POSITIVE BEHAVIORAL SUPPORT PLAN
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1 POSITIVE BEHAVIORAL SUPPORT PLAN Center for Positive Behavioral Support Research & Development- University of Kansas IDENTIFYING INFORMATION Student Name: Maddie Rodriguez Parent or Guardian Names: Julio and June Rodriguez Contact Information: S. Berry Way Bayberry, Louisiana Date: October 13, 2003 School Currently Attending: Stough MiddleSchool Current Grade Level: 7th Student Team Coordinator: V. Taylor Contact Information: work Stough Middle School 555 A Street Bayberry, Louisiana Team Members: Mr. S. Meyer, Mrs. S. Brandt, Mr. V. Taylor, Mrs. B. Aniston, Parents. REASONS FOR THE PBS PLAN Maddie has had difficulty working independently for the last two years. Her new teacher, in his attempt to start Maddie s year off on the right foot, decided to do a Functional Behavior Assessment and write a Positive Behavior Support Plan. The goal of beginning this process is to provide structure to Maddie s time so that she can work more independently and have more classroom success. Maddie works well with individual attention, however, Mr. Meyer understood that she must learn to work on her own in order to grow academically. The PBS Plan provides the structure for insuring Maddie s success. THE GOALS OF THE TEAM Improve Maddie s independent work habits
2 Enhance Maddie s self-confidence Decrease class disruptions due to Maddie s problem behavior KEY PLAYERS Mr. Meyer, Mrs. Brandt, Mrs. Aniston, parents, and Mrs. Taylor STUDENT STRENGTHS Maddie is an intriguing girl. She desires friendships and is loyal to those she trusts. Her desire to be a successful student is great and she is willing to try new things when she has a mentor to guide her. ACTIVITIES, PEOPLE, TIMES OF THE DAY, OR STUDENT PREFERENCES Maddie is an avid reader and prefers this activity to any other. She has two people she calls friends but stays to her self most of the time. Maddie is most alert in the mornings and must struggle to attend as the day progresses. She states that she would rather be alone than to be forced to work with someone on projects. DESCRIPTION OF THE PROBLEM BEHAVIORS *Provide enough detail so that anyone new to the classroom could participate in data collection activities Putting her head on the table and refusing to participate. Recording begins when Maddie places her head on her desk during discussions or when the teacher is speaking to the class. The onset of the behavior occurs when Maddie s forehead touches the desk and ends when Maddie is sitting upright for a three-minute period. This behavior is not recorded if Maddie puts her head down at lunch or during times when the students are allowed free time..
3 Summary of Functional Assessment Information Setting Events: School Classroom when auditory directions are given. Antecedents: Asked to work independently on in-class assignments. Behavior: Refusing to work by putting head on desk and not engaging in classwork. Consequences: Teacher attention/avoidance Maddie engages in problem behavior when she is embarrassed about not understanding a direction or sequence. She also tends to exhibits heightened behaviors when she has not had a good nights sleep the night before. Desired Behavior Asking appropriately for help from the teacher. Possible Alternative Behavior (replacing problem behavior with new skill) Accepting help from the teacher when she offers it in class. Daily Student Activities and Routines Maddie gets up, dresses and eats breakfast independently. She then rides the bus to school and takes care of her before class duties without assistance. She gets through first and second period classes with little difficulty although she often forgets her homework for these classes. By third hour, Maddie is beginning to have trouble to the teacher and requires regular redirecting in the classroom. She does well with group activities where she can follow the other kids, but if she has a specific role in the group, she retreats. By the end of the school day, Maddie has been in time out at least once in a teachers room or the office. She rides the bus home and falls asleep for up to three hours before dinner. General & Specific Intervention Information GENERAL INTERVENTION Maddie s problem behavior is maintained by escape from highly aversive situations
4 that occur when his academic weaknesses are visible to his peers. The goals of the behavioral interventions will be to 1) teach Maddie to replace idle behaviors with verbal/visual requests for help in the classroom 2) Teach Maddie self monitoring system for independent work 3) Teach social/interpersonal skills re: accepting help from the teacher. SPECIFIC BEHAVIORAL SUPPORT STRATEGIES Setting Event Interventions Teacher will provide Maddie with written directions so that she can check off each step as she completes them. Teacher will use visual schedule showing class period expectations as well as the sequence of steps needed to finish a task. Teacher will use a timer to monitor completion goal. Antecedent Interventions Mix easy and hard tasks to increase success. Use a point sheet and assign point value when maddie finishes each step. Schedule in-class parent helpers to assist all kids. Schedule paraprofessional to work with Maddie at the end of the day to get ready for the following days assignments and to help Maddie organize her supplies. Teaching new skills: Teach Maddie to replace idle behavior with verbal/visual requests for help in the classroom. Teach self monitoring system for independent work. Teach social/interpersonal skills re: accepting help from the teacher or other adult. Consequence Interventions: *Maddie earns points that can be cashed in for rewards when work is complete. *Maddie receives immediate assistance/attention when she asks for it appropriately. *Maddie receives regular adult assistance at the end of the day to help organize.
5 *Maddie gets her work done and is more prepared for class. CRISIS PREVENTION PLAN CRISIS PREVENTION PLAN Mr. Meyer will make sure that any time a substitute teacher takes his placethere are alternative tasks that Maddie can do to help her re-focus and return to the group task more smoothly. If Maddie throws an assignment on the floor, ignore her behavior and assist other students. If Maddie has her head on the table quietly ask her if she would assist with some house keeping tasks, i.e., shredding, writing information on the board, collecting mail from the office, etc. This will temporarily distract her from her frustration and provide a way for her to save face and come back to the group with a fresh start. When Maddie does ask for help, provide her with immediate assistance and give her positive feedback for requesting help. Praise her enthusiastically when she completes assignments on her own and offer some one on one time with you to build the relationship. If at any time the situation needs administrative assistance, send an assistant or paraprofessional to the office to have someone come to the classroom to provide assistance. STUDENT SCHEDULE Opening activities, Math, Reading (Mr. Meyer s room) Art (Ms. Hawthorne) Lunch Social Skills Speech Therapy (Mrs. Aniston) Gym (Mr. Wanamaker) Home (Maryann and Steven Louis) Evaluation and Communication Plan
6 DATA COLLECTION AND EVALUATION PLAN: See the Implementation Plan lesson for information about how to document the responsibilities of each team member and create timelines for each intervention. The following data will be collected: Percentage of intervals with problem behavior using a scatter plot during inclass core subject activities. In addition, the frequency count of books thrown will be recorded. PLAN FOR COMMUNICATION: Before school: Mrs. Rodriguez calls Mr. Meyer if Maddie did not sleep well the night before. Hour 1: Mr. Meyer s Room: (Opening activities, Math, Reading) gets data card started and ensures that it is passed to each teacher. Hour 2: Records data and communicates with Ms. Miller if there are concerns. Hour 3: Social studies /Lunch. Hour 4: Science /Records data and communicates with Mr. Meyer if there are concerns. Hour 5: Speech Therapy with Mrs. Aniston. She checks with Mr. Meyer and look as the log for the day to get an idea of Maddie s behavior. Hour 6: Gym At the end of the day: Maddie meets with her paraprofessional to review her homework assignments in each class and to map out a plan for completing her homework.
7 At home: Maddie shares progress record with her parents who then contact Mr. Meyer with any questions.
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