BEHAVIOR SUPPORT PLAN

Student I
Student I is a 6th grader who is 11 years old. He has a specific learning disability that
affects his ability to access the general education curriculum in reading and math. He reads at
about a 2nd grade reading level and is working on multiplication in his math intervention group.
He attends a public school, Strong Middle School, and spends 4 periods (hours) of the day in the
general education classroom and 2 periods (hours) a day in intervention groups, one of which is
ran by the special education teacher. When Student I is given a difficult task, demand, or request,
Student I will be off task by playing with an object or be inactive, or be non-compliant in order
to self-stimulate.
Behavioral Support Plan
(Dont forget to use pseudonyms!)
Student:___Student I___________

Grade______6th Grade_____________

Teacher(s): __Ms. Two and Mr. Three_ School_______Strong Middle School_____

IEP: Yes __X__ NO _____

Plan Start Date:___11/7/14_________

Team will reconvene every __7___ days to monitor plan

Problem Behavior(s)
The major behavior of concern for Student I is the number of times he is off-task during
class academic class periods. Student I is off-task by playing with objects 5-10 times in a one
hour-long class period. The child is off-task by being in active where the student looks around
the room and does not have their eyes on their paper or the teacher, 3-8 times during a one-hour
class period. Student I is non-compliant by not responding to requests, demands, or directions 35 times during a one-hour class period.
Functional assessment strategies Implemented
File Review:
__X_Yes (Date: _________)
Interviews:

__X__Teacher Interview
____Parent/Guardian Interview

Observations:

____No
____Student Interview
____Other__________________

__X__A-B-C Direct Observation (Antecedent-Behavior-Consequence)

____Scatterplot

____Other (e.g., FAO; list/describe)______

BEHAVIOR SUPPORT PLAN

Rating Scales:
______Problem Behavior Questionnaire (PBQ)
______Motivation Assessment Scale (MAS)
______Other (list/describe) ________________________________
Summary Statements
The primary maintaining function for Student Is problem behaviors is self-stimulation,
which results in him not completing his work. When Student I is given a difficult task, demand,
or request, Student I will be off task by playing with an object or be inactive, or be noncompliant in order to self-stimulate.
Teachers/Staffs Current Responses
Student I has reading class with the special education teacher who will redirect the child
as a response to the off task behaviors, like playing with objects. When the child is noncompliant in the reading class, they are redirected or the question is repeated and directed
specifically at the individual. If the child is off-task over 10 times in a period, they are required
to stay in during lunch for 5-10 minutes to practice tracking during reading. The general
education does not redirect Student I or give the child any response to the problem behavior.
Replacement behaviors
The replacement behavior is that the child will bounce his leg and play with play dough
in order to receive self-stimulate. The child will receive self-stimulation by the leg bouncing or
using play dough, therefore, not needing to play with an object, or stare off, which results in the
child being off-task. The child will be able to stay on-task by being actively engaged in the
classroom (looking at the teacher and worksheets). The child would be able to self-monitor their
behavior and self-regulate their self-stimulation.
Behavioral Objective
During each academic period (1 hour class), Student I use appropriate self-stimulating
behavior at least 4-5 times by bouncing his leg and playing with the play dough on the left corner
of his desk.
Instructional Strategies
Where: The special education teacher will introduce the strategies in the special education class,
but both teachers will implement the strategies in reading core, math core, reading
intervention, math intervention, and science class periods.
Who: General education teacher and special education teachers will reinforce the behavior, but
the special education teacher will teach the behavior and self-monitoring rating scale.

BEHAVIOR SUPPORT PLAN

When: The replacement behaviors will be implemented during all academic subjects. Student I
will meet with the special education teacher and general education teacher during 1st
period to learn the replacement behaviors.
How: The special education teacher will begin by discussing with Student I his self-stimulating
behaviors by asking questions like, do you feel like you are good at paying attention in
class? What is hard about class? What is easy about school?
The special education teacher will show him how to bounce his leg under his desk when
he is feeling the urge to stare off or flop back in his desk (get out of learning position).
The teacher will show the student how to play with the play dough appropriately. The
student will keep it under his desk in his left hand so that it does not impair him from
completely his work. The teacher will show him examples and non-examples of
appropriate behavior. He will show him what the appropriate replacement behaviors look
like as well as distracting bouncing leg behavior and distracting play dough behavior.
Student Self-Monitoring Behavior Rating Scale. The student will rate their on-task
behavior each class period. When being taught the rating scale, the teacher will explicitly
give examples of each score. A score of a 1 means that the student was off-task more
than 15 times in one class period. A score of a 2 means that the child was off-task
between 6-14 times in one class period. A score of a 3 means the child was off-task
between 0-5 times in one class period. When the child is off-task that means that he is
playing with objects, staring off, not looking at the teacher or his work, or not following
directions. The student being on-task means that he was actively looking at the teacher
and worksheets. The first week of using this rating scale will be used to teach the child
how to rate their behavior. The special education teacher will give him a score for each
class period, which will show him how to rate himself. The student will rate himself on
how well he answers the teachers questions with the class, tracked while reading, kept
their eyes on their task, and overall was on task. The student will check out with the
teacher after each period to get feedback on their on-task behavior for the period. The
self-monitoring of the childs on-task behavior will teach Student I how to control his
desire for self-stimulation and stay on-tsk during academic activities.
Data Collection
The child will have the rating scales as a self-monitoring strategy and a way to give
immediate and direct feedback for the kids behavior. The data will be the number of points the
child gets per day. The goal is that Student I is getting 10-12 points per day. The problem
behaviors will be monitored through teacher feedback and low scores on the self-monitoring
sheet. The special education teacher will review the data weekly and informally conference with
the general education teacher. Once every two weeks, the special education teacher will
summarize the data using the rating scale and graphing the daily scores. The general education
teacher and special education teacher will meet bi-weekly to look over the students progress and
make decisions.

BEHAVIOR SUPPORT PLAN

1st Period
2nd Period
Behaviors:
Reading Core Writing Core
How well did I...

Answer the
teachers with the
class?

Track while
reading?

Keep my eyes on
the task?

Overall?

3rd Period Math

Intervention

4th Reading
Intervention

5th Period
Math Core

Teacher:
_________

Teacher:
_________

Teacher:
_________

Teacher:
_________

Teacher:
_________

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Self-Monitoring Sheet
Student Name:
Date:
Daily Goal:
Daily Feedback/Comments:

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Antecedent Strategies
Classroom procedures that require demands or requests from the student will be pre-taught so the
students know the routines. The classroom environment will be set up with clear and
explicit routines so the student understands the demands set on him. The child will be
given a quiet piece of fabric stuck under their desk to touch for self-stimulation, while
still being on-task with his eyes on the teacher or the worksheet.
Consequence strategies
Positive- Be specific- what, who, when, and how will the reinforcement be delivered?
Dont just say- token economy
Throughout the class period, the student will receive verbal praise and teacher attention
of a pat on the back when he stays on task by the general education teacher or special education
teacher depending on whose class he is in. Once students are working independently 40 minutes
into the class period, the child will consult with the teacher (general education teacher or special
education teacher depending on which class period it is). If Student I is redirected less than 8-10
times in one class period, then he gets a five minute break at the end of class by the teacher. If
the student is redirected less than 5 times in a class period, then he gets a golden ticket (schoolwide raffle ticket) by the teacher. The teacher talks with Student I when the bell rings to praise
the child.
ReductiveThe teacher redirects the student back on task by pointing to where the student should be
looking or taking the object out of his hand. The teacher consults with the child at minute 40-45
in the class period, and he does not get a golden ticket or break at the end of class if he is
redirected over 10 times in one class period. If the student is redirected more than 15 times in
one class period, they will stay in during lunch for 5 minutes to practice the on-task behavior
they were not doing or complete the work they were not going. The child will report to the
teacher and classroom that they were not on-task in. The teacher talks with Student I when the
bell rings to discuss what to work on for the next period.
Reactive Emergency/Crisis Procedures (if needed for blowups or dangerous behaviors)
Not necessary.

LRBI Approvals (Briefly describe what level of approvals (e.g., basic parent notification,
parental approval, district/state committee approval), if any, would be needed for
the procedures that you have described above, according to the state LRBI
guidelines).

BEHAVIOR SUPPORT PLAN

LRBI Approvals
Signed Parental Consent
Precorrection
Check-out with Adult
High Rates of Positive Response
from Teacher
Self Management
Modeling/Diff. Reinforce
Of Another Persons Beh.
Prompting
Social Skills Instruction (On Task
Skill focused)

No
No
No

Behavior Expert Required on

Team
No
No
No

No
No

No
No

No
No

No
No

Team members and their responsibility for implementation

Member

Responsibilities

Mr. Special

Instruction of self-monitoring checklist.

Daily period check out & Data
Collection/Summary

Mr. General

Daily period check out