Positive Behavior Intervention Plan

Sam M. Fladd

Towson University
 Positive Behavior Intervention Plan

Background Information

Shaun is a 14 year old student who attends Linwood Center in Ellicott City. He is in a
self-contained classroom at the Linwood Center with five of his peers and three Instructional
Assistants. His home school is Sykesville Middle School in Carroll County. Shaun has diagnoses
of Autism Spectrum Disorder. He has challenges related to academics, behavior, and
communication. These challenges include the development of academic skills related to reading,
writing, mathematics, as well as demonstrating appropriate and safe behaviors consistently
throughout the school day. Based on formal measures and language therapy, Shaun exhibits
challenges in the domains of receptive, expressive, and pragmatic language skills. He is currently
functioning at a 3rd grade level academically. Shaun requires 1:1 adult support daily to assist with
academics and aggressive behaviors. Shaun has a Behavioral Intervention Plan that addresses
behaviors.

I. Definition of specific behavior

Shaun exhibits maladaptive behaviors throughout the school day. Off task behavior will be
the main focus for the purpose of the PBIP. Off task behavior can be observed as time spent
outside of the classroom. Some of Shauns antecedents to off task behavior could be biting his
shirt, loud vocalizations, scripting of a preferred show (i.e. Dora), and/or physical aggression.
Currently, Shauns time spent on break is measured with a timer and added at the end of the
day to see the time spent outside of the classroom.

Shauns off task behavior negatively impacts his academic performance and availability
by time spent outside of the classroom. He frequently needs breaks throughout the day which
makes him miss group lessons and individual study sessions. Shauns breaks could be from 2
minutes and up to 20 minutes depending on his heightened arousal. Due to his off task
behavior, Shaun requires supervision throughout the day. When Shaun is required to do a non-
preferred task he can exhibit biting, kicking, pinching, punching, scratching, hitting, property
destruction and/or head butting which could be disruptive and dangerous in the classroom.

II. Literature Review

Carnett, A., Raulston, T., Lang, R., Tostanoski, A., Lee, A., Sigafoos, J., & Machalicek, W.
(2014). Effects of a perseverative interest-based token economy on challenging and on-
task behavior in a child with autism. Journal Of Behavioral Education, 23(3), 368-377.

The authors of this article conducted a study on a 7-year-old- boy with autism about using
a token economy to limit challenging behaviors and increase on task behaviors. The study found
that using preferred tokens (picture of a train for a child who enjoys trains) improved the
intervention outcomes. The study showed baseline behaviors of the student and the decrease of
negative behaviors when the token system was put in place for the student. Lastly, it is
mentioned that this form of token system needs to be performed consistently and repetitively to
serve as a functioning tool. With the lack of either, this could trigger behaviors that were targeted
at the beginning of the token system procedure.

Cirelli, C. A., Sidener, T. M., Reeve, K. F., & Reeve, S. A. (2016). Using activity schedules to
increase on-task behavior in children at risk for attention-deficit/hyperactivity
disorder. Education & Treatment Of Children, 39(3), 283-300.

The authors of this article researched two students at risk for attention-
deficit/hyperactivity disorder and the use of activity schedules to increase on task behaviors in an
academic setting. The students showed interest in the activity schedules and preferred using them
in the school and home settings. One concern of the schedules was the possibility of peers
teasing the students. The students were interviewed and said their peers wanted one for
themselves. These schedules come in different sizes depending on the accommodations of the
student. The results showed a substantial increase in on-task and on-schedule behavior when
using the activity schedules.

Guardino, C., & Fullerton, E. K. (2014). Taking the time out of transitions. Education &
Treatment Of Children, 37(2), 211-228

The authors of the article discuss the difficulty and solutions to teaching students who
have a challenging time in inclusion classrooms. The research focuses student disruption in the
classroom. Inclusion classrooms are those where students with disabilities and students who are
typically developing participate together in a learning environment. Transitional activities and
evidence based provide teachers with more time teaching the students and less time spent helping
the inclusion students with organization.
Kreibich, S. R., Mo, C., & Reichle, J. (2015). Teaching a child with autism to request breaks
while concurrently increasing task engagement. Language, Speech & Hearing Services
In Schools, 46(3), 256. doi:10.1044/2015_LSHSS-14-0081

The authors of this article focus on students with autism spectrum disorder to
communicate effectively while still increasing the time spent in academia. The study was
conducted on a 4 year old child with autism. The 4 year old boy learned to request breaks during
short tasks. The function of this research was increasing the duration time of activities but still
allowing for students with autism to request breaks. This study was done to show the decrease of
problem behaviors with the availability of the task completion of the student.

Ohtake, Y., Kawai, M., Takeuchi, A., & Utsumi, K. (2013). Effects of video self-modelling
interventions on reducing task avoidance behaviors of students with autism spectrum
disorders. International Journal Of Disability, Development & Education, 60(3), 225-
241.

The authors of this article focused on video self-modelling and how it could reduce the
problematic behaviors with students with Autism Spectrum Disorder. The student would watch a
video which that is about 1 to 5 minutes of the student exhibiting appropriate target behaviors
before the actual challenging behaviors are going to be exhibited. As stated by the authors,
humans beings are more likely to learn from models whose characteristics are closer to the
individuals themselves. The study concluded that 50% of the students in the studies changed
target behaviors and presented more desirable behaviors after the video was shown.

III. Baseline Data Collection

Shauns baseline off task behavior is recorded throughout the day from 9 oclock a.m. to

3 oclock p.m., Monday through Friday. To conduct baseline data on Shauns off task behavior

the instructional aides and I used an Exclusion/Break Log template. The first column of the log

states the date of the incident. The next column states the start/ stop time of the period outside of

the classroom. The next column would be the preferred location in which Shaun needed to or

asked to go when exhibiting behaviors. The next column showed if the time needed outside of

the classroom was because of a behavior or routine/earning purposes. And the last column may

describe the behavior he was exhibiting or the reason for the break. At the end of the day the time

spent outside of the classroom was totaled.

 On day 1 of the baseline data recording, Shaun spent a total of 120 minutes outside of

the classroom on 8 occasions. While looking at the first two hours at school, Shaun displayed:

loud vocalizations, property destruction (turning over desk) and aggression (hitting and pinching)

staff. During his first act of aggression, Shaun was changing his schedule from Morning

Routine to Reading when he began to bite his shirt. He then aggressed towards his 1:1 aid on

four separate occasions. When Shaun does display aggression, he is removed from the classroom

to a much larger area and/or Quiet Room if deemed necessary depending on the severity of the

aggression. From 1pm 3pm, Shaun was outside of the classroom for 55 minutes. When

returning from Recess at 1 oclock Shaun was told to change his schedule from Recess to

Gym. Shaun perseverated on changing the pecs and displayed loud vocalizations. Shaun

aggressed when staff helped model changing the schedule. After a brief time outside of the

classroom, Shaun was able to rejoin the group, change his schedule and complete the task. At

2:10pm Shaun was walking back to the class from gym when he began to bite his shirt and

aggressed towards his 1:1 aid. He then kicked the wall multiple times. During Morning

Routine on the walking track/sensory room, his earning time at 11:20am in the sensory room

and his earning time at 2:30pm in the sensory room, Shaun displayed the least amounts of off

task behavior.

On day 2 of the baseline data recording, Shaun spent a total of 130 minutes outside of

the classroom on ten separate occasions. Shaun displayed similar off task behaviors as he did

during day 1. During the first hour at school, Shaun was off task for twenty five minutes. He

displayed loud vocalizations and shirt biting while doing his morning routine on the walking

track and aggression and property destruction when changing from Morning Group to

Reading. The property destruction and aggression looked the same as day 1. At 10:00 am,
Shaun was changing his schedule from Reading to Math when he began to talk to his hand

and display self-injurious behaviors. For the first half of the day (9am 12pm) Shaun was

displaying off task behaviors for eighty minutes. After lunch and recess, at 1:45pm 1:50pm

Shaun was finishing independent work when he started to bite his shirt and display self-injurious

behaviors. He was given room when he eloped from the classroom. Shaun was prompted and

directed into the resource room. At 2:05 pm Shaun began to bite his shirt and aggressed towards

staff. Shaun was escorted to the Quiet Room where he hit the matted walls, flipped his glasses

upside down, scripted Dora, made loud vocalizations and bit his shirt. After ten minutes in the

Quiet Room, Shaun was calm and returned to the routine and finished his vocational task.

The data presented below is the time and date of the time spent outside of the classroom

due to off task behaviors. No actual data has been tracked on times of aggression, self-injurious

behaviors, or elopement but only the time spent on off task behaviors. The data was tracked the

entire school days of Monday, February 6th and Tuesday, February 7th from 9am 3pm.
 When looking at Shauns records and reviews from his records at the school, it has shown

me a lot about his past and areas in which have been challenging for him. Shaun is a 14 year old

boy who resides in Sykesville, Maryland with his mother, father, grandmother and brother. He

was referred to Linwood Center from Sykesville Middle do to the inability to accommodate

Shauns needs. Shaun has very supportive family members. Shauns parents and grandmother
are very communicative and accessible when needed. In the past, Shaun was at an in-patient

program at Kennedy Krieger on the morning of Monday and Friday for help with the direction to

go with behaviors and possibly seeing an antecedent to these challenging moments. Linwood

Center, Shauns family and Kennedy Krieger have been collaboratively working together better

Shauns life.

Many factors need to be considered when analyzing the two days of information

collected on Shauns off task behavior. Shauns is challenged when verbally trying to express

himself. He is verbal but does need pictorial representation to express his needs and wants.

Shaun shows acts of aggression, elopement, self-injurious behaviors, etc. in many different

environments throughout the entirety of the day. The data of each day is showing trends of times

throughout the day in which Shaun is exhibiting off task behavior but does not show it happening

in one particular environment. With the collaboration of Kennedy Krieger, the family, Linwoods

Behavioral Specialist and the record review, a lot of valuable information can be considered

when looking at this off task behavior displayed at school. As I continue to provide support,

collaborate with cohorts and collect data, I am intrigued to see the progress Shaun will make.

IV. Hypothesis of Functional Intention

Based on classroom based observations, data collection and discussion with Shauns

1:1 aide, I believe that Shauns off task behavior is a function for escape from academic

tasks. My observations have shown that Shauns behavior is escape because when directed to

change his schedule and beginning a subject (ex: reading, math, social studies or science) he may

exhibits loud vocalization, property destruction and/or aggression. He understands that these

behaviors will allow him to leave the classroom.

 V. Replacement Behavior
1.) What should the student be doing?

During academics, Shaun should be maintaining soft voice, safe hands and safe body

while remaining in his seat. Shaun should be on task and completing his work for the given

subject area as his replacement behavior. He should begin the task when prompted by his aide

and ask his aide for help when it becomes too challenging. When all tasks from the subject area

are completed, Shaun is allowed a five minute break of a preferred activity. The replacement

behavior for Shauns off task behavior is appropriate because Shaun frequently exhibits

maladaptive behaviors to escape from the academic task. On task behavior is defined as having

a soft voice safe hands and safe body while completing academics.

2.) How will it be taught?

The replacement behaviors will be taught through multiple means of representation. Before

the lesson, Shaun will be reminded about having soft voice, safe hands and safe body

through a picture modelled of a person doing this. This will frequently be brought up and

verbal positive reinforcement will be prompted when on task and appropriate in class behavior

is being displayed. Shaun will also have the option of the preferred activity for him to earn at the

end of the task if he maintains on task behavior. A visual of the preferred activity will be

present to help reinforce this behavior.

 3.) When will it be taught?

The replacement behaviors will be taught in the classroom during all subject areas. His 1:1

aide will be trained on how to make the replacement behaviors functional and use it throughout

specials and related services when needed as well.

VI. Positive Behavior Supports

1.) A visual model will be taped on Shauns desk that shows appropriate behavior

during in class activities. The picture will have three separate areas that explains three

positive behaviors. The first picture will have someone having a soft voice with those

words above the pictures. The second picture will have someone having safe hands with

those words above it. And the last picture will have someone sitting in their seat

demonstrating a safe body.

2.) Shaun will have a schedule with each task in it. He will earn one star for competing the

task by having appropriate on task behavior. If he earns four stars for the four subject

areas then he earns his most desired activity. This would include the lap top or desk top.

If he earns three of the four stars then he earns a less desired activity which may include

putting together a puzzle or reading a book. This is a form of reward system that will

keep Shaun motivated to stay on task and display appropriate behavior to earn the most

desired activity.
3.) When Shaun is displaying common antecedents to his behaviors he will be offered

fidgets to help self-regulate his behaviors. Multiple fidgets would be available for

multiple areas of his sensory processing. Play-doh or silly putty could help with

kinetics stimulation; chewable devices could help with oral stimulation; and therapeutic

noise blocking could help with auditory regulation. These fidgets will be made available

throughout the day to help with his sensory needs.

VII. Data Collection and Visual Representations
- The following information is the behavioral data collection for the fourteen days. After

the raw data collected are two graphs that provide visual representations of the raw data.
 Time Spent Outside of the Classroom (in minutes)
140
120
100
80
60
40
20
0

Time Spent Outisde of the Classroom (in minutes)

140
120
100
80
60
40
20
0

VIII. Data Summary and Interpretation

 As I collected data and implemented behavior supports, I noticed the positive impact it

had on Shaun throughout the school day. The implementation of the positive behavioral supports

data was tracked for 14 consecutive days. The raw data tracked shows the periods of time spent

outside of the classroom do to escape and the graphs show a compilation of the data including

the two baseline days.

Many factors are relevant when interpreting, analyzing and summarizing the data

taken. On the first baseline day, Shaun was out of the classroom for 105 minutes. On day two,

Shaun was out of the classroom for 90 minutes. The positive supports were not implemented on

the two baseline days hence the reason for more minutes escaped from the classroom. In the

graphs and raw data, there is a noticeable decrease in minutes spent outside of the classroom

when the positive supports are implemented with the exception of one day which the possible

reason is marked on the raw data sheet.

The implementation of positive supports affected the outcome but various factors

play a role in a students academic life that is beyond control of the staff at school and may

skew data. On Tuesday, February 21 a slight increase of minutes spent outside of the classroom

was tracked. Not stated on the raw data sheet but parents communicated that he lacked sleep

from the night before. In the past, Shaun has had a challenging transition from an extended

weekend. Along with the time spent outside of the classroom he also exhibited frequent

aggression. Another part of the raw that looks skewed is Wednesday, February 22 in which

Shaun exhibited frequent self-injurious behaviors and aggression towards staff. This was another

day that staff was informed that he did not sleep the night before and seemed irritable this

morning. The visual aids and multiple fidgets were used during interventions but with his
heightened arousal it was more challenging to get him down to baseline behavior and back in the

classroom routine.

While determining each positive support to implement with Shaun, staff first needed to

find thing he enjoyed and things that he could earn throughout the day for motivation. Shaun

would has four subject areas in the morning and four in the afternoon each averaging about 37

minutes. Shaun had a token system in which he would earn the computer or IPAD if he earns

four stars. Shaun learned that if he does his work and has safe hands that he would

earn a more desirable thing which in this case was the computer. Having this motivator

helped Shaun engage in appropriate behavior and stay on task to complete his work in the

classroom.

Another factor that contributed to Shauns success was access to sensory processing

fidgets throughout the day. This form of stimulation help with regulating Shauns impulsive

verbal and physical outburst. When intervention was needed, Shaun was accessing chewable

devices and in response provided with oral stimulation to help regulate his sensory needs. Shaun

had access to a sensory bin that was filled with kinetic stimulation devices, oral stimulation

devices, and auditory regulation noise blockers to also help with self-regulation. These forms of

self-regulation help Shaun learn self-healing coping strategies instead of becoming aggressive

towards self or others.

Shaun also benefited from having movement breaks throughout lessons. Visual cards

were provided to Shaun that allowed him to request a break during an activity. Staff made it

known to Shaun that he was only allowed to have one movement break outside of the classroom

and the others were going to be inside at his desk to assure that he does not frequently ask to
escape from activities. When Shaun used his picture cards for a movement break in the hallway,

he would take two laps on the upstairs hallway and then come back to the desk to complete his

work. Instead of self-injurious behaviors or aggression towards staff to get out of work Shaun

was able to ask for a break. Shaun does not use an AAC device but does have one word

utterances that become challenging for him to relay a need or want. Pictures help Shaun

communicate a more extensive request.

Shaun is diagnosed with severe Autism and benefits from having structure and

consistency. Shaun needs frequent reminders throughout the day of tasks that are coming next.

Each day, Shaun was told the schedule, the time of his earning the computer and his

expectations to earn that computer. With four staff working with Shaun in the classroom and

various others outside of the classroom, everyone needed to meet to make sure the

implementation is in all areas of the school. This consistency and structure was contributed to the

success staying on task and decreasing the amount of minutes escaped.

The implementation of the positive supports has shown in the progress Shaun has made.

Shaun stills tends to find ways to escape from activities but in a less degree of intensity. With the

implementation of the positive supports staff have also seen an increase of independence and

self-reflection when he knows that he was not earning because he did not have safe hands.

Shaun has shown a lot of success when implementing the positive supports into his schedule.

IX. Reflection

I have learned multiple skills while identifying behaviors and implementing positive

supports in my classroom. The most valuable skill that I learned during this process is having
all students held to the same standard and same expectations while at school. I also learned that

the students were all capable of holding to this standard. Each student had the same four star

earning system for the morning and a four star earning system for the afternoon. Each student

knew the classroom rules and knew how to earn the desirable activity when they got the four

stars. A student who may have aggressed towards staff may see a student who followed the

routine and earn the computer during that earning time and get upset. I learned that this was ok.

Holding the same standard and having consistency with the students is teaching responsibility

and appropriateness while at school.

I also learned that self-injurious behaviors and aggression (in my situation) are not just

because a student wants to hurt themselves or someone but possibly because they are trying

to communicate a need or want. While observing new staff working in the field with the ASD

population and a student aggresses, the first assumption is that they are crazy or what is

wrong with them. In my instance, Shaun did not want to do work but he was challenged with

communicating that with staff. Knowing this, we were able to work with Shaun and negotiate

breaks and time that is spent in the classroom.

As I reflected on my own dispositions, I felt like I grew in the area as a teacher in

classroom management techniques. The classroom consists of 6 students and 4 aides

(including myself). The classroom would not functionally run without communication amongst

the staff and myself. A key factor to the success of the students in a self-contained classroom is

effective communication amongst all staff. This communication could be from the teacher

breaking down the lesson before the students arrive to teaching an aide a students new BIP and

how to implement it. As a teacher, it is very challenging to manage 6 students but with effective
communication and professionalism towards aides, management becomes easier and learning

begins in the classroom.

To maintain the protocols that are effective for Shaun it is imperative that the

positive behavioral supports continue. As stated before, structure, consistence and the students

acknowledgment of responsibilities is crucial to behavioral success. For Shaun, continuing the

rewards system, communicating that he needs a break, and access to fidget applications would

further reduce behaviors. The end goal, I believe, is to generalize these skills to all aspects of

Shauns daily life. Providing therapists outside of the school and parents that work at home with

similar strategies to help decrease these behaviors. Shaun could make that connection of if he has

safe hands that he could earn watching the television before going to bed. Or, if I earn a star

during occupational therapy, that carries over to my chart in the classroom in which I earn the

computer. Generalizing these skills could help with strengthening his vocabulary and effectively

being able to communicate his needs throughout all aspects of the day.

When reflecting back on the days of tracking data and implementing positive

behavior supports for the BIP, I would routine change the sensory applications or give him

more options. I noticed near the end of tracking data that he was not gravitating towards his

sensory bin unless I provided him with new colored items (various silly putty colors) or different

textured chewies for oral stimulation. The second thing that I would change would be having

an extended time of data tracked for baseline. In the past, Shaun seemed to spend a lot more time

outside of the classroom. The two days tracked for baseline seemed a lot lower than normal.

Many factors could affect Shaun so more time spent on baseline data could help with getting an

average of minutes spent on escape.

 The PBIP was an excellent experience that displayed an extensive amount of information

about one student. Shaun has transferred from a public school do to his extensive behavior and

eloping incidents and has shown tremendous amounts of improvement since being at Linwood

and having structure to his academic life. The implementation of the positive supports will

continue to be used throughout the school day.