Sample of a Completed Behavior Management Plan Date: January 2005 Duration of Intervention: Approx.

3 months Class/Grade: 1st grade

Student: CW Goals:

1. CW will not become disrupti e during tas! transitions 2. CW will not exhibit aggressi e beha iors toward other students when he becomes anxious 3. CW will regulate his reactions to the classroom en ironment CW"s reactions are triggered when there are changes in the schedule# changes in classroom routines# and during unstructured play time. Target Replacement Behaviors: 1. 2. 3. (. 5. $ignal to teacher when o erwhelmed. %se words when angry. &eep hands to yoursel'. &eep hands away 'rom other children when angry. )earn to go to a *uiet area independently when needing to calm down. +o to an adult to as! 'or help when transitions or peer negotiations are di''icult.

Student eed!ac": 1. CW responds well to ac!nowledgement. %se statements to connect the positi e actions and pro ide erbal recognition when he is meeting his goals. 2. A des! chart will be created with stic!ers to reward replacement beha ior. ,' CW recei es three stic!ers at the end o' the day# he will be able to select a 'a orite acti ity 'rom the reward sur ey to complete during acti ity time. 3. ,' CW does not meet the criteria o' three stic!ers at the end o' the day# the teacher will present him with choices o' acti ities to select during unstructured time# or he may need to use that time to ma!e up the wor! he missed. (. $tory boards and discussions will be utili-ed with CW to discuss the beha ior incident as soon as he is able to discuss the problem. With the aid o' the instructor# the problem will be re iewed and supporti e options 'or next time created. 5. ,' CW cannot transition without assistance# a teacher will 'acilitate class changes. .his may in ol e using tools such as handing CW a isual card to demonstrate transition time.

/. .ime out inter ention will be taught. ,' CW re'uses to interact appropriately he will be directed away 'rom the current acti ity. 0e will need to ma!e up at another time any academic instruction he missed. .his may ha e to occur during an unstructured time. 0owe er# it should not entail the entire 'ree time period. 1. 2atural conse*uences# such as using a waiting chair# will be used as much as possible. Care should be ta!en not to embarrass the child by singling him out 'or punishment Methods to Monitor: 1. 3eha ior will be monitored on a daily basis. 2. .ally charts using the des! chart 'orm will be recorded by the child and collected each day and discussed. 3. 3eha ioral inter entions will be monitored through teacher chec!lists and obser ations and anecdotal notes. (. ,n'ormation will be summari-ed on a wee!ly basis. amil# Communication: 1. 4aily notes will be sent in CW"s communication or school 'older. 2. A wee!ly summary o' the beha ior will be emailed to the 'amily. 3. ,n'ormation sent to CW"s 'amily will include how o'ten he signaled the instructor# the e''ecti eness o' the redirection# and the use o' the tally and stic!er system. (. A wee!ly summary will consist o' the current wee!"s progress and will compare to prior wee!s. ,t will note any inter ention changes. ollo$ Through: 1. .he 'amily has indicated they are wor!ing with a therapist on sel'5regulation and beha ior management at home. .herapy is 'ocusing on helping CW recogni-e 'eelings and select appropriate responses. .he therapist will consult and wor! with CW"s instructors to help maintain a consistent management plan and inter entions. 2. 3i5wee!ly emails with CW"s therapist will occur to re iew CW"s progress and ma!e necessary ad6ustments to his beha ior plan. 3. A meeting with parents# teachers# and therapists will be con ened in 'our wee!s to re iew progress and ad6ust the beha ior plan i' necessary. (. When CW reaches his goals# a method 'or phase out will be determined based on the time he too! to learn the beha iors and his dependency on each particular 'eedbac! techni*ue.