Running head: Behavior Intervention Plan for Reducing Disruptive Behaviors

Behavior Intervention Plan for Reducing Disruptive Behaviors

Nicole Langone
St. Bonaventure University

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

Literature Review
Pre-Kindergarten is a crucial learning period for all children in which foundation skills
are built and a large amount of social emotional learning takes place. Classroom management
and student behavior have a direct impact on the effectiveness of a teacher and the classroom
learning-environment. Being able to create and maintain an environment such as this is
especially critical for early childhood teachers. Some studies indicate that some behaviors in
preschool children are age appropriate responses to normative developmental challenges,
whereas other behavior problems could indicate a far more serious and persistent set of
difficulties (Olson, 1993). As teachers encounter children with an exceptionally difficult time
behaving in the classroom it is important that there is a plan in place for redirecting and replacing
behaviors.
Impulsive Behavior
Young children often times are impulsive which can lead to difficulties in the classroom
setting. These types of individuals tend to give quick answers and spend very little time
considering motives and in turn have an increased chance of making mistakes (Seer, elikz,
Koyiit, Seer, & Kayl (2010). According to Olsen (1989), children who exhibited large
amounts of impulsive behaviors in the classroom experienced implications on their social
adjustment, particularly, they were at risk for being disliked by peers. Additionally, these
impulsive behaviors can hinder a childs opportunities to learn social responses as other children
could attempt to avoid the impulsive child. This gives this child minimal exposure to modelled
skills in a naturalistic setting. (Seer et. al., 2010) As suggested by Bierman, Torres,
Domintrovich, Welsh, & Gest (2009) (as cited in (Williford, Vick Whittaker, Vitiello, and

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

Downer, 2013), children ability to take part in and persist in classroom activities has been linked
to with better attention and impulse control.
Self-Regulation
According to Shepherd and Linn (2015), self-monitoring is a strategy where students can
keep track of their own behaviors in an effort to assist them in the reduction of particular
unwanted behaviors. Successful self-monitoring can enhance and improve academic and social
performance. Childrens self-regulation of emotion, behavior, and cognition has been repeatedly
linked to their ability to function social and academic areas (Williford et. al. 2013. In a study
conducted by Seer et. al. (2010), it was concluded that self-control deficiencies exist when a
skill is not yet learned because children have an initial emotional arousal response. This means
that teachers and other caregivers need to take time to teach such skills so as to deliberately
reduce the likelihood that children will have an innate response to stimuli. The early childhood
classroom presents a learning environment that provides multiple opportunities for encouraging
self-regulation abilities in children that will later enhance their success in both academics and
other life situations (Williford et. al., 2013).
Teacher-Student Relationships
Birch and Ladd (1996, 1997) (as cited in Williford et. al., 2013) concluded that childrens
relationships with teachers and other students can serve as stressors or supports depending on the
relationship. Additionally, these relationships can facilitate or impede on childrens classroom
adaptation and participation. Williford et. al. (2013) also summarized that positive engagement
with teachers and peers aides in the development of self-regulation skills. Creating strong bonds
between teachers and students allows for the easy facilitation of intervention strategies with

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

receptive responses. The relationships that children experience in the preschool years along with
the implementation of strategies and interventions geared to develop self-regulation allow
children to continue on a successful path through their academic years.
Methods
Behavior & Interviews
The student that is being examined for this behavioral intervention plan, Jake (a
pseudonym), is a five-year-old male who currently attends a Universal Pre-Kindergarten
program (UPK). The school that houses his UPK program contains grades Pre-Kindergarten to
fifth grade. His UPK class has 18 students, 9 girls and 9 boys and is taught by a general
education teacher. Additionally, there is a classroom aide in the room that assists with daily
routines and procedures. The Universal Pre-Kindergarten daily program runs for a total of two
and a half hours with a wrap-around care program that follows for some students. Jake, takes part
in the before school program and the afternoon wrap-around care program making his school
hours approximately 7:30am-3:30pm, for a total of 8 hours per day. During the morning UPK
program the schedule runs as follows: 8:15am-Arrival, 8:30-Breakfast & Morning Work, 8:45Circle Time, 9:15-Centers (Two teacher run activities and four play centers), 10:15-Snack, 10:30Pack up, 10:45-Dismissal. Jake comes from a two-parent household where both parents work
full-time. His mother is an educator and his father works for the military. Both parents are
frequently in communication with the teacher and are invested in working to modify Jakes
behavior to fit the classroom environment. In addition, Jake has a younger sister who recently
turned one.
Circle time can be a difficult time many students in a preschool classroom due to their
young age and lack of ability to sit for extended periods of time. Jake often calls out during story

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

time or times when the teacher is giving instructions. His disruptions tend to be related to the
activity or content being discussed however, he struggles with the ability to hold his thought to
allow for other students to answer or for the class to transition to the next activity.
Miss Smith (a pseudonym) is the classroom aide in Jakes UPK classroom. To gather
information regarding Jake and his behavior an interview was conducted with Miss Smith (See
Appendix A). Miss Smith indicated that Jake is most successful during focused academic periods
where he has a specific task and understands the directions. He is good at following sticker
charts and self-reflecting after a behavioral incident. She indicated that he seems happy to be in
school and returns each day with a positive attitude. Miss Smith said Jake struggles with even
the smallest amount of unstructured time and indicated that although center play time is fun and
engaging he also struggles during that time. Additionally, she explained that she observed his
difficulty keeping thoughts to himself during teacher-led circle time and that he often had
difficulty transitioning or moving on when he feels he has something to share. According to Miss
Smith, Jake does not currently receive any services in the classroom but did go through the
referral process very recently and has not yet had a CPSE meeting to decide whether he will
qualify for services or not. When asked why she thought Jake was experiencing difficulty in
class she said that she believes he has impulse control problems and that he is smart and makes
many connections throughout lessons and would like to share them all. Finally, Miss Smith
indicated that helping Jake control his impulses would be a main priority for the classroom
setting at this point.
The behaviors and conclusions that Miss Smith has come to appear to be valid. Upon
initial observation it is clear to see that Jake struggles to control his actions and behaviors, most
specifically, when he has something to say or contribute. For example, when Jake begins a

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

thought and is cut off by a teacher asking him to wait his turn or raise his hand, he continues to
speak over the teacher attempting to express his idea. This prohibits other students from
answering and disrupts the flow of circle time. The answers that Miss Smith provided allow great
insight into the attitude and behaviors that Jake displays in the classroom. This information,
combined with the student interview, will provide a good foundation for the behavior
intervention.
In addition to the teacher interview, a student interview was also conducted (See
Appendix A). Jake was asked a series of questions to assist in understanding his thoughts and
feelings surrounding school. The insight gained through this interview was used to direct
instruction and interventions. To begin, Jake was asked what he thought about school. In
summation, he indicated that he enjoyed his teachers, My teachers are the best and that he
liked the toys that were at school, most specifically, the rhino toys. Jake explained that he liked
learning new things and having fun, when asked what he liked best about school. When asked
what he liked least about his school day he answered Rest time. Jake was then asked what the
classroom rules were and he was able to specifically state all five rules which are as follows:
Follow directions quickly, raise your hand for permission to speak, raise your hand for
permission to leave your seat, make smart choices, and keep your dear teachers happy. The
classroom rules used in Jakes classroom are a result of a Whole Brain Teaching method and are
incorporated into learning through memorization and movement. Additionally, Jake was able to
reflect on his behavior in the classroom when asked if he ever got in trouble in school and why.
He answered, Yes, because sometimes I am not listening and making smart decisions. Finally,
Jake was asked how he felt when the teacher was teaching and he couldnt express his thought
because of lack of time or other reasons. He pondered his answer to this question a little longer

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

than the others. He answered, Use my patience, that would make me take all of my patience.
Interestingly Jake, although only five years old, is able to explain his inability to control
impulses with immense accuracy. Throughout the interview, Jake remained calm and seemed to
enjoy answering questions about his classroom experiences.
The interview with Jake provided insight into his preferences for school and also
indicated that he is aware of the difficulties that he has in class. Although Jake often is
reprimanded for his choices, he still expresses his enjoyment surrounding attending school. He is
also able to reflect on his behaviors and decisions in a way that could be useful when planning a
behavior intervention such as a self-monitoring strategy. As Jake indicated above, he does not
enjoy having to rest during school which could lead to the conclusion that he would benefit from
more physical activity during school. The UPK classes do not have the opportunity for gym class
due to the short time span of the half-day preschool, however, a change to more physical activity
within the classroom, could benefit a student like Jake.
Finally, an interview with Jakes parents was conducted by sending home a short
interview sheet for his parents to fill out regarding his behaviors both in and out of school (See
Appendix A). A family can often provide essential insight into a childs behavior and
background. This information can then be used to guide instruction and interventions. Jakes
parents listed some strengths of his including his persistence to a task when focused and his
loving nature. They indicated that one of Jakes weaknesses is his impulsivity, which is
consistent with Miss Smiths observation of Jakes behaviors in class. When describing Jakes
behaviors at home, his parents wrote that he needs reminders regarding his behavior at home but
enjoys having the responsibility of caring for his younger sister. Additionally, he has charts that
he follows for certain routines at home that help him accomplish tasks. Jakes parents indicated

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

that he enjoys playing outside and dislikes cleaning. When asked about Jakes reaction to getting
in trouble at school, his parents wrote, We are able to easily tell if Jake has had a color change
in school when we pick him up from the afterschool program. He tends to tattle on himself prior
to us looking at his behavior chart. He is aware that we have consequences at home and knows
that he is then in trouble. He becomes sad and upset.
The interview completed by Jakes parents allows for common themes to be linked with
the other interviews conducted and for a greater knowledge of Jakes full scope of behavior both
in and out of school. The behaviors that they expressed seeing at home are consistent with some
of the behaviors being displayed in school. Information gathered through this parent interview is
important for creating a behavior plan that is likely to be effective. As stated in Shepherd and
Linn (2015), working with students families is a crucial component of behavior management as
parents are often experts on their children allowing them to provide deep insight into behaviors.
Baseline Data & Function
Baseline data was collected over a period of five days to identify the amount of times that
Jake engages in the disruptive circle time behavior. Circle time in Jakes classroom typically
lasts between 15-30 minutes and includes a variety of activities. The data was collected by the
classroom aide while the teacher was engaged in teaching the lesson. Two forms of data
collection were used. The first form was an event recording sheet that indicated the amount of
times the behavior occurred throughout the circle time (See Appendix B). Collection was made
through the use of tally marks indicating the frequency of times that Jake failed to raise his hand
and wait to be called on, in order to contribute to conversation. The observations made for this
data collection technique were easy to conduct and record. The classroom aide did not find it
difficult to identify the disruptive behavior and record a tally to indicate the occurrence. The

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

second form of data collected used was an antecedent, behavior, consequence recording sheet.
The data collected on this sheet was collected through observations from the both the classroom
teacher and classroom aide. This data collection technique was used in order to identify if Jakes
disruptive behavior had a pattern of antecedents or consequences to guide the intervention
process. This data was collected during four separate circle time periods on different days. This
data collection technique was slightly more difficult than the event recording technique as the
observations needed to be more in-depth and specific to what was being said and what was
occurring in the classroom. While this data was being collected, quick notes were made by the
teacher and classroom aide and the majority of the writing occurred after the circle time had
concluded.
This behavior is specifically displayed during whole group instruction, although does not
occur consistently during the entire time spent on the rug. There are times that Jake is quiet,
listening to other children speak and times when he listens to stories without interruption.
However, when Jake feels compelled to share an idea or story, he is persistent and tends to
interrupt whatever is going on around him. The disruptive behavior does not typically occur
during center time because Jake is engaged in playing with his friends. Additionally, the target
behavior does not typically occur as frequently during small group instruction as there is more
individual attention for each student. Students who participate in small group instruction benefit
from the teachers ability to make meaningful comments each time a student adds to the
conversation (Wasik, 2008).
Following the collection of baseline data and intervention data, using event recording
observations, several graphs were created to display the information. The baseline data, pictured
in Figure 2, shows the frequency of disruptive target behavior over the course of five days. The

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

data were collected during a 20-minute circle time, in which the children were participating in
whole group, teacher-led instruction. The average amount of times that Jake exhibited the target
behavior, over the course of the baseline data collection week, was 7. During the collection of
baseline data, Jake displayed the highest number of interruptions on Thursday. This could be
attributed to the week coming to an end and possibly a lack of tolerance for sitting in circle time
after three days of doing so. Additionally, the impulsivity of young children could be a reason for
Jakes lack of ability to regulate this type of behavior. Impulsivity in school-aged children is
directly correlated with behavior difficulties and at times, learning problems (Strauss, Lease,
Kazdin, Dulcan & Last, 1989). In addition to using the event recording data collection process,
the antecedent, behavior, consequence (ABC) data sheets were filled out regarding the target
behavior. This information (See Appendix B) was analyzed to find patterns. After examining the
ABC recording sheet, the conclusion can be drawn that Jakes behavior frequently gain him the
attention of the teacher (the consequence of behavior) which could be a basis for the function of
the behavior. It could also be concluded that Jake would like the attention of his peers in order to
find relatable stories to share with them as several of his interruptions followed a fellow students
comments.
A hypothesis could then be drawn that given an opportunity to self-monitor this behavior,
paired with an incentive for a reduction of the number of disruptions, that Jake will be able to
reduce the number of times that he engages in the target behavior. The strategy that was picked
to help him achieve this goal was a WOW badge. This small badge provided him with a strategy
to keep track of his interruptions, in conjunction with an incentive for reduction of the target
behavior.

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

Using the different collection techniques in order to gather information about Jakes
disruptive behavior provided deep insight into the function of his behavior. The function of the
behavior appears to be his desire to gain attention from the teacher and to relate to his peers.
The Plan
Preventative Actions
Preventative strategies help set students up for success in an area in which they may
experience difficulty. These types of strategies act as a preemptive measure to allow students the
opportunity to avoid the unwanted behavior. Preventative strategies tend to be more effective
than reactive strategies as they allow the student to be prepared for how to act in a particular
setting. Based on the baseline data for Jakes target behavior of interrupting the teacher during
circle time, it may be beneficial to place him closer to the teacher during whole group teaching
sessions as it is hypothesized that the function of behavior is to gain the attention of the teacher
and relate to peers. Having Jake in close proximity to the teacher would allow for quick nonverbal reminders regarding hand raising and turn-taking. Additionally, it is recommended that
Jake is given ample opportunities to respond in class when he partakes in the appropriate handraising behavior. This strategy would help Jake feel like he is able to contribute to the
conversation and express his ideas while reinforcing the desired behavior.
Teaching Plan
In order to help Jake decrease the amount of times that he is partaking in the target
behavior of disrupting conversation during circle time it is recommended that a self-regulation
strategy is put in place. The WOW badge is a self-monitoring strategy that is easy to use with
younger children and could be helpful for Jake to monitor the amount of times he disrupts. It is

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

recommended that the WOW badge be given to Jake to help him become more mindful of the
amount of times that he is disrupting the conversation in the classroom. Jake will be given the
badge prior to the beginning of circle time. Throughout the whole group teaching session, Jake
will keep track of the amount of times he calls out by pulling off a WOW and giving it to the
teacher for each disruption. The initial goal would be to have two WOW stickers left at the end
of the time. If he is successful he would be given a prize of choice. Following several days of
success earning an incentive, Jake would be given a new goal of having three WOW stickers at
the end of circle time. This would be continued until the behavior had been reduced significantly.
Another strategy that could be used when Jake is successful with his WOW badge is
allowing him two minutes of speaking time in the front of the classroom, giving him the
opportunity to share the ideas and connections that he made during the lesson with his peers.
This would address the function of his behavior because he attempts to find relatable stories
while peers are contributing to conversation.
Intervention Data
The intervention data, as pictured in Figure 3, shows the frequency of disruptive behavior
following the implementation of the intervention. As before, the data were collected during the
same 20-minute circle time over the course of a five day school week. The consistencies in
activities for circle time from week-to-week allowed for a very similar setting during both the
collection of baseline data and intervention data. The average amount of times that Jake
exhibited the target behavior throughout the intervention week, was 5.6. Jake was given ten
possible opportunities for disruption and was given an initial goal of having two left by the end
of the lesson. He was successful each day in achieving this goal.

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

As can be observed when looking at the comparison of baseline data to intervention data,
as seen in Figure 1 located in Appendix B, the overall number of times that Jake exhibited the
target behavior was reduced significantly by the end of the week. Interestingly, the data collected
on Monday during the intervention process shows that Jake engaged in the target behavior more
times as compared to the last day of the baseline data. This could be attributed to several factors.
First, Jake could have experienced a heightened amount of disruptions due to the fact that it was
a Monday following a weekend and therefore he was out of his routine. Additionally, he could
have been experiencing difficulty remembering to use the newly implemented WOW badge
strategy. As the week continued, it is understandable that he became more familiar with the
process and more inclined to work for the incentive.
Conclusion
Discussion
Conducting a formal behavior intervention plan allows for a significant learning
experience in regards to the process and implementation of such an in-depth intervention. The
above behavior intervention plan proved to be successful because Jake was able to self-monitor
his behavior and reduce the amount of times that he interrupted the conversation in circle time.
As stated in Shepherd and Linn (2015), cognitive behavior management strategies such as selfregulation are designed to teach students how to control their own behavior. Such strategies give
students a technique that can be applicable in many situations. Jake could potentially use the
skills of self-regulation that he has learned throughout this behavior intervention plan and apply
them in other life situations.

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

Jake was receptive to the use of this intervention strategy as he was highly motivated by
the incentive. He was excited about using the strategy during circle time and worked hard to
remember to raise his hand to contribute. In addition, he enjoyed sharing his daily accomplishes
with his parents as they are incredibly supportive of the work that he does in school.
It may have been better to set a higher goal for the number of WOW stickers he needed at
the end of each lesson as he was capable of achieving the number set each day of the
intervention. He may have been able to finish whole group lessons with an even greater number
of WOW stickers as was shown in the data toward the end of the intervention week.
Furthermore, if this study was conducted again, it would have been beneficial to continue to
document the intervention data as the goal number of WOW stickers was increased. This would
allow the teacher to see if or when Jake began to struggle to self-regulate.
The WOW badge is a good intervention strategy for classrooms as a teacher is able to use
it in a variety of situations and throughout many different subjects. Also, this behavior
intervention plan would be a good starting point for Jakes Kindergarten teacher as he has shown
success with this strategy. Observation of Jake in the preschool classroom provided insight into
his strengths and weaknesses in regards to impulse control and the ability to self-regulate. This
intervention successfully addressed the function of behavior as can be seen in the data collection
as the number of times Jake engaged in the target behavior was reduced by the use of the
intervention strategy.

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

Appendix A
Teacher Interview:
When is the student most successful during his/her school day? What is working?
Jake is successful during academic periods where he has a specific task. He works more intently
when the directions are clear to him and he can see the point of the activity. He also is successful
during structured activity. Also, does a good job when using a sticker chart and is able to reflect
on behavior.
What areas of difficulty does the student have and during which activities do these occur?
Jake struggles with even the smallest amount of unstructured time and doesnt handle down time
well
Does the student currently receive any other support in the school?
The student does not currently receive any services in school however is going through the
referral process currently to be looked at for a potential sensory processing delay
Why do you think the student is experiencing difficulty?
He has impulse control problems and is smart allowing him to make many connections
throughout lessons. He tries to share all of his ideas with the class and teacher.
What would be a priority for you with this student at this point in school?
Helping him control his impulses in the classroom would be a priority to allow for a better
learning environment

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

Student Interview:
What do you think of school?
Jake: My teachers are the best; school is fun; I like schools toys; I like the rhinos best
What do you like the best about school?
Jake: How I always learn new things and have fun
What do you like the least [about school]?
Jake: Rest time
What are the rules in the classroom?
Jake: Follow directions quickly; raise your hand for permission to speak; raise your hand for
permission to leave your seat; Keep your dear teachers happy; make smart decisions
What do you think about the rules in the classroom?
Jake: I think they are rules that are pretty good.
Do you get in trouble at school? How come?
Jake: Yes, because Im not listening
Any other reasons?
Jake: Because I dont make smart decisions sometimes
Do you think the work is too hard for you?
Jake: No
Do you think the work is too easy?
Jake: Yes
Which part?
Jake: The gluing and staying in the lines
What would you like to do in school?
Jake: Have fun and also take a rule out of this classroom.REST TIME!
Do you think that the adults notice when you do a good job?
Jake: Yes
How do you feel when the teacher is teaching and you cant say your idea?
Jake: Use my patience, that would make me take all of my patience
Is there anything you can think of that would help you do a better job in school?
Jake: I dont know

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

Parent Interview:
Please list some of your childs strengths:
Jake is smart and loving. He is persistent to a task when he is focused in. He is observant and
enjoys learning.
Please list areas that you believe your child could improve in:
Jake is impulsive and often touches others in order to gain their attention.
How would you describe your childs behavior at home?
Jake needs reminders to follow directions at home. He has charts for morning and bedtime
routine which help him stay focused. He is helpful with his younger sister and enjoys the
responsibility of taking care of her.
What does your child enjoy doing?
Playing outside, playing with dinosaurs and toy cars, spending time with family and going to
school
What does your child dislike doing?
He dislikes cleaning when we do it as a family, and also running long errands
What is your childs reaction to having his/her color changed in class?
We are able to easily tell if Jake has had a color change in school when we pick him up from the
afterschool program. He tends to tattle on himself prior to us looking at his behavior chart. He is
aware that we have consequences at home and knows that he is then in trouble. He becomes sad
and upset.
Other comments or concerns:
We are worried about how his behaviors in class will affect him in Kindergarten and would like
to see him get them under control before the next school year

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Appendix B
Figure 1.

Target Behavior Data

10
9
8
7
6
5
4
3
2
1
0
Monday

Tuesday

Wednesday

Basline Data

Figure 2.

Thursday

Intervention Data

Friday

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Baseline Data
10
9
8
7
6
5
4
3
2
1
0

Monday

Tuesday

Wednesday
Basline Data

Figure 3.

Thursday

Friday

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Intervention Data
9
8
7
6
5
4
3
2
1
0

Monday

Tuesday

Wednesday
Intervention Data

Thursday

Friday

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BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

Appendix C

BEHAVIOR INTERVENTION PLAN FOR REDUCING DISRUPTIVE BEHAVIORS

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