Positive Behavior Support Plan For Snayder

Running head: POSITIVE BEHAVIOR SUPPORT PLAN FOR SNAYDER
Positive Behavior Support Plan for Snayder

Alexander Furman
Towson University
POSITIVE BEHAVIOR SUPPORT PLAN FOR SNAYDER

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Definition of specific behavior:

Snayder puts his head down and looks away from the board and plays with items near
where he is sitting. This behavior has a negative impact on Snayder because he is not receiving
instruction and as a result struggles with work and activities. This perpetuates into a feeling of
inadequacy that leads to Snayder even less motivated to attempt to pay attention or do work. The
average duration of this behavior observed during class time is between 50-75% of all instruction
and instructional activities in all subjects. While this behavior is not dangerous to others or him,
he has been observed at times to distract others when he is disengaged from a lesson or any
activities. This leads to others missing instruction or preforming poorly on their assignments.
Because of all of these reasons, this target behavior is important to address and work through
with Snayder.
Literature Review:
Yeung, A., Craven, R., Chen, Z., Mooney, M., Tracey, D., Barker, K., & Lewis, T. (2016).
Positive Behavior Interventions: the Issue of Sustainability of Positive Effects.
Educational Psychology Review, 28(1), 145-170. doi:10.1007/s10648-015-9305-7
This scholarly and peer reviewed article is a general overview of how Positive Behavior
Intervention Systems (PBIS) have been researched and implemented. It is stated that most
research form PBIS is done in the United States, due to the fact we are one of the few countries
investing in this model. It explains how continued support from multiple members of the
teaching staff, support, and administration is needed for a PBIS to become successful over an
extended period of time. Even though this article focuses on a whole school setting, I believe it
still directly applies to the individual level of this student. This article outlines the importance of

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student check-ins and reviewing expectations consistently with students and why these methods
are successful.
Riney, S. S., & Bullock, L. M. (2012). Teachers' perspectives on student problematic behavior
and social skills. Emotional & Behavioural Difficulties, 17(2), 195-211.
doi:10.1080/13632752.2012.675136
In this article, it is discussed how teachers who observe disruptive measurable behaviors
used positive behavior supports to be able to assist students from all cultures, ethnicities, and
genders to be more appropriate socially and better students. This student also shares how
immigrant families and those who are poor are even less prepared for the social and academic
challenges that school poses. In these cases, PBIS should be utilized to support appropriate social
thinking and awareness of behavior. In this study, a point sheet checklist was used to keep record
of student behavior and was used to reward good behavior. This reinforced positive behaviors
and ultimately helped those students who received this early intervention. The students involved
were from Kindergarten to fifth grade and were selected for this student because they showed
signs of concern for a behavioral or emotional disorder.
Winsler, A., Yoon Kyong, K., & Richard, E. R. (2014). Socio-Emotional Skills, Behavior
Problems, and Spanish Competence Predict the Acquisition of English Among English
Language Learners in Poverty. Developmental Psychology, 18(5), 2242-2254.
doi:10.1037/a0037161
His article discussed the various struggles an English Language Learner faces and how
his or her socio-economic background plays a major role in English language acquisition. Also,
this study found a correlation between students who are emergent bilingual and behavior
concerns and self-control issues. It was found that students who are emergent bilingual have

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statistically higher percentages of cognitive problems, language problems, initiative problems,

self-control issues, and attachment issues. This is compared to students who primarily speak
Spanish and students who are native and/or primarily English speakers. These two factors
combined can lead to students who have behavioral concerns that are made worse by the
frustration of not learning English due to cultural barriers and socio-economic struggles.
Sung, Y. (2014). Differential Effect of Social-Emotional Behaviors on Academic Achievement of
Language-Minority Students. Child & Youth Care Forum, 43(3), 393-416.
doi:10.1007/s10566-014-9245-2
This article summarizes what has been found in students who belong to a linguistic
minority and who live in poorer socio-economic conditions. There is evidence that shows that
students that fall into these characteristics perform lower socially, are deprived of achieving the
Zone of Proximal Development in the learning environment, and can result in problem
behaviors. There is a major link between social skills and academic achievement and if behaviors
due to a lower socio-economic status and cultural differences cause social difficulties, that will
result in further academic problems outside of the ones inherent from learning English as a
Second Language. This article sheds light into how cultural and linguistic differences paired with
socio-economic status can affect behavior. The results of this study showed that earlier
interventions in social skills training would benefit the rest of a childs academic career,
especially as a student progresses to higher grades.
McClean, B., & Grey, I. (2012). A component analysis of positive behaviour support plans*.
Journal Of Intellectual & Developmental Disability, 37(3), 221-231.
doi:10.3109/13668250.2012.704981

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This article breaks down the components of a successful PBSP and describes how
utilizing a multi-modal approach to a plan is required. It was found that most functions of
behavior found in this study were escape. Even though this is the case, there was no one
specific way to positively support replacement behaviors that work the best or better than others.
This confirms that as each individual is unique, they will each respond to interventions in unique
ways. That being said, it is best to consider multiple means of supporting behavior and being
open to changing how to support behavior as necessary. It is most important, however, to
acknowledge the function of the behavior as the primary reference for how to support positive
behavior. This study also points out that a change in staff teams and environment may be
necessary for a PBSP to be most effective, if this option is available and seems appropriate.
Data Collection:
During my internship at Woodholme Elementary School, I have been mostly involved
with working with students in the first grade in a general education classroom setting. During my
time observing, co-teaching, and interacting with these students, I selected a first grade student,
Snayder, for my data collection. I work with and observe Snayder directly from 9:30 A.M. until
11:00 A.M. in a 7 student pull-out reading group and from 12:05 P.M. until 1:00 P.M. for Math in
his homeroom. Since I was co-teaching for most of the reading lessons in the morning, I decided
to begin my observations in Math class. I was able to complete three observations on three
different days during Math. I used the Antecedent, Behavior, and Consequence (ABC) model of
observations to write down everything I saw in these three classes. I collected data on what
would be occurring in the classroom before any sort of behavior, what the behavior was, and
what happened, or did not happen, to Snayder after his behavior. I observed him a total of three
times before learning that the school had their own desired timeline for implementing a behavior

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plan for Snayder. It was at this time I worked with the School Psychologist, Snayders
homeroom teacher, and the Special Educator to come up with a Positive Behavioral Support
Plan. The school had made their own observations regarding Snayders behavior and wanted to
begin enforcing replacement behaviors as soon as possible. Because of this, I supported my data
from the ABC data charts with supplemental subjective observational data sheets filled out by 5
of Snayders teachers. This data allowed me to gain a clear perspective into what behaviors
needed to be targeted.
I also discussed Snayder and his behaviors with his guidance counselor and his
homeroom teacher, who teaches him Math and Science. They both believed that Snayder has a
troubled home life from reports from other children and from stories that he has shared with
them. His homeroom teacher believes that for most of this school year, his mother and he have
been living in other friends and families homes as a shared domicile situation. She shared
with me that he often complains about being at his babysitters house and having to share his toys
with other children that live with him. Snayders mother is from Honduras and does not speak
English. Snayders teachers have told me that the school has tried repeatedly to contact her to
relay information or to get help with learning what they could do for him, but they have had no
interactions with her. She does not sign his daily planner and has not filled in forms that have
been required as a part of school policy. Snayders homeroom teacher and the Special Educator
shared that the last time they had spoken to his mother was last year, through the assistance of an
interpreter. They had hoped to keep him in Kindergarten because of how low he was performing.
His mother did not consent, so he was moved to the first grade.
When discussing how Snayder feels about his behavior, he shared with me how he feels
that reading is too hard and he does not know how to do it. He has told me that he hates school

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and does not appreciate when teachers give him work to do during class. He often expresses how
he wishes he could go home, punch through walls so he will be sent home, and how unfairly
teachers treat him. When I spoke with him about his home life, he shared that he goes to his
babysitters house every night and she tells him he is in trouble when other children tell her he is
bad. He also shared that he goes to his babysitters house in the morning before he gets on the
bus for school. His homeroom teacher has heard from the babysitter that there are nights when
Snayder is at her house until 11:00 P.M. because his mother works two jobs during the day. That
is why he is dropped off in the morning, too. Snayder will sometimes express that he is tired, but
will not comment on how much sleep he gets.
Snayder has never been formally assessed or been investigated for any Special Education
services. Earlier this year, his homeroom teacher began to prepare a pre-referral form to begin a
Student Support Team with the hopes to begin the discussion of testing Snayder for a disability
or to find ways to assist him further in the school setting. In this report, it was stated that Snayder
is making very little progress in all subject areas and is only making progress due to the high
levels of reported adult support he receives. The following is the behavioral concerns that
Snayders homeroom teacher has reported, found in this pre-referral form:
Snayder struggles with school and classroom routines. The class routine is to have
students line up in number order. The students have had their numbers since August. It is
written on the back of their name tags. Snayder knows his number, but generally runs to any part
of the line he chooses. He pushes students to get in line even though each student has an
assigned place in the line.
He often talks in the hallway and runs in the hallway. The classroom teacher continues to
remind Snayder and have students model for and with Snayder to help him demonstrate

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appropriate behavior for lining up and walking in the hallway. When he is removed from the
line; he shuts down and verbalizes his frustration in Spanish and/or in English.
Snayder exhibits difficulty in the classroom during instruction as well. During
instruction, he struggles to sit on the carpet. He often falls over onto other students; plays with
trash he finds on the carpet. After talking with the school psychologist, Snayder now sits at his
desk for whole class instruction. While sitting at the desk, he struggles to focus on the area of
instruction. Instead of looking in the area where instruction is given he often lays on it; lays over
it; falls out of his chair and turns around to engage other students in conversation. When an adult
is available to assist him; he sometimes refuses to work with the adult. He complains that
school is boring. Its not fun. Its too hard.
During lunch, he often runs around the cafeteria, pushes students who are line, hits and
kicks students and rolls around on the floor.
Snayder displays many of these behaviors in the small-group setting too. Snayder
appears to have a very low threshold for frustration and when not called on he often calls out,
puts his head down on the desk and becomes inattentive to instruction.
The behavior I looked for during my observations was:
1. Snayder looking away from instruction and playing with items on or near his desk.
Date: 3/2/16
Time: 12:25-1:00 PM
Class: Math
Student: Snayder
Observer: Alex Furman
Teacher: Mrs. Alston
Time of observation: 35 minutes
Instructional Activity: Measuring using

Target behavior total duration: 17 minutes
colored tiles
Time
Antecedent
Behavior
Consequence
12:25Snayder was asked to
Silent Refusal laid
Adult Assistant for the
write his name on paper
chest down on desk and
class confronted Snayder,
12:28
played with color tiles.
asked, Where is your

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12:3012:32
12:3212:33
12:3412:36
12:3612:38
12:3812:40
12:4012:41
12:4112:43
12:4312:45
12:4512:47
12:4712:48
Teacher read directions

and told class that this is
the only time directions
will be read. Said, Pick
up tiles and use them to
measure.
Teacher said, You have
30 seconds to measure
and write down your
answer to the class.
Teacher said, Turn your
paper and look at the
fish.
The directions for #3
were read to the class.
Snayder played with and

stacked his tiles on his
desk, keeping his eyes on
the tiles and away from
instruction.
name? Said, I need your

name on this.
Snayder was ignored.
Snayder wrote on the

paper, but did not use the
tiles.
Snayder did as the

teacher asked
Snayder was verbally

praised
Snayder did as the class

was instructed and
proceeded to move on to
#4 without the teacher
explaining it
Directions were read for
Snayder realized he
#4
completed #4 wrong
once the teacher read the
directions, crossed out
his work for #4, and did
not circle a new choice.
Snayder appeared to have Snayder quietly said, I
trouble with #5
need help. And raised
his hand.
Snayder was confronted
Snayder did not follow
by Adult Assistant to ask the directions given to
if he had completed #5
him.
and was told to take out
his crayons and was
directed on how to
accomplish it.
Teacher explains how to
Snayder played with tiles
complete #5 to class.
on his desk.
Teacher told those who
Snayder began to look at
were done with the
the board to figure out
worksheet to stand so she how to complete #5 and
could see who still
started to do the work.
needed time to complete
the work.
Teacher leaves Snayders Snayder flips the page to
desk
#6 and drew circles in the

Adult Assistant explained
that if he was not going to
listen to the directions, she
would walk away.

Teacher approached him
and told him to answer #4
and told his he was doing a
great job doing his work.

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answer space without

being told the directions.
12:48Teacher explains how to
Snayder played with
12:53
complete #5 multiple
crayons on his desk, laid
times.
on his desk multiple
times, and played with
tiles on his desk.
12:53Tiles were collected form Snayder continued to
12:58
students and the
play with tiles and lay on
instructions for #6 were
his desk in multiple
explained
positions.
12:58Snayder stopped playing Snayder walked his paper
1:00
with his tiles while others to the teacher without
were completing #6
being asked to and
started to pick trash off
of the ground and asking
the class who dropped
certain items
Date: 3/4/16
Time: 12:20-1:00 PM
Class: Math
Snayder was ignored and

tiles were left on his desk.
Snayder was asked to sit
down.
Student: Snayder
Teacher: Mrs. Coogle (Intern of Mrs. Alston)
Duration of observation: 40 minutes
Instructional Activity: Measuring

Time
Antecedent
12:20Teacher began reviewing
material on board with
12:28
the class and elicited
class responses.
12:2812:30
Teacher explained the

worksheet activity.
12:3012:33
Partners for worksheet

activity were being
picked.
Class was told to take 6
fish out of their materials
and each partner was to
measure 3 each.
Snayder was given 3 fish
by partner.
Snayder asked his
partner, How do I do
this?
12:3312:35
12:3512:36
12:3612:37

Behavior
Consequence
Snayder played with
scraps of paper on desk,
laid his head down,
ripped bits of paper,
played with the carpet.
Snayder mumbled to
Told to sit up and given a
himself and put his head worksheet by the teacher.
down.
Snayder sat and waited to Snayder was given a
be given a partner.
partner and materials for
the activity.
Snayder played with
Told to measure some fish
hexagons and did not
by his partner.
measure fish.
Snayder began to
measure.
Snayder cleared the
hexagons off of the fish
and began to play with
Partner began to help with

the activity too.
Called out by Adult
Assistant who said, Are
you two doing what you

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them.
Snayder did not stop
playing with the
hexagons.
12:3712:39
Snayder had just gotten

called out by the Adult
Assistant for the room.
12:3912:42
Instructions were given

to Snayder and his
partner.
Snayders partner
accidently dropped a
bucket of erasers.
Snayder began to
measure his 3 fish.
12:4512:47
Teacher leaves Snayders

desk.
Snayder begins talking to

his partner about
something he heard was
stolen from a classmate.
12:4712:48
Snayders partner tries to

get the measurements
that Snayder got for his
worksheet.
Teacher tells students to
put the fish away if they
are finished measuring.
Snayder told him to stop

copying him.
12:4212:45
12:4812:49
12:4912:52
12:5212:54
12:5412:55
12:5512:57
12:571:00
Snayder continued
measuring and did not
get distracted.
Snayder and his partner

played with fish
are supposed to be doing?

Adult Assistant confronted
and the instructions were
explained again to them by
her.
Told to continue measuring
and to not give up by Adult
Assistant.
Teacher came over to the
desk and encouraged
Snayder to keep working
and tells Snayders partner
to start measuring his fish.
Teacher comes to monitor
their work and asks, Do I
have to just stand here and
stay to make sure yall are
doing your work?
Teacher told Snayder to let
his partner see his work.
Partner helped Snayder put

the fish away once he
realized the rest of the
class was doing this.
Teachers and Assistant
Teacher took the hexagons
were circulating through played with hexagons.
and told them to finish
the classroom.
their worksheet.
Teacher tells Snayder and Snayder writes because Class was told the activity
his partner to finish their for his answer instead of was over.
work.
answering the question.
Teacher collected papers Snayder held the fish in
Fish were collected and he
and the Adult Assistant
the air so that an adult
was told to write his name
explains that students
would collect them from on his worksheet.
should be listening to
him.
instructions because
they'll only be given
once.
Teacher gives directions
Snayder puts his head on Snayder was ignored.
while Snayder writes his his desk after writing his
name.
name and played with his
pencil and paper.
Teacher begins handing
Snayder began
out tiles for the next part measuring and worked

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of the lesson and told

quietly on his worksheet.
Snayder to begin
measuring.
Date: 3/8/16
Time: 12:30 1:00 PM
Class: Math
Student: Snayder
Teacher: Ms. Coogle (Mrs. Alstons intern)
Duration of observation: 30 minutes
Instructional Activity: Measuring

Time
Antecedent
Behavior
Consequence
12:30Snayder sat at his desk
Faced the corner of the
coming back from recess room away from the
12:34
where he had gotten in
teacher and instruction.
trouble for cursing.
12:34Instructions were given
Snayder pulled out a
12:40
for the worksheets the
book and examined the
class would be working
pictures and read it to
on.
himself.
12:40Snayder was talked to
Snayder cried while
Snayder was asked to
12:52
about his behavior thus
discussing the cursing
begin his work in the back
far in class and about the and complained about
of the classroom.
cursing incident in the
being hit by his
back of the classroom by babysitter that morning
Mrs. Alston.
before school.
12:53Snayder was allowed to
Completed the measuring Snayder was praised
1:00
work one-on-one with
activity in entirety.
verbally multiple times by
the teacher in the back of
teacher and the intern.
the room to complete his
work.
Supplemental Subjective Observation Form
Student: Snayder
Teacher: Mrs. Noel
Subject: Music
How much time does the student play with
items on his desk or is not focused on the
task at hand?
It is very hard to keep Snayder focused. I
would say he spends 90% of class, regardless
of seat placement, daydreaming.
When given work or a task, how many
times do you have to redirect the students
focus to the task?
2-5 times throughout the 50 minute class.
How often during one class will the student

call out, talk to a friend, or talk to a
neighbor?
2-5 times a class.
When does it appear that the student is the
least focused/most disruptive in your class?
When he is placed in the back and away from
other students, however this makes it harder
to get him focused.

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Student: Snayder
Teacher: Mr. Walker
Subject: Physical Education
task at hand?
50-75% of the time.
focus to the task?
5 times on average.
Student: Snayder
Teacher: Ms. Murray
Subject: Art
task at hand?
Most of class focused maybe 30% of class
time. Plays with materials or other students
work.
focus to the task?
Throughout the class hard to guess # of
times, but he is redirected throughout most of
classes.
Student: Snayder
Teacher: Mrs. Ellingsworth
Subject: Library
task at hand?
Frequently distracted by students, books, his
device, his chair.
focus to the task?
Constantly.

neighbor?
5-10 times.
During instruction when he is seated on his
number.

neighbor?
Constant.
10-15 times in a class period on most days.
He is a constant distraction.
Arrival, dismissal, during any transitions.

neighbor?
10+ times.
Unless he is playing a computer game, he is
not usually focused.

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Student: Snayder
Teacher: Ms. Sacks
Subject: English/Language Arts, Reading
task at hand?
Played w/items 9x
Unfocused 9 out of 15 minutes
focus to the task?
4 times in 15 minutes.
Additional Comments:

neighbor?
7 times in 15 minutes.
6 out of the 15 minutes observed
This was just a 15 minute period of time during the reading class that lasts 90 minutes
however, it is this observers belief that this 15 minute observation is representational of the
entire class time.
Hypothesis of Functional Intention:
I believe that the functional intention of Snayders behavior of looking away from
instruction and playing with items near where he is seated is avoidance. Snayder has shared with
me that he feels that schoolwork is not something he likes to do. He expresses that work is too
hard for him and if left independent, he may complete work without knowing the directions just
to get it done quickly. Snayder expresses that preferred activities would be a better substitute for
schoolwork and lessons. This attitude leads me to believe that he is attempting to avoid the
responsibilities of school with his behavior. The data supports this because Snayder tends to play
with items when instruction is being given or when work is assigned. Also, the data collected
from the Subjective Observation forms appear to confirm this.
Replacement Behavior:
What should the student be doing?

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Snayder should look at the teacher and do his work. This would be for the entire class period
and includes completing written work, participating in class discussions, having his eyes on the
teacher or board, listening to those who are talking, raising his hand, and trying his best even if
the work is hard. This addresses the function of the target behavior, avoidance, because it ensures
that Snayder is not only staying engaged instead of avoiding, but he is an active participant in the
overall classroom environment.
How will it be taught?
I will teach this replacement behavior along with Snayders homeroom teacher by having
a discussion with Snayder outlining the expectations of him in class. I will describe how he
should sit facing forward, keep his eyes on what is happening in the lesson, and when he is given
work or a discussion is occurring, he should be actively participating and engaged. When in the
classroom with him, I will go over these expectations with him at the beginning of class and
remind him of them as his goals. When Snayder shows the replacement behaviors successfully
throughout class, I will verbally praise him to remind him he is working on his goals. Snayder
sometimes states how things are hard for him, so I will point out to him if paying attention seems
to be easy for him at any given time and tell him that I would love to see more of this effort.
The replacement behavior can be accomplished giving Snayder verbal and picture supports to
remind of him of his goals. As a part of his support plan, a sticker chart correlating to these goals
will show how Snayder is progressing through the day and how well he is both looking at the
teacher and doing his work. This will remind Snayder what he should be doing every class and
reinforce the desired behavior. I plan on checking in with Snayder multiple times throughout the
day to see how well he is accomplishing his goals. This time can be used as encouragement to
keep up the good work if he is doing well and it could also be used as a time to give some words

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of support if things are not going well for the day. When Snayder reaches his goal for stickers, he
will receive a prize of his choice at the end of the day. This will motivate him further to
accomplish this goal.
When will it be taught?
I will utilize the time in Reading and English/Language Arts class and during Math
where I am interning to teach this behavior. I will talk with Snayder at the beginning and end of
class about his goals shown in the picture supports in front of him on his sticker chart and how
well he is performing at keeping them. I will also meet with Snayder every afternoon in his
homeroom to go over how well the day went. This will include any concerns teachers had with
his behavior and what he could do better in the future. Also, he will receive praise for any and all
good work he has made towards his goals for the day.
Snayders expectations will be looking at the teacher and doing his work. He will be
rewarded with verbal praise and stickers on his chart when he completes these goals throughout a
lesson. Other teachers will maintain the observation of his behavior so that they can do the same
as I plan to during Math class and Reading and English/Language Arts class. They will be
instructed to check-in with Snayder at the beginning of every class to review his goals with him
and at the end of class to go over how well he did in achieving his goals. All of us who are
monitoring his behavior will rely on these methods of directly reviewing his expectations and
goals every class to maintain the importance of them. In doing this and rewarding Snayder for
accomplishing these goals, he should successfully learn these behaviors.
Positive Behavior Support:

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To support the development of the replacement behavior stated above, there will be four
positive behavior supports used. The first positive behavior support is a daily token economybased sticker chart will be utilized throughout the day so that Snayder can have the chance earn a
prize at the end of the day as he demonstrates the replacement behaviors. The prize will be a
choice of playing with Legos for five minutes, playing a computer game for five minutes, or
taking an exploration walk around the school and bragging about his sticker chart to teachers.
The second will be verbal praise to reinforce behavior and give immediate feedback. The third
will be allowing Snayder to utilize a cool down chair when he is feeling overwhelmed or
upset. Finally, the fourth will be utilizing the skill of proximity control to allow the proper
observation of behavior and to support attention needs.
As the literature above explains, using an approach that utilizes multiple means of
supporting behavior is ultimately necessary for the plans effectiveness. This is why this plan
contains four different supports that will simultaneously be provided to Snayder. The first
positive support can be seen as the most important as it is a visual representation of how well
goals of the student are being achieved. With this chart being in view of Snayder and him being
told every time he gets a sticker for being caught accomplishing a goal, this will reinforce the
behavior immediately and provide feedback that tells Snayder exactly what the expectations look
like being implemented by him.
The other three positive supports are used to further ensure the success of reaching the
goals of the sticker chart. With proximity control, positive verbal praise, and the utilization of a
cool down chair Snayder will be able to be better coached to perform more socially
appropriate. As the two articles, Differential Effect of Social-Emotional Behaviors on Academic
Achievement of Language-Minority Students and Socio-Emotional Skills, Behavior Problems,

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and Spanish Competence Predict the Acquisition of English Among English Language Learners
in Poverty point out, Snayder is a student that has a high chance of falling into patterns of social
inappropriateness and frustration with academics because of his socio-economic status and
cultural differences. These three supports will allow for more direct social modeling and
coaching so that Snayder can have more success in achieving social goals. With the learning of
social skills and coping techniques, this will positively impact his academic and social life,
which will have a positive impact on Snayders behavior in the classroom.
Data Collection and Visual Representation:

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20

21

22

23

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Prize Earned March 9 - April 15
Yes
No
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Goal
9-Mar
10Mar
11Mar
14Mar
15Mar
16Mar
17Mar
18Mar
21Mar
22Mar
23Mar
24Mar
4-Apr
5-Apr
6-Apr
7-Apr
5
5
Prize
earne
d
Yes
Yes
5
No
5
Yes
5
No
5
No
5
Yes
5
Yes
6
No
6
No
6
No
6
6
6
6
9
Yes
Yes
Yes
Yes
No

25
9
9
9
9
9
9
8-Apr
11-Apr
12-Apr
13-Apr
14-Apr
15-Apr
Yes
Yes
Yes
Yes
No
Yes
Number of Stickers Earned

0
10
12
14
16
Number of Stickers Earned
(From 7-Apr on, a new goal was added for Use Nice Words where stickers are awarded every two hours when
only nice words are used. Dates where stickers could not be earned because there was no school includes March 12,
13, 19, 20, 25-31, April 1-3, 9, and 10.)
Data Summary and Interpretation:

To summarize the data, it can be seen that there is a definite trend in amount of stickers
earned over the four and a half weeks of implementation. The goal of Snayders sticker chart was

26
five stickers to earn a prize from March 9th to March 18th. The goal was increased to six stickers
after that because the five sticker goal was only meant to be during the initial exposure of the
PBSP. The sticker goal was increased to nine after April 7th because three more spaces were
added for the goal of use nice words. This was not an initial goal of the plan, but the school
Psychologist found it necessary to add this because of issues Snayder has had with his language
in both English and Spanish. Snayder would earn a sticker when he was caught looking at the
teacher, doing his work, and every two hours (after April 7th) he would get a sticker if he used
nice words. The trend in the bar graph above shows that Snayder currently earns more stickers
consistently than he did in the beginning of the implementation of this plan. This shows that
Snayder is being caught doing his work and looking at the teacher more than he was when the
goal was at five stickers.
I feel that in the implementation of this plan, there were five different things that affected
the outcomes specifically. These things would be the consistent check-ins throughout the day,
showing Snayder how to ask for time to cool down, having all of Snayders teachers knowing
exactly what was expected of them in implementation, processing with Snayder when he did not
get his reward, and allowing Snayder the choice of his prize. These five things were the most
impactful when reflecting upon the success of this plan.
I feel that the daily check-ins with Snayder about his expectations greatly benefitted him.
As Snayder himself has stated, sometimes he forgets things and that makes it hard for him to stay
on task. I would check in with Snayder at the beginning of every day, the beginning of every
Math class, and at the end of every day to discuss how he did with his chart. Most days, he
earned enough stickers to get his prize, so I was able to give words of validation and
encouragement to keep his behaviors positive. There were some days, however, where these

27
check-ins were used to try and get Snayder to remember what he was working towards and that
if he tried, he would be acknowledged for doing his best. Snayder would sometimes express that
work and paying attention is too hard, but I would use my check-ins to reassure him that he does
not need to be perfect or get all of his work right, we just want to see effort out of him that shows
us he is trying. This also goes along with processing with Snayder when he did not get his
reward. There were multiple occasions where I had to discuss with Snayder why his teachers felt
he did not earn enough stickers and I had him reflect on his behavior. This was extremely
difficult for him to do, but it helped him realize that he needs to be showing effort throughout the
day or else he may not get his prize. I feel that if I did not process with him why he did not get
his prize, he would not accurately correlate his behavior to the result.
There were times when teaching Snayder how to ask for time to cool down really
helped him turn his day around. Snayder will sometimes get lost in frustration and refuse to do
work for an entire day because of something he got frustrated about much earlier in the day. I
believe that showing Snayder how to ask for time by himself and then allowing him to let the
teacher know when he is ready to come back helped Snayder better regulate this behavior and
made the cool down chair support a great success. This also goes with how all of Snayders
teachers were on the same page with his behavioral supports. The fact that each teacher knew
what to offer Snayder to help him succeed allowed him to better generalize the skills and goals
he is working towards. If this plan was only followed in one or two classes, it would not as easily
result in a definitive change in behavior, just a temporary fix for short time frames.
Finally, allowing Snayder to pick his prize was the most motivating for him. Sure, he
loved making teacher proud of him for his behavior and work, but he loved being able to select
what he was working towards. He picked Legos for a number of days, and then switched to using

28
his computer at the end of the day. The last few days, he switched back to Legos. Snayder had
conversations with me about how the fact that he was trying to earn time to a preferred activity
made it easier to remember his goals and why he should work toward them. This is a definite
sign that this piece of implementation assisted in the success of this plan.
Reflection:
In completing this signature assessment I feel that I grew in both my classroom
management skills and overall knowledge as a teacher. Prior to implementing this PBSP, pretty
much every class, my mentor teacher and I would have no choice but to give levels to Snayder
for his behavior. A student is given a level and a sort of punishment at Woodholme Elementary
School. Level 1 is a warning, Level 2 is 5 minute time-out, and the punishments get more severe
with the higher the level. The level system is hard to implement with a child such as Snayder
since his mother is not involved in the process. There are only so many things we could take
away from Snayder (recess, free time, etc.) and Snayder did not seem to realize that these
punishments required him to fix his behavior. With the implementation of this plan, I have
noticed that levels barely even need to be threatened with Snayder anymore. This is instead
replaced by positive feedback and encouragement to meet his goals. With that being said, I
learned that finding ways to support positive behavior consistently in a way that a student can
identify with can be much more effective than punishments that mean nothing. I plan on using
this strategy and adopting it when I become a classroom teacher because it will help me better
identify with my students and help them meet their needs.
I feel that my disposition in my classroom management drastically changed over the
course of implementing this PBSP. I found myself having to be less corrective and more a

29
driving force behind success. Instead of correcting Snayder, I have been able to simply remind
him of his goals and remind him that it is his choice whether he earns the prize or not. It has
gotten to the point where all I have to do is give Snayder a certain look and he immediately
corrects himself to be more socially appropriate or on task. This changed the way I interact with
the entire class. Without the stress of having to constantly correct and handle Snayders behavior,
I am able to stay more positive during a lesson and not let things get to me as much. I feel that
implementing this PBSP has made me an overall more positive person in the classroom.
In maintaining and generalizing what I have learned through accomplishing this signature
assessment, I plan on keeping a larger repertoire of Positive Behavior Intervention Strategies
(PBIS) on hand. This way, I can be more prepared to deal with any problem behavior coming
from any student. As my research shows, there is always a need for a multiple approach to a
behavior and no combination of strategies will always work on every child. That being said, in
having a large repertoire of PBIS with me, I will be able to positively reinforce any behavior that
I wish to flourish. This will allow me to be a better prepared teacher who is able to use positivity
as a primary resource instead of criticism and punishment.
If I were to repeat this signature assessment in the future, I would do two things
differently. I would have made a larger effort to contact Snayders mother and had not moved his
goal of stickers up so quickly. The first change, giving a greater effort in contacting Snayders
mother, I would have done because it would have been valuable to have gotten her perspective as
a part of this plan. Seeing as she is his mother and has raised him, she knows him better than we
do. A parents input and shed light onto things that may not be apparent in the school setting and
may help avoid some obstacles. For instance, Snayder has difficulty completing homework and it
affects his ability to keep up with the rest of his class in grades and in knowledge. If we were

30
able to contact Snayders mother, we could maybe resolve this in some way. The second change,
not moving the sticker goal from five to six so soon, I would make because I did not wait an
adequate enough time to allow consistency with the goal being five stickers. I should have
waited at least a few more weeks and allowed Snayder to show how he could consistently earn
five or more stickers for five days in a row before changing his goal. I would do this because it
appeared that after changing Snayders goal to six, it became less attainable for him for a few
days. It seemed that his motivation began to shrink. Luckily, he was able to overcome this and
show that a goal of six stickers is an attainable goal for him, but I feel that it was still a small
obstacle that could have been avoided if I had allowed more time for consistency and Snayders
confidence in himself to rise.
In conclusion, I learned a lot about how to better manage target behaviors and to
positively support replacement behaviors in this signature assessment. I feel that in collecting
and analyzing data, I gained a new perspective on how I can measure progress and gauge the
success of a behavior plan. Also, I allowed myself to realize how I can be a more positive teacher
overall and use PBIS strategies on any student, not just a focus child. Lastly, I gained experience
in helping a student realize and begin to accomplish goals that will help socially, academically,
and overall throughout life.

31
References
McClean, B., & Grey, I. (2012). A component analysis of positive behaviour support plans.
Journal Of Intellectual & Developmental Disability, 37(3), 221-231.
doi:10.3109/13668250.2012.704981
Riney, S. S., & Bullock, L. M. (2012). Teachers' perspectives on student problematic behavior
and social skills. Emotional & Behavioural Difficulties, 17(2), 195-211.
doi:10.1080/13632752.2012.675136
Sung, Y. (2014). Differential Effect of Social-Emotional Behaviors on Academic Achievement of
Language-Minority Students. Child & Youth Care Forum, 43(3), 393-416.
doi:10.1007/s10566-014-9245-2
Winsler, A., Yoon Kyong, K., & Richard, E. R. (2014). Socio-Emotional Skills, Behavior
Problems, and Spanish Competence Predict the Acquisition of English Among English
Language Learners in Poverty. Developmental Psychology, 18(5), 2242-2254.
doi:10.1037/a0037161
Yeung, A., Craven, R., Chen, Z., Mooney, M., Tracey, D., Barker, K., & Lewis, T. (2016).
Positive Behavior Interventions: the Issue of Sustainability of Positive Effects.
Educational Psychology Review, 28(1), 145-170. doi:10.1007/s10648-015-9305-7

32

Positive Behavior Support Plan For Snayder

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Running head: POSITIVE BEHAVIOR SUPPORT PLAN FOR SNAYDER

Positive Behavior Support Plan for Snayder

POSITIVE BEHAVIOR SUPPORT PLAN FOR SNAYDER

Definition of specific behavior:

POSITIVE BEHAVIOR SUPPORT PLAN FOR SNAYDER

POSITIVE BEHAVIOR SUPPORT PLAN FOR SNAYDER

statistically higher percentages of cognitive problems, language problems, initiative problems,

POSITIVE BEHAVIOR SUPPORT PLAN FOR SNAYDER

POSITIVE BEHAVIOR SUPPORT PLAN FOR SNAYDER

POSITIVE BEHAVIOR SUPPORT PLAN FOR SNAYDER

POSITIVE BEHAVIOR SUPPORT PLAN FOR SNAYDER

Observer: Alex Furman

Teacher: Mrs. Alston

Time of observation: 35 minutes

Instructional Activity: Measuring using

POSITIVE BEHAVIOR SUPPORT PLAN FOR SNAYDER

Teacher read directions

Snayder played with and

name? Said, I need your

Snayder wrote on the

Snayder was ignored.

Snayder did as the

Snayder was verbally

Snayder did as the class

Snayder was ignored.

Snayder was ignored.

Snayder was ignored.

Snayder was ignored.

POSITIVE BEHAVIOR SUPPORT PLAN FOR SNAYDER

answer space without

Snayder was ignored.

Snayder was ignored and

Observer: Alex Furman

Teacher: Mrs. Coogle (Intern of Mrs. Alston)

Duration of observation: 40 minutes

Instructional Activity: Measuring

Teacher explained the

Partners for worksheet

Target behavior total duration: 21 minutes

Partner began to help with

POSITIVE BEHAVIOR SUPPORT PLAN FOR SNAYDER

Snayder had just gotten

Instructions were given

Teacher leaves Snayders

Snayder begins talking to

Snayders partner tries to

Snayder told him to stop

Snayder and his partner

are supposed to be doing?

Partner helped Snayder put

POSITIVE BEHAVIOR SUPPORT PLAN FOR SNAYDER

of the lesson and told

Observer: Alex Furman

Teacher: Ms. Coogle (Mrs. Alstons intern)

Duration of observation: 30 minutes

Instructional Activity: Measuring

How often during one class will the student

POSITIVE BEHAVIOR SUPPORT PLAN FOR SNAYDER

Supplemental Subjective Observation Form

How often during one class will the student

How often during one class will the student

How often during one class will the student