Behavioral Plan
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BehavioralPlan.docx
Describe a hypothetical class of your own design and creation. Include in your
description a listing of the number of students with specific learning issues (see part 3
for a list of student issues). Select one hypothetical student from your class and
develop a specific behavior plan designed to address this student’s behavioral needs
and issues. See Appendix B for specific details and scoring rubric. As a subset to
your plan, construct a detailed behavior management plan for one different student in
your class. Refer to Appendix B for details of the entire behavioral plan.
NOTE: below is a sample plan only. It is not necessarily a top scoring plan, but is included
here to give you an idea of what is expected in this assignment.
SAMPLE BEHAVIOR MANAGEMENT PLAN: (Your name goes here)
Potential Problems: Isaac is a 10-year-old boy in a third-grade general education class. Isaac
gets pulled out of class every Tuesday and Thursday for Adapted Physical Education class. Isaac
has cerebral palsy with spastic quadriplegia and is non-ambulatory. He sits in a non-electric
wheelchair but is unable to travel with it independently. Instead, his aide pushes Isaac during the
school day. Isaac is a very talkative person and can get off task when telling a story. Isaac also
gets easily distracted by watching others and interrupts the instructor by wanting to talk about other
things. Isaac also tends to want to talk about guns, gangs, and wrestling. He also claims he’s
always tired, not wanting to concentrate, even when the instructor says to do so. When the
instructor is speaking, Isaac fails to make eye contact, fails to wipe his mouth when drooling (even
though he knows he’s drooling), and will purposely slow down his activities.
A. In addition to the rules:
1. Isaac will respect and take care of all equipment as if it were his own.
2. When the instructor is speaking, Isaac will make eye contact and listen to any
instructor, during the lesson.
3. Isaac will speak using only appropriate topics when talking about the lesson.
B. Routines:
1. When starting the lesson, Isaac will sit in a designated spot, put on his wheelchair
brakes, wipe his mouth, and wait for the teacher to begin instructing.
2. Isaac will help the instructor put any equipment used during the lesson away in its
appropriate space, after the activity is completed.
3. Isaac will go over the grade sheet at the end of each individual lesson and decide with
the instructor what his grades should be for the day.
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4. Isaac will state one thing he liked about the clinic and one thing he needs to work on,
at the end of the individual lesson each day.
C. Transitions:
1. Isaac will transition quickly and safely, given clear and concise instructions from the
instructor.
2. Isaac will be given notice when an activity is about to end, and a new activity is about
to begin.
D. Positive Reinforcements:
1. Isaac will receive a prize from the prize bag one time a week if he completes 8 out of
10 activities during the span of two lessons.
2. Isaac will receive a sticker at the end of the lesson if he completes four out of five
activities during the day’s lesson.
3. Isaac will receive positive specific feedback when slowing down and concentrating on
the task, with verbal cues, until he can perform the task slowly without any cues from
the instructor.
4. Isaac will discuss with the teacher the activities that he would like to do as well as his
interests, to keep Isaac motivated during the lesson and get prizes that Isaac can be
motivated to receive.
E. Consequences:
1. Isaac will be read and explained the rule that was broken as well as receive a warning.
2. Isaac will be given a second warning, a talk with the instructor, as well as lose his
sticker privilege for the day.
3. Isaac will be given a third warning, will not be able to receive a sticker for the day as
well as a prize for the week, as well as have a conference with the instructor and aide,
and a written note to his mother.
