1

Running head: POSITIVE BEHAVIOR SUPPORT PLAN

Positive Behavior Support Plan

Kristen White
Towson University

2
POSITIVE BEHAVIOR SUPPORT PLAN
I.

Definition of Specific Behavior

Tristan is a six year-old Caucasian male in an inclusive kindergarten classroom at

Thomas Johnson Elementary and Middle School. Within the classroom, he presents with signs
of selective mutism. Although he has not been officially diagnosed, both his mother and teacher
have expressed their concerns; his mother filed a Child Find Referral Form with a focus on his
articulation and cognitive functioning. According to the Diagnostic and Statistical Manual of
Mental Disorders (DSM-IV-TR), selective mutism is characterized by the consistent failure to
speak in specific social situations (in which there is an expectation for speaking, e.g., at school)
despite the ability to speak in other situations. This disorder interferes with educational
achievement and social communication.
During instructional portions of the school day (e.g. language acquisition, reading,
mathematics, and writing lab) Tristan either whispers or uses gestures (head nods and/or shoulder
shrugs) to communicate with his teachers. Consequently, he has to be asked to repeat his
answers or to use his words instead of his gestural responses. However, when Tristan is
working independently with his peers, his voice can become so loud that it disrupts the
surrounding instruction taking place. During these moments, his teachers have to remind him
multiple times to work quietly, which often leads to his number being moved from green to
yellow. The dramatic difference between his communication skills with his teachers versus his
peers indicates that he may have anxiety related to school, which is a chief characteristic of
selective mutism. Although his behavior is not dangerous, it is disruptive and could have a
negative impact on his academic success. Due to his lack of participation and failure to speak
audibly to his instructors, he is almost below grade-level in reading, and does not receive the
same feedback as other classmates who more readily demonstrate their knowledge.

3
POSITIVE BEHAVIOR SUPPORT PLAN
II.

Literature Review

Source 1
The Camposano article about children with selective mutism highlights the definition of
the disorder along with the severe lack of research on the topic. According to the author, early
references occurred one hundred twenty-five years ago when an eight year-olds struggle with
speaking at school brought the disorder to light. Since then, the dearth of quality research and
general awareness have served as serious barriers to helping children who suffer from this
disorder (Camposano, 2001, p. 52). Additionally, children with selective mutism are too often
labeled as just shy or are misdiagnosed as having other cognitive and behavioral disorders.
Camposanos article describes a survey that was conducted on twenty-seven parents who all have
children with selective mutism. Each parent agreed that his/her child was either never referred,
or was misdiagnosed as having autism or a learning disability, which led to inappropriate and
ineffective interventions. The article touches upon the importance of individualized,
multifaceted treatment approaches.
Camposano, L. (2011). Silent suffering: Children with selective mutism. The Professional
Counselor: Research and Practice, 1(1), 46-56.
Source 2
A small exploratory study involving twenty-two participants in a targeted professional
development workshop on selective mutism is the focus of the Harwood and Bork article. The
study incorporated a pre-post questionnaire design to gather information on educators content
knowledge before and after the workshop. The workshop emphasized content knowledge related

4
POSITIVE BEHAVIOR SUPPORT PLAN
to selective mutism, modeling of active learning through play-based instruction, and the
connection of the participants professional goals; the study was conducted twice in the same
region within a six month time period. In addition, the article touches upon the possible reasons
for selective mutism with anxiety serving as the main culprit. Harwood and Bork also describe
how most research literature results from psychotherapy interventions and a clinical orientation,
with little focus on contexts of home and school (2011, p. 148).
Harwood, D., & Bork, P. (2011). Meeting educators where they are: Professional development to
address selective mutism. Canadian Journal of Education, 34(3), 136-152.
Source 3
According to Kehle et al. (2012), the most effective treatments for selective mutism tend
to be based on behavioral or cognitive behavioral theories. This article describes the various
interventions for treating selective mutism; augmented self-modeling and stimulus fading are
shown to be the most efficacious. Self-modeling involves recording the child while he/she is
engaged in the target behavior, then having the child watch and/or listen to self to learn skills or
adjust to challenging environments. Stimulus fading involves introducing or altering stimuli in
the environment for increased exposure to the fear-producing stimuli while providing
reinforcement for appropriate responses. The reinforcement is slowly faded as the child exhibits
the target behavior. Additional behavior modification techniques include contingency
management, systematic desensitization, and social skills training. Kehle et al. (2012) showcase
a few case studies in which successful behavior modification techniques were used.
Kehle, T., Bray, M. A., Byer-alcorace G. F., Theodore, L. A., & Kovac, L. M. (2012).

5
POSITIVE BEHAVIOR SUPPORT PLAN
Augmented self-modeling as an intervention for selective mutism. Psychology in
Schools, 49(1), 93-103.
Source 4
Behavior observation is the key lynchpin of assessment and treatment of selective
mutism. In addition, interviews with caregivers (parents and teachers) are necessary for
acquiring the background knowledge that is needed for successful treatment to transpire. This
article presents two different case studies that serve as examples of the potential treatment utility
of the assessment/observation process. According to the authors, the children from both case
studies now speak to adults due to the proper use of assessment and observations. The authors
also highlight the two most effective and commonly used behavioral interventions: shaping
procedures and stimulus fading procedures. Both interventions involve the systematic prompting
of communicative responses and the subsequent fading of those prompts (Shriver et al., 2015, p.
391). The focus of the article is on the assessment of antecedent-behavior relations. The authors
conclude that it is possible that the assessment of the ABC contingency will lead to more
effective treatment than current AB assessments.
Shriver, M. D., Segool, N., & Gortmaker, V. (2015). Behavior observations for linking
assessment to treatment for selective mutism. Education & Treatment of Children,
34(3), 389-410.
Source 5
In his article, Wong reviews the etiology, comorbidities, and treatment of selective
mutism. According to Wong (2012), selective mutism can present a variety of comorbidities

6
POSITIVE BEHAVIOR SUPPORT PLAN
including enuresis, encopresis, obsessive-compulsive disorder, depression, premorbid speech and
language abnormalities, developmental delay, and autism disorders (p. 24). The symptoms vary
case by case, and treatment options are similarly diverse. The most advantageous options are
behavioral therapy, family therapy, and psychotherapy with antidepressants and anti-anxiety
medications. Wong provides a case study highlighting the effectiveness of a comprehensive,
multimodal treatment approach. He also includes a summary of the theories on the etiology of
selective mutism (social phobia and social anxiety are the most popular).
Wong, P. (2012). Selective mutism: A review of etiology, comorbidities, and treatment.
Psychiatry, 7(3), 23-31.
III.

Baseline Data Collection

To collect baseline data for Tristans Positive Behavior Support Plan (PBSP), I

created a Baseline Observation Data Sheet. The purpose of this data sheet was to track
Tristans inflection when he was working independently with his peers, compared to when he
was working with a teacher. Due to the behavior that he exhibits (selective mutism), it was
imperative for me to distinguish the level of his voice when speaking to peers versus a
teacher. The data sheet also served as a means for tracking his silent gestures that he tends to
use in place of speaking, such as head nods and shoulder shrugs. I was able to focus on his
degree of participation, the amount of prompts he received to raise or lower his voice, and the
activity taking place (e.g. math, independent work, and morning reading). I observed Tristan
on four separate days within a two week period for an average of fifteen minutes per
observation. I was able to observe him during his independent morning reading, wholegroup morning meeting, whole-group math, and independent small-group with peers.

7
POSITIVE BEHAVIOR SUPPORT PLAN
Tristans behaviors related to selective mutism are difficult to track with using tallies; I focused
more on the inflection of his voice in different scenarios regarding his audience.
In summary, the baseline data shows important components of Tristans undesired
behaviors. Within the four days that I observed Tristan, I focused on times when he was
working with a teacher during instruction, and times when he was working independently with
his peers. When working with a teacher present, he communicated via silent gestures nine times.
Conversely, when working independently with his peers, he was told to lower his voice a total of
ten times. This data implies that Tristan truly exhibits behaviors related to selective mutism
because he speaks loudly when his anxiety is low (no teacher present) and inaudibly, or not at all,
when his anxiety is high (with a teacher present).
The baseline data taught me that Tristans undesired behaviors are related to his
anxiety with speaking to teachers within the classroom setting. When he is alone with his
peers, his voice can be so loud that it disrupts surrounding instruction. However, when he is
speaking to a teacher, his voice is so quiet that he is asked to repeat what he said; he will even
use gestures in place of speaking audibly. I also believe that he may not have confidence in his
answers, and may be afraid to answer incorrectly. Therefore, the consequences include
proximity control, verbal prompting, and verbal redirection.
In addition to collecting baseline data, I also completed a records review to learn
more about his academic history, behavioral history, and personal interests. According to
his general educator, he is slightly below or on grade-level in academics. He is currently reading
at a level D which is on grade-level; however, he is supposed to end the kindergarten year on a
level G. His teacher has expressed her concerns about his ability to achieve this goal. Upon

8
POSITIVE BEHAVIOR SUPPORT PLAN
review of his classwork, I was able to see that he is making progress, but is not moving
ahead as quickly as most of his peers. He shows adequate progress in mathematics, but his
lack of participation is of concern; he does not demonstrate his knowledge as readily as others.
Beyond reviewing his academic and behavior records, I contacted his mother to
learn more about Tristan and her concerns regarding his behaviors. From speaking with his
mother, I found out that she is trying to get him occupational therapy services for his
handwriting; however, he currently does not have an individualized education program or 504
plan. Thankfully, within the past week, the schools occupational therapist has agreed to test
Tristan in order to provide the services that he needs; he is now on track for a 504 plan. All in
all, his delayed verbal and written language skills seem to impede his pace with mastering the
kindergarten curriculum.

9
POSITIVE BEHAVIOR SUPPORT PLAN

10
POSITIVE BEHAVIOR SUPPORT PLAN
IV.

Hypothesis of Functional Intention

According to the baseline data, I hypothesize that the primary function of Tristans

behavior is anxiety related to his audience. Other functions may be related to shyness
and/or timidity. The primary antecedent to Tristans undesired behavior is related to his
audience; he speaks at the desired volume, if not louder, when working independently with his
peers. Conversely, he speaks almost inaudibly to his teacher.
V.

Replacement Behavior
Tristan should speak audibly to anyone with whom he communicates, especially

adults assuming a position of authority, such as teachers and service providers.

Additionally, Tristan should raise his hand to participate more frequently in class. Tristan
has the ability to speak loudly enough for listeners to understand; however, he exhibits behaviors
characteristic of selective mutism which hinder his communication skills. Due to his potential
anxiety, he tends to become withdrawn when approached by a teacher. Tristan will eventually
answer in a whisper or via a gesture after being prompted to communicate. Through practice and
continuous reinforcement, Tristan should become comfortable enough to speak audibly and
participate in all situations within the classroom.
To remedy Tristans inappropriate behaviors, I taught him the replacement
behaviors that will allow him to express his thoughts and be understood. When I first
entered Tristans classroom, I observed that he earned puzzle pieces for appropriate
communication; upon earning five pieces, he would earn half of a pack of his favorite fruit
snacks. This was a behavior intervention plan put in place by Kennedy Krieger Institute during
the summer of 2015. However, I also observed that the implementation of this behavior plan

11
POSITIVE BEHAVIOR SUPPORT PLAN
was not consistent, and did not seem to provide Tristan with the proper motivation to speak
loudly to his teachers. The following are the appropriate replacement behaviors that I
taught Tristan: to raise his hand when he has an idea to contribute to the class discussion,
as well as to request the teachers attention when he has a question or something to share,
and to speak at a volume that will allow his listeners to understand what he is trying to say.
I taught these behaviors to Tristan by modeling and providing direct one-on-one
instruction.
Prior to implementing the Positive Behavior Support Plan, I asked Tristan what he would
like to earn for engaging in the appropriate behaviors. He informed me that he would like to
color in a coloring book that has different activities, such as connect-the-dots and color-bynumber; I purchased a Star Wars coloring book that is full of these types of coloring pages.
Tristan receives verbal praise whenever he speaks at an appropriate volume, raises his hand, and
participates with the class. In addition, he receives verbal praise for maintaining an appropriate
volume (not yelling) when he works independently with his peers. Furthermore, Tristan also
earns one puzzle piece for each appropriate communication; if he raises his hand and speaks loud
enough, he has the potential to earn two puzzle pieces. When the puzzle is complete (five
pieces), he can still earn some fruit snacks, along with five minutes of independent coloring time.
I decided to keep the puzzle behavior plan in place because he also uses this at home, and he
enjoys adding the pieces to track his progress. Moreover, the puzzle is of a dinosaur, which he
says is his favorite animal.
I taught Tristan the replacement behaviors prior to implementing the Positive
Behavior Support Plan (PBSP). I discussed the replacement behaviors with Tristan, and
explained the importance of being able to properly communicate with the teachers in his

12
POSITIVE BEHAVIOR SUPPORT PLAN
classroom. By asking what he would like to earn (coloring), he was able to be part of the
decision-making process. Once I began implementing his PBSP, I reminded Tristan every
morning about what he can do to earn his snack and coloring, and continued to reinforce and
model each replacement behavior.
VI.

Positive Behavior Supports

To ensure that Tristan would choose to exhibit the replacement behaviors, I

simultaneously put three positive behavior supports into effect. They are as follows:
1. Verbal praise- Each time that Tristan speaks at an appropriate volume, raises his hand
and participates in class he will receive verbal praise as a form of positive reinforcement.
The verbal praise will be specific such as, Tristan, great job with raising your hand and
asking for help when you had trouble reading the words. By explicitly telling Tristan
what he did well, he will learn to behave comparably in similar scenarios. Furthermore,
praise will aid in lowering his anxiety, which is the primary function of his inappropriate
behavior, and will hopefully boost his self-esteem within the classroom.
2. Rewards- Tristan will receive a puzzle piece toward completing his dinosaur puzzle for
each instance of speaking audibly and appropriately, and raising his hand to participate in
class. He will have the opportunity to earn a piece in all classroom settings (e.g. his
homeroom, music, gym, technology, art, and library). For every five pieces he earns,
Tristan will receive five minutes of independent coloring time (identified preferred
activity) along with a few pieces of his favorite fruit snack.
3. Verbal Reminders- Every morning when Tristan sits down at his desk to begin his
morning reading, he will be reminded of the appropriate behaviors that will earn him his
rewards. If Tristan displays an inappropriate behavior such as whispering when speaking

13
POSITIVE BEHAVIOR SUPPORT PLAN
to a teacher, or shouting while working with his peers, he will receive verbal reminders to
speak appropriately, and that he will earn his rewards by doing so. These prompts will
benefit Tristan because they will remind him of what is expected on a daily basis. Also,
the consistency will help him stay on track and practice his communication skills.
To collect data, I will use observational check-lists to tally both his appropriate and
inappropriate behaviors, along with the activity taking place. I will count how many times he
earns his rewards. Tristan will be able to track his puzzle pieces as he earns them.
VII.

Data Collection and Visual Representation

14
POSITIVE BEHAVIOR SUPPORT PLAN

15
POSITIVE BEHAVIOR SUPPORT PLAN

16
POSITIVE BEHAVIOR SUPPORT PLAN
12

10

Column2

0
1

Figure 1- The

10

11

12

13

14

x-axis displays the individual days that the PBSP was implemented (14 days in
total). The y-axis displays the number of puzzle pieces. This graph is a visual
representation of the amount of puzzle pieces that Tristan earned each day for exhibiting
the appropriate replacement behaviors.

Day

Frequency of

Number

Inappropriate
Behavior

1
2
3
4
5
6
7
8
9
10
11

1
4
1
5
5
0
1
3
3
5
0

17
POSITIVE BEHAVIOR SUPPORT PLAN
12
13
14

0
2
0

Figure 2- This

table is a visual representation of the amount of inappropriate behaviors that

Tristan displayed during each day that the PBSP was implemented.

VIII. Data Summary and Interpretation

The data from my implementation of Tristans positive behavior support plan show
an overall decrease in inappropriate behaviors. Throughout the fourteen days of execution,
Tristan raised his hand twenty-seven times, participated fourteen times, and answered audibly
thirty-four times. Regarding the undesired behaviors exhibited within the same time frame,
Tristan communicated through gestures nineteen times, and whispered his response nine times.
When comparing the baseline data with the PBSP data, it is evident that Tristan participated and
communicated appropriately more frequently when the PBSP was administered.
There are several factors that may have positively or negatively affected the
outcomes of Tristans positive behavior support plan:
1. The PBSP was not implemented by all of Tristans teachers. Even though I informed
each specials teacher (e.g. art, music, gym, library, and technology) about his plan and
reinforcers, I do not think that each teacher adequately followed-thru. I believe that some
of his teachers forgot to reward Tristan for his appropriate behaviors because he did not
receive any puzzle pieces during any of his specials. In addition, Tristan was taught by a
few substitute teachers during the implementation of his PBSP who did not execute the
plan at all. In the future, I would be more direct with informing each of his teachers

18
POSITIVE BEHAVIOR SUPPORT PLAN
about the importance of proper execution in order to generalize his replacement
behaviors.
2. External and environmental factors could have significantly affected Tristans behavior.
When Tristan comes to school exhausted, he is more likely to be quiet and not want to
participate. In addition, if he is hungry than he may not be focusing on his
communication skills. Furthermore, during the fourteen days of execution of his PBSP,
Tristan experienced a couple of negative interactions with some of his peers. One boy in
his class kicked him on two separate days, so they are no longer allowed to stand or sit
next to one another. These adverse exchanges could have had a substantial impact on
Tristans behavior.
3. I do not feel as though I had enough time to track his behavior after the rewards were
removed; because of this, I could not generalize his replacement behaviors to all
situations. Additionally, I was not able to track if his replacement behaviors became
automatic. Tristan may have only been working for his rewards; I do not know if he
would continue his participation and proper communication if the rewards were removed.
4. I was not able to track Tristans behavior throughout the entire day. I was only able to
take data during the times that I was in the same classroom as Tristan; I was unable to
track him during specials or lunch. Based on the short observations that I had of Tristan
in other settings, he exhibited his inappropriate behaviors. In the future, I would ensure
that each teacher appropriately executed the support plan since I would not be able to
observe him throughout these portions of the day during which I am not present.
5. Another contributing factor to the outcomes of Tristans PBSP is that he is not officially
diagnosed with selective mutism. Although he shows signs of the disorder, it is unknown
whether or not he is a selective mute. Therefore, I am unable to know for sure whether or
not my PBSP is effective for a student who is actually diagnosed with selective mutism.

19
POSITIVE BEHAVIOR SUPPORT PLAN
Overall, there are many contributing factors which could have affected the
outcomes of Tristans positive behavior support plan. Many of these factors are related
to the amount of time I actually got to observe Tristan, along with his unofficial
diagnosis. My lack of knowledge about his suspected disorder, along with my lack of
experience, made tracking Tristans behavior somewhat difficult. However, according
to the data, Tristans PBSP was effective. His inappropriate behaviors decreased during
the implementation of his PBSP. Whether or not his appropriate behaviors were
displayed due to his potential rewards, he still participated, raised his hand, and spoke
audibly more often than he did during my baseline observations. In the future, I would
like to be able to concentrate my energy on just Tristan, rather than implementing his
PBSP while maintaining a classroom of nineteen other students.
IX.

Reflection
Creating and implementing Tristans positive behavior support plan has helped to

cultivate my knowledge, skills, and dispositions in classroom management. By researching

relevant literature, reviewing records, and collecting behavioral data, I have gained essential
knowledge on student behaviors. One of the most important skills that I now possess is the
ability to multi-task within a classroom. In order to effectively execute Tristans PBSP, I had to
be able to observe his actions while simultaneously focusing on the other nineteen students. A
highly-effective teacher is one who is able to see everything going on within his/her classroom
while ensuring that all students are on-task and learning the material. Another aspect of
classroom management that I was able to practice is consistency. Whenever Tristan exhibited a
replacement behavior, I made sure that he earned a puzzle piece that would go toward earning his
coloring book and snack reward. If I was inconsistent with this, then Tristan may not have

20
POSITIVE BEHAVIOR SUPPORT PLAN
learned his replacement behaviors because he would not have been working for the reward.
Selective mutism is relatively rare and unknown; as aforementioned in the literature review, there
is very little research on the behavior. Being able to work with Tristan has provided me with
direct, hands-on experience that will benefit me in my future career. I will also be able to
collaborate with and assist future colleagues that may come across similar scenarios.
Having the opportunity to practice implementing a PBSP has definitely allowed me
to grow in my dispositions. I was committed to the project and Tristans success with his
replacement behaviors. We spoke everyday about the ways that he can communicate to ensure
that his voice is heard, and to allow him to earn his chosen reward. In addition, the PBSP
provided me with a priceless chance to build rapport with a student on a level that I may not have
been able to in a different setting. There was never a question in my mind about how much I
care for the well-being of all students, but this project put me in a position in which I was even
more of a cheerleader. Observing Tristan speaking loudly, participating, and raising his hand
on a day to day basis overwhelms me with hope and happiness. Regarding collaboration, the
PBSP has given me more of an opportunity to work and speak with colleagues and parents. I
now possess vital skills that I will carry with me in my future career as a special educator.
Throughout the remainder of the school year, I will continue to implement Tristans
PBSP in order to generalize and maintain his replacement behaviors. I will continue to try
to observe Tristan in multiple settings (generalization); I am with him for the majority of his day,
however, I have not been able to observe him during lunch or his specials. In order to truly
understand the nature of his undesired behaviors and the results of the PBSP, I will have to try to
be with him during these periods of the day. Furthermore, my intent is to eventually remove the
rewards to ensure that Tristan is behaving appropriately for reasons beyond earning coloring and

21
POSITIVE BEHAVIOR SUPPORT PLAN
snack time (maintenance). At this moment, Tristan is still earning a puzzle piece for each display
of an appropriate behavior, but he now has to earn seven pieces instead of five.
In my data interpretation and summary section I discussed several factors that may
have contributed to the outcomes of Tristans PBSP. If I were to repeat this project, there
are two important things that I would do differently:
1.

In the future, I would be sure to receive more support and consistency from my
colleagues. One of my main concerns is that not all of Tristans teachers implemented his
support plan. Even though I personally informed each of his teachers (art, music, gym,
technology, library, and other student interns) of the purpose of the plan and how to
effectively enforce it, I know that not all followed-thru. I understand and appreciate each
teachers work-load and class size, so they may have simply forgotten to award Tristan
his puzzle pieces and model his replacement behaviors. Another component may have
been that Tristan did not exhibit the replacement behaviors when he was working with
another teacher besides me. Regardless of the reasons, in the future, I will do my part to
follow-thru with each teacher on a daily basis in order to understand how the targeted

student is behaving in each specific situation.

2. The next time that I implement a PBSP, I will make sure that I have more time to
properly do so. I only had three months to implement Tristans PBSP; an entire schoolyear would have been extremely beneficial. Had I had more time to track his undesired
behaviors, especially in different settings, I may have been able to gain a deeper
understanding of their nature. Additionally, an entire school-year would allow me to
generalize and maintain his replacement behaviors to a greater extent than what I can do
now.