Behavioral Support Plan

(Dont forget to use pseudonyms!)

Student: Z

Grade: Fourth

Teacher(s): Ms. N.

School: Bayside Elementary School

IEP: Yes __X__ NO _____

Plan Start Date:___10/20/14______

Team will reconvene every _12____ days to monitor plan

Briefly describe the problem behavior(s) in observable and measureable terms (be sure to include all the
major behaviors of concern)
The behavior includes interrupting whoever is instructing during group. Interrupting includes talking while the
instructor is talking, arguing with the instructor about task being too hard or not something anyone can do, etc., and
lastly crying. This is done between 1-4 times in Math group and 1-4 times in Reading group. Each group is 40
minutes long.
Functional assessment strategies Implemented (check all that apply)
File Review:

___Yes (Date: _________)

____No

Interviews:

__X__Teacher Interview

____Student Interview

____Parent/Guardian Interview

____Other__________________

Observations:

__X__A-B-C Direct Observation (Antecedent-Behavior-Consequence)

____Scatterplot

____Other (e.g., FAO; list/describe) ____________________________

_____________________________________________________________________________________
Rating Scales:
____x__Problem Behavior Questionnaire (PBQ)

______Motivation Assessment Scale (MAS)

______Other (list/describe) _______________________________________________________

Provide one or more Summary Statements (as appropriate) from the Functional Assessment Data (include
Setting Events if known, Antecedents, Behaviors, and Maintaining Functions- Do not include the staff
response/consequence)
In Math and Reading, when given a difficult task Z will interrupt by talking over the instructor, argue, and or
cry during the lesson to escape or avoid task.

Briefly describe a desired replacement behavior(s) that will serve a similar function as the current problem
behavior(s)
Z must complete his work. When he understands and is following along in-group he really enjoys doing his work.
Instead of interrupting, arguing, and crying when a task is difficult, Z will ask for help from me by
raising his hand and waiting until I can come help him.

Develop a behavioral objective incorporating the replacement behavior(s)- (Include condition, student, behavior
and criterion)
During math and reading group instruction, Z will raise his hand and wait for me call on him or come talk to him to
help clarify a task that is too difficult. He will perform this 90% of the time, for 4 day time period.

Outline the instructional strategies to teach the desired replacement behavior (where, when, how & who will
teach the replacement behaviors?)
Z and I will use the classroom and table in which we hold our group for reading and math. We will do a role-play
activity beginning everyday 5 minutes before the first group begins. Here we will talk about expected and
unexpected behavior. He will practice raising his hand and waiting for me to respond. We will work on a
variety of scenarios to ensure that Z knows how to respond when he is feeling frustrated, lost, upset, or
angry.
Describe a data collection system to monitor the replacement and problem behaviors and state how the data
will be summarized
I will keep track of when Z raises his hand and the incidents when he interrupts, argues, and/or cries with a tally
system. Data will be collected and graphed everyday in the beginning. The information will be reviewed by

myself, Zs general education teacher, and Z. For the first week, every other day we will examine the information.
After that it will be every 3-4 days depending on Zs behavior. After consistent growth in the hand raising data and
less in the interrupts, argues, and or cries data, I will collect data once a week and we will examine the data once a
month. If the disruptive behavior starts to get worse or proves to be growing by the data that is collected, I will work
on a more intensive behavior intervention plan.

Briefly describe planned setting event and antecedent strategies (if no setting events identified- leave blank)
Setting Event Strategies
Antecedent Strategies
Antecedent strategies = Zs most obvious and consistent antecedent is when he is asked to do a task he feels is too
difficult. Standing in close proximity to Z has been beneficial. This way I am able to get to him quicker to help him
before he becomes too frustrated. I have also started implementing partner work so Z can work with another
student when we work on in class homework. When we read as a group it is important for me to keep Z following
along so he does not become lost or frustrated, this is done by close proximity and backing up to words he can easily
identify to get the group reading aloud together. Everyday before group gets started I do a check in with Z to see
how he is feeling and if there is anything he wants to talk about or is needing help with from last group. I have also
noticed that when I am helping Z he responds well to positive praise and affirmation from me.
Describe positive and reductive consequence strategies (includes specifics of who will deliver the
consequences, schedule of reinforcement, etc.)
PositiveI will deliver the help, clarification, and positive praise to Z when he is able to raise his hand as opposed to
interrupting, arguing, and crying.

ReductiveFor the first and or second interruption, I will remind the class (so Z doesnt feel so singled out) what is expected
when students are lost, confused, or need clarification.

After the 3rd interruption or if any arguments or crying occurs I will tell Z he needs to go sit at the other table to get
control of his body and mind. This will be done in close proximity to him to avoid too much attention from the other
students. I will set a timer for 2 minutes to allow Z a cool down. After the two minutes are up and if he is calm he
may join our group again. If he cant control his body or chooses not to and misses the remainder of the lesson he
must stay in from recess to finish his work.
Reactive Emergency/Crisis Procedures (if needed for blowups or dangerous behaviors)

LRBI Approvals (Briefly describe what level of approvals (e.g., basic parent notification, parental approval,
district/state committee approval), if any, would be needed for the procedures that you have described above,
according to the state LRBI guidelines. See handouts passed out in class)
LRBI Approvals

Precreation
Check-in with Adult
High Rates of Positive
Response from Teacher
Self Management
Modeling/Diff. Reinforce
Of Another Persons Beh.
Prompting
Social Skills Instruction (On
Task Skill focused)
Administrative
Intervention/Sent to Office
Think Time (aka Interclass
timeout)

Signed Parental Consent

No

Behavior Expert Required on Team

No

No

No

No

No

No

No

No

No

No

No

No

No

No

No

Staff Discretion

No

Team members and their responsibility for implementation

Member

Responsibilities

Ms. N & class assistants

Data collection, Instruction, and check in