Positive Behavior Support Plan 1

Positive Behavior Support Plan 1
Positive Behavior Support Plan
Amanda Smid
Towson University
Positive Behavior Support Plan
Background Information
Jacob is a twelve-year-old African American male who attends a public middle school in Harford
County, Maryland. Jacob has a medical diagnosis of Choreoathetoid Cerebral Palsy. His primary
disability is categorized as multiple disabilities with an orthopedic impairment, an intellectual disability,
and speech or language impairment. Jacob is considered primarily non-ambulatory and non-verbal.
Jacob presently receives his education in a self-contained Life Skills classroom. Jacob studies all
of the cores subjects such as reading, writing, math, and social studies in the contained classroom. He is
included in the general population for special area classes such as art, gym, health, and music. In
addition to Jacobs school subjects, he is also taught basic life skills in the self-contained classroom. The
number of students in the self-contained classroom varies between six and three depending on the
subject being taught. The staff in the classroom includes one teacher, one student teacher, and three
inclusion helpers. Jacob has been assigned a one-on-one aid who travels with him to all classes. Jacob
has been with his particular aid since kindergarten.
Academically, Jacob has tested on a pre-kindergarten level for reading, reading comprehension,
writing, and math. Jacob completed the Cognitive Abilities Test in the fall of 2011. Jacobs scores go as
follows; a Verbal Ability Score (SAS) of 70, a Quantitative SAS of 79, a Nonverbal SAS of 81, and a
Composition SAS of 73. In the fall of 2012 and the winter/spring of 2013, Jacob completed the
Scholastic Reading Inventory. In the fall Jacob demonstrated a lexile score of 50, in the winter/spring he
demonstrated a lexile score of 0. In the spring of 2013 Jacob completed the Maryland School
Assessment and scored below basic on both reading and mathematics.

I. Definition of Specific Behavior
Jacob is a very capable student whose education is often inhibited by his task avoidance
behavior. Jacobs behavior is characterized by a pattern of withdrawing and/or reusing to complete
assigned tasks. His behavior is persistent and occurs every school day and often numerous times a day.
Jacob displays his task avoidance behavior by refusing to complete schoolwork, by repetitively saying
no, by placing his head down on his desk, by grunting, by banging on his desk, by crying, and/or by
removing himself from the work area. Jacobs behavior is frequently disruptive when he yells no,
grunts or cries loudly and when he removes himself from the working area. All of these behaviors
distract the other students away from their schoolwork and removes the teachers attention from the
lesson. Jacobs behavior causes him to lose out on educational opportunities because it causes him to be
behind on schoolwork and it requires him extra time to complete work. When Jacob displays task
avoidance behavior he receives a consequence such as not earning during an academic break, having
to complete work, etc. Despite these consequences, Jacobs negative and disruptive behavior continues.
II. Literature Review
Dweck, C. S. (1986, October). Motivational Processes Affecting Learning. American Psychologist,
1040-1048. Retrieved from http://psycnet.apa.org/psycinfo/1987-08696-001
In this article, Dweck writes about the root of motivational problems in students. He explains
how students could be exhibiting task avoidance in school because they have developed a maladaptive
helpless pattern. This maladaptive pattern is characterized by challenge avoidance and low persistent.
This maladaptive pattern can be the cause of task avoidance. Students are express task avoidance
because they are academically intimidated and fearful of failure. The maladaptive pattern is caused by
the childs belief that intelligence is not a malleable quality; therefore, they lack confidence in their
intellectual ability.
In addition to explaining the cause of task avoidance, this article discusses a possible
intervention. Dweck states that presenting school tasks as learning goals as opposed to performance
goals can alleviate avoidance and low persistence. A performance goal is a task that assesses a students
ability. Children who have a low assessment of their ability will avoid completing these types of tasks
out of fear of receiving an unfavorable judgment. Any failure that occurs during the task is attributed to
a lack of ability in the perspective of the student. A learning goal is a task that is completed in order for
learning to occur. Any obstacles faced in these types of tasks are viewed as a cue to learning and a cue to
increase effort in the perspective of the student. In this situation students are willing to display
intellectual weakness in order to acquire new knowledge. While analyzing Jacobs behavior I will make
sure to look for any maladaptive behavior and low persistence. If it appears that Jacob is avoiding tasks
in order to avoid challenge, this intervention could have a positive impact.
Perle, J. G. (2016, May/June). Teacher-Provided Positive Attending to Improve Student Behavior.
Teaching Exceptional Children, 250-257. Retrieved from Cook OneSearch database
This article discusses using positive attending to decrease disruptive behavior and increase on-
task behavior. In this article, disruptive behavior includes calling out, arguing, avoidance, and tantrums.
Teacher positive attending is based on the behavioral theory that positive reinforcement in immediate
response to desired behaviors will increase thus behaviors. Perle outlines the important components that
make positive attending effective and gives examples that can be used directly in the classroom. Jacob
exhibits disruptive behavior such as calling out no and throwing tantrums by crying and/or banging on
his desk. These disruptive behaviors are similar to the ones discussed in the article. Therefore, in
addition to the intervention plan for Jacob, I will include positive attending by giving consistent praise
for on-task behaviors. This praise will teach Jacob what behaviors are expected of him without taking
time away from the rest of the class. This praise will also increase the desired behavior.
Sayeski, K. L., & Brown, M. R. (2014, November/December). Developing a Classroom Management
Plan Using a Tiered Approach. Teaching Exceptional Children, 119-127. Retrieved from Cook
OneSearch database.
In this article the authors explain a three-tiered approach to intervention with problem behaviors.
Tier I interventions are used to prevent possible behaviors. Tier II interventions are to be used with
students at risk to develop problem behaviors. The interventions in Tier III are designed to aide
students with severe behaviors and need an individualized support plan based on the behavior
function. Jacobs behavior of task avoidance is categorized under Tier II. This article goes into great
detail about the Response-to-Intervention (RTI) and gives direct resources that can be used with the
three different tiered interventions. In addition, websites are provided that give more resources based
on the tiered approach. Some of the RTI techniques provided in the article are designed for task
avoidance behavior. Using planned ignoring for some task avoidance behaviors displayed by Jacob
such as crying and banging on the desk could be an effective intervention. Ignoring Jacobs
disruptive, but safe behavior will show him that such behavior will not help him with avoiding school
tasks. Jacobs behavior will simply be ignored and he will be required to finish his work during break.
Stormont, M. A., Rodriguez, B. J., & Reinke, W. M. (2016). Teaching Students With Behavioral
Problems to Take a Break. Intervention in School and Clinic, 51(5), 301-306. Retrieved from
http://journals.sagepub.com/doi/pdf/10.1177/1053451215606696
This article discusses different disruptive and challenging behaviors exhibited by students. The
disruptive behaviors reviewed in this article include aggressive behaviors, setting elopement, and task
avoidance. The authors explain that the first step to every intervention is to find the function of the
behavior. Teachers can collect data including antecedent, behavior, and consequence to find patterns in
order to determine the function. All effective interventions must address the function of the behavior.
The article suggests an intervention that involves controlled learning breaks. Allowing a short
learning break from aversive stimuli can give a student the time needed to collect themself so that they
may return to the task and be successful. The Life Skills classroom that I intern in already utilizes
academic breaks because all students in the classroom require mental breaks. I could strengthen the
appeal of break time for Jacob by presenting something highly desirable to Jacob only during the break
time. This extra prize for Jacob during break will increase Jacobs motivation to work during work time
so he can enjoy his break. This increase in motivation will decrease Jacobs avoidance behavior.
Turtura, J. E., Anderson, C. M., & Boyd, R. J. (2014). Addressing Task Avoidance in Middle School
Students: Academic Behavior Check-In/Check-Out. Journal of Positive Behavior Interventions,
16(3), 159-167. Retrieved from http://journals.sagepub.com/doi/pdf/10.1177/
1098300713484063
In this article Turtura and Boyd discuss addressing problem behaviors with a three-tiered
approach. The three tiers are the same design as discussed in the third article source above. As stated
before, task avoidance is categorized under Tier II. A specific Tier II intervention for task avoidance is
explained in this article. The intervention explained is a Check In/Check Out behavior plan (CICO).
CICO involves charting daily points given for desired behaviors. The authors explain that CICO is most
effective when pairing it with an ABC (Antecedent-Behavior-Consequence) Plan. A case study involving
462 middle school students on the CICO and ABC Behavior Plan is outlined in the article. The results of
the case study suggest that CICO paired with an ABC Behavior Plan is an effective intervention for task
avoidance. At the completion of the case study all off-task behavior was reduced and both average
ratings of completed classwork and homework were increased. I already used an ABC chart to collect
behavior data for a Formal Behavior Analysis and will continue to utilize it while implementing the
intervention in order to check effectiveness. Some type of positive reinforcement, whether it is praise or
points, will be given to Jacob when desired behaviors are displayed.
III. Baseline Data Collection
To collect baseline data on Jacobs avoidance behavior I created and used an Antecedent-
Behavior-Consequence (ABC) Chart. The chart includes the date, time, class period, and activity in
which the behavior incident occurred. The overall time of the behavior incident is included as well.
Options of how Jacob expresses his avoidance behavior are listed under the behavior column. The
choice of other is also listed in case Jacob expresses something out of the ordinary. These options are
listed so that collecting the data was both accurate and efficient. The time of the incident is included in
this column as well. The length of the incident was recorded in order to find any possible correlations of
increased avoidance behavior and certain school task activities. The consequence column is set up
similar to the behavior column with options listed in order to maintain efficiency. There is an additional
column that records the students reaction to the consequence given. This was recorded to show if there
were more effective consequences than others. If the student showed compliance, no consequence was
given.
Day One The first day that I began collecting ABC data on Jacobs avoidance behavior was
Thursday January 19, 2017 (1/19/17). This date is the worst day for Jacob behaviorally out of the three
days included. On this day alone Jacob exhibited five separate incidents of school task avoidance. The
length of the incidents varies between 10 seconds and 3 minutes. Four of the incidents occurred in the
morning while only one incident occurred in the afternoon. Three of the incidents occurred while
watching a video clip, which shows a strong correlation. All but one of the behavior incidents occurred
during class and active learning. The one incident that did not occur during class occurred while getting
ready to begin active learning in Science. During three of the behavioral incidents Jacob was disruptive.
Jacob was disruptive at 9:10AM when he was loudly grunting, at 9:25AM when he was banging on his
desk, and at 10:43AM when he began grunting loudly again.
Day Two The second day included in the data is Friday January 20, 2017 (1/10/17). This day
was a very good day for Jacob behaviorally and he only struggled with one incident. The incident that
did occur lasted only 30 seconds and involved Jacob crying. The incident transpired while Jacob was on
the computer during a brain break that he had earned in the previous class period. Jacob was told that
if he did not stop crying and pull himself together, that he would have to get off of the computer. After
this warning he quickly complied and the crying seized. Since Jacob complied, no consequence was
given for the behavior. However, it was surprising to see Jacob express avoidance behavior during a
preferred activity.
Day Three The third day included in the data is Monday January 23, 2017 (1/23/17). Jacob
only exhibited one incident of avoidance behavior on this date, but the incident itself is the longest of all
lasting over 15 minutes. The behavior occurred during Math class while the students were playing the
game Fuzz Bugs on the Smart Board. When it was Jacobs turn to go he became avoidant and disruptive.
Jacob grunted and repeated the word no loudly, removed himself from the work area, and he kicked
the teacher Mrs. Avampato. This was the only time that Jacobs avoidance behavior was violent. As a
consequence, Jacob had to complete math file folders while the other students worked on the Smart
Board. The math file folders were given to Jacob to complete so that math work itself could not be fully
avoided. As a consequence to his disruptive and inappropriate behavior, Jacob continued to complete
math work during the brain break time. A reason behind this increased outburst could be that on this day
Jacobs routine was disrupted. Jacob was picked up from school to attend a doctors appointment and it
was when he returned to school that he exhibited this behavior. The behavior could have been escalated
because Jacob was having a difficult time transitioning back into the school routine after his regular
schedule was disrupted. Disruptions in daily routines and schedules can be difficult for some students.
DATE CLASS/ACTIVITY BEHAVIOR STUDENT

REACTION CONSEQUENCE
& TIME:
1/19/17 Finishing morning o Grunting o Compliance o Does Not Earn

break after gym o Saying No o Grunting o Work During Break
o Head Down On Desk o Saying No o Behavior Ignored
9:10 AM getting ready for
o Banging On Desk o Head Down On Desk o Think Letter
calendar o Removes Self From Work o Other Explain below
o Banging On Desk
o Crying o Removes Self From Work No consequence
o Other Explain below o Crying because he
o Other Explain below complied
LENGTH: 1 min. 20 sec.
1/19/17 Science o Grunting o Compliance o Does Not Earn

Completing/tracing o Saying No o Grunting o Work During Break
new vocabulary o Head Down On Desk o Saying No o Behavior Ignored
9:25 AM
words o Banging On Desk o Head Down On Desk o Think Letter
o Removes Self From Work o Banging On Desk Other Explain below
o Crying o Removes Self From Work
o Other Explain below o Crying
o Other Explain below
LENGTH: 10 seconds
1/19/17 Resource/ELA o Grunting o Compliance o Does Not Earn

o Saying No o Grunting o Work During Break
10:30 Watched a video-
AM Tour of the White o Removes Self From Work o Banging On Desk Other Explain below
House o Crying o Removes Self From Work
Drew on desk with o Other Explain below
fingers
Length: 3 minutes

& TIME:
1/19/17 Watching a movie o Grunting o Compliance o Does Not Earn

about White House o Saying No o Grunting o Work During Break
10:43 and the Obama
AM family o Removes Self From Work o Other Explain below
o Banging On Desk
o Other Explain below o Crying Told to pay attention,
o Other Explain below but kept head down
on desk
LENGTH: 57 seconds
1/19/17 Social Studies o Grunting o Compliance o Does Not Earn

Watching a movie on o Head Down On Desk o Saying No o Behavior Ignored
1:42 PM
Benjamin Franklin o Banging On Desk o Head Down On Desk o Think Letter
o Removes Self From Work o Banging On Desk Other Explain below
LENGTH: 3 minutes

& TIME:
1/20/17 Break between o Grunting o Compliance o Does Not Earn

calendar and next o Saying No o Grunting o Work During Break
9:40 AM class
o Removes Self From Work o Banging On Desk o Other Explain below
On computer earning o Crying o Removes Self From Work
o Other Explain below o Crying Told he would have
o Other Explain below to get off the
computer if he kept
crying
LENGTH: 30 seconds
1/23/17 Math o Grunting o Compliance o Does Not Earn

Playing the game o Head Down On Desk o Saying No o Behavior Ignored
11:22
Fuzz Buzz on the o Banging On Desk o Head Down On Desk o Think Letter
AM o Removes Self From Work o Banging On Desk Other Explain below
Smart Board as a o Crying o Removes Self From Work Given math work at
class o Other Explain below o Crying desk to complete
o Other Explain below while other
Kicked Mrs. students worked on
Avampato the Smart Board
LENGTH:
In addition to collecting and analyzing ABC data, I reviewed Jacobs most
recent Psychological Review in order to fully examine Jacobs disruptive avoidance
behavior. The Psychological Review was completed in November 2016 while Jacob
was 12 years old and in the 7th grade. Jacob is still currently 12 years old and is still
in the 7th grade. The Psychological Review discussed Jacobs scores on the Vineland
Adaptive Behavior Scale, Third Addition (Vineland-3). Jacobs home score on the
socialization domain was 69, which places him in the percentile of 2. However,
Jacobs school score was 47 which places him in the <1 percentile. Based on his
Psychological Review and Vineland-3 scores, the review stated that the adaptive
skills that need to be strengthened are thinking through consequences and
engaging in non-preferred activities.
After analyzing the ABC data on Jacobs avoidance behavior I found some
behavior trends. Four of the incidents over the three days occurred while watching
a video or taking turns working on the Smart Board. This data suggests that Jacob
works best while being actively and consistently engaged with one-on-one. In
addition, it suggests that Jacob finds watching a video or working on the Smart
Board as a non-preferred activity. In order to decrease avoidance behavior when
Jacob is working on the Smart Board or is not working one-on-one, an increased
incentive should be provided. While Jacob is working on the Smart Board or
another non-preferred activity, a preferred activity should be somehow combined
so to increase Jacobs engagement in the non-preferred task. In addition, Jacobs
avoidance behavior often occurred while transitioning back into work time after a
brain break. Providing a visual schedule including work and break time can assist
Jacob during these transitions. Furthermore, providing a reward of some type when
Jacob transitions back successfully and works through out the class period may
increase Jacobs probability to complete the non-preferred school tasks.
IV. Hypothesis of Functional Intention
The functional intention of Jacobs behavior is to avoid or escape undesired
school tasks. Jacobs observed behavior supports this finding because it shows how
even when warned of consequences, he continued to refuse to engage in the non-
preferred school task. The data also confirms that Jacob only exhibits task
avoidance when faced with a task he deems unfavorable because he does not try
to escape all school tasks. For instance, Jacob often showed avoidance behavior
during a video and/or while working on the SmartBoard. This illustrates that Jacob
views watching videos and working on the SmartBoard as a negative, undesirable
task. However, Jacob never showed avoidance behavior during his specialty
classes because he enjoys these classes and the school tasks involved.
V. Replacement Behavior
1. One Replacement Behavior. What should the student be doing?
When presented with a school task, Jacob should be actively and
appropriately engaged in the task. This means that Jacob should be
listening while the teacher is speaking and following the directions.
When Jacob is not actively and appropriately engaged, he will be asked

to do so and also be told of his consequence if he does not follow
directions.
2. How will the replacement behavior be taught?
Jacob has already exhibited his understanding of the appropriate
engagement behavior because he shows the proper behavior during
tasks that he finds desirable. I will continue to teach the appropriate
engagement behavior by immediately reinforcing him when he
illustrates the desired behavior during all classes. I will reinforce the
desired engagement behavior more heavily during tasks that he views
unfavorable in order to decrease his task avoidance. I will reinforce
Jacobs appropriate engagement behavior through verbal praise and by
giving him Dojo Points. Jacob is able to cash in his Dojo Points at the
end of the week for prizes. I will also use the positive behavior
supports in his PBSP to reinforce the appropriate engagement behavior.
When Jacob engages in task avoidance behavior no desired
reinforcements will be given, he will lose Dojo Points, and he will need
to complete schoolwork during break.
3. When will the replacement behavior be taught?
Since Jacob has already shown understanding of the appropriate
engagement behavior, the behavior will continue to be taught through

the use of reinforcements and consequences. It is vital to the
development of the appropriate behavior that the teaching of the
behavior be consistent. To maintain consistency, the replacement
behavior will be taught during every class period.
VI. Positive Behavior Supports
1. Dojo Points To motivate Jacob to exhibit appropriate engagement
behavior during all school tasks I will continue to utilize Dojo Points which
is the class PBIS. When Jacob is exhibiting appropriate engagement
behavior I will give him a Dojo Point. Jacob will receive a Dojo Point when
he shows that he is ready to learn when the timer goes off. The timer
signals the beginning of work time. Jacob will receive an additional Dojo
Point after engaging in the school task for 15 minutes. At this point, if
Jacob has been engaged, he will receive a 5-minute brain break. If Jacob
has not been actively engaged, he will be given work to complete during
break. At the completion of the brain break, if Jacob illustrates engaged
behavior, he will receive a third Dojo Point. Lastly, Jacob will receive a
fourth Dojo Point for demonstrating engagement behavior for an

additional 15 minutes, which follows the brain break. During one period,
Jacob has the opportunity to earn up to four Dojo Points.
2. Coloring time with Mrs. Jane. Jacob has a one-on-one aide named Mrs.
Jane. He has been working with Mrs. Jane for many years and they are
both very fond of each other. An activity that Jacob finds very rewarding is
the opportunity to draw dinosaurs with Mrs. Jane. To reinforce the
appropriate behavior, the opportunity to color with Mrs. Jane during the
brain break will be given to Jacob when he demonstrates task
engagement. If Jacob shows any type of task avoidance during the 15-
minute work period he will not be given the opportunity to color with Mrs.
Jane. If Jacob does not complete any of the tasks presented to him during
the 15-minute work period, Jacob will be given work to complete during
the brain break.

3. Dinosaur Picture - Jacob is extremely fond of dinosaurs and often saves
pictures of dinosaurs on his personal iPad. To help reinforce the
appropriate engagement behavior, Jacob will be given the opportunity to
print a dinosaur picture when he has demonstrated engagement behavior
the whole class period. This is a highly desirable reward for Jacob so I
predict that this reinforcement will be particularly

effective.
VII. Visual Representation and Data Collection
Number of Behavior
Date Occurrences Total Time of

Behavior
2/27/17 2 26 minutes and 25 seconds
2/28/17 1 09 minutest and 16 seconds
3/06/17 3 93 minutes, 01 second

Math o Grunting o Compliance

Totalo Behavior
Saying No Time o Grunting
o Head Down On Desk o Saying No
2 X 1 Multiplication
42821.0 o Banging On Desk o Head Down On Desk
o Removes Self From Work o Banging On Desk
42818.0 o Crying o Removes Self From Work
42816.0 o Other Explain below o Crying
Not completing math o Other Explain below
42814.0
worksheet
42811.0
42810.0
LENGTH: 10 mins & 18 Total Behavior Time
42807.0 secs
42800.0
42797.0
42796.0
42795.0
42794.0
42793.0
0 10 20 30 40 50 60 70 80 90 100
02/27/1
7
11:00
am
Day #1
ELA o Grunting o Compliance

o Saying No o Grunting
02/27/1 Watching a video on o Head Down On Desk o Saying No
bald eagles on the o Banging On Desk o Head Down On Desk
7 o Removes Self From Work o Banging On Desk
SmartBoard
11:47 o Other Explain below o Crying
am Drawing on desk w/ o Other Explain below
finger Continued to draw on
desk
LENGTH: 16 mins & 7

secs
Science o Grunting o Compliance

o Saying No o Grunting
02/28/1 Puzzle on the
o Banging On Desk o Head Down On Desk
7 SmartBoard o Removes Self From Work o Banging On Desk
am Refused to take a turn o Other Explain below
Day #2
LENGTH: 9 mins & 16
secs
DATE CLASS/ACTIVITY BEHAVIOR

STUDENT REACTION CONSEQUENCE
& TIME:
o Grunting o Compliance
Social Studies o Saying No o Grunting
03/01/1 o Banging On Desk
Checking answers on o Head Down On Desk
the SmartBoard o Crying o Removes Self From Work
1:28 pm o Other Explain below o Crying
Day #3
LENGTH: 12 mins & 6
secs
Math o Saying No o Grunting
03/02/1
Counting fish on the o Banging On Desk o Head Down On Desk
SmarBoard - ABCya o Crying o Removes Self From Work
am o Other Explain below
Day #4
LENGTH: 3 mins & 23
secs
03/03/1
7 Reading & o Removes Self From Work o Banging On Desk
highlighting o Crying o Removes Self From Work
Trying to grab iPad o Other Explain below
Day #5 when told no
LENGTH: 9 mins & 35

secs

& TIME:
& TIME:
Super Bowl story & o Saying No o Grunting
questions on o Head Down On Desk o Saying No
SmartBoard o Head Down On Desk
am ** iPad dead & o Other Explain below
needed to charge
Day #6 Jacob expressed his
anger over not
having iPad LENGTH: 10 mins & 3
secs
03/06/1
3 x 1 multiplication o Banging On Desk o Head Down On Desk
w/ a calculator o Crying o Removes Self From Work
LENGTH: 42 mins & 56

secs
03/06/1
7 Reading new story on o Removes Self From Work o Banging On Desk
WWII o Crying o Removes Self From Work
LENGTH: 10 mins & 2

secs

& TIME:
Science o Saying No o Grunting
Tracing & writing new o Head Down On Desk
vocab. words o Crying o Removes Self From Work
9:10 am o Other Explain below o Crying
Threw papers on floor o Other Explain below
Day #7

secs
ELA o Saying No o Grunting
03/16/1
Playing a matching o Banging On Desk o Head Down On Desk
game on the o Crying o Removes Self From Work
11:58 SmartBoard o Other Explain below o Crying
Laid on the floor
Day #8 LENGTH: 6 mins & 14
secs
3/17/17
Reviewed story & o Removes Self From Work o Banging On Desk
1:02 pm completed a o Crying o Removes Self From Work
worksheet o Other Explain below o Crying
Day #9 o Other Explain below
LENGTH: 12 mins

& TIME:
Working on less than o Head Down On Desk
and greater than at o Crying o Removes Self From Work
11:11 desk with Mrs. Jane o Other Explain below o Crying
Day
#10 LENGTH: 6 secs
03/20/1
Getting ready to work o Banging On Desk o Head Down On Desk
after lunch o Crying o Removes Self From Work
LENGTH: 5 mins & 6 secs

3/22/17
Watching a video on o Removes Self From Work o Banging On Desk
1:27pm the SmartBoard o Crying o Removes Self From Work
about Canada o Other Explain below o Crying
Day Drawing on desk w/ o Other Explain below
#11 finger Continued drawing on
desk w/ finger

secs

& TIME:
Reading a story on a o Head Down On Desk
school show o Crying o Removes Self From Work
Would not answer the o Other Explain below
Day teachers question
#12
LENGTH: 30 secs
Science o Saying No o Grunting
03/27/1
Tracing new vocab. o Banging On Desk o Head Down On Desk
words o Crying o Removes Self From Work
am Told if he worked that o Other Explain below
he could color with
Day Mrs. Jane
#13
LENGTH: 40 secs
VIII. Data Summary and Interpretation
I believe that this PBSP was and is still effective on decreasing Jacobs task avoidance
behavior; therefore, I consider this SBSP successful. I consider the decreasing trend of the off task
behavior to be evidence of this success. This decreasing trend is seen visually in the bar graph of the
overall time spent in the off task behavior. As documented in the data charts and the bar graph, the off
task behavior occurred for less time and occurred less often towards the end of the month of
implementation. In the beginning of the month of implementation, Jacob presented off task behavior
every to every other day. In the end of the month of implementation, the behavior was expressed
between every three to five days. This trend shows a decrease of behavior overtime. In addition, the
amount of time that the behavior was expressed per day decreased over time as well. This trend also
shows a decrease of behavior overtime. Lastly, a third trend that supports the success of the PBSP is that
the number of behavior occurrences per day decreased. Prior to the PBSP, Jacob expressed off task
behavior up to five times a day. By the end of the PBSP implementation month, Jacob expressed off task
behavior only between once and twice a day.
Though most of the trends support the decrease of the behavior, some original behavioral
trends did survive. For example, the off task behavior still presented itself most during Social Studies
and after lunch. As seen in the data charts, the behavior was expressed seven times during Social Studies
and was only expressed only two to three times during other period classes. An additional original
behavior trend that survived the PBSP was the presentation of the behavior while working on the
SmartBoard. Jacob exhibited his off task behavior seven times while working on the SmartBoard. No
other learning activity shows a consistent positive relationship with the off task behavior.
Despite the persistence of two of the original behavior trends, the evidence of the overall
decrease of the off task behavior supports the success of the PBSP. There are five different
implementation points that I believe may have had an effect on the decrease of the behavior. (1) The first
point, which I believe had the strongest effect on the decrease of the off task behavior, was the
consistency of the implementation of the PBSP. When Jacob was expressing off task behavior and was
warned that he would not earn and/or would have something taken away, the warning was always
carried through. Since Jacob knew that the consequences would always occur, he began complying and
ending the behavior in order to avoid the promised consequence. The increase in compliance can be seen
towards the very end of the month of implementation.
(2) A second point of the PBSP that had an effect on the decrease of the off task behavior
was planned ignoring. One of the ways that Jacob expresses his off-task behavior is through crying
instead of completing the school task. When this form of the behavior was expressed, Jacob was
reminded that middle schoolboys do not cry about schoolwork and that his behavior is unacceptable.
Since this behavior continued to occur despite these warnings and additional negative consequences, I
predicted that Jacob expressed this form of the behavior in order to gain attention. Every time that
someone warned Jacob about his unacceptable behavior, he was gaining extra attention. While
implementing the PBSP, I instructed the staff to ignore Jacobs crying behavior when it was used to
avoid schoolwork. This planned ignoring caused Jacobs crying behavior to become almost extinct.
When Jacob cried during the implementation of the PBSP and the behavior was ignored, the behavior
was always ended and Jacob showed compliance. The planned ignoring took away the attention that
Jacob desired and he no longer had a purpose for the behavior. Since the behavior lacked purpose, Jacob
began to no longer express it.
(3) A third point of the PBSP that had an effect on the decrease of the behavior was the act
of taking away Dojo Points. When Jacob was expressing off task behavior while the other students were
earning, the staff used Dojo Points to encourage Jacob to work. When this situation occurred, the
students who were on task received Dojo Points while Jacob had Dojo Points taken away for not being
on task. When this occurred, the staff told the students aloud that they were receiving Dojo Points for
working hard and Jacob was told aloud that he was having Dojo Points taken away for not working.
Jacob was also told that he could earn his Dojo Points back if he started to work and completed the
school task. When the opportunity to earn the Dojo Points back was presented, Jacob complied and
finished his task even if this involved working during the mind break.
(4) A fourth point of the PBSP that had an effect on the decrease of Jacobs off task
behavior was the positive support of earning coloring. Throughout the implementation of the PBSP, I
noticed that coloring was a very powerful reward for Jacob and therefore, held power over his behavior.
When Jacob expressed off task behavior I would often tell him that if he did not work, he would not be
able to color during break. Sometimes, I would even take away his crayons during work time in order to
encourage him to work. When this situation occurred, he often complied and began working in order to
earn his crayons back.
(5) The fifth point of the PBSP that had an effect on the decrease of the off task behavior
was the positive support of earning coloring time with Mrs. Jane. This reward came to be the most
powerful reward within the PBSP. Once I recognized the power this reward held, I began using it
proactively with Jacob in order to avoid the off task behavior all together. For example, working after
lunch and during Social Studies was still difficult for Jacob during the implementation of the PBSP.
Therefore, to help motivate Jacob to work I would make a deal with Jacob before the period began. I
would tell Jacob that if he worked during this period that he could gain coloring with Mrs. Jane. I also
utilized this deal before working on the SmartBoard since he still showed difficulty working there as
well. When Jacob made this deal with me he would often work in order to color with Mrs. Jane. This
helped to decrease the behavior specifically during these school periods of increased difficulty.
IX. Reflection
Through completing this PBSP, I grew immensely as a teacher. First, writing the FBA
portion helped me to identify reliable resources that can be utilized in my future teaching career. By
looking for articles for my FBA, I was able to find reliable resources on behavior and other topics
related to education. I saved these resources so that I can utilize them in the future. In addition, finding
the function of the behavior also increased my knowledge and skills in classroom management. By
completing the FBA, I learned that a behavior can only be successfully changed when the function of the
behavior is identified and met in a different way. If the function of the behavior is met in an appropriate
way, then the inappropriate behavior will no longer have a purpose and will no longer occur. A way that
I grew in my disposition in classroom management is by learning how vital consistency is in a PBSP. In
order for Jacob to learn appropriate behavior, it was important to correct inappropriate behavior every
time it occurred. In addition, it was important to reward Jacob when he showed appropriate behavior in
order for him to learn what the appropriate behavior is. I believe that strong consistency throughout the
PBSP helped decrease Jacobs inappropriate off task behavior.
Since the implementation of this PBSP continues to be successful and has decreased
Jacobs off task behavior, the plan will be maintained and generalized. The plan will continue to be
implemented as it presently is until the gap of the daily occurrence increases. The plan will continue to
be implemented as is until the behavior is not expressed at all during a full school week of five days.
Once a gap of five days occurs, the PBSP can begin to be faded out. If the decreasing trend of the
behavior continues, I predict that the PBSP should be ready to be faded out in the middle of May. That
predicted time line gives the implementation another month-and-a-half. If the behavior trend does
continue and the fading can occur during the middle of May, the PBSP could be successfully faded out
by the end of the school year.
Even though this PBSP was successful, there are two things that I would do differently in
its implementation. First, I would make an earning menu for Jacob to utilize at the beginning of each
period. This menu would put Jacob in charge of his earning and would also remind him of what he is
working for. Putting Jacob in charge of his earning and reminding him of his reward would help to
motivate Jacob to work consistently and help him to avoid the off task behavior. The second thing that I
would change is the length of the implementation. In order to complete the full thirteen days of data, I
needed to increase the original length of implementation. I also think it would be wise to lengthen the
time of the PBSP to see if the decrease of the behavior would continue towards extinction. Another
month of implementation could provide the data required to see if this trend could occur with the use of
the PBSP.

Positive Behavior Support Plan 1

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Positive Behavior Support Plan 1

Positive Behavior Support Plan

Positive Behavior Support Plan

disability is categorized as multiple disabilities with an orthopedic impairment, an intellectual disability,

has been with his particular aid since kindergarten.

Assessment and scored below basic on both reading and mathematics.

I. Definition of Specific Behavior

behavior. Jacobs behavior is characterized by a pattern of withdrawing and/or reusing to complete

II. Literature Review

Dweck, C. S. (1986, October). Motivational Processes Affecting Learning. American Psychologist,

1040-1048. Retrieved from http://psycnet.apa.org/psycinfo/1987-08696-001

in order to avoid challenge, this intervention could have a positive impact.

Perle, J. G. (2016, May/June). Teacher-Provided Positive Attending to Improve Student Behavior.

Teaching Exceptional Children, 250-257. Retrieved from Cook OneSearch database

Sayeski, K. L., & Brown, M. R. (2014, November/December). Developing a Classroom Management

Students: Academic Behavior Check-In/Check-Out. Journal of Positive Behavior Interventions,

16(3), 159-167. Retrieved from http://journals.sagepub.com/doi/pdf/10.1177/

points, will be given to Jacob when desired behaviors are displayed.

III. Baseline Data Collection

desk, and at 10:43AM when he began grunting loudly again.

DATE CLASS/ACTIVITY BEHAVIOR STUDENT

1/19/17 Finishing morning o Grunting o Compliance o Does Not Earn

1/19/17 Science o Grunting o Compliance o Does Not Earn

1/19/17 Resource/ELA o Grunting o Compliance o Does Not Earn

DATE CLASS/ACTIVITY BEHAVIOR STUDENT

1/19/17 Watching a movie o Grunting o Compliance o Does Not Earn

1/19/17 Social Studies o Grunting o Compliance o Does Not Earn

DATE CLASS/ACTIVITY BEHAVIOR STUDENT

1/20/17 Break between o Grunting o Compliance o Does Not Earn

1/23/17 Math o Grunting o Compliance o Does Not Earn

In addition to collecting and analyzing ABC data, I reviewed Jacobs most

recent Psychological Review in order to fully examine Jacobs disruptive avoidance

skills that need to be strengthened are thinking through consequences and

engaging in non-preferred activities.

Board as a non-preferred activity. In order to decrease avoidance behavior when

Jacob is working on the Smart Board or is not working one-on-one, an increased

incentive should be provided. While Jacob is working on the Smart Board or

another non-preferred activity, a preferred activity should be somehow combined

so to increase Jacobs engagement in the non-preferred task. In addition, Jacobs

increase Jacobs probability to complete the non-preferred school tasks.

IV. Hypothesis of Functional Intention

The functional intention of Jacobs behavior is to avoid or escape undesired

even when warned of consequences, he continued to refuse to engage in the non-

views watching videos and working on the SmartBoard as a negative, undesirable

1. One Replacement Behavior. What should the student be doing?

When presented with a school task, Jacob should be actively and

appropriately engaged in the task. This means that Jacob should be

listening while the teacher is speaking and following the directions.

When Jacob is not actively and appropriately engaged, he will be asked

to do so and also be told of his consequence if he does not follow

2. How will the replacement behavior be taught?

Jacob has already exhibited his understanding of the appropriate

engagement behavior because he shows the proper behavior during

tasks that he finds desirable. I will continue to teach the appropriate

engagement behavior by immediately reinforcing him when he

desired engagement behavior more heavily during tasks that he views

unfavorable in order to decrease his task avoidance. I will reinforce

Jacobs appropriate engagement behavior through verbal praise and by

supports in his PBSP to reinforce the appropriate engagement behavior.

When Jacob engages in task avoidance behavior no desired

to complete schoolwork during break.

3. When will the replacement behavior be taught?