Positive Behavior Support Plan (PBSP)

Karen Danmyer

SPED 741

February, 2017

Background Information
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Steven is a 9 year-old second grader at Mt. Carmel Elementary School. Steven is

currently living in a foster home with his sixth grade natural sister and a foster sister who is

attending college. Steven was originally placed in this foster home when his birth mother

abandoned him and his two natural siblings. Stevens foster mom, Mrs. Z, was tutoring the

children at the time and had been working with a local church to try to put supports in place for

the family when she became aware of several needs and the chemical dependency of the mother.

Steven has recently told his natural mother that he does not want to return to her custody, but

would like to remain in his foster home. The foster home is nurturing and provides consistent

support for Steven. Visits with Stevens biological mother cause significant stress for Steven.

Mrs. Z had Steven evaluated outside of the BCPS system and a 504 plan was developed based on

the diagnosis of ADHD. There is also a diagnosis within the evaluation report of ODD. A

behavior chart has been developed and Steven meets with the guidance counselor on an, as

needed basis individually, and on an occasional basis with a small group of three boy peers. The

Z family is paying for outside counseling as well, as this is not part of the foster system;

however, they felt it would benefit Steven.

Steven attended kindergarten in the neighborhood where he resided with his biological

mother. After beginning to live with his foster family, Steven repeated kindergarten at Mt.

Carmel Elementary in order to fill in gaps in learning as he had begun to be treated for ADHD.

There were many incidences of negative behavior for Steven during his kindergarten and first

grade year. Since I was one of his first grade teachers, I am aware of the frequent reports of

punching, pushing, and one incident where another childs skin was broken when Steven used

a pencil to go through his shirt. It was difficult to report many of the situations involving Steven

during his first grade year as he was careful when events occurred and rarely took responsibility
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for his actions. This year, the slow improvement and the results of a stable, loving environment

are beginning to emerge. The reports of physical contact have greatly diminished and Steven has

begun to say, I know what I did was wrong and I got carried away. Although Steven has

come a long way, the children in his class are slow in coming around and I have received reports

that children are afraid of him and due to an incident on the bus last week, a parent has contacted

the principal to advise him of her intent to complete a bullying report if other incidents occur.

Stevens academic skills are inconsistent. When social and issues with Stevens birth

mother are calm, Steven demonstrates grade level skills. However, when peer conflicts occur at

school or during the time frame before or after a visit, Stevens ability to demonstrate his

understanding of conflicts diminishes.

1. Definition of Specific Behavior: Steven has a daily behavior chart that is completed by

all academic and special area teachers. There are 3 goals and a chance to report on

whether Steven is being friendly with a yes or a no. The 3 goals are: hands to self (safe

to people and things) and personal space, stay in your assigned spot and stay in the

classroom, as well as raise your hand appropriately (quietly) and wait your turn.
The negative behaviors we have observed or have been reported are: pushing,

tackling, throwing his folder, name calling, going to the bathroom without

permission, moving around the classroom without permission, and speaking without

being called on (calling out). Each of these behaviors can take significant time to

resolve and cause both Steven and his classmates to miss out on instruction. For

Steven, when several behaviors occur on a specific day or during a specific subject, he

has needed to repeat assignments because he did not hear the explanations or

instructions and he could not attend to the task at hand.

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For the purpose of this assignment, I would like to focus on calling out as that

behavior has a significant impact on my ability to provide instruction and modeling in a

fluid manner as well as our ability to have effective classroom discussions as Steven will

interrupt (sometimes with off-topic information). Both Steven and his classmates

are negatively affected by his inability to wait to be called on to speak. Calling out is

also an area where Steven frequently loses points on his behavior chart, especially after

recess. Within 4 days (10/24-10/27) where data was recorded on Stevens ability to raise

his hand appropriately and wait to be called on to speak within 8 time frames, a total of

32 opportunities. Steven received a 2 (the highest score) 19 times, a 1 (the middle score)

10 times, and a 0 (the lowest score) 3 times.

2. Literature Review
1. Bloom, R. B. (2015). These kids are still driving me crazy. Reclaiming

Children and Youth, 24(1), 58-61. Retrieved from

https://search.proquest.com/docview/1685175622?accountid=231
In this article, the author discusses the germ theory explained by Nick Long in

his book, Conflict in the Classroom (Long et al., 2014) that when students are

experiencing emotional difficulty, we can catch the same type of behavior and

exhibit just the kind of behavior we are attempting to change in our students. I

thought this article could be helpful as it give suggestions for how to avoid this

problem so that we are helping the child avoid their behavior problem instead of

joining in and; therefore, reinforcing the problem. Stevens requests for teacher

responses can be frequent and insistent and I think this article could help me react

in a way that will help Steven instead of encourage the behavior to continue.
2. Martens, K., & Andreen, K. (2013). SCHOOL COUNSELORS'

INVOLVEMENT WITH A SCHOOL-WIDE POSITIVE BEHAVIOR

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SUPPORT INTERVENTION: ADDRESSING STUDENT BEHAVIOR

ISSUES IN A PROACTIVE AND POSITIVE MANNER. Professional School

Counseling, 16(5), 313-322. Retrieved from

https://search.proquest.com/docview/1448006405?accountid=231
This article, although intended for guidance counselors, provides and

informational and helpful explanation of a Tier Two behavior intervention called,

Check-in/Check-out. It explains a study where this intervention was used

successfully with K-3 elementary students in Jefferson Elementary school in New

Ulm, Minnesota for 2 years with students whose struggles with behavior did not

improve with standard methods. The intervention includes time for the student to

talk to an adult in throughout the day in order to review goals and provide

feedback regarding the day. The study gave details in the number of times

throughout the day that a student could check in with an adult. The article also

other studies that were conducted using the Check-in/Check-out intervention.

This article could be especially helpful as it suggests adults provide a chance for

the student to discuss his daily progress and provides sample forms and

checklists. I feel that a method similar to the Check-in/Check-out might help

Steven reduce the number of times he calls out because he would have a chance to

debrief regarding difficult family issues as well as conflicts that occur with

peers at school. The program described in this article could help me with ideas

for developing a possible behavior intervention for Steven.

3. Perle, J. G. (2016). Teacher-provided positive attending to improve student

behavior. Teaching Exceptional Children, 48(5), 250-257.

doi:http://dx.doi.org/10.1177/0040059916643707
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This article discusses the idea of positive attending as a method for helping

students with challenging behaviors make improvement in these behaviors. The

article reminds us that the students with difficulty exhibiting appropriate behavior

benefit from positive reinforcement; however, they are most likely to receive

negative feedback from adults. The article defines the description of

characteristics that students need when we provide positive attending, such as

being specific and being consistent as well as giving examples of what "positive

attending would look and sound like. I was encouraged by a former instructor to

tally the number of positive responses I provide for the children I work with who

display challenging behaviors vs. the number of negative comments I share with

that same student. I am concerned that my negative conversation with Steven

outweigh the positive comments. Perhaps this article can provide suggestions that

I can add to my plan for supporting Steven.

4. Austin, J. L., & Bevan, D. (2011). USING DIFFERENTIAL

REINFORCEMENT OF LOW RATES TO REDUCE CHILDREN'S

REQUESTS FOR TEACHER ATTENTION. Journal of Applied Behavior

Analysis, 44(3), 451-61. Retrieved from

https://search.proquest.com/docview/896735871?accountid=231
This study uses the differential reinforcement of low rates of behavior (DRL)

which provides a schedule for reinforcement of behavior. This seems to be

helpful for students who are insistent on being heard or noticed in that it gives an

amount of time that the student must wait to be called on or that their behavior

will be reinforced. This study followed the use of DRL with 3 students in

elementary school in South Wales. The teachers who participated in the study
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indicted that she believed that the children engaged in more appropriate levels of

attention seeking and that they worked more independently and efficiently during

the intervention. The results described in this study sound as if the intervention

was quite successful and I would love the same results for Steven. At the end of

the day, he struggles with his ability to attend to his assignments and at this same

time of day or if he is concerned about a problem, his desire to speak even if he is

not called on is distracting to his teachers and his peers. Perhaps the method

described in this study will help as I develop strategies to support Steven.

5. Barbetta, P. M., Kathleen, L. N., & Bicard, D. F. (2005). Classroom behavior

management: A dozen common mistakes and what to do instead. Preventing

School Failure, 49(3), 11-19. Retrieved from

https://search.proquest.com/docview/228485012?accountid=231
This article provides pro-active suggestions that address many of the common

behavior problems that occur in school environments. The authors suggest that

most student misbehaviors are learned and occur for a reason. It is our job to

determine those reasons and teach appropriate behaviors to replace those

misbehaviors. A section of this article that may be especially helpful for my

classroom in general, and Stevens behavior concerns, specifically relates to

planning for transition time. I have noticed that this is a time when behavior

concerns occur. The suggestion is made that time be made to plan for transitions

and that the effectiveness of transitions can impact the lesson that occurs next. It

would be helpful to see if increasing the effectiveness of transitions would have a

positive impact on Stevens behavior as well have a positive impact for our class.

3. Baseline Data Collection

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Stevens behavior has been recorded on a behavior chart since October, 2016.

The two days that were discussed in order to provide a summary of the observation of Stevens

behavior were 2/2/17 and 2/3/17. This chart is sent home each day for a signature. Stevens

foster mom and I also use this form for additional communication which is why there is a note on

the back of the chart for 2/2 and at the top of the chart for 2/3. The original data sheets are

included here for review:

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The dates for the data sheets are listed on the upper left corner of the front of each page.

The times for each report are listed below the subject in the left hand corner. Although there was

a problem listed in lunch for 2/2, this time frame is not usually graded since the personnel in the

cafeteria are not certified teachers and it was determined that the cafeteria workers would not be

expected to rate Stevens behavior on the chart. When situations do occur during the lunch time,

they are reported as a note, as was done on the back of the chart for 2/2. Communication also

occurs by email and in Stevens planner.

Summary of Data from data sheets:

The data sheets show that Stevens behavior is observed and recorded in all academic

areas. He is rated in 4 areas: Safety Hands to self (Safe to people and things)/Personal

Space, ResponsibilityStay in your assigned spot; Stay in the classroom, Be Respectful

Raise hand appropriately (quietly) and wait your turn. These 3 areas were those identified and

are rated by each classroom teacher on a scale of 0-2, with 2 being the highest and 0 being the

lowest rating. The points are added for each day and tickets are given as rewards based on the

chart at the upper right corner. In order for me to be able to total the sheets each day before

Steven leaves so that he knows how many points and tickets he receives, we decided not to rate

Steven during the check-out time frame between 3:20 and when Stevens bus is called

(approximately 3:30). Stevens foster mom asked that we add the Be Friendly section as this is

an area that they discuss at home and which they consider an important goal for Steven, so this

was added with a yes or no rating. Mrs. Lancione, our guidance counselor, does not have a

regular time with Steven or specific days that she works with him even though he was pulled by

her to discuss problems during Social Studies each day. This is a time we have let her know

would have less of an educational impact than pulling him during reading or math.
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Be Safe Be Responsible Be Respectful Be Friendly

(Safe to people Stay in your Raise your hand Do to others as

and things); assigned sport; appropriately you would like

Personal Space Stay in the (quietly) and to be done to

classroom wait your turn you

2/2/17 Score: Score: Score: Yes: 5/6-83%

2: 5/6 -83% 2: 4/6-67% 2: 4/6-67% No: 1/6-17%

1: 1/6-17% 1: 2/6-33% 1: 1/6-17%

0: 1/6-17%
2/3/17 Score Score: Score: Yes: 5/7-71%

2: 5/7-71% 2: 3/7-43% 2: 4/7-57% No: 2/7-29%

1: 1/7-14% 1: 4/7-57% 1: 2/7-29%

0: 1/7-14% 0: 1/7-14%

Summary of Records Review and Other Data:

Within Stevens confidential file is a psychological evaluation from Mt. Washington

Pediatric Hospital which provides information describing Stevens early years. He tested

positive for cocaine at birth and Child Protective Services has been reviewing Stevens family

circumstances since Steven was 3 years old. Frequent reports of neglect and abuse throughout

Stevens young life were noted. Stevens placement with his current foster family began in

February, 2014 when his biological mother did not return for 10 days. It was also noted that
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Steven received psychotherapy sessions within his foster home in order to attempt to establish a

therapeutic relationship. The following biological family concerns were noted: Oppositional

Defiant Disorder (sister), Bipolar Disorder (mother), Schizophrenia (mother), Substance Use

Disorder (Mother), and possible Borderline Personality Disorder (mother). The testing

completed for Steven included the following determinations: Steven has difficulties in the areas

of: ADHD, a Specific Learning Disorder with Impairment in Reading Rate, Accuracy and

Fluency, and Oppositional Defiant Disorder. At this time, Steven has a 504 plan for ADHD.

Discussions have occurred regarding the transition to an IEP. Due to the difficulties with

behavior, discussions have occurred between Stevens teachers, the principal, and the team

facilitator related to developing a Behavior Intervention Plan for Steven. Stevens attendance

during the 2016-2017 includes 2 absences, 4 early dismissals, and 1 late arrival.

An analysis of the information collected includes the determination that Steven has

been exposed to many difficult circumstances for someone of such a young age and has resulted

with his difficulty in exhibiting appropriate behavior. His behavior on the two days that were

reviewed showed an increase in negative behavior in the afternoon, including in two special

classes. The only areas where Steven received a rating of 0 was once at recess in the area of Be

Safe and in Specials for Be Respectful in the area of gaining adult attention in a quiet and

appropriate way and to wait until the teacher called on him to speak. There were also several

ratings of a 1 during recess for Be Safe, Be Responsible where Steven was not where he

should be within the classroom, and Be Respectful. Since I have chosen calling out as a

target behavior, this data shows this is an area of concern with several teachers and it will be

interesting to see if the interventions that are put in place help Steven in this area of need.
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4. Hypothesis of Functional Intention

Through observation and reviewing the data, it seems that Stevens motivation for the

negative behaviors he exhibits provides him with attention. In addition to calling out frequently,

Steven will make noises in order to get the teacher and the other students to look at him when he

is raising his hand or he will just begin speaking. In order to avoid conflicts, Steven remains at

his desk. He has demonstrated his understanding of his need for extra personal space and, yet

will attempt to get attention, in either a positive or negative way. If students are sitting in front

of Steven on the rug near his desk, he will drop materials near or on the students. This is a

dangerous, although effective, way of gaining attention which has prompted moving him to

another place in the room to reduce the attention and disruption to the learning environment.

5. Replacement Behavior

We would like to see Steven develop appropriate methods for gaining attention by

raising his hand and waiting to be called on to speak or act. This statement from our schools

behavior expectations explains what Steven should be doing

I will teach the replacement behavior when class begins by having Steven place a copy

of the Fifth District Expectations in the front of his binder and highlighting the appropriate line

that reminds him to raise his hand and wait to be called on to speak. I will remind him that he is

expected to be quiet when waiting. I will also remind him of the strategies we have reviewed for

staying calm while waiting: For example, Lazy 8 strategytracing an 8 in the air or on his

desk while breathing in and out, Belly Breathingplacing hand on his belly to feel deep

breath coming in and slowly going out.

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I will teach these skills during homeroom while I am checking folders and remind him

to pull to review them at the beginning of math and Social Studies.

6. Positive Behavior Supports

Three Positive Supports to be put in place

`1. Because the afternoon classes include times when the desire for attention seems to be

greater after the stimulation and sometimes conflicts of lunch and recess, an instructional

assistant will meet Steven at recess just prior to the end of the recess period and take him for a

walk to provide a break and an opportunity to receive positive attention.

2. The guidance counselor will meet with Steven in the morning in order to provide

positive attention and allow Steven to discuss any student concerns and debrief regarding any

difficult family encounters that may have occurred with his birth mother during a prior visit or

discuss any concerns he has related to upcoming visits.

3. I will provide verbal praise when Tony uses the supports provided to remain quiet

while waiting to be called on or if I notice he is using the breathing techniques to remain calm

while waiting.

7. Data Collection and Visual Representation

Data Collection:
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Data Sheets from 13 dates: 2/23/17, 2/24/17, 2/27/17, 2/28/17, 3/1/17, 3/2/17, 3/6/17, 3/7/17,

3/9/17, 3/10/17, 3/13/17, 3/16/17, and 3/17/17

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Visual Representation

Be Respectful

Raise your hand

appropriately

(quietly) and

wait your turn

2/23/17 Score:

2: 4/7-57%

1: 2/7-29%

0: 1/7-14%
2/24/17 Score:

2: 1/8-13%

1: 7/8-88%

0: 0/7-0%
2/27/17 Score:

2: 3/6: 50%

1: 3/6: 50%

0: 0/6: 0%
2/28/17 Score:

2: 5/6: 83%
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1: 1/6: 17%

0: 0/6: 0%
3/1/17 Score:

2: 2/3: 67%

1: 1/3: 33%

0: 0/3: 0%
3/2/17 Score:

2: 4/6: 67%

1: 2/6: 33%

0: 0/6: 0%
3/6/17 Score:

2: 4/7: 57%

1: 2/7: 29%

0: 1/7: 14%
3/7/17 Score:

2: 3/5: 60%

1: 1/5: 20%

0: 1/5: 20%
3/9/17 Score:

2: 4/6: 67%
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1: 2/6: 33%

0: 0/6: 0%
3/10/17 Score:

2: 3/5: 60%

1: 2/5: 40%

0: 0/5: 0%
3/13/17 2: 6/8: 75%

1: 2/8: 25%

0: 0/8: 0%
3/16/17 2: 4/8: 50%

1: 3/8: 38%

0: 1/8: 13%
3/17/17 2: 3/6: 50%

1: 3/6: 50%

0: 0/6: 0%
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Score 0: Score 1: Score 2:

8. Data Summary and Interpretation

Based on the data collected and represented above, the positive behavior supports

described in my plan caused positive behavioral changes, for the most part. When I

compared the data collected before the intervention plan to the data collected after the
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intervention plan, I noted that the data was about the same on 5 days, worse on 1 day, and better

for 5 days.

The positive intervention plan to ask for an extra break prior to the end of recess by a

para-educator reduced peer conflicts and allowed us to spend more instructional time during

our math period. This intervention removed Steven from a time period that often resulted in

disagreements and opportunities for difficulties. This 1-1 time with an adult allowed for Steven

to receive attention in a positive way and work through peer conflicts with assistance.

On days when the para-educator was not available due to illness, I realized I could

include a modified intervention that had a similar positive impact. I found that even when

our para-educator could not assist, I could still call Steven to move out of the group before the

end of recess. This also helped Steven to move away from the peer conflicts and discussions

which he had difficulty engaging in. It was definitely better when the para-educator was able to

follow my original plan, but this back-up plan was also beneficial for Steven.

Purposely looking for opportunities to provide positive verbal praise to Steven

seemed to provide encouragement for Steven as well as a review of calming strategies. I also

provided class-wide reminders for breathing during transition times. This seemed to cause a

positive impact for Steven as well as the rest of the class. I attempt to provide positive feedback

whenever possible, but working with this plan reminded me to use positive words and Steven

seemed to respond well to that. I also saw Steven practicing the calming strategies after I walked

away. This helped to provide him with a strategy for what to do instead of calling out.

The offer of our guidance counselor to meet with Steven in the morning, did not

occur as often as had been offered. Because she offered to help out in the morning and that
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is usually Stevens best time, I think our plan still worked and I hope that she is able to follow

through more often in the future in order to continue to support Steven in continuing to improve

his behavior.

The concerns of the past when Steven was abandoned continue to have a negative

impact on Stevens ability to wait to be called on to speak. On 3/7, I needed to have a

substitute, and I think that Steven may have had increased stress since one of his care givers was

not available which may have cause the increase in calling out that day. Even though the

interventions should have continued while I was out and I asked our guidance counselor to check

in with Steven, his fear of being left alone seemed to be a stronger force.

Another factor that impacted the outcome of the plan was that there is an upcoming

court case that Steven is concerned about. He told me he does not understand the court and he

communicated concern that he and the sister who shares the current foster home him could be

split up and he did not understand why the judge might not allow him to speak in this case.

Although I believe the behavior plan that I put into place had a positive impact on the

concerns Stevens is demonstrating; however, Steven has a difficult set of circumstances both

in his past and to expect in his future. We hope to continue to support him through these

circumstances to encourage more progress toward positive behavior choices as the school year

continues.

9. Reflection

The development and implementation of this Behavior Support Plan encouraged positive

growth for me as an education professional. This project helped me to grow in my

knowledge, skills, and dispositions in classroom management, especially in that it focused

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on using positive methods instead of negative methods. Many of the methods that I have

observed other teachers using for the students with significant behavior problems are punitive.

Often, these students are used to being in trouble and could begin to tune out negative

communication. This project encouraged me to remember that students will often respond better

when I catch them doing the right thing and give them positive attention for it. This project

also reminded me to review with our students the behavior expectations that are in place for our

school. At Fifth District, we often review those expectations early in the year and, in the past, I

have forgotten to provide opportunities to read through them again throughout the year to help

students remember they continue to be relevant.

I plan to help Steven maintain and, hopefully, generalize the elements of the plan by

reminding him to pull out his binder which has the calming techniques and the Fifth District

Expectations in it. We had suggested this review at the beginning of the day and before the

afternoon academic subjects. Hopefully, if I continue to remind him to review these materials,

this will become a habit and help Steven to avoid negative behaviors.

If I repeated this project, I would include only items that I could implement or

determine ahead of time what to do if staff members who are included are unavailable. The

other staff members, at times, had schedule conflicts which made implementation of the plan

challenging, at times. I was able to make adjustments which allowed the plan to continue, but in

the future, it may be helpful to have alternative plans thought out ahead of time. Also, I think I

would also include some self-reflection on the part of the student in future projects. I plan

to discuss with Steven his thoughts on his progress in the area of calling out in class. Perhaps,

having his own evaluation could encourage future success in this area.