Positive Behavior Support Plan

Towson University
Meghan Grammer
February 2016

I.

Definition of Specific Behavior

Student Background Information

Blake is a fourth grade student at Jarrettsville Elementary School in Harford County,
Maryland. He is not a student with an Individualized Education Plan (IEP). Blake is
diagnosed with ADHD (Attention Deficit Hyperactivity Disorder). Blake is in an inclusion
general education classroom for the entire school day. Although he is able to follow multistep directions and complete tasks independently, he has academic deficits.
Definition of Specific Behavior
Throughout the entire school day, Blake exhibits verbal outbursts and inappropriate
verbalization during lessons. When Blake is displaying this undesired behavior, he is
disruptive to himself and does not complete his work. Simple tasks and assignments given
include taking notes, reading a given text and answering questions and preparing for a lesson
by retrieving classroom supplies. Disruptive behavior also means Blake is distracting
students around him from completing their independent assignments.
Blakes undesired behaviors are greatly impacting his classwork. Blake has trouble
catching up on work, so when his disruptive behavior is occurring, he is likely to fall behind
and have incomplete assignments. His disruptive behavior affects the whole class because the
general and special educator must pause during instruction to spend time getting Blake back
on task and raising his hand when he has something to say. In addition, his behavior can have
a negative impact on other students because the general/special educator is busy with Blake
and unavailable to support other students. Blakes behaviors are short in duration but the
frequency may last the entire lesson or subject area. This causes great disruption of Blake

either sitting there completing some or none of his assignment with excessive verbal and
non-verbal reminders by the general/special educator.
II.

Literature Review
I conducted a literature review of current research related to the inappropriate behaviors

Blake is exhibiting and positive strategies for the development of his Positive Behavior
Support Plan. (PBSP). Blakes inappropriate behavior is being verbal outbursts, including
calling out without raising his hand (disruptive), which affects his ability to complete his
daily assignments.
Source 1:
The Educational Outcomes of a Collaborative School-Home Behavioral Intervention for
ADHD study evaluated educationally relevant outcomes from a newly developed
collaboratively school-home intervention for youth with attention and/or behavior problems.
The study focused on elementary aged students and the findings of the study support the
focus of CLS on both ADHD symptom reduction and organizational skills improvement.
The authors explain the research design method, results and study implications for the
school-home behavioral intervention.

Pfiffner, L. J., Villodas, M., Kaiser, N., Rooney, M., & McBurnett, K. (2013). Educational
Outcomes of a Collaborative School-Home Behavioral Intervention for ADHD. School
Psychology Quarterly, 28(1), 25-36.
Source 2:
This website article written by ADDtitue Editors explains ADHD in children and
provides strategies for at home and in the classroom to help students pay attention (2016).

The authors explain the problem ADHD students have with calling out or commenting
while others are speaking and the reason behind it. The information suggests what parents
can do at home to help their children and as well as solutions for the classroom setting. The
strategies are specific to children with Attention Deficit Disorder.

A. (n.d.). Interrupting and Impulsivity: Help Your Child with ADHD Pay Attention.
Retrieved February 16, 2016, from http://www.additudemag.com/adhd/article/1976.html
Source 3:
The Willingham article overviews what teachers can do to help students who are having
the most trouble, self-regulate and control their impulsive behaviors (2011). The work
defines self-regulation and its impact on students ability to control themselves in various
situations. Three factors that confound self-regulation negative emotions, lapses and cues
suggest some classroom changes that might help students. Educators have an impact on a
childs ability to self-regulate in a variety of settings and must support the students
accordingly. The author provides detailed examples and triggers in the environment that
promote poor self-regulation.

Willingham, D. T. (2011). Ask the Cognitive Scientist: Can Teachers Increase Students' SelfControl?. American Educator, 35(2), 22-27.
Source 4:
The William article poses information about the traditional routine of the teacher asking
questions and the students responding (I-R-E initiation-response-evaluation). The article
went into detail about what is wrong with the traditional questioning model being strictly

voluntary. It explains that the students who are confident with the answer to the question
raise their hands and by engaging in classroom discussion, they become smarter. The
students who do not choose to participate and respond, miss out on that chance for building
their knowledge. The strategy explained in the article is referred to as No Hands Up
meaning the the teacher will choose a student at random. This will help me to create a
specific structure for answering questions, possibly eliminating verbal outbursts from
students. A way of all students responding non-verbally (in the form on ABCD or number
cards) is also a suggested method for response from students.

Wiliam, D. (2014). The Right Questions, the Right Way. Educational Leadership, 71(6), 1619.
Source 5:
The McKenna and Flower article overviews the use of evidence based practices to meet
the needs of all students to manage classroom behaviors (2014). The article describes the
Good Behavior Game which is an effective strategy for managing classrooms and
improving student behavior. The authors include implementation before, during and after
academic instruction in the classroom setting. The behavior intervention that incorporates
various evidence based behavior management practices is effective and flexible because it
can be modified in a variety of ways.

McKenna, J. W., & Flower, A. (2014). Get Them Back on Track: Use of the Good Behavior
Game to Improve Student Behavior. Beyond Behavior, 23(2), 20-26.

III.

Baseline Data Collection

To collect baseline data for Blakes Positive Behavior Support Plan (PBSP), I used a

Behavior observation Scatterplot. The purpose of the chart is to track the frequency and duration
of Blakes undesired behaviors. Due to the shortness of the undesired behavior, a scatterplot was
the easiest and most efficient way to collect data. Blake is in all general education classes
throughout the school day. I observed him in all subject areas (reading, writing, math and social
studies/science). Blakes behavior was tracked over five school days for 15 or 20 minute
increments. There was no trouble collecting data for five consecutive days.
The baseline data informed me that Blake has repeated undesired behaviors related to
impulsive, inappropriate verbal outbursts. Blakes behavior manifests in several ways, including
verbal refusals, not starting independent work and not completing independent or group work.
Consequences include proximity control, verbal and non-verbal warnings and/or redirection,
ignored problem behavior, isolation in another part of the classroom and removal from situation.
In addition to observing Blake, I conducted a review of his personal record to learn more
about his academic, behavioral history, medical history and personal interests. I reviewed Blakes
classwork, spoke with other teachers in the grade level who work with him, an instructional
assistant who observes his behaviors, and his previous teachers. Blake was diagnosed with
ADHD in the first grade at age 6. His previous teachers describe him as hyperactive and always
on the move.
After interviewing the student and reviewing his academic file (including classwork), I
concluded that Blake consistently passes his classes. All teachers who work with Blake agree
that his academic performance is dependent on his ability to focus on the task he is given and not
distract himself or others around him with his verbal outbursts.

IV.

Hypothesis of Functional Intervention

Based on analysis of the baseline data, I hypothesize that the primary function of Blakes

undesired behavior is to seek peer approval. Other functions of the undesired behavior are
attention seeking from adults. The primary antecedent of the undesired behaviors is related to
overstimulation related to Blakes ADHD diagnosis. During transitions and unstructured
times, specifically, are other antecedents of the undesired behavior.

V.

Replacement Behavior

What is it that the student should be doing?

Blake is expected to raise his hand when he has something he wants to say. Also, Blake is
expected to keep silly or unrelated comments to himself when a teacher is teaching. Blake is
capable of keeping his thoughts and questions to himself until its an appropriate time. However,
due to Blakes ADHD, he requires extra support with strategies for self control. There are many
times throughout the school day Blake is allowed to share his thoughts freely but not during a
lesson or teaching time. When Blake has verbal outburst, he is off-task and distracts himself and
others around him.
How will you teach the replacement behavior?
To support Blakes verbal outbursts and distraction to himself and others, I taught him
attention seeking peer-approval replacement behaviors. The following are the peer approval
behaviors I instructed Blake on: 1) When Blake has something to say, he will raise his hand and
wait to be called on 2) Blake will wait quietly in the hallways and transition times for his
teachers directions 3) Blake will utilize a preferred peer to give visual feedback (thumbs up or
thumbs down) to indicate his use of appropriate or inappropriate attention seeking behavior. I
taught these appropriate peer approval replacement behaviors to Blake through conversation
modeling and one on one direct instruction. Blake will be given a reward for exhibiting these
replacement behaviors. He will receive nonverbal visual cue praise for every five minutes he is
seeking acceptable peer approval. The replacement behaviors and rewards satisfy the functions
of the inappropriate behaviors. Blakes primary function for his behavior is seeking peer
attention and approval. Having structured and modeled conversations for how to gain a peers
attention is something that Blake can easily follow. This meets his ADHD needs because it
allows him to structure communication of his thoughts and ideas without disrupting others. The
visual cue from a peer will give him the attention he is seeking from his classmates. Blake was

also given a journal to write down anything of high importance to him during a quiet teaching
time. This allows him to concentrate on what is important to say right away versus at a later time.

When will you teach the replacement behavior?

I taught the above replacement behaviors before implementing the Positive Behavior Support
Plan for Blake. I had a one on one conversation with Blake about the replacement behaviors. I
made sure Blake understood the replacement behaviors overall and then spent time teaching
them through conversation and modeling. Once the plan was in place and the rewards were in
sight, I managed reinforcing and continuing to teach each of the behaviors to Blake.

VI.

Positive Behavior Support

To be sure that Blake would choose to emit the replacement behavior (rather than the
inappropriate behavior), three positive supports were put in place.
1.) During whole group instruction, Blake will write down anything he feels of high
importance instead of saying it aloud. The teacher will only allow those to speak who
raise their hands. A sign will be posted on the board which shows it is a no-talking
time. This will help Blake to see when it is appropriate to share something versus
when it is inappropriate.
2.) When an initial direction is given to the class, Blake will follow it quickly. Following
the directions quickly will not allow for time to talk or to get off-task. Blake will be
given non verbal praise and attention when he follows the directions quickly and does
not have verbal outburst. The praise will continue every five minutes he remains in
control of himself.

3.) Blake will begin his independent assignment without prompting or conversation.
When Blake is seeking attention appropriately, a selected peer will give him a nonverbal cue (thumb up or thumb down) to develop self-awareness of attention seeking
peer approval behaviors.
Blake will earn a reward for exhibiting the replacement behaviors. The chart will help to monitor
each of the three behaviors. Blake will keep the chart on his desk as a visual reminder. He will
earn check marks for demonstrating the above behaviors. At the end of each week, Blakes check
marks will be added together. As the weeks pass by, the total of check marks will increase,
making it harder to earn the selected reward. Blake is most motivated by computer time with a
friend and choosing out of the teacher prize box.

VII.

Data Collection and Visual Representation

Day Number

Frequency of Undesired Behaviors

1 (Feb 22nd)
2 (Feb 23rd)
3 (Feb 24th)
4 (Feb 25th)
5 (Feb 26th)
6 (Feb 29th)
7 (Mar 2nd)
8 (Mar 3rd)
9 (Mar 3rd)
10 (Mar 4th)
11 (Mar 7th)
12 (Mar 8th)
13 (Mar 9th)

4
2
2
3
3
2
4
3
2
3
3
1
2

VIII.
VIII.
VIII.
VIII.

Data Summary and Interpretation

Based on the data collected, once the positive behavior support plan was implemented,
there was a decrease in undesired behaviors. In some subject areas during the data collection
period, there are the same number of undesired behaviors exhibited with and without the
positive supports in place. Several factors positively and negatively affected the outcome of
Blakes positive behavior support plan.
1. Blakes diagnosis of Attention Deficit Hyperactive Disorder (ADHD) affects his selfcontrol and behavior daily. It is hard to determine if Blakes behavior is changing
because he is cognitively more aware, he wants the reward or is reacting to a variety
of external factors.
2. The Positive Behavior Support Plan was implemented and tracked on consecutive,
but non back-to-back school days. The interruptions, included late arrivals and an
absence affected the outcome. The absence and late arrival of the student were
beyond my control. The reasons behind these uncontrollable factors were student

sickness. In the future, I would eliminate interruptions in my initial observations and

first few days implementing the PBSP.
3. There were several external and environmental factors that have positively and
negatively affected Blakes behavior. When Blake comes to school without haven
taken his medication, he is more likely to exhibit the undesired behaviors due to lack
to self control. His behavior change is affected with a slight schedule change
throughout the school day as well. These changes are not always negative. In the
future, I would develop a way to incorporate the external factors within the data
collection and observation process.
4. Blakes behaviors were directly affected by earning a reward of his choice. Blake and
I discussed the reward at the beginning of the week for his desired behaviors. Blake
chose computer time, extra recess with a friend and the teacher prize box. The
maintenance of Blakes behavior once the reward is over needs additional time.
Currently, despite some inconsistencies, Blakes behavior improves when the reward
of his choice is present.
5. For any future Positive Behavior Support Plans, I want to be able to track the
students behavior for the entire school day. On a normal school day, I am only with
Blake during homeroom, one transition and social studies/science. Another teacher
allowed schedule changes and her own collection of data to be included. I know that
Blakes undesired behaviors occur in multiple settings based on the records and data
that I have collected. I do not feel that plan was effective in all subject areas,
specifically those that Blake is not in my classroom. Blake observed high motivation
for the reward only when I was present.
Overall, there are many factors that affected the implementation of Blakes positive behavior
support plan. Many of the factors are related to Blakes ADHD and lack of self control. This

diagnosis and my knowledge of the disorder, proved to be difficult to track behaviors for. Aside
from the inconsistencies and other outside factors, Blakes plan was effective. Before the Positive
Behavior Support Plan, I was frustrated with Blakes needs and managing his constant outbursts
and silliness during teaching. I had a difficult time focusing and supporting the other students in
the classroom who also needed my attention. Since the implementation of the Positive Behavior
Support Plan, the expectations for Blakes self control and peer seeking approval are set higher.
As a result, from this, Blake has had less verbal outbursts than he had prior to the PBSP.

IX.

Reflection

Developing and implementing a positive behavior support plan has supported me in building
my knowledge, skills, and dispositions in classroom management. The data collection process,
including records review, enhanced my knowledge and management of student behaviors. I
quickly learned that Blakes undesired behaviors were to seek approval and attention from his
peers. I also learned that the behaviors emit in different scenarios and the immediate
consequence for how the behavior is addresses. A skill set is needed for properly addressing
undesired behaviors for a student with ADHD. Due to the lack of self control and hyperactivity
that students with ADHD possess, these behaviors are common. I gained specific knowledge and
skills by implementing the PBSP with a student with ADHD which I will add to my experiences
and use in my future career as a special educator. I learned that students with ADHD respond
well to structure, self-chosen/high-interest rewards and constant but consistent reinforcement.
One highlight of the PBSP I implemented was including Blake in the decision making process.
He was able to take ownership and became quickly accountable for his behaviors. He chose
rewards that interested him and that he knew would be difficult to earn unless he was aware of

his actions. One change I would make for the future would be implementing the plan when there
are less schedule changes. Due to testing, assemblies, absences and a late arrival, the
implementation of the PBSP was inconsistent. Another change I would make would be to build
my colleagues skill set and other colleagues to ensure success of creating, implementing and
tracking the support plan for a student with ADHD. This project exhibits the three essential
dispositions for educators: commitment, caring and collaboration. Gathering the data and using
ongoing assessment as an integral part of the instructional process shows my commitment to the
education profession. I take pride in reflecting regularly on my teaching to improve student
learning. The assignment strengthened my values for cooperation with colleagues and students to
improve student achievement. I have a strong belief that all of my students can learn and be
successful which shows my caring for my profession. The process allowed me to contribute to a
positive learning climate for all students. It is clear that I have showed collaboration with my
colleagues by continuing learning and engaging in discussions with other professionals at my
school. I have portrayed an increased understanding and mastery of these essential dispositions
through my coursework.
Maintenance and generalization
For the remainder of the school year, I plan to continue implementing Blakes Positive
Behavior Support Plan. This will allow me to gain knowledge of maintenance and generalization.
My focus of observations thus far has been Blake throughout the entire school day. To truly
understand the nature of Blakes undesired behaviors and the results from the PBSP, I would
need to observe Blake in the subject areas where he shows the most number of undesired
behaviors. This will help me to see Blake in multiple settings (generalization). I cannot rely on
another teacher to track correct data but instead just collect and track independently. I also will

spend more time and focus tapering off the rewards completely (maintenance). Blake was
success when I increased the number of checks he needed to earn on his behavior chart each
week to receive his reward.
Next Time
Within the data summary and interpretation section of this assignment, I have included
several areas for improvement and things I would change if I were to repeat the project. There
are two main changes I would make for my next positive behavior support plan.
1. In the future, I plan to collect data for my positive behavior support plan on
consecutive, back-to-back school days (without any interruptions). Typically, the
observations and data collection includes baseline data, the data collected during the
implementation of the PBSP and maintenance data. For this PBSP, the scheduling and
student absence was out of my control. There are several factors why the data
collection did not occur on back-to-back days two times. Once of the instances
include the student being absent due to sickness and the other was a late arrival to
school and the plan not being implemented that day. The first week of implementing
the PBSP was a full five days but the following two weeks were broken into 4 days.
There was more consistent data collection prior to the plan than during the actual
implementation. The slight changes in schedules on different days affected Blake and
his need for structure. My goal is to gather more accurate and consistent data in the
future by planning further ahead and collecting all the data myself with little to no
interruptions.
2. As a future special educator, I want to ensure that my next PBSP is collaborative. I
plan to utilize resources in my county and the knowledge of my colleagues to build
my data collection repertoire. I plan to conduct further research and experiment with

effective data collection methods. Post-collaboration with my peers about my

completed PBSP, I reflected on the idea that I could have collected data on Blake in a
variety of other ways. For instance, I could have provided information to Blakes
other teachers about how many opportunities Blake had to have self-control. I want to
know more about students with ADHD to understand how I can support future
students to be the most successful and responsive teacher I can be.