and/or write on
himself or a desk, Jack will raise his hand and ask for a break or will choose to work on
alternative materials from a folder placed in the back of his math binder on 80% of such
occasions during five consecutive math periods.

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Outline the instructional strategies to teach the desired replacement behavior (where, when, how & who will
teach the replacement behaviors?)

First, Miss Harper will ask Jack to complete a student interest survey to identify some of his
interests, including what types of materials he enjoys working with, such as graphite pencils,
mechanical pencils, and so on (all writing materials provided in class will be erasable and
markers will not be included). The information gained from this interest survey will be used to
identify potential materials to include in Jacks math binder, including a pocket for a variety of
writing/drawing pencils, a compass, protractor, and paper. Following the completion of the
student interest survey, Miss Harper will show Jack different types of math puzzles and
brainteasers, and allow him to pick the first five that will go into his math binder. Second, Jack
will be taught to raise his hand and ask for a break during whole group math instruction and
during independent seatwork in math class. Jack will be taught that when he wants to put his
head on the desk, and/or write on himself or a desk, he is to raise his hand and ask for a break, or,
he can choose to work on alternative materials placed in the back of his math binder. Miss
Harper will conduct 3-5 brief one-to-one training sessions with Jack in which Miss Harper will
model how Jack will raise his hand and ask for a break. Miss Harper will also model how Jack
may choose to work on alternative materials in his math binder that includes brainteasers, math
puzzles, and a variety of other math activities. Immediately after Miss Harper models how Jack
should ask for a break and/or work on materials in his binder, Jack will be asked to practice what
he has observed Miss Harper model. These training sessions will be completed in his math
classroom before his peers arrive to class. During group instructional time and independent seat
work Jack will be discreetly prompted to raise his hand for a break or to choose to work with
alternative materials. Once Jack is indpendently raising his hand and/or choosing to work with
alternative materials, the prompts from Miss Harper will be faded.

Describe a data collection system to monitor the replacement and problem behaviors and state how the data
will be summarized

The instructor responsible for whole group math instruction (Mr. Jones or Miss Harper) will keep
a tally (frequency count) of the # of times Jack raises his hand and requests to take a break.
Additionally, at the third bell, which indicates class is halfway over, the instructor will look to
see if Jack is working on alternative materials, if his head is on the desk, and/or if he is writing
on himself or a desk. This information will also be charted. The instructor(s) will circle the
letter A to indicate Jack was working on alternative materials, the letter B to indicate Jack was
not working on alternative materials, the letter C if Jacks head was down on his desk, and the
letter D if Jack is drawing on himself or a desk in the room. The instructor will also indicate if
they observed Jack lay his head on his desk at any time during the instructional period. This data
will be graphed weekly and will initially be reviewed by Jacks instructors every 2-3 days to
monitor Jacks progress. If/when Jack begins to demonstrate a pattern of independently raising
his hand for a break and/or choosing to work independently with alternative materials, data will
only be collected 1-2 times per week. Weekly review of the data will continue. Aligned with the
weekly review of the data is the replacement of the alternative materials in Jacks folder. Miss
Harper is responsible for keeping alternative materials in Jacks binder on the day of the weekly
progress monitoring review. If Miss Harper is absent or unable to complete this task, Ms. Smith
is responsible for replacing these materials. Ms. Smith will observe Jack once every 15 days, she
will follow the progress monitoring procedures outlined above (the charting of specific behaviors
at the third bell), in order to provide a measure of interobserver agreement. Ms. Smiths data will
be compared with the instructors data (Miss Harper and Mr. Jones) when the team meets every
15 days.

Briefly describe planned setting event and antecedent strategies (if no setting events identified- leave blank)
Setting Event Strategies

Antecedent Strategies

Pre-corrects will be used prior to group instruction to remind Jack to ask for a break
and/or work with alternative materials. Jack will be reminded that reinforcement is
available if he meets his goal for keeping his head off of his desk and not writing on
himself or other objects (see Positive Consequences below).
A new seating arrangement will be determined by Miss Harper and put in place the week
before this plan begins (no later than November 8, 2014). This seating arrangement will
reduce the number of empty desks that surround Jack.
Jack will be provided with additional help during an afterschool study skills math
group. Jacks parent(s) have agreed to let him attend twice per week. Additionally,
Jacks math instructor, Miss Harper, has offered to help Jack before school or during
recess.
Describe positive and reductive consequence strategies (includes specifics of who will deliver the
consequences, schedule of reinforcement, etc.)
Positive-

During academic periods, the teacher will praise Jack a minimum of three times each
class period for having his head up. During academic periods, the teacher will praise
Jack for working on alternative materials, this praise will occur when the teacher
observes Jack engaging in the desired behavior. The teacher will call Jacks parent(s) to
praise his behavior during math instruction. The criterion for a call home to Jacks

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parents for positive praise is a minimum of five consecutive days of math instruction
without Jack placing his head on his desk. Jack will also earn minutes to be redeemed for
building tech decks at his desk once per week, for up to ten minutes (this reward has
already been identified as a motivator during a discussion Miss Harper had with Jack).
Jack will earn 2 minutes for building tech decks for each instructional class period when
the daily progress monitoring shows that Jacks head was not on his desk. The math
instructors (Ms. Smith, Mr. Jones, Miss Harper) will meet every 15 days to
monitor/evaluate this plan, and make a
Reductive-

If Jack is off task, the teacher will provide specific verbal praise to a nearby compliant
peer (Praise Around Strategy). If Jack remains off-task, the teacher will use a redirective
statement (e.g., Jack, I need you to get back on task by lifting your head off the desk.)
If Jack does not meet his weekly goal for on-task behavior, he will not receive his tech
deck minutes at the end of the week.

Reactive Emergency/Crisis Procedures (if needed for blowups or dangerous behaviors)

The data on the FAO did not illustrate a pattern of behavior that indicates a need for more
intrusive/restrictive procedures, however, if Jacks behavior were to escalate and become
disruptive to his peers, Jack will be asked to leave the classroom and report to the front office
where the incident will be recorded, Jacks parent(s) will be called, and Jack will be placed in a
supervised room with an adult until the end of the class period. Jacks parents have been
informed of this process and have given consent for these procedures.
LRBI Approvals

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Signed Parental Consent
No
No
No

Behavior Expert Required on Team

No
No
No

from Teacher
Self-Management
Modeling/Diff. Reinforce

No
No

No
No

Of Another Persons Behavior

Prompting
Social Skills Instruction (On Task

No
No

No
No

Skill focused)
Administrative Intervention/Sent to

No

No

Staff Discretion
Yes

No
Yes

Precorrection
Check-in with Adult
High Rates of Positive Response

Office
Think Time (e.g. in class timeout)
Physical Restraint

Team members and their responsibility for implementation

Member :

Responsibilities:

Ms. Smith*

instruction & data collection

Mr. Jones*

instruction & data collection

Miss Harper*

instruction & data collection; monitoring student

feedback and replacing materials in the math binder
(Ms. Smith is the alternate if Miss Harper is absent)