Positive Behavior Support Plan

Student: Kallel

Date: 01/25/16

Team members designing this plan: Kiley Purchio (student teacher)

Dede Robinson (special education teacher)

Behavior Hypotheses:
1) When expected to sit quietly and still, Kallel fidgets in his seat (swings legs, hides
inside shirt, plays with face, swings arms, crinkles papers, etc.) and it results in his
peers watching/copying him and his teacher (typically) ignoring him.
2) When expected to sit and read as a group, Kallel plays with his paper/book, stares off
in the distance (zones-out), and blurts out noises (sometimes answers) and it results in
repeated instruction (teacher attention) and peer attention.

Goals
Increase

Decrease

Increase raising hand when asking or answering

a question.

Decrease number of blurt-outs during group

discussion and reading.

Increase amount of appropriate fidget tools

(bouncy set, bracelet, stretch band, etc.).

Decrease dependence on inappropriate fidgeting

strategies (swinging, hiding, playing, etc.).

Increase positive attention.

Decrease negative or inappropriate peer

attention.

Positive Behavior Support Plan

Preventing
Alter Setting
Event

The setting stays

relatively the
same, i.e. resource
room, reading
class.
Kallel should wear
his weighted vest
immediately every
day instead of
waiting until he
needs it and
treating it like a
positive
punishment.
Kallel should be
given fidget tools
to use at the
beginning of every
class (stretchy
band for chair
legs, stretchy
bracelet, bouncy
seat, etc.).

Alter Trigger(s)

Teaching
Replacement
Skills/Behaviors

Review
expectations for the
class each day and
make sure Kallel
understands what is
expected of him
(this goes beyond
the classroom
rules).

Kallel will be given

appropriate fidget tools
and taught how to use
them when he needs to be
moving/fidgeting during a
lesson or sit still time.

Remind Kallel to
raise his hand when
he wants to talk.
Remind Kallel that
his fidgets are okay
to use throughout
the class.

Kallel will be rewarded,

through an individual starchart (or something
similar) every time he
raises his hand before
asking or answering a
question.

Remind Kallel that

him and the rest of
the group will be
given time at the
beginning and end
of class to show &
share a story, joke,
talent, etc. This is
to prevent the urge
to do the sharing
throughout the
lesson.

At the beginning and end

of every class, all students
will be given the floor to
share a story, talent, joke,
etc. This is where Kallel
will be given time to talk,
act goofy, and receive
positive peer and teacher
attention.

Responding

Give Kallel immediate, positive

attention when he raises his hand
to talk.
When Kallel refrains from
moving around (in an
inappropriate way) and wrinkling
his paper, praise him for his good
behavior and be specific.
I like how youre sitting tummy
to table (TTT) and your finger is
tracking along with us. Way to
go! Keep up the good work.
Thank Kallel for waiting until
the end of the class to share his
story, joke, etc. instead of using
our time in the middle of class.