Walker

Positive Behavior Support Plan

Towson University
SPED 741: M.Ed. Internship
Jany M. Walker

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Positive Behavior Support Plan

[Background Information]
Karon is a fifth-grade student at Arundel Elementary Middle school in Baltimore City.
Karon has been diagnosed with other health impairment (OHI), and therefore, has an
Individualized Education Plan (IEP). Karon least restrictive environment currently is in the
general education classroom for the entire day. However, his IEP allows him access to in-class
and pull-out support by the special educator. As his inclusion teacher, I teach him all schoolbased subjects (Math, English Language Arts, Social Studies and Science). Because of Karons
disability, he is currently below grade level in mathematics and reading.
Classroom Policies
There are several routines in place within the classroom. Each class starts with a warmup/drill that is kept in a folder on each students desk. Additionally, when work is completed,
students are expected to submit work bin. The classroom rules follow the 5 Ps model:
1. Be Polite- Respect yourself, classmates, staff, and the classroom. Keep your
hands, feet, and objects to yourself. Be nice or neutral to everyone.
2. Be Positive- Have a positive attitude in class. Work together. Avoid negative
statements and feelings.
3. Be Prepared- Come prepared for class every day. Bring a pencil and any
assigned work with you. Have work completed and ready to turn in.
4. Be Productive- Use your time well. Remain on task at all times. Follow
directions.
5. Be Prompt- Arrive to class on time daily. Quickly get out your supplies. Be
in your seat completing the warm-up.
These rules are posted at the back of the room with students signature and are reviewed
as needed. Furthermore, students are permitted to take academic breaks from work upon request
to teacher.

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[Observable/Measurable Behavior] Throughout the school day, Karon exhibits many

off-task behaviors. When Karon enters the classroom, he requires several prompts to take his
seat, grab a pencil and begin his assignments. He displays these behavior to avoid a task or
assignment. When Karon attempts to complete assignments he may often become frustrated or
angry. When this occurs, he will not complete any work and refuses to respond to teachers
request. This can sometimes result in unsafe behavior such as sitting in the window and opening
and shutting the window. Although Karon has never demonstrated a pattern of property
destruction, he recently was involved in a few incident involving destruction of school property.

Karons undesired behaviors are detrimental to his classwork. Karons off-task behaviors
can be disruptive to the whole class because the general/special educator has to pause instruction
to spend extra time prompting or checking-in with Karon. Even though Karon displays many off
task behaviors for this Behavior Intervention Plan, I will focus on Karons behavior of avoidance
of tasks and activities.

[Frequency of Behavior] This type of behavior occurs both daily and weekly. His
behaviors varies from short ( 5-20 minutes) to an extend duration ( 20 + minutes) but occur
frequently throughout class instruction, including during independent work and group
instruction.
[Negative Affect of Behavior] Because of Karons avoidance behavior, Karon is not able
to complete most of his assignments and distracts other students from completing their
assignments as well. Not only is his avoidance behavior detrimental to his academic success, but
his behavior can also affect the success of other students in the classroom. Additionally, Karon is

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not making progress towards his IEP goals and is receiving poor grades in Math, English
Language Arts, and Science due to his behavior.
[Literature Review]
I conducted a literature review of current research related to Karons inappropriate
behavior and potential strategies for his Positive Behavior Support Plan (PBSP). Karons
inappropriate behavior of avoidance of task, which results in him not starting or complete tasks.
Source 1
Turtura, J. E., Anderson, C. M., & Boyd, R. J. (2013). Addressing Task Avoidance in Middle
School Students: Academic Behavior Check-In/Check-Out. Journal of Positive Behavior
Interventions, 16(3), 159-167.
This study evaluated a Tier II intervention for students whose problem behavior was
maintained by avoidance of instructional activities. The article evaluated effects of academic
behavior check-in/check-out (ABC) on disruptive behavior, work completion, and homework
completion using an ABAB reversal design. The study showed the ABC resulted in reductions in
problem behavior and increases in work completion and homework accuracy.
Source 2
DuPaul, G. J., Gormley, M. J., & Laracy, S. D. (2014). School-Based Interventions for
Elementary School Students with ADHD. Child And Adolescent Psychiatric Clinics Of North
America, 23(ADHD: Non-Pharmacologic Interventions), 687-697.
This article evaluated children with attention-deficit/hyperactivity disorder (ADHD) who
experience significant difficulties with behavior, social functioning, and academic performance
in elementary school classrooms. Although students who are medicated may enhance classroom
behavior, pharmacologic treatment is rarely sufficient in addressing the many challenges

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encountered by individuals with ADHD in school settings. This article describes 3 evidencebased strategies including behavioral, academic, and self-regulation interventions.
Source 3
Utley, C. A., & Obiakor, F. E. (2015). Measuring the Cool Tool as a Targeted Intervention to
Minimize Teacher Reprimands and Students' On-Task Behaviors in an Urban Elementary
School. Learning Disabilities -- A Contemporary Journal, 13(1), 43-57.
This study measured the effects of a targeted intervention, The Cool Tool, implemented in
the secondary prevention tier to minimize teacher reprimands and students' on-task behaviors in
an urban elementary school. The participants in the social skills intervention programs were
seven teachers, across grades K-5. Data on the effects of the social skills program showed that
teachers did not increase their rates of praise statements toward students, however, levels of
students' on task behaviors increased following the implementation of a social skill program.
Source 4
Zee, M., Koomen, H. M., & Van der Veen, I. (2013). Studentteacher relationship quality and
academic adjustment in upper elementary school: The role of student personality. Journal Of
School Psychology, 51517-533.
This study tested a theoretical model considering students' personality traits as predictors
of studentteacher relationship quality (closeness, conflict, and dependency), the effects of
studentteacher relationship quality on students' math and reading achievement, and the
mediating role of students' motivational beliefs on the association between studentteacher
relationship quality and achievement in upper elementary school. Support was found for a
model that identified conscientiousness and agreeableness as predictors of close, nonconflictual
relationships, and neuroticism as a predictor of dependent and conflictual relationships.

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Extraversion was associated with higher levels of closeness and conflict, and autonomy was only
associated with lower levels of dependency. Students' motivational beliefs mediated the effects
of dependency and student-reported closeness on reading and math achievement.
Source 5
McKenna, J. W., Flower, A., Min Kyung, K., Ciullo, S., & Haring, C. (2015). A Systematic
Review of Function-Based Interventions for Students with Learning Disabilities. Learning
Disabilities Research & Practice (Wiley-Blackwell), 30(1), 15-28.
This study students with learning disabilities (LD) experience pervasive academic deficits
requiring extensive academic intervention. Student in this article may also engage in problem
behaviors that adversely affect teaching and learning, thus lessening the potential impact of
specialized instruction and supports. The learning deficits of students with LD are prevalent in
the extant research, but behavioral needs appear to receive less attention. The article concluded
that a functional behavior intervention plan can be success for students based on implantation,
consequences and rewards.
[Baseline Data Collection]
To collect baseline data for Karons Positive Behavior Support Plan (PBSP), I used a
Behavior Observation Tally Sheet. The purpose of this tally sheet was to track the frequency of
Karons undesired behaviors. Because Karons undesired behaviors can vary, a frequency chart
was an appropriate tracking method. Karon is in all general education classes. I observed him in
all classes. I tracked Karons behaviors over a total of twenty days for a minimum of 30 minutes.
I had trouble taking data on consecutive days for many reasons, including state testing, snow
days and student absences.

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The baseline data taught me that Karon has repeated undesired behaviors relate to being
off-task. Karons off-task behavior manifests in several ways, including not starting or
completing independent work (R), yelling/blurting out(Y), walking around the classroom(W),
not in assigned seat (A) and disrespectful (D). Consequences included proximity control,
physical assist/prompt, new task/activity, given another task/activity, ignored problem behavior,
left alone, given direction/task/activity, and verbal redirection.
In addition to observing Karon, I conducted a records review to learn more about his
academic and behavioral history, medical history, and personal interests. I reviewed some of
Karons classwork, spoke with previous general educators, special educators, and read his recent
Individualized Education Plan. Karon has a diagnosis of Other Health Impairment. Karons
previous teachers and IEP note shows delays in written language expression, math calculations
and reading comprehension. Karon receives only special education related services daily.
Karons largest academic deficit is his reading fluency and comprehension (instructional grade
performance level of 2.5). I learned that Karons formal and informal assessments show he has
below age-level cognitive, speech and language expressive and receptive language skills.
Both general and special educators agree that his academic performance is dependent on
the supports Karon receives through his IEP. Karon receives several supports, e.g., extended
time, verbatim reading, which are administered by the general and special educator.
[Hypothesis of Functional Intervention]
Based on the baseline data, I hypothesize that the primary function of Karons undesired
behavior is avoiding a task. Other functions of the undesired behavior relate to defiance. The
primary antecedent of the undesired behaviors are related to not wanting to complete task given.
The environment, specifically the activity, is another antecedent of the behavior of the undesired
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behavior. When Karon is inappropriate in class, he immediately gets a reaction from a classmate
and continues to behave inappropriately based on the classmates reaction. Therefore, I believe
that Karon is seeking attention and avoiding completing his classwork.
[Replacement Behavior]
Karon should come to class prepared to work by taking out writing utensils, assignments to turnin, and class notebooks. Additionally, Karon should start most of his work on his own and ask
for help (if needed). Karon is capable of demonstrating preparedness for class, starting his
opening drills, and taking notes. However, due to Karons avoidance behavior, he requires
prompting and additional supports. When Karon is off-task, he requires excessive prompting
that debilitates the special/general educator from supporting other students.
To remedy Karons off-task and refusal behaviors, I taught Karon on-task replacement
behaviors prior to the implementation of the positive behavior support plan. The following are
the on-task replacement behaviors I taught to Karon: At the beginning of class, 1) Karon will
attempt to start the work on his own first (e.g., taking out appropriate materials), 2) Karon will
take down notes without prompting, and 3) If Karon cannot complete an assignment, he will
write down any questions he may have. I taught these appropriate on-task behaviors to Karon
through modeling and one-on-one direct instruction. Karon will receive a reward/free time for
demonstrating these on-task behaviors. Karon will receive verbal praise when he remains ontask. These replacement behaviors and rewards satisfy the functions of the inappropriate
behaviors.
[Positive Behavior Supports]

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To ensure that Karon would choose to emit the replacement behavior (rather than the
inappropriate behavior), I put three distinct positive supports in place simultaneously. The
following are the three positive behavior supports that I taught Karon.
1) When entering a class, Karon will demonstrate readiness to work. Readiness to work can be
demonstrated by taking out writing utensils, class related materials, and any assignments to turnin. Karon will be given verbal praise and class dojo points when he is prepared for class.
2) When given a challenging assignment, including a difficult opening drill, Karon will copy down
the question/assignment into his notebook. Having a written copy of the task will allow the
special/general educator to break-down the assignment, chunk the assignment into smaller parts,
or changing it, to assist Karon in completing the task-at-hand with minimal support. Writing and
breaking down the assignment into steps will help Karon not feel overwhelmed or confused by
the requirements.
3) If Karon cannot complete an assignment, he will write down any questions or concerns he may
have. This will allow the special/general educator to answer any questions Karon may have on
assignment. If the teacher is not directly available, Karon may ask a classmate for assists or sit at
his assigned location and engage in an activity that he enjoys quietly.
Karon will earn classroom dojo points each time he is able to demonstrate the replacement
behavior instead of the undesired behavior. Karon will also earn free time (5-10 minutes) after
completing each assignment. During this time, Karon may draw, play a game on his phone or
take a short nap.
[Data Collection and Visual Representation]
The following data represents behavioral data that Karon exhibited over the course of
twenty consecutive school days. The main collection of data represents behaviors Karon
exhibited during specific time period (8:00-11:35am and 12:30-2:40pm). It is important to note
that during the course of behavior tracking, two days students had off (2/15 and 2/26), there were
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three days where Karon was sick (2/17, 2/18 and 2/19). This data was collected after the start of
the PBS plan, as described above.

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Day Number

Frequency of Undesired Behaviors

14

10

15

18

15

No School

Absent
12

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Absent

Absent

10

11

13

12

13

14

No School

15

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[Data Summary and Interpretation]

The data I took on Karon, once the positive behavior supports were implemented,
show an overall decrease in undesired behaviors. On some days, there are the same
amount of undesired behaviors exhibit with the positive behavior supports as before the
supports were implemented. There are several points that may have positively or
negatively affected the outcomes of Karons positive behavior support plan. However,
there are two days that showed a significant drop as well as increase in Karons behavior.
1) Karons diagnosis of other health impairment affects his behavior and academic performance. It
is hard to know if Karons behavior is changing because he is cognitively trying to make a
change, wants the award, or is reacting to a variety of external factors such as (family issues,
classmate/friends disagreement or sick).
2) I implemented and tracked the positive support behavior plan on consecutive as much as
possible. The interruptions in this implementation and tracking I believe didnt have a negative
effect on Karon. I was able to track Karon improvement because I am the only teacher he has
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through-out the day. The non-back-to-back tracking was student absences, and district-wide
professional development.
3) Karons behaviors were affected by having a reward. Karon and I discussed the reward he would
receive for on-task behaviors. Karon chose the rewards of computer/ cell phone free time, small
treat (skittles, bubble gum) or drawing time. So far, despite some inconsistencies, Karons
behavior improves when the reward is present.
On Day 10 (2/22/16), Karon only exhibited three incidences of undesired behavior,
specifically for refusing to complete task and walking around the room. On this day, Karons
Aunt was visiting in the building, and was present all day. The data shows that Karons Aunt
Presence had a positive effect on his behavior that day.
On Day 12 (2/12/16), Karon exhibited one of the most undesired behaviors. He showed
aggression to students and teacher three times, was off-task ten times, and was disrespectful
towards me five times. Unfortunately, this change in routine at home had a negative effect on
Karons behavior in class. He showed his frustration by leaving the classroom and slamming the
door. He then begin to kick and damage the lower portion of the classroom door. Karons
behavior was so distractive and destructive, he was send home early due to his behavior.

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