Positive Behavior Support Plan



Positive Behavior Support Plan

20(b) Each participating teacher demonstrates knowledge of student growth and development, and the use of positive behavioral support strategies based on functional analysis of students behaviors and related factors.

IDEA mandates the use of functional analysis and positive behavior plans for some students with IEPs. If such a special education student is in your classroom, you are automatically a part of the IEP team and responsible to participate in the development of a Positive Behavior Plan. However, you will find that understanding the functions behind negative behavior is useful for your work with all students who demonstrate challenging behaviors.

Design, Implement and Analyze the results of a Positive Behavior Support Plan

|If you have the chance to work with an IEP team to participate in| |If you do not have the chance to participate in developing a|

|the development of a Positive Behavior Support Plan for a student| |formal Behavior Intervention Plan for a special education |

|in your class or school, collect a few artifacts to document the | |student in your class or school (most of you will not), |

|process and what you have learned |OR |Select a student that is exhibiting a ‘problem behavior’ in |

| | |your class that you would like to remediate. Create and |

| | |implement a Positive Behavior plan based on the elements of |

| | |functional analysis. |

We have provided the article “ASSESSING STUDENT BEHAVIOR” & “POSSIBLE INTERVENTIONS FOR VARIOUS BEHAVIOR DIFFICULTIES” for your reference if you would like more information. Reading this is OPTIONAL.

Understanding the role of FUNCTIONAL ANALYSIS AND POSITIVE BEHAVIORAL INTERVENTION PLANs

Part IA. Functional analysis

Name: _____________________________________________________________________________ Employee Number: ____________

Name Resource Specialist Consulted: _______________________________________________________________________________

Name(s) of Education Specialist Teachers Consulted: __________________________________________________________________

1. What background information (EL level, special ed eligibility, other notes that pertain) might impact their achievement and behavior?. Network with the caregivers, student and/or other professionals to gather information as appropriate.

2. Describe the problem target behavior. There may be a variety of behaviors that are problematic, pick the one of greatest priority.

3. What interventions have you or others tried before? How effective have the interventions been?

CHARTING A TARGET BEHAVIOR

Before developing an intervention plan – chart the target behavior.

• If this behavior is a high rate behavior, you probably only need to chart for a few periods of time.

• If it is a low rate behavior, you may have to chart for a few weeks.

• It is also important to chart the behavior under a variety of conditions, for example: end of the day, after lunch, morning – or in small group tasks, individual work periods, when called upon by teacher

Remember that every behavior serves a purpose and results in a consequence – and usually there is some sort of environmental “trigger” called an antecedent that precedes the behavior. For example a student that has dygraphia (difficulty with fine motor skills) may avoid writing tasks by becoming the class clown. The antecedent or trigger is the teacher issuing the assignment, the consequence or outcome is that the student is recognized by their peers as funny, rather than incompetent and the student avoids the task.

Use the “ABC” chart, Part IB to record data that you will use to assess the reasons and conditions behind the student behavior. Later you will develop and implement a student intervention plan.

INFORMAL FUNCTIONAL ANALYSIS AND POSITIVE BEHAVIORAL INTERVENTION PLAN

PART IB: Functional Analysis: ABC Assessment

The “ABC” chart below provides space to make notes as appropriate, record the date and time of each charting period and the number of times the target behavior was observed. After you have gathered the ABC information, answer the questions below.

|Date & Time |Antecedent |Behavior |Consequence |( for each |Notes and/or Discussion: |

|period: |(Describe what is going on in the |(Describe the behavior that |(Describe what happens as a result of|occurrence of | |

| |environment before the target |occurs following the antecedent) |the behavior - what the student gets|target behavior on | |

| |behavior occurs – or what is the | |or avoids) |date provided | |

| |“trigger”) | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

4. Is there a pattern that can be identified that exists most often when the behavior is exhibited? For example, time of day, type of task, seating, etc.

5. Is there any pattern that emerges when the behavior does not occur?

6. What seems to be the environmental antecedent or precursor that precedes the target behavior?

7. What seems to be the function of the target behavior? Remember that the behavior serves a purpose and the function of the behavior is not usually considered inappropriate. Functions communicate intentions. Functions usually fall into one or more of five broad categories: getting attention, escape or avoidance, getting something tangible, self-regulation, play or entertainment.

8. What is the consequence of the behavior when exhibited – negative or positive? 6. Does there appear to be a skill deficit that is interfering with the student’s ability to behave more appropriately, if so what is the skill deficit?

INFORMAL FUNCTIONAL ANALYSIS AND POSITIVE BEHAVIORAL INTERVENTION PLAN

Part II. Positive behavior plan

1. Consider the function of your student’s behavior. What would be some acceptable behaviors the student could employ that would achieve the same function? Is there a way that you can encourage the student to replace the negative targeted behavior with one of these acceptable behaviors?

2. For the identified antecedent(s), how might you manipulate the environment to prevent the negative target behavior from occurring and/or encourage the student to implement the replacement behavior?

3. Are there any changes in curriculum and instructional strategies you might try to promote more positive behavior, and/or accommodations/modifications for assignment completion or to the physical environment that you can offer?

4. If you believe there is a skill deficit, what skill might you teach this student that would reduce the likelihood of the negative target behavior?

5. Is there anything you can suggest to the student that they can do for themselves to avoid the negative behavior and achieve their goals? What resources are available to the student?

6. Are there caregivers, other professionals or resources available to you that you might utilize to develop or implement a plan for this student?

7. Identify a few positive interventions that you will implement before the behavior occurs to reduce the likelihood that the target behavior will occur. These interventions are best implemented before an antecedent or as an antecedent occurs. These will be termed “preventive interventions”.

8. Identify a few positive interventions that you will implement if the behavior occurs to reduce the likelihood that the behavior will occur again. These will be termed “interventions”.

INFORMAL FUNCTIONAL ANALYSIS AND POSITIVE BEHAVIORAL INTERVENTION PLAN

Part III. Positive Behavioral Plan Implementation and Outcome

Chart the date/times you employ preventive measures and the outcome. Also, chart each time target behavior is observed, what intervention is implemented afterward.

|Date/Time of Chart|Chart use of Preventive Intervention |Student Behavior after |Target Behavior Occurs: Describe Use of Intervention |

|Note | |Preventive Intervention |Chart each occurrence of the Target Behavior |

| |Describe Preventive Intervention each |Describe Student Behavior After Preventive Intervention Provided |1 = Target Behavior observed |

| |time employed | |If target behavior occurred, describe Intervention provided |

| | |0 = No Target Behavior observed | |

| | |1 = Target behavior was observed after Preventive Intervention Provided | |

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1. Discuss what happened. Was the target behavior reduced, stay the same or increase?

2. How have the preventive interventions been effective, if so why do you think so/or not?

3. How have the interventions been effective, if so why do you think so/or not?

4. What did you learn about functional assessment and what are your next steps with this student?

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