EPSE- 532

Tamara Quran
JC- Positive Behaviour Support Plan

JC- PBS Plan

Summary of Focus Person
JC is a 17-year-old male, enrolled in the 12th grade at the Mediated Learning
Academy (MLA); an independent school for children with special needs. He is an
outspoken, self-aware and extremely funny young man. JC is currently living at
home with his mum, dad and two brothers brother, in Downtown Vancouver, BC. JC
is social, aims to be accepted by his peer, and finds it difficult to accept rejection or
confrontation. He enjoys socializing with younger peers as they share more of his
interests (Pokemon cards and comics). Unfortunately there are little to no
opportunities for JC to socialize with his friends from school in other settings.
At school a great team of teachers and SEAs supports JC. In most of his classes there
is a head teacher and an SEA. The school counselor, who is available for him to visit
whenever he is facing problems, also supports him. After school hours, JC spends his
evenings with one of his 2 social workers or his respite worker. He enjoys the times
he spends with them and the activities which they engage in together.
The main objective of this plan for JC, is to help him find ways to self-regulate and
manage his problem behaviours (talking out loud, talking out of turn & speaking to
peers at inappropriate times). Although he is quite self aware, JC finds it difficult to
control his impulses and his behaviours, especially when he is in a state of
emotional distress (e.g. if a confrontation or argument has taken place or if he is
asked to perform a non preferred task).
Brief description of systems strengths and weaknesses
Mediated Learning Academy provides an environment in which the needs of the
child are put first. Teachers are open to trying different strategies in order to
improve outcomes for their students. There is a network of SEAs and Resource
teachers who are available to help teachers throughout the day in reaching their
goals.
Brief description of the routines and problem behaviours of concern
1. Study Block In this session, JC and a group of 8-10 of his peers are expected
to use their time to work on projects, homework or revising materials
independently. A teacher and two SEAs are present for support when its
needed.
Problem Behaviours:
Talking to peers->having conversations during independent work
time or instruction time
Talking out loud-> using a high-pitched voice to express himself.

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2. Earth Sciences In this session, the teacher spends most of the time
providing classroom instruction to the students. Interacting with them using
Q and A and asking them for their input and opinions every once in a while.
Problem Behaviours:
Speaking out of turn-> commenting, giving his opinion, or giving
answers to questions without the teacher calling on him.
Talking out loud-> using a high-pitched voice to express himself.
3. Science Lab sessions Here JC is expected to perform a science experiment
in the lab.
Problem Behaviours:
Non-compliance-> refusing to go into the lab, and refusing to
complete the task (verbally & physically)
Swearing-> the use of inappropriate language to express his anger
1. Summary statement/competing pathways diagram: Study Block
Summary Statement:
When sitting in a group for work time, JC talks out loud to peers in order to avoid
doing work. The function appears to be avoidance and attention. The behaviour is
more likely to occur when JC is not well rested or when he has had conflict earlier in
the day.

Lack of sleep,
conflict at
home or with
peers
Setting Event(s)

sitting in a group for

independent study
time

Antecedent Trigger(s)

Sitting and finishing

work independently
without talking

A break in which
peer interaction
is permitted

Desired Behaviour

Maintaining
Consequence

Talking to peers and

talking loudly

Problem Behaviour

Asking for a talk

break from the teacher

Alternative Replacement
Behaviour

Avoiding work
and peer
interaction

Maintaining
Consequence

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Strategies that make problem behaviour irrelevant, ineffective and inefficient
Setting Event
Preventative
Teaching Strategies
Consequence
Strategies
(antecedent) Strategies
strategies
Lack of sleep:
Change seating
Teach JC expected
For desired
Teach JC to express
arrangement (rows or
behaviours
behaviours:
that he is tired due to
single desks)
Give praise for not
lack of sleep
Teaching Self-monitoring talking and doing
Positive contingency
skills.
work.
Create a resting
statement-> when you
corner for the student do your work
Interdependent
to go to for a nap/rest. independently you can
Group contingency->
get free time to talk to
all the class must do
Give JC longer talking
your friends
independent work
breaks on days when
and only then will
SE occurs
Safety Signal-> if JC is
they be rewarded
starting to lose focus say
with free time at the
Conflict at home or
you just need to do 5
end of the session.
with peers:
more minutes of work
Teach relaxation
and then you get your
For problem
techniques
free time.
behaviours:
Seat JC in a more
Present him with a
Pre-correct off task
secluded area to
choice of what task he behaviour
complete his work
would like to complete
Give JC a 3-minute
Give JC more breaks
talking break every 15
on days when conflict minutes.
occurs

EPSE- 532
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JC- Positive Behaviour Support Plan
2. Summary statement/ competing Pathways diagram: Earth Science
Summary statement: When it is classroom instruction time, JC speaks out of turn
and speaks out loud in order to get teacher and student attention. The function
appears to be attention.
Putting hand up and
talking only when
called upon.

Praise and
interaction with
teacher and
peers.

Desired Behaviour

Lack of sleep,
conflict at
home or with
peers.
Setting Event(s)

Classroom instruction
time.

Speaking out of turn

& talking out loud.

Antecedent Trigger(s)

Problem Behaviour

Maintaining
Consequence

Teacher and
student
interaction
(attention).

Putting hand up
before talking.
Student can talk even
if not called upon as
long as he puts his
hand up first.
Alternative Replacement
Behaviour

Strategies that make problem behaviour irrelevant, ineffective and inefficient

Setting event
Preventative
Teaching strategies Consequence
strategies
(antecedent)
strategies
strategies
Lack of sleep:
Pre-corrects for
Teaching JC to
Desired
Teach JC to express talking out of turn
raise his hand in
behaviours:
that he is tired due
class
Differential
to lack of sleep
Intersperse
Reinforcement of
different tasks
Teach JC the
lower rates of
Create a resting
throughout the
concept of
behaviour
corner for the
lesson
response cost
Problem
student to go to for
Behaviours:
a nap/rest.
Prompt an answer
Teacher is to place

Maintaining
Consequence

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JC- Positive Behaviour Support Plan
before asking the
Give JC longer
question
talking breaks on
days when SE
occurs
Conflict at home
or with peers:
Teach relaxation
techniques
Present him with a
choice of what task
he would like to
complete
Give JC more
breaks on days
when conflict
occurs

5
problem
behaviours on
extinction
(ignoring JCs input
if he doesnt raise
his hand)

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JC- Positive Behaviour Support Plan
3. Summary statement/ competing pathways diagram: Lab sessions

Summary statement: When asked to perform a non-preferred task or demand (lab

time), JC talks out, is non-compliant and swears in order to avoid the task. This was
more likely to occur when JC was sleep deprived or there were problems at home.
The function appears to be avoidance.

Being able to calm

down on the spot
and complete the
task
Desired Behaviour

Lack of sleep,
conflict at
home or with
peers.
Setting Event(s)

Non preferred task (lab

work)

Non-compliance and
swearing

Antecedent Trigger(s)

Problem Behaviour

Getting to choose
what he wants to
do during his
break time
Maintaining
Consequence

Sent to
counsellor and
avoids task

Maintaining
Consequence

Asking for alone time

(or to go to the
counsellors office)

Alternative Replacement
Behaviour

Strategies that make problem behaviour irrelevant, ineffective and inefficient

Setting
event Preventative
Teaching strategies Consequence
strategies
(antecedent)
strategies
strategies
Lack of sleep:
Inform JC of a Teaching
Draw
up
a
Create a resting
scheduled
lab relaxation skills
behaviour contract
corner for the
session at the
with
JC
on
student to go to for beginning of the FCT-> Teaching JC expected
a nap/rest.
day.
to ask for a break behaviours during
when frustrated
this session
Teach JC to express Positive

EPSE- 532
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JC- Positive Behaviour Support Plan
that he is tired due contingency
to lack of sleep
statement
for
completing
lab
Confrontation at task.
home or with
peers:
Provide JC with a
Teach relaxation
choice of working
techniques
with a partner

Change the task->

give JC a choice
between two other
tasks
he
can
complete that are
related to the topic
of the experiment
Positive Behaviour Support plan for Study Block
Setting Even Strategies:
1. Lack of Sleep:
Teach JC to express that he is tired due to lack of sleep: JC has great
verbal skills- ask him to inform you when he hasnt slept well. For the
first few days prompting him by asking him if he slept well might help
him to remember that he needs to inform you.
Create a space for the student to go to for a nap/rest- upon being
learning that JC is tired give him the option of going somewhere quiet
to rest for a while before rejoining the class.
Give JC more frequent talking breaks when he displays desired
behaviour (completes work independently and quietly)- JC might
choose not to use the sleeping corner, or he may remain tired even
after having a little rest; accordingly, providing him with more
frequent breaks on days when he is tired may help in keeping him on
task and avoid him engaging in problem behaviours.
2. Conflicts at home or with peers
Teach relaxation techniques- instead of engaging in problem
behaviour JC can resort to these techniques in order to relax (a
description of how to teach these skills is in the teaching strategies
section).
Present him with a choice of what task he would like to complete
Give JC more breaks on days when conflict occurs- once again,
increase reinforcement of desired behaviours by giving JC more
frequent breaks when he is on task and not distracting his peers.

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JC- Positive Behaviour Support Plan
Preventative (Antecedent) Strategies:
Change the seating arrangement-> instead of sitting the students at a
big table in a group, separate the desks (either independent, or 2 at a
desk).
Positive contingency statement-> the teacher or SEA reminds JC of the
expected behaviours and what he will be getting upon engaging in
them: when you do your work independently you can get free time
to
Safety Signal-> if JC is starting to lose focus the teacher or SEA will
say: you just need to do 5 more minutes of work and then you get
your free time.
Pre-correct-> if you begin to get off task, just remember to ask for a
break.
Give JC a 3 minute break every 15 minutes when he has displayed
appropriate behaviour.
Teaching Strategies:
Teach JC expected behaviours- this can be done by simply having a
conversation with JC about his problem behaviours and the desired/
expected behaviours and writing up a list.
Teaching Self-monitoring skills
1. Clearly define and list desired and undesired behaviours (In writing)
2. Define the reinforcer: 5 minute talking break/ 5 minute break with preferred
activity
3. Provide JC with a self-monitoring checklist (see appendix 1), and a timer (set
to 15 minutes)
4. Teach JC to fill in the form with a + or
5. Ask JC to ask for teacher feedback after he fills in the checklist.
6. Recording and reinforcement schedules thinned gradually to 3-5 minutes for
25 minutes.
Consequence Strategies:
Reinforcing desired behaviours:
Using the self-monitoring chart as a rewards chart-> once JC earns 3 +s and
the teachers approval he gains access to the reinforcer (5 minute access to a
preferred task).
Interdependent group contingency-> each class member bas the same
criterion (working independently and quietly for 15 minutes= one token)
and the reward is based on the performance of the whole group (if they get 3
tokens a session then the whole group gets free talking time at the end of the
session)
Tackling problem behaviours: upon the occurrence of problem behaviours place
JC in a quieter area (possibly a single desk further away from the group).
Crisis Management: Not applicable.

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JC- Positive Behaviour Support Plan

Monitoring and evaluation:

Level of problem behaviour: The SEA will review JCs self-monitoring booklet to
monitor his behaviour. The Teacher or SEA will also take anecdotal notes on JCs
behaviour at the end of each session.
Level of implementation: The SEA will take anecdotal notes on modifications made
in each session.
Social validity: The team members will meet once a month to review the plan; goals,
procedure and outcomes.
Earth Science
Setting Event Strategies:
1. Lack of Sleep:
Teach JC to express that he is tired due to lack of sleep: JC has great
verbal skills- ask him to inform you when he hasnt slept well. For the
first few days prompting him by asking him if he slept well might help
him to remember that he needs to inform you.
Create a space for the student to go to for a nap/rest- upon being
learning that JC is tired give him the option of going somewhere quiet
to rest for a while before rejoining the class.
Give JC more frequent talking breaks when he displays desired
behaviour (completes work independently and quietly)- JC might
choose not to use the sleeping corner, or he may remain tired even
after having a little rest; accordingly, providing him with more
frequent breaks on days when he is tired may help in keeping him on
task and avoid him engaging in problem behaviours.
2. Conflicts at home or with peers
Teach relaxation techniques- instead of engaging in problem
behaviour JC can resort to these techniques in order to relax (a
description of how to teach these skills is in the teaching strategies
section).
Present him with a choice of what task he would like to complete
Give JC more breaks on days when conflict occurs- once again increase
reinforcement of desired behaviours by giving JC more frequent
breaks when he is on task and not distracting his peers.
Preventative (Antecedent) Strategies:
Pre-corrects for talking out of turn-> remember, if you want to participate
raise your hand and wait for me to call on you.
Intersperse different tasks throughout the lesson-> try to incorporate
different tasks throughout the session so as it is not all instruction time.
(Possibly more group work to answer questions or find information on a
certain topic in the text book)

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Prompt an answer before asking the question-> call on the students name
before asking the question. This way no opportunities to interrupt are
presented.
Teaching Strategies:
Teaching JC to raise his hand during class- take time to clearly define desired
behaviours (raising hand before talking) and discussing the impact of his
problem behaviours on the classroom environment.
Teach JC the concept of response cost: explain to JC that he will be given 12
answer sticks a session, a stick will be taken away for every time he talks out
of turn, if JC still has some spare sticks he will gain access to a preferred
activity.
Consequence Strategies:
Desired behaviours-> Differential Reinforcement of lower rates of behaviour
Provide JC with 12 talk out sticks, if JC still has sticks at the end of the session he is
to gain access to a reinforcer.
Gradually decrease the number of sticks until he has no use for them.
Problem Behaviours:
Place problem behaviours on extinction (ignoring JCs input if he doesnt raise his
hand)
Crisis Management: Not applicable.
Monitoring and evaluation:
Level of problem behaviour: The SEA can record the number of talk out sticks JC has
left at the end of each session to monitor his behaviour.
Level of implementation: The teacher or SEA will take anecdotal notes on
modification to classroom instruction and opportunities for pre-teaching.
Social validity: The team members will meet once a month to review the plan; goals,
procedure and outcomes.
Lab session (non-preferred task)
Setting Event Strategies:
Lack of sleep:
Create a resting corner for the student to go to for a nap/rest.
Teach JC to express that he is tired due to lack of sleep
Confrontation at home or with peers:
Teach relaxation techniques
Change the task-> give JC a choice between two other tasks he can complete
that are related to the topic of the experiment
Preventative (Antecedent) Strategies:
Inform JC of a scheduled lab session at the beginning of the day.

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Positive contingency statement for completing lab task-> if you go to lab and
finish your experiment you will be able to have access to a preferred activity
Provide JC with a choice of working with a partner
Teaching Strategies:
Teaching relaxation techniques- take 10 minutes every morning to go over
relaxation techniques with JC (taking a deep breath, relaxing his body,
counting to 10)
-spend 5 minutes a day teaching Imagery procedures-> imagine oneself
encountering the situation (being asked to go to lab), engaging in thought
stopping (taking a minute to stop), engaging in relaxation and appropriate
behaviour (taking deep breaths, relaxing the body, and moving on into the
lab session or asking for a break, and experiencing the reinforcing
consequence (taking a break or getting access to a preferred task).
Functional Communication Training-> Teaching JC to ask for a break when
frustrated or to ask to go to the counselor if he feels like he cannot handle
going to the lab.
Consequence Strategies:
Create a behaviour contract with JC describing desired behaviours during this
session and the consequences of engaging in these behaviours. (See appendix 2 for
example)
Crisis Management:
A crisis plan is only used when JC has already engaged in swearing and
noncompliance behaviours. When this occurs and JC is unable to calm down the
teacher or SEA should escort JC to the counselors office where he can talk to the
counselor and recompose himself before rejoining the group.
Monitoring and evaluation:
Level of problem behaviour: The teacher will create a monthly spread sheet to
record the number of incidences in which problem behaviour occurred and what
was required in order to defuse the situation.
Level of implementation: The teacher will make anecdotal notes on modifications of
the lab session and pre-teaching opportunities.
Social validity: The team members will meet once a month to review the plan; goals,
procedure and outcomes.

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JC- Positive Behaviour Support Plan
Appendix 1
Session

I
worked
quietly

I finished
my task

Table (1)- Self-monitoring sheet

I worked
for 15
minutes

Teacher
feedback

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Appendix 2

Behaviour Contract
Desired behaviours

I will try to relax

I will ask for a few
minutes to get ready
for the session
I will go into the lab
and conduct my
experiment
I will keep my voice
down
I will not resist going
to the lab session
I will ask to go to the
counselor if I can not
calm down

Name and signature of student:

Name and signature of teacher:

Options for Reinforcers

Access to
Pokemon books
Some computer
time
10 minute break
after the session

Consequences for
engaging in problem
behaviours

I will go to the
counselor