Classroom-Wide Positive Behavior Support Plan (PBSP)

Prevention and Intervention strategies for Preventative Strategies

When working with the students:
Gain the students attention before presenting a demand or asking a question. Try to do so at the childs physical level within close proximity to ensure that you are heard clearly. Avoid shouting directions from across the room or not within the childs sight. Keep directions/demands concise and as clear as possible; avoid wordiness, jargon, slang, or sarcasm Give the children 3-5 seconds to process demands before prompting Use least intrusive prompts as possible following prompting hierarchy (i.e. verbal reminder before physical prompt; gesture before verbal reminder) Differentially reinforce the students for appropriate responses the better the response, the higher the reinforcement. Immediately and frequently reinforce good behaviors (i.e. Catch em being good!) Quickly fade the use of adult prompts to allow the children to have independence and to avoid prompt dependency or learned helplessness Give the children opportunities to scan their environment, assess the situation, and make decisions. Try not to always give them the expected response or reaction. Step in as needed when that attempt is not successful. Present the students with choices whenever possible to allow them to regain some control over their environment. List your choices in a way that is on your terms, but appear to be child-led choices. (i.e. Its time for circle, do you want the red chair or blue chair? or Want to hop like a frog or fly like a bird to the potty?) Use visuals paired with language to communicate choices, expectations, or demands. Have visual schedules, first-then boards, and pictures of choices

Classroom-wide PBSP Page 2 for foods, activities, and materials available to the children.

Interventions
When students engage in inappropriate behaviors:
Avoid labeling the behaviors (i.e. try not to say No hitting) Instead, use positive language such as Hands to yourself please. Teach socially appropriate skills to replace the functions of the inappropriate behaviors. For example, if a student hits another child in order to obtain a toy, prompt him to use the appropriate language that could gain access to the toy (i.e. My turn or Train please.) When students engage in attention-seeking behaviors: o If you are giving the child special times of individual attention throughout the day, not just when they engage in problem behaviors, refer to that time when the student engages in behaviors to gain attention (i.e. Sit nicely for circle so we can work on our sticker book later or You can get hugs/tickles later if you sit nicely for circle now.) o Ignore the actual behavior (unless it is harmful) and redirect the childs attention to the task at hand. o Offer reminders of what is expected. o Long term strategy: Allow attention-seeking children to have special jobs or be helpers for certain activities. For example, if a student seeks attention during circle, consider having him be the one to tell the class that its circle time, set up the chairs, use the pointer with the calendar, pass out materials, etc. Verbal reminders that he is the important helper and needs to show the class what to do may curb engagement in behaviors that seek attention. When students engage in escape behaviors: o Refrain from overusing a time-out or break area. o Encourage the appropriate use of language to request a break, and set a timer. When time is up, return to and complete all unfinished/delayed activities. o For non-verbal children, teach the use of a break card as a means of requesting a break

Classroom-wide PBSP Page 3 o Long term strategy: If a child is repeatedly engaging in escape behaviors for the same activities, reevaluate that particular activity. Look for ways to modify it to be more appealing and keep the childs attention. It may be too difficult, or too easy and boring. Consider ways to make it less frustrating and in turn more enjoyable. When students engage in non-compliance behaviors: o Reinforce strong attending behaviors and appropriate direction following when applicable. o Encourage follow through with demands; use visuals paired with strong reinforcers when possible (i.e. First art, then ride bikes but we need to finish art first.) When students engage in sensory-based behaviors: o Incorporate sensory-based activities into the schedule each day, such as heavy work, large motor movement, tactile play, deep pressure, etc. o Give sensory input to a child who is seeking it prior to engaging them in an activity where they are required to sit quietly or be still. o Use compression vests, bumpy cushions, or lap weights to help with attending (when applicable or suggested by the Occupational Therapist never try without first consulting the OT). o Interrupt all inappropriate self-stimulatory behaviors and redirect the childs actions to engage in a more functional activity (i.e. If child is waving or shaking a toy, give him a maraca to shake in an appropriate manner). When a child is stimming on a toy, model how to play with it appropriately. Remove the toy when the child does not play with it as it was designed.

Prepared by:

Meredith L. Miller
Early Childhood Behavior Specialist Bucks County Intermediate Unit #22 (215) 348-2940 x2013 mlmiller@bucksiu.org