Behavior Bingo Board (B3)

Undesirable behavior Disruptions: Students will disrupt the learning environment by

calling out or making noises (other than verbal responses or questions). This interferes with
learning because: 1). Teacher has to break instruction in order to address 2). Peers seated
nearby a student causing disruptions are pulled off-task due to having to respond to the
disruption or by engaging in misbehavior.
Desirable behavior (behavior that will be reinforced)
Students/class will:
1. Raise hand and wait to be called on in order to speak or participate
2. Participate in class without making noises (other than verbal responses, questions)
that are distracting to peers
Types of reinforcement
1. Immediate: Class will be intermittently receive a Bingo chip with a number (e.g.,
B53, N17, etc.) that corresponds to a spot on the class-wide Behavior Bingo Board
(B3); the chip will be drawn blindly from a container/bag (positioned nearby where
instruction is given to avoid a longer break in instruction) by the teacher and will
be applied to the corresponding space (as would be the case in a game of BINGO).
2. Delayed: Continued earning of numbered chips will allow for the class to:
a. Spell out Bingo on the Behavior Bingo Board (B3) or
b. Get a blackout where all available spaces on the board are covered.
i. Class can take a vote to either choose the BINGO reinforcement or
delay reinforcement to get a larger Blackout reinforcement
3. Overall: Students will: 1). Select a lower-level reinforcement by spelling out BINGO.
The reinforcements will typically be in the form of privileges that do not take up
class time. Examples include: take shoes off in the classroom, pick your own seat,
turn some of the class lights off, lunch in the classroom etc. 2). Select a higher-level
reinforcement by obtaining a Blackout on their B3 card. Higher-level
reinforcements can occur prior to the natural breaks in the schedule to minimize
missing core instruction (if reinforcement involves extra time given to a preferred
activity).
Interactive learning activity
Higher-level reinforcement can be delivered (depending on teacher schedule) in the
moments before natural breaks in the schedule (e.g., lunch, pack-up, recess or specials).
Activities would be opportunities to supplement lesson plan themes by way of computer
time or creative outlets (e.g., drawing/painting or computer time).
Teaching strategies for desired behavior
In order to teach raising hand/waiting to be called on:
1. Teacher will review the CHAMPs expectations to inform students when it would be
OK to speak w/o raising hand and when it is required.
2. Role-play examples & non-examples
a. Students will model examples of appropriate behavior (i.e., student raises
hand and waits, teacher calls on student)
b. Teacher will model non-examples (i.e., blurting out, calling out, not raising
hand, etc.)
3. Scripted language/response for not raising hand

a. Teacher will model behavior and utilize a specific verbal reminder to raise
hand in order to speak; teacher will then acknowledge when student
performs the task correctly
In order to teach participating quietly without making noises:
1. Teacher will review the CHAMPs expectations to inform students when it would be
OK to speak w/o raising hand and when it is required.
2. Role-play examples and non-examples
a. Students will model examples (i.e., student doing work/listening to teacher
quietly)
b. Teacher will model non-examples (i.e., making noises that cause disruption
to others)
c. Students that have extra needs (i.e., any sensory conditions or have the need
for extra movement) will be taught replacement behaviors to serve the same
function
3. Scripted language/response for noises
a. Teacher will give specific feedback (i.e., that is distracting, please stop)
when acknowledging expected behavior or correcting unwanted behavior
Teaching the Bingo Plan
1. Familiarize the students in that class with BINGO. Review the rules and play a game
to model how it works.
2. Communicate to students what the behavioral concerns (calling out/making noises)
are as well as what the expected behavior looks/sounds like (using role-play listed
in the teaching strategies section).
3. Define/establish a direct connection between teacher acknowledgements of
expected behavior and the intermittent receipt of a BINGO chip.
4. Conduct a class-wide survey on potential reinforcements to identify options. Scoring
Bingo will earn a lower-level class-selected reinforcement; introduce the option to
delay gratification to try and earn a blackout (i.e., all spaces covered) for higherlevel reinforcement.
5. If class chooses smaller Bingo reinforcement then the Bingo Board will be cleared
and class starts over with a new game. Board is cleared regardless after
reinforcement is chosen.
Options
Adjustments that can be made to extend the original plan for another behavior: If school has
SW expectations via PBIS then the desired behaviors can be determined based on the
guidelines for success. Example: Schools guidelines for success are Respectful, Responsible
and Safe. Teacher can incorporate examples of each in the classroom/curriculum and focus
on reinforcement until data shows improvement.
This could look like (focusing on/reinforcing):
Raising hand/waiting to be called on & participation w/o making noises: Respectful
Turning in assignments & getting to class on time: Responsible
Appropriate physical interactions & use of classroom equipment: Safe