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Positive
Behavior Support Plan
EXAMPLE: (PLAN FOR KINDERGARTEN/
FIRST GRADE, ADHD CHILD)
Behavior
impacting learning is:
impulsivity, kicking and throwing self to floor, disrupts
class room, and recess/ unstructured activities
It impedes
learning because: he
is unavailable for instruction,disrupts others and teacher
Estimate of
current severity of behavior problem: moderate to severe
Current
frequency / intensity / duration of behavior:
3-4 / week, sometimes, up to 3 times/day
Current
predictors for behavior: teasing / rejection by
peers, overstimulation, inability to express self, “sensory overload”,
unexpected changes in routine, transitions,
unstructured activities
What should
student do instead of this behavior: learn to communicate frustrations with adult
guidance either through story telling or drawing pictures about his feelings,
learn to “walk away” from frustration
What
supports the student using the problem behavior:
misunderstanding or misinterpretation of his behaviors and communicative intent
Behavioral
Goals/ Objectives related to this plan: development of age appropriate social skills, coping
skills, and self-monitoring, increased tolerance to change in routine, and the
development of positive replacement behaviors
Are curriculum accommodations
necesary? yes / no Is
there a curriculum accommodation plan?...yes / no
Teaching
Strategies for new behavior instruction:,
validation of feelings and offering alternative replacement behaviors in the
form of 1-2
choices, consistency of social skills development with “social
stories”, consistent encouragement to “use words”, use clear, simple
directions, ignore inappropriate behavior whenever possible............ By: teacher, aides, parents
Environmental
structure and supports, time/space/materials/interactions: consistency
in routine, designate a “safe place” to calm down, using favorite toys,
books or activities engage him in a desired activity, avoid confrontation
through calmness, negotiation, choices, diversion of attention, do not use
physical force except for immediate safety concerns, anticipate predictors of
behavior and avoid or prepare for intervention......By:
teacher, aides, parents
Reinforcers/
rewards:
immediately reward appropriate behaviors, lots of smiles, verbal
praise, read stories of his choice, outside play, being a “helper”,
“special “jobs”, seating next to a positive peer role model, “Social
Stories’ book, puzzles, art projects, computer time/games....... By:
teacher, aides, parents..... frequency.........as
often as possible, with gradual reduction according to consistent change in
behaviors.......... By:
teacher, aides, parents
Reactive
strategy to employ if behavior occurs again:
offer “safe place” to calm down, validate his feelings, offer 1-2 choices of
alternative behavior, or diversion of attention
By: teacher, aides, parents
Monitoring
results and Communication: options: daily,
weekly reports, by phone: leave
message, write in “Communication Book” to be sent home on Fridays, IEP Team
should meet 4-6 weeks after implementation
to discuss results of plan and make any necessary changes
(Working document for
in-services on behavior, Diana Browning Wright, So. Cal. Diagnostic Center, CA.
Dept. of Education)
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