Behavior Plan Description:

In this classroom we use both positive reinforcement and punishment to help

control behavior.
 Positive Reinforcement
o We have a levels system (see privileges sheet). Students earn
various privileges for being on different levels.
o Students get “Thumbs up” (little pieces of paper. These are in a
container on the podium) any time they are participating
appropriately, listening, following directions, etc. Give them out
liberally to students exhibiting those behaviors.
o Candy (or other food items) is sometimes passed out to reinforce
positive behaviors.

 Punishment
o Students get a warning initially for inappropriate behavior (talking
out, getting up without permission, etc.)
o After the warning, students get points deducted based on their IEP
objectives and/or classroom rules. Daily percentages determine
whether they earn free time at the end of the day or not.
o If a student has a point deducted and they continue the undesirable
behavior, they are removed to an internal recovery area (one of the
cubbies on the perimeter of the room).
o If a student refuses or continues to be disruptive while in internal
recovery, they get an external recovery in Miss Didway’s
classroom. The teacher or program assistant will escort them to the
other room. The student will complete a form and discuss what
happened with the teacher before leaving the recovery area.

Managing Classroom Behavior

1. Behaviors that cause a problem for other students, the teacher, or
themselves need to be addressed in a respectful and proactive way.
2. Use the following steps to address inappropriate student behavior:
a. When a student(s) FIRST begins to be disruptive (i.e. talking,
laughing, throwing things, getting up out of seat), walk over near to
student(s) and stand quietly near them.
b. If inappropriate behavior continues, ask him/her quietly to stop that
behavior
c. If inappropriate behavior still continues, give the student a point
deduction. Quietly let the student know what IEP objective or
classroom rule was not being met.
d. At this point if inappropriate behavior is continuing, you have two
options:
i. Quietly ask the student to move to another location. Try this
first, especially if you think the student just needs to be
removed from the situation to quiet down.
 ii. Quietly ask the student to take an IR. Use this if the
student’s behavior is more disruptive to the classroom
environment
e. If a student continues to be disruptive in an IR or refuses the IR,
calmly ask them to take an ER in the other classroom. ERs can
also be given immediately for more disruptive behavior,
offensive/negative comments made to students or teachers, etc.
f. Referrals are given for extreme behaviors, such as direct
disrespectful comments to teachers/students, fighting, etc., OR
repeated incidents of behavior that is disruptive to the classroom
atmosphere.

ER Paperwork
1. Before giving a student an ER form, fill out the top section with
identifying information, time in, etc.
2. Give the student 5-10 minutes to complete the form. Check in with the
student after that time.
3. Check the answers the students writes or checks on the forms.
Answers such as “I didn’t do anything,” “Nothing,” “I don’t know,” are
not acceptable answers. If the student writes these on the forms,
discuss the behavior with him/her using guiding questions (i.e. “What
were you doing before you came into an ER?” “What is another choice
you could have made?” etc.). If the student refuses to change the
answers, or discuss their behavior, calmly tell them that you will give
them a few minutes and then come back to talk.
4. After the student has calmed his/her behavior, filled out the ER form,
and discussed responses, he/she can rejoin the class.

Fill in the bottom of the ER form with a brief description of what preceded the
student being placed in an ER, the discussion had with the student, and the
result of being placed in the ER. Examples: “The student was placed in an ITO
for continually talking during the teacher’s lesson. After discussing the behavior
with the student, he said that next time he would stop talking the first time asked.
The student returned to the class and was not a further disruption.” OR “The
student was placed in an ER for laughing, talking, and standing on the desk while
in an IR. When the teacher tried to talk to the student, the student refused to talk
and continued talking and laughing. The student was given a referral when he
told the teacher to “shut up.”