Positive Behavior Support Plan

Student (Intern) Name: Presley Bibb

I.

Student Background- Promise is a 12 year-old FALS student at

Pikesville Middle School. The student is diagnosed with Intellectual
disabilities and has been placed in a self-contained classroom,
where she is included one period a day in a special (art or music).
The student is considered to be in 6th grade and is certificate bound.
This is the students first year in Baltimore County. She previously
attended schools in a Baltimore City and York, Pennsylvania.

II.

Definition of Specific Behavior

Observable/Measurable Target Behavior: The target behavior for
Promise is off-task behavior. Promise does not respond to directions
given by the teacher the first time. She uses body language to show
that she is purposefully ignoring the teachers instructions and
remaining off task. Such body language includes but is not limited too
rolling her eyes, looking away from the teacher, and crossing her arms.
Negative Impact for the Student: This behavior has a negative
impact on Promise because it affects her ability to complete her work
on time. Needing multiple reminders to complete a task means that
Promise is remaining off-task or distracted as opposed to focusing on
the class activity. The use of body language to show her dismissal of

the teachers instructions is disruptive and draws attention to

Promises negative behavior.
Average Frequency, Duration, Magnitude or Latency of the
Behavior: Based on my observations, it was determined that these
behaviors occur multiples times a day with a higher frequency in the
afternoon after Promises lunch period. The number of reminders
needed varies depending on Promises level of refusal along with other
antecedents. These include but are not limited to classroom structure,
social interactions, and lesson topic.
Is this behavior disruptive or dangerous to the student or
others? Why or why not?
This behavior is disruptive to both Promise and her classmates. The
need for multiple reminders from the teachers, means the teachers
have to take their focus off the lesson and other students in order
address Promises behavior. The use of body language to show her
dismissal is disruptive to the classroom. This means the class loses
valuable instruction time and provides a distraction to other students
who are on task.
Literature Review:
Source 1-

McClean, B., & Grey, I. (2012). A component analysis of positive behavior

support plans*. Journal Of Intellectual & Developmental Disability, 37(3),
221-231. doi:10.3109/13668250.2012.704981
This article discusses the different components of a Positive Behavior
Support plan and how effective each of these components are in the
reduction and replacement of challenging and/or disruptive behaviors in the
classroom. The article also discusses factors that may affect the efficacy of
each component. A study was completed where sixty-one teachers each
developed and implemented a PBS plan for one specific student. Behaviors
were assessed after 6 months to document the effectiveness of the PBS
plans. To begin, the article gives readers a background look at PBS plans and
what they entail. The article identifies the four key categories of intervention
used in a PBS plan. The results of the study discuss the functions of the
challenging behavior and how each of these can affect the effectiveness of
the plan. It was identified through the results that escape was the most
common function at 77% and the most commonly implemented
interventions where settings changes, and quality-of-life based interventions.
The article concludes with saying that no single intervention component of a
PBS plan has a greater association with the reduction of disruptive and
challenging behavior but that only treatment acceptability was found to be
related to a decrease in behavior frequency.
Source 2

nl, E., Vuran, S., Erten Akdoan, F., Gven, D., Ynter, S., & elik, S.
(2014). Class-wide Positive Behavior Support Plan on Adhering of the
Classroom Rules. Ilkogretim Online, 13(2), 607-621
This article discusses a study that was completed in order to look at
the effects of the implementation of a class wide PBS on the behavior of
following or obeying classroom rules. For the study a class-wide PBS was
implemented into a 3rd grade class with 34 total students. Although the
entire class was following the PBS, behavior data was only collected on one
female and one male student. The plan was created by the classroom
teacher and experts in Special education but was only implemented by the
teacher. In the plan were strategies for behavior prevention, set classroom
rules and routines, and positive reinforcements. After conducting the study,
the article reports that the results showed that the PBS plan was effective on
increasing the behavior of obeying classroom rules. The teacher who
implemented the PBS plan also shared their views on the study in the article,
and stated that they believed the PBS plan was effective and could easily be
implemented in other classrooms and other schools to increase positive
behaviors.
Source 3
Alevriadou, A., & Pavlidou, K. (2014). Teachers Beliefs about the Factors
Affecting the Positive Outcome of Intervention in Managing Challenging
Behaviors of Individuals with Intellectual Disabilities. Procedia - Social And

Behavioral Sciences, 159(5th World Conference on Psychology, Counseling

and Guidance, WCPCG-2014, 1-3 May 2014, Dubrovnik, Croatia), 132-136.
doi:10.1016/j.sbspro.2014.12.344
This article covers the topic of the different factors that teachers believe
have an affect on having a positive outcome of interventions used to manage
challenging behaviors of those with intellectual disabilities. For the study,
177 teachers (both general and special educators) were asked to select a
total of 6 out of 24 factors that they believed positive affected students
behavior. The 177 teachers all ranged in age, gender, and experience. Some
examples of the 24 factors they were asked to select from are Planning
Activities, Effective Management of Structure, Gender of Students, etc.
After the teachers selected their 6 key factors, the numbers were added up
and put in order of most voted on to least. The most important factor
according to these teachers was Knowledge and Expertise, staff training
with Experience in the field of Special Education coming in as a close
second.

Source 4
Taylor, S. S. (2011). Behavior Basics: Quick Behavior Analysis and
Implementation of Interventions for Classroom Teachers. Clearing House,
84(5), 197-203.

This article was written to provide teachers, who have not received pretraining in the behavior management, with some information on the process
implementing a behavioral analysis, which they can then use when designing
a behavior intervention for their students. This articles guides teachers
through the steps of defining the behavior and identifying the function
behind the behavior. In the article, they really emphasize the importance of
identifying why the behavior is happening. The article explain that each of
the different behavior interventions is used for a specific function, which is
why you need to identify that before choosing and implementing an
intervention. This article provides teachers with multiple tools they can use
to begin this process including a behavior basics worksheets that includes
different things that teachers need to identify in order to define the behavior.
Source 5
Bruhn, A., McDaniel, S., & Kreigh, C. (2015). Self-monitoring interventions for
students with behavior problems: a systematic review of current research.
Behavioral Disorders, (2), 102.
This article reviews the importance behind self-determination skills for
students with problem behaviors. These skills help in promoting
independence in students and encouraging them to take control of not only
their lives but their behavior. This article discuses numerous studies that
have been completed that review many of the self-determination
interventions. One intervention that was highly focused on was the use of

self monitoring. This article discusses the different factors that may affect
these self monitoring interventions, such as function of behavior, feedback,
and reinforcement. The article discuses students that were done with
students grade K-12.
III.

Data Collection
Summary of Data Submitted: I formally observed Promise on two
separate occasions; once in her math class (11:05- 11:40) and once in
her reading class (9:45 - 10:25). The behaviors that I looked for during
my observations were off task behavior, specifically Promises body
language showing her dismissal of teachers directions and the need
for multiple reminders for Promise to complete a task or remain on
task.
During my observations I wrote down the behavior that was occurring,
what triggered the behavior, the frequency of the behavior, and any
actions taken by the teacher to address the behavior.

Summary of Records Review:

I also conducted an interview with Promises teacher Mrs. Donovan
were I asked her questions about her experiences with Promise and her
behaviors.
Background: Teacher of the FALS classroom. This is her first year being
Promises teacher.
1. How long has the behavior been occurring
On and off since October
Once she began getting comfortable in the class and with the
teacher
2. What are the most common triggers of this behavior
I almost feel like its when there is unstructured time
nothing particular that sets her off like a pin point action moment

it can be other students, not getting her way, not getting

attention

3. Do you notice a time when the frequency of the behavior is

higher then another? Specific class or time period?
After lunch (lunch ends at 11:00)
Always have math after lunch- other side of the classroom usually
goes to gym or has down time during this time period, which
Promise usually wants to join in on, this can be a trigger too
4. What aspects of the classroom do you think effect or influence
this behavior?
Sharing a classroom between 2 different classes
The other class has more unstructured time
It can get very loud depending on what each class is doing
Promise can get easily distracted
5. Are there any additional behaviors that coincide with these
behaviors?
There are additional behaviors that happen when she doesnt have
someone prompting her or supervising her working
With-out one-on-one supervision
Loud off topic conversations
Antagonizes other students excuses this by says shes playing or
trying to be funny
When she gets reprimanded for this behavior she tends to become
withdrawn (puts her head downs, turns away from teacher or
instruction, wont respond to teacher or participate in class)
6. What do you believe is the reasoning behind the refusal to
begin or complete work?
Attention seeking
7. What ways do you address the behavior? What have you tried
that works/ doesn't work?
Communication with mom
Conversation on her device when she became upset, between
promise and Mrs. Donovan. Would type up questions and answers to
each other.
Addressing the behavior in class when it occurs, sometimes this
doesnt work because she will then withdraw herself from class
IV.

Hypothesis of Functional Intention

The hypothesized functional intention begin Promises target behavior

is attention seeking. Through my observations (both formally and
informally) I noticed that Promise often seemed to be looking for
attention and/or a reaction from the teacher when she was noncomplaint with a given task or classroom activity. Many times as she
was ignoring the teachers directions she would be physically or
verbally showing that she was not interested in following direction and
was purposefully ignoring the teacher. This could be seen through eye
rolls, huffing and puffing, slamming of papers, or even removal of
papers from her work space. Any time that the teacher ignored this
behavior, it only seems the become more prominent.
Socially, Promise is at a higher functioning level then many of her
classroom peers, which means she may not always need as much oneon-one support from the teachers as the other students do. Needing
multiple reminders and/or refusing to complete a task, seems to
sometimes be Promises way of getting the teachers attention and
furthermore keeping that attention.
V.

Replacement Behavior
Replacement Behavior (which addresses above mentioned
function): Promise will follow directions and/or complete a given task
with no more than 2 additional reminders from her teachers.

When will the replacement behavior be taught? This replacement

behavior will be taught to Promise throughout the day in all of her
classes. As opposed to waiting for the behavior to occur and then
teaching the replacement, the replacement behavior will be taught to
Promise beforehand and will then be referred to frequently through out
the day.

How will the replacement behavior be taught?

The replacement behavior will be taught to Promise through the
teacher check-ins where Promise will meet with her teachers multiple
times during the day. During these check-ins the teacher will discuss
with Promise appropriate classroom behavior and remind her what she
should be doing to stay on task during class time. Another way the
replacement behavior will be taught will be through the positive praise
that Promise will receive through-out the day when she has appropriate
on-task behavior. The teachers will use this praise as a way to remind
behavior when she has appropriate behavior and that she should
continue this behavior through-out the remainder of the day.
VI.

Positive Behavior Supports

1. The first behavior support that will be implemented will be a point

sheet that will be completed daily by Promises teacher. This chart wil

be compromised of three sections Following directions, Impulse

Control, and On Task Behavior. The columns are then split up by
class periods, including specials and lunch. For each class Promise will
be able to earn a maximum of 2 points, which means she needed no
reminders to maintain her behavior in each of these three categories. If
Promise needed reminders then she will earn a 1 depending on which
behavior she struggled with and during what class. If multiple
reminders were needed Promise will not earn any points. By the end of
the day, Promise will be able to earn a maximum of 60 points. If
Promise earns between 60-55 points she will receive a reward of her
choice from some pre-selected options (such as stationary, candy, etc.)
that have been supplied by her mom. After each class period, Promise
will meet with her teachers in order to discuss her behavior during that
class and how many points she earned. At the end of the day, the total
points will be added up and it will be determined whether or not
Promise earned a reward.
2. The second support that will be implemented will be the use of positive
reinforcement for appropriate on task behavior. This will be done by
using positive verbal praise when Promise is using appropriate
classroom behavior. The verbal praise should not be used as a reward
for correcting bad behavior but rather as a reminder as to what
appropriate classroom behavior is. For example, if Promise completes a
task upon the first given direction the teacher would use something

like Thank you Promise for completing (blank) the first time I asked
as a verbal praise.
3. Another support that wil be used will be a mid-day check-in between
Promise and her teachers. During this check in both Promise and the
teachers will have the opportunity to discuss how Promises behavior
has been so far. Both Promise and her teachers will identify what has
gone well and what can be improved on. Having this meeting provides
Promise with the opportunity to reflect on her behavior and address
both positives and negatives of her day. This time can also be used to
discuss any concerns Promise may have and address how to resolve
them.
4. The last support that will be implemented will be the opportunity for
Promise to earn having lunch with her teachers. Using this opportunity
as a reward will hopefully provide Promise with the motivation she
needs to stay on task and complete her work. The decision as to
whether or not Promise earned spending lunchtime with her teachers
will be discussed during her mid-day check in.

VII.

Data Collection and Visual Representation

Data Collection:

First day using

point sheet

Nine days into using the point sheet

Third to last day using the point sheet

Visual Representation of Data:

Following Directions

Impulse Control

Percent of Behavior Occurance

Following Directions

Impulse Control

32%

35%

32%

On Task Behavior

On Task Behavior

VIII. Data Summary and Interpretation (1-3 pages)

Interpretation/Summary of Implementation Data
The data collected suggests that the positive behavior supports that were
implemented for Promise were effective in improving her behavior and
eliminated her disruptive behavior during class. Looking at the data we
can see that for the most part Promises behavior was appropriate and on
task. Although her behavior improved, we can see in the data that there
were still some days that Promise had some trouble with her behavior. For
example on February 11th, we can see that she received only 52 out of a
total 60 points for her behavior. Of the 11 days that the implementation
data was collected this was the lowest number of points that Promise
received. Of the 14 days, Promise received all 60 points on 5 different
days. Thats almost 1/3 of the implementation days.
When we look at the pie chart, we can see that there is not really one
section in which Promise lost most of her points. On task behavior was the
highest at 36% but was still only 4% higher then both following direction
and impulse control which were both at 32%.

Effective in more ways then one. Not only in her behavior but her attitude.
5 points about implementation that may have had an effect on
outcomes
One aspect of implementation that may have had an effect on the
outcome was that I began the pbsp immediately upon my arrival as the
student intern. Promises teacher had been wanting to create a plan for
Promise, and seeing that it was a requirement of mine it worked out for
me to create the plan. Although it worked out great, it also meant that I
wasnt given as much time to really get to know Promise before
developing the plan. I could see the negative behavior and how it was
disruptive to the class but not knowing Promise as well as say her
teacher, may have affected how she reacted to me being in control of
her behavior chart, etc.
Another aspect that may have had an effect would be the amount of snow
days that we had during the first couple weeks of implementation. Unlike
weekend, snow days are a break in routine and this could have had an
effect on Promises behavior. Depending on how she spent her snow day
and what happened could affect her behavior on those days after a snow
day.
A third aspect that may have had an effect would be our CBI (community
based instruction) field trips. Although we did not have many during the
first couple weeks of implementation, on the days that we do we are out

of the classroom and in the community for most of the school day. Each
trip is different, and depending on what is planned for that trip this could
have had an affect on Promises behavior, especially if it was activity that
she was not interested in or may not have been as socially appropriate for
someone of her functioning level.
A fourth aspect that could have had an effect may have been the way in
which the point sheet was set up. We decided to use the format in which
there are three different columns that each identify one appropriate
behavior. For each of the columns Promise could earn a maximum of 2
point is she showed that behavior during a specific class. We chose to use
this format as opposed to one in which we would subtract point from
Promise for multiple reminders. We did this because taking away point
would have been a negative reinforcement. But in doing it with the three
columns we were able to address a specific number of reminders Promise
needed in each of her classes and this could have affected the outcome.
The last aspect of implementation that may have had an effect on the
outcome would be that the pbsp was not shared the Promises teachers
for her special. Although the pbsp was shared with her FALS teacher Mrs.
Donovan, it was not shared with her Art, Music, and P.E., which means
that we relied on Promise being honest with us to determine how many
point she earned during each of her special. Although Promise is usually
very honest about her behavior, not speaking directly to those teachers

and sharing the supports with them may have had an effect on the
outcome.
IX.

Reflection (1-2 pages)

How did you grow in your knowledge and skills in classroom

management?
I believe that completing this assignment allowed me the opportunity to
grow immensely in my knowledge and skills of classroom management.
This project allowed me to not only see but to personally go through the
process of creating, developing, and implementing a pbsp for a student.
By having to go through each of the steps of the pbsp I was able to really
understand each of the components of a pbsp and why they are so
important to classroom management.
By using a real student in our full-time internship I was able to see first
hand how a student with an inappropriate classroom behavior can affect
the classroom. It is not only disruptive to the other students but can take
away teachers attention from those other students Furthermore
frustrating both the students classmate and the teacher. Completing this
project also gave me the chance to see how this type of behavior may
affect me as the teacher, and allow me to be able to use this information
in my future classes to avoid reaching a level frustration.
This experience also helped me to grow in my confidence as a teacher.
Seeing Promises growth during the implementation time of her pbsp and
past the requirements of this project showed met that I am capable of

truly understanding my students and determining what will work best or

be most appropriate for individual students. I am grateful to have been
able to experience how a pbsp can have a positive effect on a student.
Promises behavior not only improved, but her attitude towards her own
behavior and her ability to self regulate improve also.
What are two things you might do differently if you were to
repeat this project?
If I were to repeat this process, one thing I would do differently would be
to try to observe the student in her included special. Although Promise is
in a self-contained program, she is included in one class each day for her
specials (art or music). Although I was able to see Promise in different
academic classes, each time I observed her was with the same teacher. If
I had been able to observe Promise in her specials, I would have had the
opportunity to see how her behavior differs with different teachers and/or
with a different classroom setting.
Another thing I would do differently would be to keep track of the days
Promise earned eating lunch with her teachers, and if she didnt earn it
why not. Although this was used as a positive behavior support and not
for the initial data, knowing reasons why she didnt earn lunch with her
teachers and what triggered this behavior may have provided me some
insight on to supports were working and if any adjustments needed to be
made. For example, if a certain subject was triggering some of Promises

behaviors, maybe we could have used more positive praise in order to

keep her on track during that time period.