Pbip

Kristine Kuehn Winter 2017
SPED 741
PBIP
Part 1: Student Information
Dominique is a kindergartener at Winfield Elementary. He is in a general education
classroom with one teacher. Dominique is reading on a level D reading level according to the
Fountas and Pinell kit. He has fallen behind socially because Dominique will scream, not listen,
and occasionally hit other students. He also runs around the room. Winfield Elementary is a
PBIS school which promotes positive behavior. All of the students are on a Monmouth chart
with 20 squares. If the student is being respectful, responsible, safe, prepared, and cooperative
they can earn a sticker or star on their chart. When the student fills in all 20 squares with either
20 stars or stickers, the student can cash in their square for extra computer time, lunch bunch
with a teacher, or a prize. When students are being disruptive or disrespectful, they do not earn a
square.
Definition of student behavior
Dominique will scream very loudly over others who are trying to speak. He will only
stop screaming when I tell him to. Dominique will not listen to directions and will avoid
getting started on his independent work. I have to tell him twice or multiple times to get
started on his assigned work. Dominique now likes to hit and touch other students in the class.
He will laugh when he hits them. Dominique will become very disruptive when he makes
noises and he can become very dangerous when he hits other students in the classroom. The
frequency of his behavior varies depending on what the class is working on and if Dominique
will like the assignment. He is a very smart boy but if his behavior continues, his academic will
suffer.
Part 2: Literature Review
1. Lee, P., & Bierman, K. (2015, July). Classroom and teacher support in kindergarten:
associations with the behavioral and academic adjustment of low income students.
Merrill Palmer Quarterly, 383 411.
This article focused on explaining how important the role and relationships are between
the teachers and the students. It is important that the teacher student relationship is established
early through emotional support. Children who are from poverty are more at risk with the school
adjustment difficulties at the transition into kindergarten. The study found that 40% of students
show delays in learning behaviors and emergent literacy skills and 20% of kindergarteners show
high levels of social difficulties and disruptive behavior problems.
2. Searle, A., Sawyer, M., Miller Lewis, L., & Baghurst, P. (2014). Prospective
associations between childrens preschool emotional and behavioral problems and
kindergarten classroom engagement, and the role of gender. The Elementary School
Journal, 381 405.
The article explains how boys showed higher levels of hyperactivity and inattention and
conduct problems with lower kindergarten engagement. The regression analyses revealed that
boys higher hyperactivity / inattention levels are the reason for their engagement disadvantage.
Kindergarteners emotional and behavioral problems are important to their engagement and
targets for early intervention.

3. Remschmidt, H. (2015). How can we prevent school avoidance and behavior problems in
preschool children? Deutsches International, 645 646.
The editorial accompanied an article about how kindergarteners were involved in
programs that promoted childrens understanding of social problem solving strategies. It leads to
improved prosocial behavior. The results from the article did not reduce school avoiding
behavior.
4. Inbar Furst, H., Gumpel, T. (2015). Factors affecting female teachers attitudes toward
help - seeking or help avoidance in coping with behavioral problems. Psychology in the
Schools, 906 922.
This article explains how student misbehavior is the cause of teacher burnout.
Problematic and challenging student behavioral problems include chattering, speaking without
permission, and getting up from their seats. The article explained how about a quarter of
teachers who report work related stress is due to the daily coping with behavioral problems in
the classroom. Many teachers leave the profession due to this stress.
5. Carr, A. & Marzouq, S. (2012). The 2 x 2 achievement goal framework in primary
school: do young children pursue mastery avoidance goals? The British Psychological
Society, 3 8.
The article focuses on a 2 x 2 achievement goal framework and how it works with
elementary age students. The achievement goal theory offers useful information for how
children is motivated in the academic setting. There is a difference of students who perform well
with the 2 x 2 achievement goal framework.

Part 3: Baseline Data Collection
Summary of data submitted
I am currently Dominiques reading, math, and science teacher. I also teach him Health
and the 2nd step curriculum. He is with me from 9:05 until 3:40. Dominique will go to specials
from 11:15 12:05 each day and then go to lunch from 12:30 1:00 every day. Dominique has
perfect attendance. He will occasionally be tardy but he will come to class around 20 to 30
minutes late. Dominique does eat breakfast in the mornings at school. He will buy lunch
everyday but will eat his snacks that he brings to school with him. On day 1, I observed
Dominique on the carpet time while I was reading the story for the comprehension portion of
Language Arts. He would scream and make loud noises while I was reading. When asked to
stop, he would but then when I would ask a question about the story and a student would answer,
Dominique would call out for no reason. He did listen when I asked him to go back to his seat.
During the center time of the Language Arts time, Dominique would not get started on his word
work or writing assignment for that center. He would instead play with the pencils and crayons
and lay on the table. When I asked him to move to a quiet spot in the classroom, he did but he
continued to try to talk to his classmates. After many warnings, he actually complete the
assignments. Dominique hit another student when he was about to get onto the computers for
the computer center time. The student was finishing up an activity on the computer and instead
of waiting, Dominique hit the student and then laughed. I asked him to move and then he
eventually apologized and wrote the student a letter after processing that hitting someone then
laughing about it was wrong.
On day 2, I wanted to know how Dominique would do after having a 2 hour delay. I
observed him in the whole group math instruction time and then the math workshop time. He
only screamed 2 times during the instruction time and after returning to his seat he remained
quiet. Dominique definitely enjoys math more than language arts because he only was playing
with the pencils before being asked to complete his work. He also did not touch a student
because his mother spoke to him the night before about keeping his hands to himself.
On day 3, I observed Dominique during the whole group writing workshop and him
completing his writing assignment. I also continued to observe him through the math whole
group instruction time and the beginning part of math workshops. During the writing whole
group instruction, he called out and would scream a lot. After asking him to go back to his seat,
he continued to scream and make noises while I was teaching or while a student was speaking.
Only when he went to the relax chair, he calmed down and started to listen to the instruction
being taught. Dominique enjoys writing. I only had to ask him 3 times to complete his work and
he did. When we transitioned to math, Dominique did not scream or make noises during the
whole group math instruction time. He did need reminders to get started on his work.
Dominique kept his hands to himself for both writing and math and did not touch a student.
Student Name: Dominique V. Observation Date: February 7, 2017
Observer: Kristy Kuehn Time: 9:30 10:30
Activity: Whole class instruction and ELA Class Period: Language Arts and ELA center
centers time
BEHAVIOR # of TIMES CONSEQUENCES
Broad problem: screaming - Teacher instructed
in the middle of instruction him to stop screaming
Specific events within during the instruction
behavior:
- Raising his voice
3 - Teacher asked him to
return to his seat
during instruction - Spoke with mom after
- Calling out when school for screaming
others are speaking during the ELA
instruction time
Broad problem: not getting - Required to complete
started on independent work before moving
work onto the computer
Specific events within center time
behavior: - Was asked to move to
- Playing with pencils
and crayons
4 another spot in the
room to complete his
- Laying on the table work
- Talking to his
classmates
Broad problem: hitting - Teacher instructed
students him to move away
Specific events within 2 from where he was
behavior: - Was asked to
- Touching students apologize to student
- Laughing after he hits - Discussed with
the student teacher how it is
inappropriate to laugh
while hitting someone
- Wrote letter to student
apologizing

Activity: Whole group instruction and math Class Period: Math and math workshop time
workshop rotations
behavior:
- Raising his voice
2 - Teacher asked him to
return to his seat
during instruction
Specific events within 2 center time
behavior:
- Playing with pencils
Broad problem: hitting
students
Specific events within 0
behavior:
- N/A

Activity: Whole class instruction for Writing Class Period: Writers Workshop and Math
and Math and math workshop time and math workshops

behavior: - Teacher asked him to
- Raising his voice return to his seat
during instruction
- Calling out when 5 - Moved to relax chair
in the classroom
others are speaking - Spoke with mom after
- Made loud noises at school for screaming
his table during the Writers
Workshop instruction
time
Specific events within 3 center time
behavior: - Was asked to move to
- Playing with pencils another spot in the
and crayons room to complete his
- Talking to his work
classmates
Broad problem: hitting
students
Specific events within 0
behavior:
- N/A
In reviewing Dominiques records, Dominique was in a Child Care center for
prekindergarten. There are no records to discuss his behavior or how he did academically but I
do know that his mother is very involved in how Dominique is progressing. She will stop by the
classroom and always ask how Dominique is doing. His mother is very concerned about his
outbursts because she does worry it will eventually impact his school work. Dominique is
learning different strategies to help when he is angry.
Analysis of all information collected
The data collected over the course of three days shows that Dominiques behaviors
were more severe in not getting started on his work and screaming during the middle of
instruction. Dominique was very disruptive when he was sitting on the carpet during instruction
for language arts, math, and writing. He also had difficulty getting started on his assignments for
all subjects except math. Dominique enjoys math. I am continuing my observations of
Dominique and know I will have all my questions answered with more analysis of the
observations I see.
Part 4: Hypothesis of Functional Intention

Dominiques functional intention behind his behaviors are avoidance or not
receiving adults attention. He also has trouble with participating in activities and
completing his work. Dominique will also scream and become angry during instruction.
My observations have proved that this behavior is avoidance because when Dominique is
redirected by his peers, he will become even more upset with himself and others. When
Dominique is working independently, he struggles and will become very angry and will not
complete his work. If the work is too hard or if it is too much, he will walk around the room and
start to scream or when asked to go to the Relax Chair, he will sit in the rocking chair and bang it
against the wall. When the room is quiet, Dominique will start talking to his peers at his table
and will engage in conversations instead of completing his work. Some of his tablemates are
afraid if Dominique will hit them or hurt them with a chair. He hasnt yet.
Part 5: Replacement Behavior
1. One replacement behavior: What should the student be doing?

Dominique should remain seating during instruction on the carpet and during
center times. He should only get up if he needs supplies or when it is his turn to
rotate to the next center or workshop. Dominique will be redirected to his mammoth
square chart when he fails to demonstrate the replacement behaviors.

2. How will it be taught?
I intend to teach the replacement behavior by using his peers to model for him what
acceptable classroom behavior looks like. I will let Dominique hold a fidget friend, a
lego or little stuffed animal, in order for him to sit and listen to the instruction. When
Dominique is holding something, he will sit criss cross applesauce and almost take care
of what he is being held. I will also monitor how much work he completes
independently. When Dominique gets up from the carpet or gets out of his seat, I will ask
him what the appropriate way to ask to do that is. If he has not completed his
independent work, instead of moving to the next center, Dominique will finish his work
and then move onto the next center. I will continue to praise him for positive behavior
and will continue to add to his chart when he is completing his work, sitting on the
carpet, and sitting in his chair.

3. When will it be taught?
I will teach the replacement behaviors daily during the Language Arts center time,
Writing workshop time, and during Math workshop time. I will also share the chart
with his specials teachers and the guidance counselor to provide him with consistent
expectations throughout the building.
Part 6: Positive Behavior Supports
1. To motivate Dominique, I will continue to implement the mammoth charts and to give
Dominique stars and stickers when he is representing positive behavior. I will also
reward Dominique with lunch bunches throughout the week. As I write the behavior
updates to his parents, I will begin to include the daily percentage and increase the goal
as the school year progresses.

2. During the independent work times, I will get Dominique the option to complete his
work at a separate table where he can complete his work quietly and effectively. If
he completes his work, I will give him extra computer time. Dominique enjoys the
computer and really works toward time on the computer.

3. Dominique will also be given options in the order in which he wants to complete his
work. I will ask him what center or workshop he would like to go to first. Dominique
works really well when he is given the opportunity to go where he would like to go first.
Part 7: Data Collection and Visual Representation
The First Three Days
Screaming Avoidance Hitting
Behavior Frequency Tracking Sheet

Student: D.V.
Location: ELA, Reading Centers
Date: 2/ 27/ 17
Behavior: screaming during instruction
Time Number of times behavior Description
is observed
9:30 10:00 4 Screaming during whole
group instruction
10:00 10:15 2 Ran around the room and
screamed during center time
10:15 10:30 2 Screamed during the library
center time
Observed behavior total 8
Total time (minutes) 1 hour
Had to be redirected during the whole group instruction time and center time.

Student: D.V.
Date: 2/ 28/ 17
is observed
9:30 10:00 5 Screaming during the whole
group instruction time and
ran around the room
10:00 10:15 2 Screamed during the
computer center time
10:15 10:30 1 Screamed during the word
work center time
Had to be redirected and be sent to the time out chair.

Student: D.V.
Date: 3/ 1/ 17
Behavior: hitting students
is observed
10:00 10:15 2 Hit the same student twice
because the student touched
his square on the carpet
10:15 10:30 1 Hit a different student
because the student took his
crayon
10:30 10:45 1 Hit the same student because
the student sat at the
computer where he wanted to
sit
Total time (minutes) 45 minutes
Wrote both students apology letters and had to sit in time out to complete his independent and
center work.
Student: D.V.
Date: 3/ 2/ 17
is observed
10:15 10:30 1 Hit a student who took the
scissors he wanted
10:30 10:45 1 Hit the same student with the
scissors
10: 45 11:15 2 Hit a different student twice
once when the student was
putting away the scissors and
then again when he was
sitting at his table
He was redirected during center time and then had to write an apology note to the students.

Student: D.V.
Date: 3/3/17
Behavior: avoiding work
is observed
10:30 10:45 2 Would not get started on his
word work center work
10: 45 11:00 1 Would not get started on his
writing center work
Had to be redirected and moved to a quiet place in the classroom so he would complete his work.

Student: D.V.
Location: Word Work
Date: 3/6/17
is observed
12:05 12:15 3 Would not get started on his
word work assignment
12:15 12:30 2 Was asked to move to a quiet
space and still did not
complete his work
Had to redirected and moved to a quiet place in the classroom.

Student: D.V.
Date: 3/7/17
is observed
9:30 10:00 2 Screaming during whole
group instruction
screamed during library
center time
10:15 10:30 2 Screamed during the
computer center time
Had to be redirected during the whole group instruction time and center time.

Student: D.V.
Date: 3/8/17
is observed
9:30 9:45 1 Hit a student while on the
carpet
9:45 10:00 1 Hit a student while being
moved to a chair
10:00 10:15 1 Hit a student while on the
computer for center time
Had to be removed from the carpet and had to sit at his table.

Student: D.V.
Date: 3/ 9/ 17
is observed
10:00 10:15 2 Played with his pencil and
crayons
10:15 10:30 1 Walked around the room
multiple times
Was asked to only use his pencil to complete his work.

Student: D.V.
Date: 3/10/17
is observed
10:15 10:30 3 Avoided his word work
center activity
would not sit down to
complete his work
10:45 11:00 1 Before he could go to the
library center, he needed to
complete his writing center
work and instead he played
with the crayons.
11:00 11:15 1 He was asked to move to
another part of the classroom
to complete his work and
instead he walked around the
room.
Had to be redirected during the center time and to be redirected to a quiet place in the classroom.
Student: D.V.
Date: 3/16/17
is observed
10:15 10:30 1 Hit a student because the
student was using the green
crayon
10:30 10:45 0 Did not hit any students
10:45 11:00 1 Hit the same student because
the student was using the red
crayon

Student: D.V.
Date: 3/17/17
is observed
9:30 9:45 2 Screaming during the story
9:45 10:00 1 Screamed during the story
and had to be moved back to
his seat
Student: D.V.
Date: 3/20/17
is observed
10:15 10:30 1 Avoided reading at the library
center
10:30 10:45 0 Read and then went to the
computer center
10:45 11:00 2 Did not complete his word
work activity
Behavior Frequency Chart
Hitting Avoidance screaming

Over time, the hitting and the screaming decreased very slightly. The avoidance completely
work did not decrease over time. It is very inconsistent throughout ELA center time, word work,
and writing time.
Part 8: Data Summary and Interpretation
As I analyzed the data closely, I believe that the behavior supports I put into place have
helped David with some of his behaviors. The data shows that I did not observe more than eight
behaviors a day on any given behavior. I believe that implementing the mammoth charts and
giving him stickers really helped Dominique with keeping his hands to himself and also stopped
him from screaming during instruction (1). Dominique also enjoyed having the option of
moving to a quiet place in the classroom to complete his work (2). There were many times
where I had to redirect Dominique to move to a quiet place. At first, he did not want too but with
practice he was able to know himself when he needed another place in the classroom to work
independently. If there were times where Dominique could not focus on his work in the
classroom, he moved to another classroom where he would complete his work (3) and then come
back to the classroom. I believe with further practice, Dominique will not have to be asked to
move to a quiet place in the classroom to complete his work that he will go on his own.
Dominique was able to choose what center he wanted to complete first for his center work (4). I
asked him each day exactly which language arts center he wanted to go to first and each day was
something new. This allowed himself to decide what center he wanted to go first without me
having to tell him where to go. However, when he went to the center he would get upset with a
student or would have trouble completing his work. If Dominique had difficulty with deciding
between which center to start with, I would give him two options (5). I would ask him either the
word work center or the writing center. Throughout this entire process I gave Dominique
independence for his center work. With time and practice I believe he will know when to move
to another place in the classroom to complete his work and when to stop bothering his
classmates. He definitely has difficulty completing his language arts center work because he is
very eager in math to complete his work. He enjoys math more and will not avoid his activities.
Part 9: Reflection
As I reflect upon the interventions I put in place for Dominique, I was able to grow in a
variety of ways as a professional. I was able to grow in my knowledge and skills in classroom
management, as I was able to utilize a universal design for learning in my classroom.
Dominique could choose what center he wanted to go to first based on how he was behaving in
the morning during arrival and breakfast. It allowed himself more independence in the
classroom. I also grew in my classroom management skills because I could tell when
Dominique was getting frustrated in his independent work and his small group work. For
example, if Dominique came into the classroom and sat down in his chair and quietly ate his
breakfast, I knew he would complete his work with very few disruptions. If Dominique came in
very anxious and while eating breakfast would run around and bother his classmates, I could tell
he would have many outbursts and would not complete his work. In order to maintain and
generalize the behavior supports I have put in place I will be providing Dominique with one
on one time during breakfast and throughout the day when needed and when the time is
appropriate for him to verbalize why he is so upset and frustrated. When Dominique is able
to verbalize to me how he is feeling in a respectful way, then he is able to complete his work and
not have any built up anger inside of him. I have noticed that many of my students also would
like the one on one time where they can talk to me and I have had many lunch bunches where
conversations happen. If I were able to repeat the project I would attempt to observe
Dominique in different settings, such as Art class or Music class. I would also like to extend
my observations to five days then just three days. Overall I believe the project was successful
and it really helped me to extend my knowledge of behavior and classroom management in the
classroom.

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Kristine Kuehn Winter 2017

Part 1: Student Information

Dominique is a kindergartener at Winfield Elementary. He is in a general education

Definition of student behavior

Part 2: Literature Review

Merrill Palmer Quarterly, 383 411.

high levels of social difficulties and disruptive behavior problems.

associations between childrens preschool emotional and behavioral problems and

Journal, 381 405.

targets for early intervention.

preschool children? Deutsches International, 645 646.

The editorial accompanied an article about how kindergarteners were involved in

Schools, 906 922.

5. Carr, A. & Marzouq, S. (2012). The 2 x 2 achievement goal framework in primary

with the 2 x 2 achievement goal framework.

Summary of data submitted

laughing about it was wrong.

Student Name: Dominique V. Observation Date: February 8, 2017

Student Name: Dominique V. Observation Date: February 9, 2017

and Math and math workshop time and math workshops

In reviewing Dominiques records, Dominique was in a Child Care center for

learning different strategies to help when he is angry.

Analysis of all information collected

all subjects except math. Dominique enjoys math. I am continuing my observations of

Part 4: Hypothesis of Functional Intention

Part 5: Replacement Behavior

1. One replacement behavior: What should the student be doing?

square chart when he fails to demonstrate the replacement behaviors.

carpet, and sitting in his chair.

expectations throughout the building.

Part 6: Positive Behavior Supports

as the school year progresses.

computer and really works toward time on the computer.

Screaming Avoidance Hitting

Behavior Frequency Tracking Sheet

Behavior Frequency Tracking Sheet

Behavior Frequency Tracking Sheet

Behavior Frequency Tracking Sheet

Behavior Frequency Tracking Sheet

Behavior Frequency Tracking Sheet

Behavior Frequency Tracking Sheet

Behavior Frequency Tracking Sheet

Behavior Frequency Tracking Sheet

Behavior Frequency Tracking Sheet

Behavior Frequency Chart

Hitting Avoidance screaming

and writing time.

Part 8: Data Summary and Interpretation

management, as I was able to utilize a universal design for learning in my classroom.

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