EPSE 532

Assignment #2
Positive Behavior Support Plan for BA

Summary of Focus Person

BA is a very friendly and caring 6-year-old boy who is currently attending a regular grade 1 classroom in
Abbotsford, B.C. He is designated with Chronic Health Impairment and exhibits some ASD tendencies that were
too low to gain him an ASD designation. BA currently has a Teachers Assistant half time for the purposes of
health and safety, behavior support, seatwork and social skills instruction.
He is working on an IEP but is capable of working at grade level with some work being adapted. He finds
independent work to be overwhelming and will voice his feelings that a task is too difficult. He has a tendency to
get out of his seat because of his frustration with a task, which leads him to disrupting the other students around
him. He learns best with a quiet workspace with minimal distractions, with routines and detailed instructions.
BA does not have many close friends, with the exception of one female friend that he spends the majority of his
time with during school and at home. He tends to lead her around and choose her for partner activities. According
to his parents he has numerous opportunities for peer interaction outside of school but is not very close with any
particular children. Social skills are a strong area of concern for BA.
BA lives with his Mom, Dad and 2 brothers. His older brother has Aspergers Syndrome and ADHD. There are
not any home supports in place at home because the family feels that when a child enters school it is the
responsibility of the educational facility to help or pay for assistance.

Summary of Strengths/Challenges and Implications

Strengths
Follows Routines:
Verbal Praise
Give student Grizzly Bucks for being responsible
(used towards school-wide PBS programs store)
Use routines/schedules as much as possible day-today

Good Choice Maker:

Give opportunities for choosing between a few
choices
Recognize when he has made a good choice by
verbal praise or giving him a Grizzly Buck

Challenges
Dealing with Frustration/Anger:
Use social stories to teach student what to
do when he is feeling frustrated
Explain what frustration/anger looks
like/feels like

Allowing Students to Make Mistakes in

Directions/Routines:
Give student a specific job in the
classroom where he is allowed to remind
students what to do
Remind student that it is not his job to
tell students what to do and it is ok for
them to make mistakes
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Very Friendly/Social/Helpful:
Ask student to assist teacher in various tasks/help
other students with routines that he is familiar with
(i.e., jobs at the end of the day)
Allow student to chose partner for some activities to
foster his ability to socialize

Enjoys Physical Activity:

Include physical activity in lessons wherever possible
(i.e., going outside to explore for Science)
Include movement breaks throughout the day
Verbal praise for participating in physical activity
(i.e., during DPA like Yoga)

Interested/Motivated to Learn:
Find out what specific subjects/activities motivate the
student the most and try to incorporate them
whenever possible
Verbal praise for hard work; completion of work

Very Honest:
Encourage honesty through verbal praise/Grizzly
Bucks
Acknowledge when he makes a mistake and is honest
about it that he is being responsible

Dealing with Socially Stimulating Situations:

Use social stories to explain how we keep
our hands to our selves
Teach techniques/strategies for what to
do when student is feeling overwhelmed
(i.e., breathing, move away)

Written Output:
Give detailed and specific
directions/expectations
Dont have student working on writing
activity for long periods of time
Allow student to choose a break for when
he has reached a specified goal (i.e., one
sentence=2 minute break)

Working in a bright/noisy environment:

Turn off some lights to allow natural
light in the room
Ensure quiet work times when working
on academic heavy subjects (i.e., Math,
Language Arts)
Implement the MindUp program, which
uses breathing exercises 3 times a day to
calm the body

Sitting Still (i.e., carpet time)

Use rubber wiggle cushions to help
stay seated, as well as weighted objects
Allow him more space to move around as
necessary, with an expectation to sit
crisscross-applesauce at certain times
Award proper behavior with
praise/Grizzly Bucks
Praise other students for sitting properly
during carpet time so he is aware of how
he should be sitting

Brief Description of 2 Routines in the PBS Plan

1. Transitions: The expectation is that BA will self-regulate in close proximity to others and handle other
students being close to him, keep his hands to himself, and accept other students making mistakes or not
following directions.

2. Written Work/Carpet Time: During seatwork (specifically written work) and carpet time, the expectation is
that BA completes his tasks independently at his desk or at the rainbow table, keeps his hands to himself,
listens, and follows directions.

Brief Description of the Problem Behaviors

1. Transitions: BA struggles with transitions from a task or activities. He has a tendency to put his hands on
students when he comes into close proximity to them or they are in his personal space. He enjoys physical
contact and does not understand that it is not always acceptable to put his hands on others. He gets frustrated
with any students who are not following directions, etc. and tells them what to do, which can lead to
altercations if they do not listen. At any time that he is close to another student and feeling frustrated, it may
lead to grabbing, hitting or kicking the other student.

2. Written Work/Carpet Time: When BA is expected to focus on written work or a listening task at the carpet,
he can find this to be overwhelming. During seatwork he will state that the task is too difficult for him most
of the time. Instead of completing his work he will get out of his seat to tell the teacher that it is too hard,
which usually leads to him distracting or touching the other students. He finds it difficult to not call out or
interrupt during listening tasks, especially when he knows the correct answer.

Summary Statement / Competing Behavior Pathways: Transitions

Can self-regulate when in

close proximity to others
and handle other students
being close to him; keeps
his hands to himself; is
able to accept other
students making
mistakes/not following
directions

Desired Behavior

Crowded /
Socially
stimulating
environment;
poor social skills

Setting Event

A transition
between activities /
tasks

Puts his hands on

student(s); gets frustrated
with other students for not
following directions, etc.
and tells them what to do;
may grab/hit/kick

Antecedent/Predictor

Maintaining
Consequences

Removal from
space/activities with
other students; visit
principal
Function:
Escape

Problem Behavior

Teacher praise;
positive attention from
peers; remains in
activities with class

Maintaining
Consequences

Tells students that they are

upsetting him and explains
what he would like them to
do (Says: Please stop. I
dont like that OR Can I
help you with that?)
Alternative/Replacement
Behavior

Strategies that Make Problem Behavior Irrelevant, Ineffective, and Inefficient

Setting Event
Strategies
1. Enhance social
network (peer
buddies, circle of
support, etc.)
2. Institute recess/lunch
support
3. Give BA a sticker
for appropriate
transitioning
4. Use social stories to
teach appropriate
social skills

Preventative Strategies

Teaching Strategies

1. Pre-correct
transitions

1. Teach BA a
relaxation routine

2. Allow student a
preferred activity
during transitions to
avoid being in close
proximity to other
students

2. Teach BA how to use

imagery procedures
for appropriate
transitions

3. Use visual supports

to show expectations
for transition

3. Give BA a
contingency map

Consequence Strategies

1. If BA uses his words

to explain his
feelings, give him
praise
2. If BA self regulates
and keeps his hands
to himself, give him
a sticker reward
3. If minor problem
behavior, remind BA
to use a relaxation
routine
4. If moderate to high
problem behavior,
use a time-out

Positive Behavior Support Plan: Transitions

Setting Event Strategies:
1. Enhance social network (peer buddies, circle of support, etc.)
Since BA lacks social skills, it would be beneficial for him to have a larger group of
friends. The teacher should choose a few responsible students that would connect well
with BA and ask them to play with BA during outside play times or choose him during
partner activities. These students can be changed periodically to introduce him to a new
group of students. They should be taught how to tell BA to stop if he is putting his
hands on them or gets frustrated with them.
2. Institute recess/lunch support
BA finds the lack of structure during recess/lunch playtimes to be difficult; therefore his
TA should be with him during these times. The TA should remind him of the
expectations for playing outside and should be in close proximity to BA; however, he
should have enough space to foster independence and problem solving skills on his
own. If a problem occurs, the TA should be close enough to help deal with the issue
immediately.
3. Give BA a sticker for appropriate transitioning
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Whenever BA transitions from an activity or task without worrying about other students
and keeps his hands to himself, he will be given a sticker reward and an explanation as
to why he is receiving the reward. Every time he transitions appropriately he will
receive the sticker from either his TA or teacher with the eventual goal of fading out the
reinforcement over time.

4. Use social stories to teach appropriate social skills

BA can receive a social story about how to transition properly. This should not be done
when a transition is taking place; it can be taught while other students are working on an
activity. To make it effective the TA or teacher should have him role-play the
appropriate behavior that is expected. Also, he can come up with a few other examples
of where he should keep his hands to himself to write down in the story. He can keep
the social story in his desk to look at whenever he forgets what to do or needs a
reminder.
Preventative Strategies:
1. Pre-correct transitions
Before a transition occurs, BAs TA or teacher should inform him of the appropriate
behavior for a transition. Specifically, they could say, Remember to keep your hands
to yourself OR If you feel frustrated remember to walk away; you can use your
breathing to calm you down OR It is OK for someone to make a mistake; it is not
your responsibility to tell them what to do.
2. Allow student a preferred activity during transitions to avoid being in close proximity to other
students
When possible, allow BA access to a chosen activity until the other students have
started the next activity or task. For example, BA can look at the classroom fish until
the other students are at their seats; he can play with Play-Doh at his desk until students
are seated at the carpet, etc. When lining up to go outside, BA can hold an object of his
choice to keep his hands busy (i.e., stuffed animal, squishy ball, etc.) or can hold his
TAs hand (BA enjoys physical contact).
3. Use visual supports to show expectations for transition
If a transition is about to occur, BA can be given a card by his TA or teacher that is a
visual cue about the proper behavior for a transition. The card can have a picture of a
student keeping his hands to himself with the words Hand to Self printed underneath.
He will be given this card before every transition to help him be prepared.
Teaching Strategies:
1. Teach BA a relaxation routine
Before BA gets upset or angry, he needs to be taught how to relax and calm his body,
which can be done by teaching him to take 5-10 deep breaths to relax. He can also be
taught to tense and relax various parts of his body to calm down. He should be taught
that this allows his body the time it needs to calm down so that he can make the right
choices.
2. Teach BA how to use imagery procedures for appropriate transitions
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The TA can take BA out of the room to teach him this procedure. Using the Progressive
Relaxation Training at the same time, she will walk him through what an appropriate
transition should look like by asking him to imagine what she is saying. For example,
I want you to imagine that John sees Sally not following directions. John yells at her
and puts his hands on her to stop her. The teacher is upset and tells John to have a twominute time-out. Now, imagine Fred sees Sally not following directions. Fred feels
angry so he stops and practices his breathing to calm his body. The teacher sees Fred do
this so she tells him that he made the right choice by calming his body.

3. Give BA a contingency map

This map will teach what the expected behavior is and what the consequences are for
not showing that behavior. This map should be accessible to him at all times so that he
can use it when he is unsure of what to do. The teacher or TA should go over the map
before so that BA understands what it says and how to use it properly.
Consequence Strategies:
1. If BA uses his words to explain his feelings, give him praise
When the teacher or TA notice BA telling students that they are upsetting him, they
will give him verbal praise for his behavior. For example, You did a good job of
using your words to say how you feel OR It was very responsible of you to not get
angry and to use your words OR I am very proud of you because you kept your
hands to yourself and used your words. Eventually, this reinforcement will be faded
but should be administered for every act of desired behavior that is observed at first.
2. If BA self regulates and keeps his hands to himself, give him a sticker reward
If BA is able to complete a transition without telling other students how to follow the
rules correctly and keeps his hands to himself, the teacher or TA can give him a sticker
to put in his sticker book. He should be informed as to why he has earned this reward
and is able to choose the sticker that he prefers. Eventually, this reinforcement will be
faded but should be administered for every act of desired behavior that is observed at
first.
3. If minor problem behavior, remind BA to use a relaxation routine
When BA is transitioning from a task or activity and starts to touch other students, the
TA or teacher should remind him to use his self-control by completing a breathing
technique. He should move away from the students, close his eyes, and breath for 510 counts. This should help him calm his body and remind him to be in his own
personal space with his hands to himself.
4. If moderate to high problem behavior, use a time-out
At times when BA is frustrated or angry and starts to hit, kick or grab other students,
the teacher or TA should remove him from the situation immediately by verbally
telling him to STOP. He responds well to adult intervention. Then, he will be given a
time-out. TA or teacher should explain to BA why he is being removed from the
situation and how he should behave, how long the time-out will be and how he should
behave during the time-out. BA can use the calm down chair, which is a chair that
has a cover to pull down over the student to block out the other students. This will
allow him time to calm down and also removes him from his peers.
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Summary Statement / Competing Behavior Pathways: Written Work or Carpet Time

Completes task
independently at his desk
or rainbow table; keeps his
hands to himself; listens;
follows directions

Desired Behavior

Crowded /
Socially
stimulating
environment;
poor writing
skills

Expectation to
complete a written
task or listen/sit
quietly at the
carpet or desk

Says the task is too

difficult; gets out of seat;
distracts/touches other
students; calls out

Teacher praise;
positive peer attention;
choice activity when
work is completed

Maintaining
Consequences

Teacher
reprimand/reminder of
expectations; task
reduced; negative peer
attention
Function:
Escape

Setting Event

Antecedent/Predictor

Problem Behavior

Maintaining
Consequences

Puts his hand up to ask for

less work or help, as well
as to contribute ideas; sit
away from students
Alternative/Replacement
Behavior
Strategies that Make Problem Behavior Irrelevant, Ineffective, and Inefficient
Setting Event
Strategies
1. Adjust the
environment to fit
BAs needs
2. Provide writing
supports

Preventative Strategies

Teaching Strategies

1. Use visual supports to 1. Provide BA with

show appropriate
self-monitoring tools
behavior
2. Teach a relaxation
2. Use verbal preroutine
corrects for carpet
time
3. Teach a better way to

Consequence Strategies

1. Praise BA when he
puts up his hand or
sits away from
students
2. Give BA a token
when he completes
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3. Use breaks/sticker
chart to reinforce
3. Use safety signals
appropriate behavior
for difficult tasks

escape undesirable
tasks

4. Weaken cues for

problem behavior
with written work

his work or sits

quietly and listens at
the carpet
3. Create a behavior
contract for desired
behavior

Positive Behavior Support Plan: Written Work / Carpet Time

Setting Event Strategies:
1. Adjust the environment to fit students needs
Written Work-BA finds it difficult to work in socially stimulating or crowded/noisy
areas as he finds it distracting. Even if the classroom is quiet, the presence of other
students can make it hard for him to stay focused on his work. When possible, it
would be beneficial for BA to work in the library with his TA to complete his work.
He is much more successful in a calm, quiet environment working 1:1 with an adult.
Since he also struggles with staying out of other students personal space this will
also decrease the likelihood of him getting distracted from his work and disrupting
other students.
Carpet Time- Since carpet time is very crowded, BA can be given the option to sit at
his desk when he is feeling overwhelmed with people in his personal space. He is
also given the option to put his hood on to block out some of the noise when he feels
it is necessary.
2. Provide writing supports
Since BA finds the task of writing to be overwhelming, supports should be put in
place to assist him. BAs TA can have him tell her what he would like to write in his
journal, as he is always full of ideas, which she can then scribe for him into his
writing book. She should ask BA for assistance in how to sound out/spell words,
where to include upper case letters and punctuation. He can be given the choice
about how much he would like to write independently with a goal to increase that
amount each time. BA enjoys simple, attainable goals and is capable of writing with
encouragement. To help build his writing skills, BA can use an iPad to help him
learn how to write the letters of the alphabet and simple words using a dot-to-dot
approach using the iWrite Words app. This can be done when he completes his work
or during other free time.
3. Use breaks/sticker chart to reinforce appropriate behavior
Written Work- BA enjoys looking at the classroom fish, reading books from the
classroom library and talking with the teacher. He also loves stickers and is very
proud when he earns a sticker for good behavior. These activities can be used as
reinforcement, when suitable, for when BA shows appropriate behavior during
written work. Specifically, when BA sits quietly at his desk and completes his work
for a certain period of time, he can have a short, timed break.
Carpet Time- If BA sits quietly at the carpet and listens without interrupting or
chooses to sit at his desk when he feels like he cannot keep his hands to himself, then
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he can earn a sticker for his sticker chart. When he reaches a decided upon goal (i.e.,
5 stickers to start), he can earn Grizzly Bucks for the school store.

Preventative Strategies:
1. Use visual supports to show appropriate behavior
Give BA a Social Story that uses visuals to explain the appropriate behaviors for
carpet time. This social story can be created by taking pictures of BA properly
sitting criss-cross on the carpet with his hands in his lap, putting his hand up,
looking at and listening to the teacher. This social story should be reviewed by the
TA before carpet time and should be in front of BA during these tasks. It should be
small enough to not be distracting.
2. Use verbal pre-corrects for carpet time
Before BA participates in carpet time or written work, a pre-correct should be
given to him by the teacher or TA to prepare him for the task. For example, If you
start to feel like the writing is too hard to do on your own, put your hand up to ask for
help OR If you are finding it difficult to keep your hands to yourself at the carpet,
give the teacher a thumbs down so that you can go listen from your desk.
3. Use safety signals for difficult tasks
Written Work- BA has a tendency to give up easily on his work unless he has small
goals to reach. By using a safety signal, he may be more motivated to complete
some of his work. The teacher or TA can tell him that when he completes a certain
amount of writing (i.e., writes the date and title), then he can take a short break. The
break should be decided upon before so that he knows what to do and shouldnt take
longer than the time given for the break (i.e., look at the fish, read a short story, etc.)
Carpet Time- When BA starts to look restless at the carpet, the timer could be used
along with a safety signal stating that if he sits quietly for 2 minutes, then he can
stand up at the back of the carpet or sit at his desk.
4. Weaken cues for problem behavior with written work
If BA is not expected to complete a long written activity with a picture, he is more
likely to finish his work. Therefore, by starting him off with a lower expectation for
how much he needs to write, he can gradually work towards longer writing tasks. He
can start with one simple, short sentence and gradually make them longer; he can
start with no picture and gradually include more detailed and colorful pictures.
Teaching Strategies:
1. Provide BA with self-monitoring tools
First of all, BA needs to understand the undesired behavior (incomplete written
work, bothering peers, not putting his hand up, hands on other students) that needs to
be worked on and the desired behavior (completing work quietly, not distracting
others, putting his hand up, listening, hands to self). The reinforcer will be Grizzly
Bucks that can be used at the school store. The self-monitoring tool will be a timer
set at 3-5 minute intervals. BA will be taught to record either a check or x to show if
he feels his behavior is undesired or desired. His TA will teach him the difference
between these behaviors through role-playing and social stories outside of the
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classroom. BAs goal is to receive 3 check marks in a row before he comes to the
teacher or TA for his Grizzly Buck. Eventually, the intervals between checks will
get longer.
2. Teach a relaxation routine
When BA is feeling overwhelmed, he will be taught to relax his body by taking five
to ten deep breaths. This will be taught to the entire class as a strategy for dealing
with frustration, anger, etc. They will be reminded to break in through their nose for
3 counts, hold, then breath out for 3 counts; repeat five to ten times. Progressive
Relaxation Training (PRT) may also be used at this time to calm the body by tense
and relaxing various parts of the body. BA may need verbal reminders to use these
techniques.
3. Teach a better way to escape undesirable tasks
Using Functional Communication Training, BA will learn a better way to avoid or
escape the situation or task that is bothering him. Instead of getting out of his seat
and bothering those around him during written work, he will be taught to ask Can I
have a break, please OR Can you please help me?; instead of rolling around on
the carpet and touching others, BA will be taught to ask Can I please sit at my desk
and listen? OR Can I please use a wiggle cushion OR Can I please use a fidget
tool? (Note- fidget tools are to keep BAs hands busy so that he does not touch
other students; they are silent and do not require the students visual attention).
Consequence Strategies
1. Praise BA when he puts up his hand or sits away from students
Use verbal compliments and high fives when BA shows alternate behavior. Make
sure to explain the praise so that BA understands its purpose (i.e., You were very
responsible when you put up your hand). Start with continuous reinforcement
(every time he uses alternate behaviors) and eventually move towards intermittent
(on a random schedule, praise only some alternate behaviors).
2. Give BA a token when he completes his work or sits quietly and listens at the carpet
Using token reinforcement, give BA a popsicle stick when he uses desired behavior.
Once he has received five tokens he can trade them in for a back-up activity. BA
will create a list of five preferred activities that he can choose from to be completed
after lunch. Start with continuous reinforcement (every time he uses alternate
behaviors) and eventually move towards intermittent (on a random schedule, praise
only some alternate behaviors).
3. Create a behavior contract for desired behavior
Have BA help create a contract that explains the desired behaviors and what the
problem behaviors look like so that he fully understand the expectations. Pictures
would be helpful if possible. When BA puts up his hand, listens, completes his work
he will receive a decided upon reward or privilege of his choice (i.e., bringing a
friend to the break room, looking at the classroom fish, etc.). If BA does not show
desired behavior, he needs to understand that he will not receive these privileges.

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Procedures for Monitoring and Evaluation: Transitions / Written Work or Carpet Time
The TA and teacher will be asked to record how often they use the various strategies for BA and
how effective they feel they are for making the problem behavior decrease or become extinct. A
chart will be provided with space to mark down when the procedure has been used and how often.
There will also be a section for notes on how much effort is needed to implement the procedure,
how long it takes to use it and its overall effectiveness. If it becomes too difficult to keep track of
what procedures are being used and how often on the chart, it may be necessary to provide the
team members with a recording device to document the data.
These notes can be discussed at a weekly meeting between the TA and teacher in order to discuss
any necessary modifications. If any strategies are not working they can be adjusted or removed as
needed, while successful strategies can be implemented more frequently.

*NOTE- Crisis Management Procedures (i.e., a Safety Plan) are not needed for either problem
behavior as BA has never acted out towards an adult and always stops his aggressive behavior
towards other students when an adult intervenes.

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