Behavior Management Plan

Date: May 18, 2023 Student: Jake Class/Grade: Grade 2

Teacher: Fiona Müller Duration of Intervention: 2 months

Disruptive Behaviors

1. Walking around the classroom

2. Difficulty completing tasks
3. Becoming upset or crying when the teacher attempts to redirect his attention

SMART Goals (Specific, Measurable, Achievable, Relevant, Time-bound)

1. Improve focus during independent work time

Specific: Jake will stay at his desk during independent work times
Measurable: Jake will remain at his desk for 80% of the independent work
periods.
Achievable: With support, Jake can practice staying seated and gradually
increase his focus time.
Relevant: This goal addresses Jake’s tendency to wander and helps build his
ability to concentrate on tasks.
Time-bound: Jake will achieve this within 6 weeks.
2. Increase positive social interactions with peers
Specific: Jake will participate in a structured social activity with peers.
Measurable: Jake will engage in a group activity for at least 10 minutes three
times a week.
Achievable: Starting with short, structured activities makes this goal
manageable for Jake.
Relevant: This goal addresses Jake’s avoidance of other students and helps
him develop social skills.
Time-bound: Jake will achieve this goal within 8 weeks.
3. Respond calmly to redirection
Specific: When redirected, Jake will use a designated coping strategy (e.g.,
deep breathing) to remain calm.
Measurable: Jake will respond calmly to redirection 4 out of 5 times.
Achievable: Teaching Jake specific coping strategies will support this goal.
Relevant: This goal directly addresses Jake’s upset reactions to redirection.
Time-bound: Jake will achieve this goal within 8 weeks.
Target Replacement Behaviors (Behaviors to replace the disruptive behaviors) An
example would be: Disruptive behavior: leaving seat without permission. Target
Replacement Behavior: Raise hand with 3 fingers and wait for teacher to give
permission prior to leaving seat.

1. Jake will raise his hand with 3 fingers and wait for the teacher to give permission
prior to leaving his seat.
2. Jake will set a 10-minute timer and wait until it finishes before disengaging from
social activities.
3. Jake will use specific coping strategies to remain calm when redirected.

Methods to Monitor (How will you monitor the progress of your student? Will you use
a checklist that you carry with you? Will you put tally marks for target replacement
behaviors on the corner of the student’s desk?)

1. Using a chart to track daily progress, noting the number of times he stays at his
desk, participates in social activities, and responds calmly to redirection.
2. Checking in with Jake regularly to discuss his progress and feelings.

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3. Checking in with Jake’s parents regularly using various methods.

What would be the purpose of this as it relates to monitoring his progress and use of his target
replacement behaviors? Here, I think engaging Jake in self-monitoring might be good.

Family Communication (How will you communicate with family members (email,
phonecall, text message, etc.) and how frequently will you communicate (daily,
weekly, monthly, etc.)? An example would be a daily email to keep the parents
appraised of the progress the student is making.

1. Daily text messages

2. Weekly emails
3. Monthly in-person meetings
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I might also add phone calls for sharing good news - be sure to celebrate growth and
improvement!