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Positive Behavior 1

Intervention Plan

Jonathan Robinson
SPED 741
Spring 2017
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Intervention Plan

Background Information:
Gabriel is a 7th grade student at Ridgely Middle School. Gabriel is in both inclusive and

self-contained classes. His language arts class is a self-contained class. In this class, there is one

special educator with a total of seven to eight children. In his inclusion classes, there are an

average of twenty-seven students with one general educator and one special educator. Generally,

there is a paraeducator in the room who offers services to another student. Ridgely is a PBIS

school that incorporates a school-wide behavior plan with both incentives and consequences.

Students are offered Ridgely Bucks for positive behavior. Depending upon the teacher,

students can trade them in for various prizes. For negative behaviors, there is progression chart

that categorizes negative behaviors and the consequences associated with them. Often times,

Gabriel does not receive Ridgely Bucks due to his hyperactivity.

Definition of specific behavior:

Gabriel (Gabe) appears to have significant difficulty regulating himself in school. He is

often out of his seat, distracted internally and externally, and has significant difficulty staying

focused on a task presented to him. He also has difficulty maintaining materials he need for

each day, including his glasses. His demonstration to initiate, sustain, and follow through on

tasks is challenging for him. These skills also play a role in his socialization with peers;

although Gabe seems to be self-aware and perceptive, he often has difficulty relating to his

peers due to his difficulty of regulating his physical space and actions. It appears that his

executive functioning and hyperactivity are impacting him significantly in school. Gabe engages

in attention seeking behavior by touching and distracting other students.

Literature Review:
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1. Evans, S., Owens, J., Bunford, N. (2013). Evidence-based psychosocial treatments for

children and adolescents with attention-deficit/hyperactivity disorder. Journal of

Clinical Child & Adolescent Psychology, 43(4), 527-551.

The article reviews and updates literature that focuses upon the strategies and

trainings used for children who have ADD/ADHD. Specifically, the article addresses

behavioral parent training, behavioral classroom management and behavioral peer

interactions. The article analyzes the procedures, strategies and outcomes of practices that

can be implemented to increase positive behavior in children who have ADD/ADHD.

The strategies for classroom teachers and fostering peer relationships will be helpful for

me when I am attempting to address the needs of Gabe to be a functioning and successful

2. Toplak, M. (2015). ADHD: making a difference for children and youth in the schools.

Perspectives on Language and Literacy, 41(1). 7-9.

This article is similar to the one above. The article addresses specific strategies for

teachers to implement when working with students who have ADD/ADHD. The article

focuses upon strategies that teacher can use to foster relationships with children. The

strategies critiqued in this article can further develop how I interact with Gabe. In

addition, the strategies critiqued can help Gabe build his peer relationships.

3. Ackerman, B. (2011). Using reinforcements for effective discipline. Faculty Publications

and Presentations. 10-15.

The article addresses the need for teachers to implement effective disciplinary

techniques in the classroom. Effective discipline should be implemented fairly. The

fairness of the consequences should be determined by the needs of the student. In

addition, the consequences need to be implemented immediately and address a specific

behavior. Targeting a specific behavior with consequences established by the teacher will
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help to eliminate the specific behavior by the student. Lastly, the reinforcement should be

implemented in stages, depending upon the responses to those consequences by the

student. Targeting Gabes compulsion to constantly walk the room and hit/touch other

students may help Gabe to recognize what he is doing wrong and correct it.
4. Gold, M., Richards, H. (2012). To label or not to label: the special education question for

african-americans. Educational Foundations. 143-156.

This article analyzes the theory that African-American children have been,

historically, over represented in special education. The article specifically discusses the

notion that labeling, whether through good or bad intentions, will have adverse,

detrimental effects on the child. This article is a resource that allows the teacher to see the

possible effects that labeling and classifying have on children, in particular, African-

American children. This also may give insight into why particular behaviors may be

displayed. Inherently, the child may feel that he or she is at a disadvantage, thus,

displaying behaviors that society deems as inappropriate.

5. Bhattachary, A., Geisomini, M., Perez-Fuster, P., Abowd, G., Rozga, A. (2015).

Designing motion-based activities to engage students with autism in classroom

settings. IDC. 69-78.

This article examines how motion-based activities can impact the behavior of

students who have autism. This includes: student engagement, peer-directed social

behaviors and developing motor skills. The article gives teachers suggestions on how to

create and then implement such activities for children in the classroom. For a child like

Gabe who likes to move around, incorporating kinesthetic activities in the class that are

related to instruction will help him to remain focused while doing something that gets

him moving around the classroom. I would introduce a one-on-one activity with Gabe to
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get him acclimated to the activities and then I would gradually encourage his peers to

participate as well. This would allow for social interactions and relationship building.

Part 3: Baseline Data Collection

Summary of data collected
I currently do not teach Gabe, however, I have built a rapport with him over the

past two years. I see him almost on a daily basis and will converse with him on various

topics ranging from activities that he is interested in to his progression in his studies.

However, there are times when I have to reprimand him for his hallway behavior.

Typically, I will observe Gabe running down the hallway, staring into classrooms or

touching other students. Overall, Gabe is a student who enjoys school and desperately

wants to build relationships with both adults and peers in the building. For purposes of

gathering data, I went into his classrooms during my planning periods or other free time

to observe how he interacted with peers.

On day one, I observed Gabe in his self-contained Language Arts class. The class

is specifically for children who are in the Behavior and Learning Support (BLS) program.
Gabes teacher, Mrs. Watchinsky, allows her students earned free time in class. However,

within the first five minutes of class, Gabe is out of his seat, touching and talking to other

students. Because of this, his free time is taken away from him. In addition, he is not

allowed to use his laptop (device). Throughout the mod, Gabe displays continued

attention seeking behavior. Gabe continually gets out of his seat and goes over to other

students where he proceeds to touch students. As a result, minor pushing between Gabe

and the other students occur. Gabe is reprimanded and moved to a different area of the

class so that he is not distracting others. I have noticed that Gabe likes the attention of

students, whether it is positive or negative. Based on the data, Gabe was asked to return
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to his seat five times during this mod. While this is a self-contained class, I wanted to

observe Gabe in an inclusion setting to determine if he exhibits the same behaviors.

On day two, Gabe was observed in his Mod 9 science class. This is an inclusion

class. Upon entering the class Gabe was very talkative. His science teacher, Mrs.

Houchens, reminded him of her expectations and how he should enter the room quietly.

During the course of the class, Gabe got up to get a tissue and then once more for hand

sanitizer. Again, Mrs. Houchens reminds him of the expectations and asks him to return

to his seat. As students were taking the test, Gabe begin to look around the room and

became unfocused. He was fixated on his belongings, but was redirected to take the test.

In this class, it was noticed that both Mrs. Houchens and the students mostly ignored

Gabe when he became disruptive. Therefore, the attention that he wanted was not there.

In this environment, Gabe worked and behaved much better than previously. He was only

off task or out of his seat one time. Juxtaposed to his Language Arts class on the same

day, he was observed engaging in the same off task behaviors as day one. Gabe got out of

his seat multiple times and was told several times to stop talking as students were taking a

quiz. Eventually, he was sent out into the hallway to sit quietly.
On day three, Gabe is observed in both his inclusion science class and in his self-

contained Language Arts class. In science, students were working on a lab that included

students visiting different stations. During transitions from one station to the next, Gabe

went over to a group of students and placed some of his clothing on his head in an

attempt to gain attention from his peers. Gabe was ignored by his peers and was

redirected to his own work station. It was noted that Gabe is much calmer in this

environment and the students largely ignore his behavior. In his Language Arts class,
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Gabe displayed the same behaviors as previously mentioned. He was out of his seat a

total of seven times and was asked to return to his seat a total of six.
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Upon a review of Gabes records, his behaviors are consistent with what has been

previously observed. Gabe started to display these behaviors while attending Pinewood

Elementary. It was noted that as he progressed in elementary, there was an increase in his

attention seeking behavior. Gabe had been observed engaging in touching of other students and

constantly leaving his seat to distract others. Because of this, there is a lack of socialization

that Gabe displays when he interacts with peers. It was also noted that his elementary teachers

often had to isolate Gabe so that he would not distract them. This isolation included moving him

to an area in the classroom that had less external stimuli, sending him to another teacher, or

allowing him to work in the office or with a guidance counselor. This behavior is also typical of

what has been observed in middle school.

Analysis of Data Collected

The data that was collected over a three day period demonstrates that Gabes disruptive

behavior is manifested more acutely when he is in a self-contained environment as opposed to an

inclusion environment. Gabe tends to be more disruptive when the attention that he seeks is

given to him. When the behavior is ignored, he does not engage in significant disruptive

behavior. I am interested in finding out why the behavior is seen more in self-contained

environments. I am also interested in finding out the dynamics of the relationships that he has

with those students who are also in his self-contained class. In addition, Gabe tends to exhibit

these behaviors more during periods of transitions. He is usually disruptive at the beginning of a

class and when there are kinesthetic activities occurring. I am also wondering what it is about

these transitions that trigger his behavior.

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Hypothesis of Functional Behavior:

Based on the data collected, Gabe exhibits disruptive behavior to gain attention. Gabe

will seek the attention of adults, but more frequently, it seems that Gabe wants the attention of

his peers. Gabe does well when the students in the class ignore him and when the teacher is able

to redirect him to do his work. When students do not ignore him, his disruptive behavior

increases. Students will either encourage his behavior or students will react to his behavior. This

happens more frequently in a self-contained classroom.

Replacement Behavior:

1. What should the student be doing?

Gabe should remain in his designated area during the duration of instruction time unless directed

to get up for supplies, etc. When Gabe is given permission to be out of his designated area, he

should keep his hands to himself. Gabe should follow the directions given and then return back

to his designated area quietly. When Gabe would like to speak during instruction time, he should

raise his hand quietly for the teacher to call on him. During free time Gabe should pick an

activity that he will be doing while keeping his hands to himself and using positive language

with the other students.

2. How will you teach it?

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I will teach the replacement behaviors by giving the student sentence strips for his desk that

include reminders of good behaviors that will be placed in his binder. When Gabe needs

reminders of the correct behavior I will point to the sentence strips and remind him of what is

expected of him. During free time Gabe will be given options of what he can choose to do during

this time. These activities may include: sitting with his device at a seat or in hallway, listening

with headphones on his device, taking a walk, sitting silently, quietly talk to other students, use

of computers in the back of the room, etc. When the Gabe is directed to get out of his seat, I will

remind him to keep his hands to himself and immediately go right back to his seat when finished.

I will also give Gabe 3 strikes in class. I will verbally tell the student each strike he is on during

class and when we get to strike 3 he must take a break in the hallway. Gabe will have some quiet

time and I will ask him if he is ready to come back into class OR he may continue his work in the

hallway. When Gabe gets 3 strikes, he will also be reminded that this will affect his weekly

reward. Each week the student will have a reward that he is working towards. The reward will be

decided between me and Gabe. At the end of Mod 9 each day Gabe will be given a different

small reward each week. The reward will be given to his adult aide (Mrs. Santiago) on Monday

and each day if he has positive behavior in Mod 9, he will receive the reward for a certain

amount of time each day. Each week the reward will change to keep Gabe motivated and

interested. When in class, Gabe will be reminded multiple times that he should be showing

positive behavior to prove that he can earn his reward from Mrs. Santiago. He may have this

reward during free time or as a fidget if appropriate.

3. When will you teach it?

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I will teach the replacement behaviors as they occur in Mod 9 (language arts) each day. On the

first day of the implementation of this behavior plan, I will talk with Gabe about the sentence

strips that will be on his desk, the verbal reminders I will give him, and we will talk about the

rewards he may receive for good behavior. I will explain to Gabe the rules of his reward each

day and that Mrs. Santiago will be in charge of what times he is allowed to have the reward. The

rules, rewards, and consequences will be the same each day for Mod 9 and will be enforced by

me, my mentor teacher, and his adult aide Mrs. Santiago.

4. How will you know when the student has learned it?

I will know that Gabe has learned the correct behaviors when the disruptive behaviors eventually

begin to be less frequent and he self regulates himself. The goal is for Gabe to not need as many

cues and reminders each day in class to keep his hands to himself, talk in an inside voice, raise

hand to speak, use kind language etc. I will know Gabe has learned the correct behaviors when

he does not need me to prompt him and remind him to do these behaviors each day. Gabe will

begin to self-correct the behaviors that he should not be doing and will refrain from talking back

to his teachers and peers. Gabe will come into the classroom, get the things he needs, and choose

a quiet activity he will participate in for the free time.

Positive Support

1. For motivation, I will provide Gabe with Ridgely Bucks as an incentive for

behaving in an appropriate manner. Gabe will have to demonstrate positive behavior

at least 80% of the time in order to receive Ridgely Bucks. Gabe and I can decide
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on the rewards that he will receive when he trades them in at the end of each week.

This is in addition to the rewards stated above.

2. During free time, Gabe will be given options of what he can choose to do during

this time. These activities may include: sitting with his device at a seat or in hallway,

listening with headphones on his device, taking a walk, sitting silently, quietly talk to

other students, use of computers in the back of the room, etc.

3. While working, Gabe will be able to use his device for completing his work if he

has behaved in an appropriate manner. Gabe will be given praise for his positive

behavior before he is able to use his device.

Data Collection and Visual Representation

Times Out of Areas Times Touches Others Times Negative Lang.


Day 1 2 3 5

Day 2 1 2 2

Day 3 0 0 3

Day 4 8 5 2

Day 5 0 0 0

Day 6 0 1 0

Day 7 7 2 7

Day 8 5 2 3

Day 9 0 0 1
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Day 10 0 0 0

Day11 0 0 2

Day 12 0 0 0

Day 13 0 0 0

Day 14 3 3 3

Day 15 0 0 0

Week One


Out Of Area Touches Others Neg. Lang.


Week Two
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Out of Area Touches Others Negative Lang.


Week 1 Week 2 Week 3
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44% 44%
Out of Area Touches Others Neg. Lang.

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Data Summary and Interpretation

Before implementing the Positive Support Plan with Gabe, I had a discussion with both

his instructional assistant and his special education case manager. As a group, we agreed upon

what specific negative behaviors Gabe was displaying and we discussed strategic ways to correct

those behaviors. Once those strategies were set in place, I did have a conversation with Gabe to

let him know about the negative behaviors that he has been displaying and ways that he can

correct them. I asked him to reflect on his behaviors to determine whether he felt that they were

appropriate or not. He did acknowledge that he exhibits some behaviors that need to be

corrected. From that conversation, we discussed what the expectations of his behaviors would be

and we also discussed the rewards that he would receive, should he display positive behaviors.

During the first few days of the implementation of the positive support plan, Gabes

behaviors did not immediately change. In fact, Gabes inability to focus, touch other students and

use inappropriate language seemed to have increased. During these first few days, Gabe was

instructed to work outside because he could not self-regulate. In addition, there was a particular

student with whom he constantly had negative interactions. This was a negative effect to the

behavior that was supposed to be displayed. Gabe would constantly engage this student and

attempt to touch or interact with this student in an inappropriate manner. After the third day, I

decided that Gabe needed to be limited with the amount of external distractions in his Mod 9

class. Those external distractions consistently contributed to negative outcomes related to Gabes

behavior. While he could not be physically removed from the class, I decided that he needed to

be moved to the back of the class to focus. There arent any children sitting in the back of the
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class as this space is generally utilized for enrichment and instructional activities. During the

third and fourth day of implementation, Gabe sat in the back of the class. While in the back, he

was able to focus more. He was engaged in the lesson and was able to participate. This

placement resulted in the first positive outcome of Gabes behavior. Even with the other students

displaying negative behaviors, he didnt, for the most part, engage in those behaviors. Because of

this, he was able to earn his Ridgely Bucks for those days. In addition, I allowed Gabe to use

his device during the last ten minutes of each of those days. The fifth day of implementation was

negative for the entire class. Almost all students displayed negative behaviors and

inattentiveness, including Gabe. For the Ridgely Bucks that Gabe earned on the third and

fourth day, he was allowed to receive ice cream that is kept in the schools cafeteria refrigerator.

On day six, Gabe had to be reminded that he needed to sit in the back of the class. During this

class, he did work diligently with minimal negative behaviors and distractions. On day seven, I

allowed Gabe to sit at the front of the class to see if he would be able to self-regulate and display

appropriate behaviors. Within five to ten minutes, Gabe displayed the same negative behaviors

and interactions as he did prior to being placed in the back of the classroom. This continued for

the duration of the mod. On day eight, Gabe continued to be inappropriate. At the end of the

mod, I had to pull him aside and remind him of the expectations that I have and that he should

have of himself. On day nine, Gabe was absent from mod 9 because of an incident that happened

in another class on the previous day. He punched another child while they were playing around

with one another. As a result, he was sent to the office with a referral. His consequence was to

stay in the office for the duration of the next day. Because of this, I did not see him on day nine.

With days ten and eleven, Gabes behavior improved. He did not have to be reminded to sit in

the back of the class. He immediately came in and placed his belongings in the back and sat
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down. Gabe was able to earn Ridgely Bucks for the behavior that he demonstrated those two

days. For days twelve and thirteen, school was closed due to inclement weather. Upon school

reopening, Gabe demonstrated appropriate behaviors for days fourteen and fifteen. Despite

numerous distractions on the fourteenth day, Gabe was able to immerse himself in the days

lesson during the latter half of the mod. For both days, he was distracted during the beginning of

the mod, however, he was able to calm down and focus for the duration.


The most important aspect of this project that I learned from is communication. I

was able to grow and increase my knowledge/awareness in that aspect. Not only does there

need to be communication with the student, but there also needs to be consistent

communication with the other teachers who interact with the same student with whom I

do. While we do communicate during grade level meetings, there isnt a lot of time to

communicate with one another outside of that meeting time. That is not to say that there isnt

communication occurring, however, it is difficult to do so when each teacher has his/her own

schedule and responsibilities to maintain. Nevertheless, there needs to be a constant

communications between teachers and administration as to the best practices to alleviate

disruptive behaviors. The communication that I had with Gabes teachers and the administrators

who had direct contact with him allowed me to plan and implement this support plan utilizing

strategies from them and from my own observations. In addition, speaking with Gabe and going

over the plan with him allowed him to see that I was invested in his conduct. In addition, I was

able to communicate with other teachers/administrators while in the presence of Gabe. This also

reinforced the severity of the situation with him and, hopefully, gave him some intrinsic
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motivation to change his behaviors. In order to maintain and generalize the supports that I

put in place for Gabe, I would allow him to do the following: 1) self-regulate before he

makes an inappropriate decision, and 2) provide an opportunity to self-reflect when he has

made both a positive decision and a negative one. This will allow him to accept

responsibility for his actions, whether positive or negative.

As it relates to classroom management, there are strategies that I most implement

for the benefit of the whole class. Meaning, there has to be specific procedures and routines

that are set in place that will promote a safe learning environment for all students.

However, there also need to be individual management strategies that I set in place for specific

students. As a classroom teacher, I need to be fully aware of who my students are and what

engages them in learning. This knowledge of engagement is key to get students to both focus

and want to learn. Individual classroom management strategies are based on the needs and

the temperaments of each student. I need to be able to design management strategies that work

for each student who needs them. There are students, like Gabe, who benefit from a both a

rewards system and reminders to conduct themselves appropriately. However, there are students

who do not respond to that type of system.

One of the things that I would change while implementing a future behavior support

plan is determining what has previously worked for a student. This would involve

researching prior educational and behavior documents and strategies from previous years.

Through this understanding, this would allow me the knowledge of what behavioral supports

have worked in the past. In addition, this information would allow me to better understand the

strengths and the needs of the student. In turn, this would allow for a more holistic approach to
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addressing the needs of a particular student. In addition, another aspect that I would change is

that I would observe a student for a longer period of time before I develop a support plan.

By observing a child longer, I will be able to determine how he/she functions in the classroom

and I will be better able to understand what influences the negative behaviors. This is in

alignment with the initial change stated above. By doing this, I can observe what external factors

may contribute to negative behavior. In addition, I will be able to observe how the student

contributes to his/her own behavior, thus, determining possible internal factors that are both

based on that students record and classroom observations.