Professional Documents
Culture Documents
Ma PBSP Final
Ma PBSP Final
Literature Review:
Effects of a Collaborative Behavior Management Plan on Reducing Disruptive Behaviors
of a Student with ADHD (R. Burley and R. Walker, 2013)
This article discussed the effectiveness of a token economy when implementing
behavior management plans that are effective. A study was conducted on a sixth grade
student who was diagnosed with ADHD. The student exhibited behaviors that were
defined as getting out of his seat, raising his hand out of turn, and interrupting other
classmates, causing a distraction. It was concluded that he was showing these behaviors
based on the positive reinforcement he was receiving from the students. Once teachers
had noted these behaviors, a behavior plan was put into place. Drawing was noted to be a
preferred activity of the student so the teachers decided to use this as a reward for
following classroom rules. Based on the students behavior in accordance to the
classroom rules, the student was rewarded with attention from the teacher. Based on the
implementation of the plan, the students behavior improved drastically, leading the
professionals to conclude that their intervention plan was appropriate and effective.
redirection strategies. The results of the study indicated that they fixed-time strategy was
an effective way to increase the students on-task behaviors. More research must be
conducted on this strategy; however, the teacher who utilized the strategy felt that it was
an effective way to reduce distractions in the classroom and to increase positive
behaviors.
A Comparison Mystery Motivator and the Get Em On Task Interventions for Off-Task
Behaviors (Kraemer, Davis, Arndt, & Hunley, 2012)
This article discussed and compared two positive behavior support intervention
plans, Mystery Motivator and Get Em On Task. The article included a study of two fifth
grade classes that used both interventions to determine which program was more
effective. I found this article to be interesting and relevant because the Mystery Motivator
provides students with a mystery reward for exhibiting positive behaviors. The study
showed improvement in targeted behaviors when students were not aware of the reward
that they would be receiving. The Get Em On Task motivator was a computer signaling
program that teachers could use in their classrooms to monitor behavior. This program
sends a random signal once the signal sounds and scans the classroom to give points to
students that are exhibiting on task behaviors. Studies conducted in this article concluded
that both strategies effectively reduce the amount of off-task behaviors that students
showed.
This article discussed a study conducted to analyze the effects of a selfmonitoring reinforcement intervention on classroom behavior. The student was a
typically developing high school student who was demonstrating difficulty remaining on
task during classroom instruction. The student was observed three different times in the
classroom setting. During the baseline data collection, the subject was taught to selfmonitor given no reinforcement in order to measure on-task behaviors. Then, the subject
was asked to self-monitor plus a reinforcement, in which a tangible reinforcement was
provided for positive behaviors. The study concluded that the subject exhibited more on
task behaviors when asked to self-monitor, given a tangible reinforcement.
summarized a reaction consequence based on the behaviors. This was recorded over a
thirty-minute period of time. Her baseline data provided me with a baseline of where to
gauge my project. It also allowed for me to see what behaviors occurred most frequently,
and from there, I would create an implementation plan shaping these behaviors. The
baseline data indicated that MA exhibits common behaviors in the same session on a
daily basis on an average of 3 times per observation period. The baseline data also
indicated other behaviors that MA exhibits that lead to her non-compliance behaviors
such as staring off, laughing, huffing and puffing, and leaning back in her chair.
Following these observations, I also reviewed MAs files and her 504 plan with
my mentor teacher and the school guidance counselor. I met with service providers to
review her files in order to gain a better sense of her home life as well. It was evident that
MA has made some improvement in the areas of Math and reading. However, MA has
noted no improvements in her behaviors in and outside of the classroom. Following a
brief conversation with mom prior to implementing the behavior plan, I learned that MA
has a rough home life. She finds it hard to get along with her sister and mother and only
follows direction from her dad and grandmother. MA is defiant towards their orders,
which makes it harder to manage her behavior outside of the classroom. Many of MAs
behaviors stem from the relationship that she shares with another student in the room.
Recently she has created a relationship with another boy in the classroom, making it
harder for her to focus and remain on task. It is evident that her behaviors are attention
seeking when he is present. MA often will come to school very hyper and frustrated with
her family. This leads me to believe that these behaviors also occur at home. Therefore,
Student Name: MA
Time: 9:30-11:30am
# OF
TIMES
CONSEQUENCES
-
behaviors during this time. At the completion of the 15 minutes, MA will record a
check or minus sign, indicating whether she as exhibiting positive and appropriate
behaviors that are being implemented. I will record the time samples with a
simple stopwatch and she will be cued to record at these time intervals. I will also
be collecting and taking my own observations and notes.
2. The second positive behavior support that I will put into plan is a token economy.
Based on MAs performance throughout the day, she will choose and earn
incentives according to her results. She will work towards goals, based on the
guidelines we set when she comes in each and every morning. These goals will be
tracked throughout the day through the use of her time interval chart and she will
earn these incentives accordingly. Giving her the choice to choose her incentives
will motivate her.
3. The third positive behavior support that I will put into plan is a communication
system with her mother. At the completion of everyday, her mother will receive a
copy of the time interval chart as well as a handwritten evaluation of MAs
behavior that day. This will encourage MA to make improvements in her
behavior, knowing that her mother is aware of her actions. It will also hold MA to
a higher expectation.
Data Collection and Visual Representation:
Below you will the collection sheets that represent all of the data gathered during
the three weeks that the positive behavior supports were implemented. The chart
represents each day that the plan was implemented, the date, a check or (-) indicating
whether MA earned the points, and the overall day that MA had based on the points
documented. These charts also indicated the incentives that were earned based on the
results of her points.
Visual Representation of Behavior: Chart:
The chart below represents the dates of implementation of this plan and the
average amount of times that MA exhibited behaviors that were on task and compliant
based on 15-minute time intervals.
Date
# of Times
3/21/16
3/22/16
3/23/16
3/24/16
4/4/16
4/5/16
4/6/16
4/7/16
4/8/16
8
9
11
12
6
2
4
2
1
4/11/16
4/12/16
4/13/16
4/14/16
4/15/16
4
4
5
3
1
3 weeks of
implemented data
given the
the baseline data.
day, we discussed incentives that were tailored to her preferences as opposed to rewards
that were given to her by mom or other service providers. MA was honest about her
behaviors, which indicated that this self-monitoring support was an effective method of
data collection. Each morning, MA and I would set obtainable goals on her data
worksheet, based on the amount of appropriate behaviors that she would exhibit
throughout the day. It was interesting to note MAs honestly during her evaluations at the
completion of each day. MA would indicate whether she felt that she had a good or bad
day and would explain why. On days when MA would not earn her rewards, it was
evident that she was frustrated with herself. This motivated her to come in the next day
and work that much harder for her incentive.
Lastly, I would like to commend myself on the most essential behavior support I
implemented and that was the relationship that I created with MAs mother. At the
completion of each day, I would send home a copy of the data collection along with a
hand written note, documenting MAs progress throughout each instructional and
transition period. This document would draw attention to both the positives and negatives
of MAs day and what was done to keep her focused and on task. Her mother was very
receptive to the supports that were implemented and commended me on the progress that
she had seen throughout the course of the implementation period. It was important to
always provide feedback in a positive manner, even when MA did not exhibit the
expected behaviors. MAs mother also responded well to my interest in helping MA make
improvements in these areas. She expressed concerns with her behaviors at home and I
had drawn attention to the fact that MAs behaviors were improving in school. I made
suggestions and shared implementations that I found to be most effective when working
with MA. Her mother was once again very receptive to these suggestions and decided to
implement several of them with her at home. MA was aware that at the end of the day,
her mother would receive a copy of her data sheets. This helped her to be more aware of
her behaviors. This established that accountability factor, which she is working to make
improvements towards.
Although MA had a few bad days and exhibited a few infractions in the process
of the implementation plan, data and results drew to the conclusion that she was
successful in emitting the replacement behavior. MA will transition smoothly into
instructional activities and specials without exhibiting any non-compliant behaviors. MA
should follow directions and comply with the teachers prompts when asked to participate
or complete an assignment in a timely manner. On Friday, April 8th, I observed MA for
30 minutes during our morning work period while my plan was being implemented.
During this time, I was looking to see if MA would emit compliant behaviors and be
more on task during instruction. MA was independently working on her morning journal
when I observed her, and for the full thirty minutes she was focused, productive, and
respectful. It was important to note that during this time, her best friend ZL was in the
room attempting to talk to her, however, she remained focused and insisted on completing
her work. There were other days when I informally observed MA during instructional
periods. She did not emit such positive behaviors. Due to the fact that MA is not
medicated for her ADHD, it makes it hard for her behaviors to be consistent. She often
exhibits erratic behaviors that are unpredictable, which create inconsistencies in the
implementation process. It would be fair to say that this the behavior supports that I
established for MA were overall, successful, however, when noting MAs background and
Reflection:
How did you grow in your knowledge, skills, and dispositions in classroom
management?
The completion of this project has helped me grow tremendously in my knowledge,
skills, and dispositions in the area of classroom management. MAs current behavior plan,
the time interval behavior chart, holds MA accountable for her behaviors. Given the
opportunity to self-monitor throughout the day, MA has mad progress towards emitting
the positive behaviors implemented. Given the circumstances that exist at home and
MAs home life, MA is not held accountable for her behaviors at home. This creates
inconsistencies in the expectations that are set at home and at school. In order for things
to be entirely successful, expectations need to be consistent in order for the positive
behaviors to continue. I have learned the importance of being aware of a students needs
when implementing plans that are appropriate and measurable. When considering the
most appropriate supports to provide to MA, I provided her with choices on the
incentives that she would earn. I found this to be a successful method in order to
eradicate some of the negative behaviors. Before implementing this plan, MA would be
asked to take a break when she exhibited negative behaviors that were distracting towards
others. This created more negative behaviors, as MA would feel singled out. However, I
made sure to provide variability to MA and make her aware that this plan would help her
to be more successful in and out of school. This was also preparing her for the big
transition into the middle school in just a few months. Aside from behavior management
tools and the importance of choosing appropriate supports, I learned the importance of
data collection and effective communication with related service providers and parents. I
found the data collection piece to be an essential component to this project. Before
implementing the plan, it was crucial to collect baseline data. This baseline data would
help collect observable and measurable definitions of the behavior and then implement
supports that were appropriate. Based on effective communication, I have learned this in
all aspects of my experience with working with this project. Keeping in constant contact
with MAs mother, made this implementation plan more successful. It also helped to
make her aware of the goals that MA was working towards in school. Her mother
appreciated the feedback that was given and used it to begin her own plans for MA to
emit positive behaviors at home as well.
Plans for Maintenance and Generalization of the Positive Behavior Support Plan:
After reviewing the success of my behavior plan and how engaged MA has
become with it, I have chosen to extend it until I am finished interning at Franklin
Elementary School. Both MA and her parents have expressed how much they appreciate
the plan that I have created. They feel as though it is effective and it would be detrimental
to MAs progress and her transition into Middle School in the upcoming months. I plan to
keep implementing the plan with all of the behavior supports I utilized in this project
(behavior chart, fidgets, and incentives) in the exact same way I did for the purpose of
this project. I think it will also be interesting to notice the improvements as we continue
to implement and work towards emitting these positive behaviors more frequently.
What are two things you might do differently if you were to repeat this project?
Work Cited:
Burley, R., & Walker, R. (2012) Effects of a Collaborative Behavior Management Plan
on Reducing Disruptive Behaviors of a Student with ADHD, Teaching
Exceptional Children Plus,1(4), 1-13.
Davis, T. N., Dacus, S.,Bankhead, J.,Haupert, M., Fuentes, L., Zoch, T., & Lang, R.
(2014). A Comparison of Self-Monitoring With and Without Reinforcement to
Improve On-Task Classroom Behavior. Journal Of School Counseling, 12(12), 123.
Kraemer, E.E., Davis, S.C., Arndt, K., & Hunley, S. (2012) A comparison of the mystery
motivator and the get em on task intervention for off-task behaviors, Phycology
in the Schools, 2 (49), 163-175.
McCormick, M. P., Cappella, E., O'Connor, E. E., & McClowry, S. G. (2013). PARENT
INVOLVEMENT, EMOTIONAL SUPPORT, AND BEHAVIOR PROBLEMS.
Elementary School Journal, 114(2), 277-300.
Riley, J.L., McKevitt, B.C., Shriver, M.D., & Allen, K.D. (2012) Increasing on-task
behavior using attention delivered on a fixed-time schedule. Journal of
Behavioral Education, 3(20). 149-162.