Individual Behavior Change Plan

Date: 02/12/2021 Duration of Intervention: 1 month

Student: MK Class/Grade: 1st Grade

Current Behavior
MK has difficulty doing one-on-one work with a teacher or paraprofessional. He
often refuses to complete worksheets if the staff member redirects him or asks him
to do something differently. He likely has ODD (Oppositional Defiant Disorder), but it
is undiagnosed

Goals:
1. MK will follow directions the first time given.
2. MK will move to another area when asked to do so.
3. MK will be respectful when working one-on-one with someone.
4. MK will not refuse to do work.

Collect Data
1. Observe behavior
- Mrs. K asks MK to move to the other side of the classroom to do a math
worksheet. MK sits on the floor and screams. After going with Mrs. K into
the hallway to take a breath, MK tells her that he has been missing his
dad (who is in jail).
- Miss S asks MK to move to the other side of the room to do a quiz. He sits
at his desk silently looking down and playing with a fidget toy. Miss S uses
different strategies to try to get him to come, but he stays defiant. Finally,
he tells her that he has been missing his dad again. She asks him if he’d
like to talk about it on the other side of the room and he says yes. They
do not complete his spelling test, as he has no time left.
- Miss S sits next to MK at his desk to help him with a math worksheet.
After she asks him to rewrite his 6, MK cries/yells that he should not have
to do it again and it looks fine. She tells him that other teachers looking at
his worksheet will not be able to understand what he has written. He
throws his pencil. Mrs. K uses a timer and tells MK that he has one
minute to decide if he wants to do the worksheet then or in the office. He
refuses to answer so she saves the paper to give him for homework.
2. Document/Record Observations
- All staff members working with MK will have access to a shared
GoogleDoc in which they document his behavior. They give him a plus or
minus for each lesson/activity based on whether or not he did his work.
They write in the discipline strategies they used, (in bold) whether
another staff member was brought in to help, his specific behavior, and

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 his grades on tests/quizzes. This GoogleDoc is gone over in parent
meetings.
3. How long will you document the behavior?
- 2 months
4. How?
- Shared GoogleDoc (see point 2).
5. Who does what (team members) in collecting the data? Describe the process
and responsibility of each team member
- Regular education teacher
- Writes a general description of his behavior throughout the day
- Writes down his behavior during each lesson and whether or not
he completes his assignments.
- Writes when one-on-one, whole class, or individual work is done.
- Writes his grades.
- Writes discipline strategies and whether another staff member
was called to help.
- Writes who was around him during his misbehavior.
- Special education teacher:
- Writes a general description of his behavior throughout the day
- Writes down his behavior during each lesson and whether or not
he completes his assignments.
- Writes when one-on-one, whole class, or individual work is done.
- Writes his grades.
- Writes discipline strategies and whether another staff member
was called to help.
- Writes who was around him during his misbehavior.
- Paraprofessional(s):
- Writes down what time and where they worked with him.
- Writes down which worksheets/quizzes they worked with him on.
- Writes his behavior after each interaction (detailed).
- Writes discipline strategies and whether another staff member
was called to help.
- Writes who was around him during his misbehavior.
6. Will the parents document the behavior at home? How?
- Yes. Parents will record when he is defiant- the time of day, activity, and
who was around him. They will record the strategies they used to
discipline him.

Team Involved:

● Parents/Guardians
● Regular Ed Teacher
● Special Ed Teacher
● Paraprofessional(s)

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 ● Principal

Classroom Adjustments:
● Provide a calming area with soft seats, fidget toys, a few stuffed animals, and
books.
● Use a specific cue for MK to get ready to move to another activity (doorbell,
song, motions, etc.).
● Use tallies for when he does good work- 5 tallies equal 5 M&Ms.
● Schedule a time each week for MK to see the guidance counselor.
● Give MK a journal to write or draw in when he needs a few minutes to calm
down.

Target Replacement Behaviors:

1. Move to the calming area when frustrated.

2. Respond to the “get ready” cue with a “ready” cue (sit a certain way, ring a bell,
etc.)
3. When feeling sad or frustrated about his family situation, MK will go to the
calming corner, write in his journal, or talk to a teacher (if time-appropriate).

Student Feedback:

1. Write tallies on the board as a visual for MK to see how many M&Ms he will get.
2. Allow MK to pick a “get ready” sound.
3. Calming area.
4. Journal for writing/drawing.
5. Guidance counselor appointments.

Methods to Monitor:

1. Observe and document behavior daily.

2. Daily communication written/spoken between parents, teachers, paras, and
principal.
3. GoogleDoc.
4. Tallies.
5. Write which worksheets/quizzes he does or does not complete. Notice if there is
a correlation.

Family Communication:

1. Email parents daily.

2. Phone parents every 2 weeks.

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 3. Weekly staff meeting (regular ed teacher, special ed teacher, paraprofessional,
and principal). Parents have the option of being present.
4. Send positive notes home with MK.

Follow Through:

1. Observe and document behavior, discuss with teacher, parent, and director.
Monitor behavior and see if anything is changing/helping the behavior.

2. Weekly communication about if the plan is working or not. If needed, revise

the plan and discuss strategies that can help. How will you reconvene the
Team?
- If, after one month, MK’s behavior does not improve, have a meeting
with parents, teachers, paraprofessionals, and the principal to discuss
next steps. Parents may be Zoomed in if necessary.
3. If it is working continue using.

4. Describe the steps to Exit from Plan

EXIT PLAN
1. Meet with the team to discuss MK’s improvements. Ask if anyone has
concerns.
2. Have the team decide whether or not it is appropriate to take MK off the
plan.
3. Regular and special education teachers should meet with MK.
4. Let MK know that his behavior has been great, so he can end his behavior
plan. Make sure to be excited with him.
5. Tell MK that tallies won’t be used for small achievements anymore, but
that if he has a good week that he will get a piece of candy.
6. Praise him for good work.