Behavioral Support Plan

Diana Browning Wright, Behavior/Discipline Trainings

NOT FOR DISPLAY - FOR TEACHER/STAFF USE

ONLY

B E HA V I O R SU P P O R T P L A N

For Behavior Interfering with Student’s Learning or the Learning of His/Her Peers

This BSP attaches to: X IEP date: 9-24-07 504 plan date: Team meeting date:

Student Name HUNTER, Jack Today’s Date 9-24-07 Next Review Date 4-15-08

1. The behavior impeding learning is (describe what it looks like) 1) Impulsive and hyperactive

behaviors. Jack acts without thinking. He gets out of his seat without permission, runs

through the class, and blurts out verbalizations. 2) The second is what appears to the

teacher as inattention. Jack’s mind wanders and he does not stay on task. When he is

inattentive, he plays with objects in his desk and looks around the classroom instead of

looking at the teacher.

2. It impedes learning because: he is not retaining needed information. His grades and tests of

achievement are lower than they should be. His impulsivity and hyperactivity requires

redirection and oversight from classroom personnel. Finally, his behavior is disruptive to

his classmates.

3. The need for a Behavior Support Plan: early stage intervention X moderate serious

extreme

4. Frequency or intensity or duration of behavior: 1) Jack exhibits these behaviors 5x per hour.

Each instance lasts from one minute to five minutes with moderate intensity and severity,

until an adult intervenes. Avoidance of following directions occurs 10 times per day with

mild (verbal refusal). 2) Based on anecdotal information, Jack is off-task and inattentive

for approximately 80% of the class time. If not cued back to his work, his inattention

lasts from one to five minutes. The behaviors last until an adult intervenes.

X reported by teacher and/or X observed by school psychologist

Note: Numbers correspond with the scoring system on the BSP Quality Evaluation Guide

This form

Diana Browning Wright, Behavior/Discipline Trainings

PREVENTION PART I: ENVIRONMENTAL FACTORS AND NECESSARY CHANGES O b se

rv a ti on

& A

na ly si s

What are the predictors for the behavior? (Situations in which the behavior is likely to occur: people, time, place, subject, etc.)

5. 1) Jack’s acting out behavior increases in the presence of certain classmates. When these

students are behaving inappropriately, Jack joins in and together they escalate the behaviors.

When people speak to him rapidly, it is difficult for him to process the information and he

becomes frustrated. 2) There appear to be several factors that increase his more inattentive

behaviors. During non-preferred subjects and when required to sit during independent seatwork

or while the teacher lectures from the front of the room. He is very sensitive to extraneous

noise.

What supports the student using the problem behavior? (What is missing in the environment/curriculum or what is in the environment curriculum that needs changing?)

6. Jack currently lacks the ability to regulate his energy and control his impulsivity. He also

doesn’t yet understand how to get attention from his peers in a prosocial way.

I nt

e rv

e nt

io n

Remove student’s need to use the problem behavior-----

What environmental changes, structure and supports are needed to remove the student’s need to use this behavior?

(Changes in Time/Space/Materials/Interactions to remove likelihood of behavior)

7.

His teacher or aide will verbally cue him, or will use a partial physical prompt (light touch on

the shoulder) to bring him to attention.

His teacher will “chunk” lengthy assignments.

In terms of space, Jack will need to have permission to take a short break as needed.

Given that is has been effective in the past to “call him on his behavior,” Jack should be

dealt with firmly, but neutrally.

He should have preferential seating close to teacher instruction and monitoring. His nearest

classmate should be a student who is on task and a good role model.

His aide will be utilized as a support for the teacher, which will allow for her to make the

majority of the interactions with him.

A healthy snack will be provided to the school by his father, this will be given to him

midmorning or if he seems lethargic.

Provide a quiet space he can voluntarily go to work when he needs to concentrate.

Provide opportunities to have him work with younger children in order to increase his self-

esteem.

Who will establish? Teacher Who will monitor? Teacher

Diana Browning Wright, Behavior/Discipline Trainings

ALTERNATIVES PART II: FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT

O b se

rv a ti on

& A

na ly si s

Team believes the behavior occurs because: (Function of behavior in terms of getting, protest, or avoiding something)

8. 1) He is primarily seeking to gain the attention and approval of his peers. 2) There is a biological

base to this behavior that makes it difficult for Jack to sustain attention and focus.

Accept a replacement behavior that meets same need-----

What team believes the student should do INSTEAD of the problem behavior? (How should the student escape/protest/ avoid or get his/her need met in an acceptable way?)

9. 1) and 2) He should use words to communicate his feelings. Jack should use coping skills to regulate his level of energy and impulsivity. This would help him have time to think before he acts. When he is in need of sensory stimulation or is feeling overwhelmed, he should employ one or more of the following

(deep breathing, stretching, drinking water, taking a quick break, using a “fidget”).

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What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn replacement behavior/s)

10. His parents, classroom support aide, and teacher will work with him to figure out which

strategy will help regulate his energy level. They will then coach him on how to employ the

chosen strategy. The 1-2-3 Magic discipline system or a similar method of counting and timing

out should be utilized in the classroom. This system should also be utilized in the home

environment.

 The teacher will institute a global cueing system for transitions.

 A system of nonverbal cues and verbal and partial physical prompts will be used to get Jack

on track.

 Because he is seeking attention, positive attention and calm interactions are important when

he is behaving in the desired way. All communication should be after gaining eye contact.

 Have him repeat directions back to make certain he has understood them.

 Give only 1 or 2 clear directions at a time.

Who will establish? Teacher Who will monitor? Parent, Teacher, Classroom Support Aide

Frequency? Daily and as needed

Diana Browning Wright, Behavior/Discipline Trainings

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What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement

behavior(s)?

11.

Jack will be verbally praised and given a silent “thumbs-up” when he is observed paying

attention and focusing on his work. Verbal praise will be genuine, immediate and specific.

Selection of reinforcer based on: Father and student interview

X reinforcer for using replacement behavior X reinforcer for general increase in positive behaviors

By whom? Parent, Teacher, Classroom Support Aide Frequency? 1:1 correspondence with

replacement behavior usage, to drop to 1:3 ratio after 4 weeks, then to intermittent after another

three weeks.

EFFECTIVE REACTION PART III: REACTIVE STRATEGIES

What strategies will be employed if the problem behavior occurs again?

12. 1. Prompt student to switch to the replacement behavior: When the teacher notices that he is off-task

and that his mind is wandering, she will first give him a physical prompt, and than a verbal cue to

begin working. This will be done in a positive, supportive manner.

2. Describe how staff should handle the problem behavior if it occurs again: Remind him about the plan.

3. Positive discussion with student after behavior ends: If he is experiencing more difficulty than usual,

his parents will talk to him about the plan, and remind him of his commitment to stay focused

and on task. The next day, first thing in the morning, he will be reminded that every day is a

new day, and that he should do his best. It is important that adults not play into the negative

behaviors, as it will inadvertently reinforce the undesired behavior. It will be important to let

him know that even if he has had a rough day, tomorrow he gets to start over. Contact with a

parent from home will be important as well, as it will be helpful to understand what situations

at home may be affecting his mood at school.

Optional: 4. Any necessary further classroom or school consequences: NONE

Personnel? Teacher, Classroom Support Aide

Diana Browning Wright, Behavior/Discipline Trainings

OUTCOME PART IV: BEHAVIORAL GOALS

Behavioral Goal(s)

13.

Required: Functionally Equivalent Replacement Behavior (FERB) Goal

By

when Who

Will do X

behavior

For the

purpose

of y

Instead of

Z behavior

For the

purpose

of y

Under

what

conditional

conditions

At what

level of

proficiency

As measured

by whom

and how

4-08

Jack Use

appropriate

verbal

interactions

To gain

attention

Behaving in

impulsive

and

hyperactive

behaviors

To gain

attention

In 4 of 5

times in

all

academic

settings

85% As

measured

by

observation

by school

staff.

Option 1: Increase General Positive or Decrease Problem Behavior

By when Who

Will do what, or

will NOT do

what

At what level of

proficiency

Under what

conditions

Measured by

whom and how

Option 2: Increase General Positive or Decrease Problem Behavior

By when Who

Will do what, or

will NOT do

what

At what level of

proficiency

Under what

conditions

Measured by

whom and how

The above behavioral goal(s) are to: X Increase use of replacement behavior and may also include:

Reduce frequency of problem behavior X Develop new general skills that remove student’s need to use the problem behavior

Diana Browning Wright, Behavior/Discipline Trainings

Observation and Analysis Conclusion:

Are curriculum accommodations or modifications also necessary? Where described: IEP ............................... X yes no

Are environmental supports/changes necessary? ............................................................................................................. X yes no

Is reinforcement of replacement behavior alone enough (no new teaching is necessary)? ................................. yes X no

Are both teaching of new replacement behavior AND reinforcement needed? ..................................................... X yes no

This BSP to be coordinated with other agency’s service plans? ................................................................................... yes X no

Person responsible for contact between agencies none ................................................................................................. yes no

COMMUNICATION PART V: COMMUNICATION PROVISIONS

Manner and content of communication

14.

1.

Who?

2. Under what

condition(s)

(Contingent?

Continuous?)

3.

Delivery

Manner

4.

Expected Frequency?

5. Content? 6. How will this be

two-way communication

Teacher

Parents

Para

Continuous daily

summaries collected on

general positive

behavior and use of

FERB

Daily

progress

reports/

Two way

logs

Daily Communication will be

on accessing FERB when

Jack has been more

successful with the

FERB reports can then

be on work completion

Parents will counter

sign each daily log and

provide comments.

PARTICIPATION PART VI: PARTICIPANTS IN PLAN DEVELOPMENT

Student Jack Hunter

Parent/Guardian Mr. Hunter

Parent/Guardian Mrs. Hunter

Educator and Title Mrs. Yeller- Classroom Teacher

Educator and Title Dr. Sherry Burke- School Psychologist/Behavior Analyst

Educator and Title Sandy Noitall- School Psychologist

Administrator Annie Troublemaker- Program Specialist

Other Linda Bossypants- Parent Support

Other