Running Head: POSITIVE BEHAVIOR SUPPORT PLAN 1

Positive Behavior Support Plan

Kristin Cleaveland

Towson University

Spring 2018
POSITIVE BEHAVIOR SUPPORT PLAN 2

**I have substituted KA for the student’s name to protect his privacy**

Description of student and school

The focus student for my Positive Behavior Support Plan was KA. KA is a pre-k student

at a school in Baltimore County, MD. He lives with his mother and father and is an only child.

The school he attends has a total enrolment of 504 students. In 2017, 56% of the students were

white, 22% were African American, 10 % were Asian, 3% were Hispanic/Latino, and about 6%

were students from two or more races. In the same year, less than 5% of students enrolled had a

504 plan, 19.6% received special education services, and 26.9% of students participated in the

FARMS program.

As specified on his Individualize Education Plan (IEP), KA was placed in an outside

general education (OGE) classroom. The school he attends is not the elementary school for

which he is zoned, but he receives transportation to the school based on the special education

services he requires. He attends school in the afternoon for 2 and a half hours. His class is made

up of six students with one girl and five boys. Because the classroom is OGE, each of the

students in the class have an IEP with specific goals related to their needs. KA qualifies for an

IEP based on the diagnosis of Developmental Disability.

Definition of Specific Behavior

One of KA’s IEP goals is to independently manage his personal belongings at the

beginning and end of day. When he is directed to pack up his belongings, KA often makes one

attempt and, if he is unsuccessful, begins breathing heavily and/or elopes from the area. When

he elopes, KA may wander the room, or he may begin a preferred activity. This behavior occurs

daily and will continue until KA receives extensive support from a classroom staff member to
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complete the assigned task. This behavior negatively impacts the student because he does not

communicate effectively when he needs help. Because he lacks the communication skills

necessary to request help to complete a difficult task, he is not making progress towards meeting

his IEP goal. In addition, when he is reminded to complete the task he is often visibly upset.

The lack of communication and avoidance of difficult tasks can hinder both KA’s

academic success and social success. The heavy breathing and escape behavior has been seen in

other areas of the classroom when a task is too difficult. For example, during play, this behavior

was noted when he couldn’t extend the ladder on the large fire truck. If he does not learn to

effectively request help when needed, this can negatively impact his performance on academic

activities for which he may need support, or it may impact his ability to build peer relationships

during play. While the behavior is not dangerous for the student or other students in his class, it

can be disruptive, especially if the behavior continues to expand to contexts outside of the

afternoon routine.

Literature Review

In order to better understand AK’s behavior, develop a plan for teaching a replacement

behavior, and choose effective and positive supports, it was important to find current research

and articles. It was surprisingly difficult to find research that was relevant to this specific

behavior. After I determined the function of the behavior was escape or task avoidance, I

attempted to find research or articles related to this specific behavior. One article provided an

analysis of research over the years related to interventions targeted at reducing escape-

maintained behavior. From their research, Dart, Radley, Mason, and Allen cited that the most

frequently observed function of behavior amongst students with Developmental Disabilities was

escape (2017, p. 296). In addition, it was explained that this type of behavior can have negative
POSITIVE BEHAVIOR SUPPORT PLAN 4

effects on the academic success of the student, as well as their social interaction with peers. The

article analyzed different intervention strategies that have been used with students exhibiting

escape behavior. Of those that have been researched, the two most commonly used approaches

are escape extinction and instructional modification (Dart et al., 2017). For my PBSP, I used

instructional modification. To reduce the probability of KA exhibiting the escape behavior, I

conducted a task analysis to break down the afternoon routine into visual steps and provided him

with a means of requesting help.

Additionally, I researched supports and strategies that would facilitate the development of

the desired replacement behavior. After looking at my ABC data, it was clear that KA required

support at each step of the routine. To help him become more independent, I chose to conduct a

task analysis of the pack-up routine. One journal article, One Step at a Time: Using Task

Analyses to Teach Skills, defined task analysis as "a sequenced list of the subtasks or steps that

make up a task" (Snodgrass, Meadan, Ostrosky, & Cheung, 2017). Task analysis is an evidence-

based practice that supports the development of skills that may be difficult for students to learn at

one time. In addition, the breakdown of steps can be modified to fit the specific needs of the

child (Snodgrass et al., 2017). Following the steps provided in this article, I made a list of all

tasks that make up the routine. Considering the specific needs of KA, the steps were not

simplified too extensively but allowed him to see each task on its own. I decided to teach the

total task instead of focusing on one step at a time. Again, this decision was based on the ability

level of my student and the supports that were provided to help develop this skill. It was also

noted in the article that the use of visuals can help promote independence in completing the tasks

but that some tasks may still require support (Snodgrass et al., 2017). This was true of two of the
POSITIVE BEHAVIOR SUPPORT PLAN 5

six tasks in the afternoon routine, for which KA did not have the skills required to independently

complete the task and consequently required support each day of implementation.

As stated, visual supports were used to promote independence in completing the pack-up

routine. The use of visual supports is an evidence-based practice, according to Kidder and

McDonnell (2017). Visual supports provide an alternate means of representing a direction and

allow the student to access the cues at any time, rather than relying on verbal directions provided

by the teacher. According to their article, "visual supports are important within a framework of

positive behavior interventions and support" (Kidder & McDonnell, 2017). They explain that

because positive behavior intervention and support (PBIS) is centered around the individual,

strategies and supports that are used need to promote independence in completing the task. The

visual supports also act as a preventative measure by reducing the uncertainty of the task (Kidder

& McDonnel, 2017). In order to support KA with the development of the desired replacement

behavior, various visuals were created. First, a visual card that signified "pack-up" was added to

his individual classroom schedule. Second, a within-task schedule with visual cues and written

text for each task of the routine was hung next to his cubby for easy access. The within-task

schedule provided a means of reducing the number of prompts needed during the routine (Kidder

& McDonnel, 2017). Finally, a communication board was created using a visual cue for "I need"

and the written text.

Positive attending is another evidence-based practice that was used in my PBSP to

support the development of the desired replacement behavior. According to Perle (2016),

positive attending is believed to be "the strongest and most enduring evidence base to encourage

and maintain positive classroom behavior." The article details components that are important for

feedback to be effective. Positive attending needs to be specific and immediate. This helps the
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student connect the positive reinforcement to the behavior. Its also important that feedback is

specific to the behavior that is exhibited and highlights the success of the student (Perle, 2016).

To reinforce the use of the communication board and encourage continued independent attempts

at completing a task, I used specific and positive feedback. For example, after KA successfully

placed a task on the communication board to request help, I would say “I see that you put the

picture on the board to show you need help putting on your jacket. I can help you with that!” I

would then immediately provide the support he needed and tell him he did a great job requesting

help.

Overall, research and articles written about implementing positive behavior support plans

show they are an effective means for reducing or replacing a challenging behavior. One research

study was conducted to focus specifically on implementation of these supports at the preschool

level. In the article, Implementing Positive Behavior Support in Preschools: An Exploratory

Study of CW-FIT Tier I, the authors outline the components of a successful PBIS. For a system

to be successful, especially at the preschool level, supports need to be developmentally

appropriate for the students and need to be taught (Jolstead et al., 2017). The article also

highlights the importance of positive reinforcement. “The use of verbal reinforcement (teacher

praise) has proven particularly effective…, especially when it is behavior specific and combined

with teaching desired behavior” (Jolstead et al., 2017). This is consistent with my other research

that led to the implementation of positive attending as one of my positive behavior supports.

From their research, the authors found that preschool teachers are capable of implementing

positive behavior supports with consistency and that the program was overall very effective for

behavior management (Jolstead et al., 2017).

POSITIVE BEHAVIOR SUPPORT PLAN 7

Baseline Data Collection

Prior to collecting any of my own data from observations, I spoke with the teacher and

instructional assistant who have been working with KA since the beginning of the school year.

His teacher expressed concerns that he needed extensive support for both unpacking his

belongings upon arrival and packing up his belongings at the end of the day. The instructional

assistant agreed stating that she often had to provide specific step-by-step prompts to have him

complete the task. In addition, they both believed that if they did not provide any support, he

wouldn’t make any attempt to follow the instructions or to manage his belongings independently.

It was noted that he often will come over to the area, when asked, but if he is not directly

supported at each step he will leave the area and begin a preferred activity.

Based on this information, I decided to observe KA during morning arrival. During this

time, it was known that no support was to be given to KA during the first five minutes other than

one direction to “unpack.” It was also decided that after five minutes, if KA had not finished,

support would be provided by the teacher or the instructional assistant to see what

communication he used, what behaviors he exhibited, and what he could do on his own. After

the first observation was completed upon arrival on January 30, it was decided to also observe

his behavior during dismissal. Observations were done every day from January 30, 2018 to

February 1, 2018. Observations were done upon arrival and dismissal on January 30 and 31 but

was only done at dismissal time on the third day based on a decision made by myself and the

teacher.

Observations of KA’s behavior upon arrival into the classroom were completed on

January 30 and 31. It was observed that when provided with one prompt to unpack, KA was able

to follow the directions, manage his personal belongings with minimal support, and complete his
POSITIVE BEHAVIOR SUPPORT PLAN 8

independent workbox, all within the suggested five-minute time period. It was also noted,

however, that KA will first walk around the classroom to look at each of the tables set up with

toys before heading back to his cubby to unpack his belongings. Based on these observations, it

was decided that he did not need support completing these tasks and observations were focused

on the afternoon routine instead.

The three observations of his pack-up routine showed that KA required extensive support

and prompts for every task. When he was provided with one prompt to begin the pack-up

routine, he did not appear to make any effort to pack up but instead wandered the classroom.

With specific prompts, KA would go to the cubby but when the task was not something he

believed he could complete on his own, he would breathe heavily three times and then look at the

observer or instructional assistant for support. During this time, the IA provided the core board

to help facilitate communication, but it was not utilized by KA. Finally, it was noted that he

would follow a very specific direction but then would not move on to the next step without

instruction from the teacher.

Observations were made using anecdotal records of everything that occurred during the

observations. After the observations were finished, the information was converted into an ABC

chart to determine the function of the behavior. Based on all of the information collected from

my observations and other staff members, it was noted that KA did not have the means to

effectively request help and relied on the direct support and prompting from adults in the room to

finish the tasks.

POSITIVE BEHAVIOR SUPPORT PLAN 9

Hypothesis of functional intention

Based on the data I collected, I have determined the function of the behavior for KA is

task avoidance. When KA is presented with a task that he believes to be too difficult, he uses

heavy breathing to show he is upset and then elopes from the area to avoid the task.

Replacement Behavior

The replacement behavior for KA is: KA will complete the afternoon pack-up routine

with minimal support and will request help if support is needed. To support the development of

this behavior, a task analysis was completed to create a visual schedule of each step in the pack-

up routine. In addition, a visual was created that gave him a means of requesting help for

completing a specific step. Finally, I placed a “pack-up” schedule card on his visual schedule for

the day so he knew it was something he had to finish.

To teach this behavior, I showed him the schedule, read him the text and instructed him

to complete that step. When he began breathing heavily to signify that he needed help, I showed

him that if he needed help he could take that piece and put on the communication board that said,

“I need help.” I modeled this for him and provided him with the help he needed to complete the

task. For the second task, he again began breathing heavily and I told him it looked like he

needed help. I placed the piece on the board and used hand-over-hand to show him how to point

to the visual. Then I helped him complete the task. For the third task that he needed help with, I

prompted him to put the piece on the board himself, providing hand-over-hand support to do so.

On the fourth task, he independently placed the piece on the board to request help.

The teaching of the replacement behavior was taught at the end of the day, close to when

he would be dismissed. On the first day, I provided him with explicit instruction two times. The
POSITIVE BEHAVIOR SUPPORT PLAN 10

first session was about ten minutes before dismissal when he had finished his snack. Because he

was then packed up very early, I removed his coat and backpack to have him practice with those

steps closer to dismissal time. During the second session, I provided a verbal prompt to use the

board, but he independently followed the instruction to request help.

Positive Behavior Supports

In order to support the development of the replacement behavior, I chose three positive

supports that would be implemented starting the very first day. First, was the use of visuals.

This was done as a preventative measure to ensure KA knew each step of the process and was

given a means for requesting help if he needed it. In addition to the visual prompts on the cards,

there was also text that outlined what was depicted in the visual. Because KA is able to read

many words and phrases, I decided to include text to support the task completion as well as

develop his literacy skills.

A second support I provided was positive attending while KA was engaging in the

positive behavior. For example, when he independently removed the step from the visual

schedule and placed it on the communication board, I verbally acknowledged this using positive

language. I would say “I see that you need help putting on your coat. I can help you with that!”

I would then help him with the task and provide him with positive verbal praise such as, “KA,

you did a great job asking for help when you needed it.” Providing specific and immediate

verbal praise helped KA attribute the praise to a specific behavior and thus increase the chances

of them repeating the behavior at a later time.

Finally, the third positive behavior support I used was a hand stamp of a car. After

finishing the routine each afternoon, KA would receive a car stamp on his hand, along with a
POSITIVE BEHAVIOR SUPPORT PLAN 11

specific praise for doing a great job following the schedule, asking for help, and/or packing up.

This reward was very motivating to KA. After finishing his routine, he would wait for the stamp

and then sing the “Drive My Car” song as he walked around the classroom.

Data collection and visual representation

Teaching of the replacement behavior began on February 6, 2018. Because of a snow

day, implementation of the positive behavior support plan began on Thursday, February 8, 2018.

Data was collected on both the 8 and 9. After the weekend, the implementation continued the

following Monday. The plan was implemented February 12 through 16. There was then another

weekend break with a Monday holiday. Data was again collected from Tuesday, February 20, to

Friday, February 23. The behavior support plan was implemented for a total of eleven days.

Chart A: This chart shows how frequently KA made an attempt at independently completing a
task, whether successfully or unsuccessfully. It is also noted whether he required prompting to
make an attempt or if no attempt was made at all.

A: Frequency of Successful and Independent Attempts to

Complete Pack-Up Routine Tasks
100%
90%
80%
Percent of Tasks

70%
60%
50%
40%
30%
20%
10%
0%
08-Feb 09-Feb 12-Feb 13-Feb 14-Feb 15-Feb 16-Feb 20-Feb 21-Feb 22-Feb 23-Feb
Date Observed

Sucessful attempt without prompting Sucessful attempt after prompting

Unsucessful Attempt No Attempt Made
POSITIVE BEHAVIOR SUPPORT PLAN 12

Chart B: This chart depicts how frequently KA needed to request help each day and how many
of those requests were made with or without prompts.

B: Frequency of Help Requests

7

5
Number of Tasks

0
8-Feb 9-Feb 12-Feb 13-Feb 14-Feb 15-Feb 16-Feb 20-Feb 21-Feb 22-Feb 23-Feb
Date of Observations

Requested Help - No Support Requested Help - Support Help Needed

Chart C: This chart shows the total number of tasks completed during the observed dates
according to the day of the week. Each day of the week is then broken down to show the number
of tasks that were completed independently or those that needed support.

C: Did day of the week affect need for prompts?

18
16
14
12
10
8
6
4
2
0
Monday Tuesday Wednesday Thursday Friday

Successful Attempts - No Prompts Request Help - No Prompt

Sucessful Attempt - Prompt Request Help - Prompt
Total
POSITIVE BEHAVIOR SUPPORT PLAN 13

Chart D: This chart looks at the tasks that required support to complete based on whether or not
the task was practiced the day before or if there was a break.

D: Did practicing a task the day before affect the need for
prompts?
60%

50%

40%

30%

20%

10%

0%
Did not complete task previous day completed task previous day

Sucessful Attempt-No Prompt Successful Attempt - Prompt

Requested help - No Prompt Requested help - Prompt

E: The following pie charts break down the frequency of help needed, prompts needed, or
successful attempts based on each of the six tasks.

Legend for Pie Charts

Requested Help – No Prompt
Requested Help – After Prompt
Successful Attempt – No Prompt
Successful Attempt –After Prompt

Task 1: Put Folder and Task 2: Zip Up Backpack

Notebook in Backpack
POSITIVE BEHAVIOR SUPPORT PLAN 14

Task 3: Put on Coat Task 4: Zip Up Coat

Task 5: Put on Hat Task 6: Put on Backpack

Data summary and interpretation

In order to collect data each day, I created a table that included a column for each day I

would be implementing the support plan and a row for each task on the schedule. To allow for

quick notes, I created short cuts for noting if supports were needed and if the tasks were

completed. With this data, I created the above charts which helped me analyze the effectiveness

of my support plan.

KA’s replacement behavior had two components: completing the pack-up routine with

minimal support and requesting help when the tasks were too difficult to complete on his own.

There were some tasks that KA did not require support to complete. This was noted during the

baseline observations and can easily be seen in the breakdown of tasks. Looking at the pie charts

that breakdown each individual task, it can be seen that KA was most successful completing
POSITIVE BEHAVIOR SUPPORT PLAN 15

tasks one and six independently. Tasks three and four appear to have been more difficult, as

there were no instances of successful attempts without requesting help.

On the first day of implementation, KA knew how to use the communication board and

used it to request help with every task. After making this observation, a change was made to first

have KA attempt the task independently and then he would be able to ask for help if he was

unsuccessful. For this reason, both charts A and B show that KA needed extensive support on

the first day of implementation. While I did prompt him to “try first” for most tasks, there were

two tasks that I knew he needed support for, so I did not prompt him to try first. After reviewing

the data, I can see that because of this, my data is slightly skewed. This can be noted in Chart A

which shows that the percentage of tasks that were not attempted stays relatively the same

throughout the eleven days of implementation. Overall, Chart A shows that on most days, there

were more instances that KA was able to complete the tasks independently, with or without

prompting, than there were times that he was unsuccessful. While this isn’t true for each day, it

is true for the majority.

Chart C analyzed the data based on the day of the week to see if KA required more

support/prompts on a particular day. The total number of tasks for each day of the week

increases from Monday to Friday. This is because more of the days of implementation were

Thursdays and Fridays than any other day of the week. It can be noted that on any day of the

week, more of the tasks were completed without prompting than with prompting. It appears that

the number of prompts required decreased from Monday to Wednesday but then increased again

on Thursday. An incline can also be seen in the number of times that KA did not need a prompt

to request help from Monday to Friday, aside from a very slight decrease on Wednesday. This

decrease can be due to a lower number of tasks that were completed on Wednesday and that he
POSITIVE BEHAVIOR SUPPORT PLAN 16

was able to complete more of the tasks independently on Wednesdays. Based on this graph, it

appears that KA required less supports the more he practiced.

After seeing the data change throughout the week, I was then curious to see if having a

day or more without practicing a task impacted KA’s needs for prompts. A slight increase can

be seen in Chart D in the percentage of tasks completed without a prompt when KA was able to

practice the task the day before. Similarly, there is a slight decrease in the need for prompts to

request help when there wasn’t a break from implementation. There does not appear to be a

major difference, however.

When analyzing KA’s independence in completing each task, the pie charts show that he

was more successful independently completing tasks 1 and 6 than any other. He required help

each time he completed tasks 3 and 4, which shows he needs support learning to complete these

tasks independently. For tasks 1,5, and 6, KA required prompting to complete the task or

requested help over 50% of the time. KA was able to complete tasks 2, 3, and 4 without

prompting over 50 % of the time. Of the times he needed to request help for each task, KA did

so without prompting the majority of the time for tasks 2, 3, 4, and 6. He did not request help,

when it was needed, without prompting for task 1. One reason this could be is because it was the

first task of the routine.

Overall, I would say that KA improved in his ability to independently manage his

belongings and complete the tasks required of his pack-up routine. I think this was due largely to

the implementation of a visual task breakdown of the routine that he could follow. The number

of tasks for which KA could complete without requesting help increased slightly each day of

implementation. However, there does not seem to have been a consistent decrease in the need
POSITIVE BEHAVIOR SUPPORT PLAN 17

for prompts to request help. In fact, the final days of implementation had fewer cases of

requesting help without prompting than the others.

There are some aspects of implementation that may have impacted the data collected.

First, as stated previously, I did not prompt KA to “try first” with tasks 3 or 4 until the final day

of implementation. Had I done this, there might have been more consistent growth in attempts

without prompting and a decrease in instances where he did not attempt at all. Second, due to a

snow day and holiday, implementation was decreased to eleven days instead of thirteen. Had

there been a more consistent schedule, the tasks may have been less challenging for KA. Because

of time constraints and the requirements of this project, I focused specifically on the replacement

behavior of requesting help when needed. If there was more time, or if this was done in my own

classroom, I might try and spend time teaching KA to complete the tasks independently once he

was able to effectively use the visual supports. Had KA been given instruction to improve his

skills needed to complete the tasks independently, the data may have shown an even larger

decrease in prompts and supports needed. Additionally, for each day of implementation, I sat

with KA as he completed the pack-up routine. This provided him with a nonverbal prompt to

stay in the area and complete the task. While it does not appear that he wanted to escape or

avoid the task, this can’t be known for certain because the lack of escape could have been due to

my presence. Finally, over the course of the eleven days, the weather changed rather

dramatically. Prior to implementation it was very cold, and the students were coming to school

every day with gloves and a hat. Included on the within-task schedule was a visual for gloves.

This was not used at all during implementation, so I removed it from my data collection chart.

While I kept the task involving putting on a hat on the schedule, this was only completed the first
POSITIVE BEHAVIOR SUPPORT PLAN 18

three days. This may have impacted the data as it does not reflect if he would have made

improvements on completion of this task.

Reflection

This project helped me to grow in many ways. First, it helped to develop my skills

related to classroom management. While I had already learned in my university classes that

positive reinforcement is an important and effective technique to use in the classroom, my

research gave me more techniques and strategies I can use to reinforce positive behavior.

Through implementation of my PBSP, I was able to see the importance of taking steps to prevent

challenging behavior before it occurs. Instead of constantly giving attention to negative or

challenging behaviors, there are steps that can be taken to help prevent it first. Modifying the

task, chunking the steps, and providing supports or prompts are some ways to help prevent

challenging behaviors. With my student, I could see a marked improvement immediately after

teaching him to use the visual supports. After taking the pack-up visual off his daily schedule

and making a match, he never left the area or attempted to avoid the tasks. I believe this is

because he had the breakdown of the task available to refer to and was given a means of

communicating. In addition, the effectiveness of positive attending and feedback was proven to

be effective through my own practice. I was able to see the increase in the positive behavior

after being given specific praise.

Prior to implementing my PBSP, I explained how it worked to both my mentor teacher

and the instructional assistance. This was done to ensure that if for some reason I couldn’t make

it to school or wasn’t in the classroom, the implementation would be able to continue. After my

eleven days of implementation, I had to leave the school, so I left the materials and the staff in

the classroom agreed to continue to use them to support his independence with the tasks. I have
POSITIVE BEHAVIOR SUPPORT PLAN 19

been able to check in with the instructional assistant once to find out if the support is still being

used and how he is doing with it. She told me she had been using it and he was able to request

help independently when needed. She did also state that he still expects and enjoys his car stamp

on his hand each afternoon.

During implementation, I not only saw an increase in KA’s ability to request help during

the afternoon routine, but I also noted that he was communicating more around the classroom.

As he continued to use the communication board to ask for help completing his routine tasks, he

began to read the text aloud. He would place the task card for “put on coat” on the

communication board and read, “I need help to put on coat.” This verbal request then began

being generalized and used at other times when he needed help. For example, when he needed

help unbuttoning his pants to follow the toileting routine, he would say “I need help” and point to

the image of pulling down pants and/or verbally say “pull down pants.”

If I were to complete this project again, there are a couple things I would change. First,

as I stated before, I would spend time teaching the specific tasks required in the pack up routine.

Because KA was unable to put on or zip up his coat independently, he always requested help and

I always provided the support he needed. While this was aligned with the replacement behavior,

it would be more beneficial for KA to receive instruction on how to put on and zip up his own

coat. This would be more effective in helping him meet his IEP goal of managing his own

personal belongings.

A second change I would make would be to the visual. The within-task schedule was

made with each task card on Velcro. The purpose of this was that he could remove a piece if he

needed help and place it on the communication board. In almost all other areas of the classroom

that use visuals with Velcro, the students remove the piece and do something with it. Following
POSITIVE BEHAVIOR SUPPORT PLAN 20

this understanding of how to use visuals, KA removed each piece as he started it. This led to

him wanting to put the piece somewhere while he completed the task. Initially, he was put it

directly on the communication board, requesting help even when he didn’t need it. I prevented

this by telling him to try first. This led to him setting it on the table. I added a basket after the

first day, so he could put the piece in it when he was finished. The adjustment I would make

would be to not use removable task cards but instead add a small card next to the visual that

could be removed. This card could then be taken off only if he needed to request help and then

put back on the schedule. Another idea could be providing a means for showing he was on a

specific task and if he completed it. For example, I might use a repositionable arrow. With the

arrow he could point at the step he is on and move it when he was ready to move onto the next

task.

During the four weeks I spent designing and implementing this project, I learned a lot and

have developed my skills in positive behavior support. I have also learned the importance and

difficulty of taking effective data during implementation of a support. While my chart was

relatively easy to fill out, I always wanted to write extra notes that would explain things that

happened. It was difficult to stop myself so that I could instead focus on only recording the

essential information. With more practice and further research, I think my future behavior plans

can be even more effective and provide more evidence of effective strategies.
POSITIVE BEHAVIOR SUPPORT PLAN 21

References

Dart, E. H., Radley, K. C., Mason, B. A., & Allen, J. P. (2017). Addressing escape-maintained

behavior for students with developmental disabilities: A systematic review of school-

based interventions. Psychology in the Schools,55(3), 295-304. doi:10.1002/pits.22108

Jolstead, K. A., Caldarella, P., Hansen, B., Korth, B. B., Williams, L., & Kamps, D. (2017).

Implementing positive behavior support in preschools: An exploratory study of CW-FIT

tier I. Journal of Positive Behavior Interventions,19(1), 48-60.

doi:10.1177/1098300716653226

Kidder, J. E., & Mcdonnell, A. P. (2017). Visual aids for positive behavior support of young

children with Autism Spectrum Disorders. Young Exceptional Children,20(3), 103-116.

doi:10.1177/1096250615586029

Perle, J. G. (2016). Teacher-provided positive attending to improve student

behavior. TEACHING Exceptional Children,48(5), 250-257.

doi:10.1177/0040059916643707

Snodgrass, M. R., Meadan, H., Ostrosky, M. M., & Cheung, W. C. (2017). One step at a time:

Using task analyses to teach skills. Early Childhood Education Journal,45(6), 855-862.

doi:10.1007/s10643-017-0838-x
POSITIVE BEHAVIOR SUPPORT PLAN 22

Appendix A:

Student Name: KA Observation Date: 1/30/18

Observer: Kristin Cleaveland Time: 12:58 pm – 1:05 pm
Activity: Arrival Routine
Reason for observation: Teacher has noticed KA does not unpack independently and needs many
prompts. She has added to his IEP a goal that states he will manage his own belongings
independently. Based on this information, it is decided to observe his arrival routine.
Antecedent Behavior Consequence
EIA brings KA and J into KA stays in library. He turns and No attention is given to KA
classroom. He lets go of KA’s looks at the family pictures on a during this time. EIA is helping J
hand in library area. EIA cubby in library. He walks unpack and other IA is outside
provides one prompt – “Come towards cubbies and looks at getting students off the bus and
unpack” to both students as he papers sitting on table. He helping them unpack.
walks with J to cubbies. takes off his gloves and holds in
his hands. He walks to puzzle
table, fine motor table, and
then to yellow table. He runs
back to cubby area. He takes off
backpack and puts it on the
floor. He takes out one arm
from jacket, takes off hat and
puts in cubby, and then
removes coat fully. He puts in
cubby. He walks back to
backpack and unzips. He takes
out lunch and puts in
appropriate basket and laughs.
He walks to backpack and takes
out folder and sets it on the
floor. He takes out journal and
stacks on top of folder. He picks
up both and puts in appropriate
basket. He goes to his schedule,
takes off work box image and
makes a match. He picks up
workbox and goes to table. He
completes work independently
and puts back on shelf
Observer prompts him to put KA looks at backpack and walks KA is able to start playing table
his backpack away “Oh, KA! over to it. He picks up and puts toys because he has finished.
Look what we forgot to do! in cubby and then walks over to
Your backpack is on the floor.” table toys
Notes based on observation:
While KA did not immediately unpack backpack when prompted, he did unpack independently after
walking around and looking at the toys set out on tables. The only prompt he needed in the end was
to put his backpack away.
POSITIVE BEHAVIOR SUPPORT PLAN 23

Student Name: KA Observation Date: 1/30/18

Observer: Kristin Cleaveland Time: 3:30-3:35
Activity: Closing Routine
Reason for observation: It was noted after observing student’s arrival routine that he is more
independent with this task than originally believed. It is decided to observe both the arrival routine
and closing routine to determine when behavior is most present.
Antecedent Behavior Consequence
Observer prompts KA to “Put KA picks up folder and opens it. Observer provides a second
away – Put in backpack” Points prompt
to notebook and folder on
table.
Observer says “Put in backpack” KA picks up backpack and puts it Observer prompts him again.
on. Backpack is unzipped, and
notebook is not inside.
Observer says, “Put in” and KA does not respond but Observer prompts to take off
points to notebook instead just stands in place backpack
Observer says “take off” KA removes backpack and Observer prompts to put in
stands in place notebook
Observer says, “put in” and KA picks up notebook and folder Observer prompts to zip
points to notebook. and puts in backpack. He backpack.
stands in place.
Observer says “Zip” and points KA zips up backpack and stands Observer prompts to get coat
to zipper on backpack in place
Observer says “Get coat” KA goes to cubby, picks up coat Observer takes coat and holds it
and walks back to observer. He up while KA puts it on. KA then
hands it to her. walks away.
Observer says, “Come back” KA walks back to observer Observer zips up jacket and KA
goes to table with quiet toys
Observer says, “Oh, we forgot KA stands in place at table Observer helps him put on
hat and gloves!” gloves and hat
Observer says, “KA get KA wanders in a circle. Observer points to back pack.
backpack”
Observer points to backpack KA picks up backpack and puts it KA returns to red table to play
on with quiet toys.
Notes based on observation:
I provided prompts immediately because I thought his bus was already waiting to pick him up. This
observation does not provide me with accurate data for how he would respond without prompts. It is
worth using to note how he responded to specific prompts. He needed a direct prompt for each step
of the routine. He did not ask for help, but instead just stood and waited for the next direction.
POSITIVE BEHAVIOR SUPPORT PLAN 24

Student Name: KA Observation Date: 1/31/18

Observer: Kristin Cleaveland Time: 1:00-1:03
Activity: Arrival Routine
Reason for observation: To observe whether KA is able to independently complete arrival routine
Antecedent Behavior Consequence
IA brings KA into classroom and KA takes off backpack and puts KA is able to choose what
prompts one time to unpack. on floor. He takes off coat and activity he wants to do after
hangs up in cubby. He runs completing workbox.
across the room and looks at all
tables and toys. He runs back to
cubby area and removes folder
and journal from backpack and
puts in the appropriate basket.
He takes out snack and puts in
basket. He picks up backpack
and puts it in his cubby. He
goes to check schedule and
completes workbox
independently.
Notes based on observation:
During observation, the IA and sub were helping other students unpack their backpacks in the cubby
area. Based on this observation and the observation the previous day, it was decided that I would not
focus on the morning routine but would instead focus on the afternoon routine for which he has less
practice.

Student Name: KA Observation Date: 1/31/18

Observer: Kristin Cleaveland Time: 3:30-3:40
Activity: Closing Routine
Reason for observation: To observe whether KA is able to independently complete closing routine
Antecedent Behavior Consequence
Observer points to folder and KA looks at notebook, runs in a No one interacts with KA during
notebook on table near cubby circle, runs to the window, and this time. I observe while the IA
and prompts- “put in backpack” runs back to the cubby area. He and EIA are helping other kids
then runs to snack table, yelling change diapers and pack their
excitedly. He runs to the circle belongings.
area and pushes down brown After 2 minutes, the observer
tent in sensory on the way. He leads KA back to cubby area and
chants “My girlfriend” a couple prompts again.
times and walks back and forth
from circle area to sensory,
pushing brown tent down
several times. He goes to play
area and looks inside. He turns
and walks back to circle area.
POSITIVE BEHAVIOR SUPPORT PLAN
Observer points to folder and
notebook on table and prompts
a second time “Put in bag”
Observer prompts by saying
“put in” and pointing to
backpack
Observer prompts by saying
“KA, zip backpack”
Observer prompts him to zip
backpack, allowing for wait time
between each prompt.
Folder is blocking the zipper on
backpack from moving.
Observer prompts him to “Zip
up backpack”
IA calls KA to cubbies and says
“zip up”
IA holds out core board for KA
and asks “what?”
IA asks him “What’s wrong?”
while holding out core board to
him.
IA prompts him to put on coat
by saying “coat on”
IA says “what do you do? It’s on
backwards. Try again”
IA tells J, who is in the cubby
area, to go to the library
IA says, “Look how coat goes
on.” She holds up coat to show
him and hands it to him. She
says “hold” and helps him grip
25
KA picks up folder and journal Observer prompts to “put in”
and sets them on top of the
backpack which is in his cubby.
KA pushes them into backpack Observer prompts him to zip
and runs away backpack
KA does not respond. Observer prompts him two
more times, allowing for wait
time between each.
KA returns to backpack and Observer prompts him again
touches zipper. He breathes
heavily three times and looks at
me. He touches zipper again
and walks away. He goes to red
table
He returns to cubbies and Observer asks IA to prompt KA
stands next to backpack. He to finish packing his bag. IA
says, “good job” and “all done” calls KA over to cubbies
and then walks away
He returns and stands there, IA picks up core board and
appearing visibly upset. holds it out to him. She asks
“what?”
He looks at the core board but IA asks, “what’s wrong?” while
does not touch a visual. He holding out core board to him.
turns back to backpack and
breathes heavily three times
and walks forward slightly,
breathing heavily three times
again.
He returns to backpack and IA prompts him to put on his
reaches for zipper. He breaths coat.
heavily three times and looks at
IA. He does this three times and
IA does not respond. He is then
able to finish zipping up the
backpack on his own.
He picks up coat and puts on IA asks “what do you do? It’s on
upside down. He says “oh no” backwards. Try again”
KA appears visibly upset and IA does not react but just stands
throws coat on ground in place waiting
KA walks over to library IA goes to him and says, “try
again” and walks him back to
the cubby area
He continues to hold jacket and IA asks, “what do you do when
tries to put his other arm in you get stuck?”
jacket but is unsuccessful. He
whines.
POSITIVE BEHAVIOR SUPPORT PLAN 26

one part of the jack and puts

arm in one side. She then says
“you do”
IA asks, “what do you do when KA says, “I fix it” and he puts IA prompts him to put on hat.
you get stuck?” arm in jacket and starts to walk
away
IA prompts him to put on hat by KA puts on hat while saying “oh IA prompts him to zip up jacket
saying “Oops, your hat” no” and starts to walk away
again
IA prompts him to zip up jacket He turns and picks up his IA prompts him to zip up jacket
– “Zip UP” backpack and puts on backpack, again.
while spinning in a circle
IA prompts him to zip up jacket He pulls up zipper, but it is not IA holds out core board and
again. – “Zip up coat” hooked to other side of jacket. says “you need…”
IA holds out core board and KA says “help” IA models how to hook zipper
says “you need…” using hand over hand technique
Once zipper is hooked, IA says, KA pulls zipper all the way up IA provides positive feedback
“you do” and let’s go. successfully. telling him he did a good job. He
is then able to go play with
quiet toys.
Notes based on observation:
When KA could not zip backpack, he breathed heavily three times and looked at the observer or IA.
He did not request help, even when offered the core board by the IA. There was one point during the
observation that V and J were crowding the area, which distracted KA. When IA told J to go to library,
KA went to library and was upset he couldn’t stay there.

Student Name: KA Observation Date: 2/1/18

Observer: Kristin Cleaveland Time: 3:32-3:40
Activity: Closing Routine
Reason for observation: To observe whether KA is able to independently complete closing routine
Antecedent Behavior Consequence
KA is at red table playing with KA looks around and runs Mrs. Shuss provides a verbal
quiet toys. Observer prompts towards cubbies and then back prompt
by saying “Clean up and pack to front of the room. He turns
up” and runs back and forth again
two times. He goes to the sink
and looks in.
“Green bus friends, go to KA walks to cubbies and then EIA runs out of room and walks
cubby” – Mrs. Shuss provides leaves room him back in without saying
prompt anything.
EIA walks KA back into room. KA walks to circle area and sits Mrs. Shuss provides another
in V’s new chair. He breathes prompt from front of room.
heavily three times and walks to
song board which is not set up
POSITIVE BEHAVIOR SUPPORT PLAN
“Look at schedule Snack is
finished and it’s time for
closing. Go pack up” she says as
she moves the hand on the big
schedule down
KA says “put on coat.
Stephanie” to IA who does not
hear him.
IA asks him “what do you
need?”
IA lets go of coat after showing
him how to hold and put the
first arm into the coat.
IA asks, “what’s wrong?” and
holds out the core board.
IA prompts to “put in” pointing
to the notebook and folder.
IA helps KA button jacket
“First zip” she prompts him
IA prompts him to “put on”
Notes based on observation:
KA requested help several times and was positively rewarded by help from the IA upon request.
27
properly. He moves the song
that was chosen earlier back to
his appropriate place on the
board and puts back down. He
laughs.
KA looks at the schedule and IA does not hear him and does
then goes and puts on his not respond.
backpack, which is still open.
He picks up coat. He says
quietly, “put on coat.
Stephanie” while looking at the
IA.
He drops coat and grabs hat IA asks “oh, what do you need?”
from his cubby and puts on. He
picks up coat again and tries to
hand to the IA
He says “I need help” IA says “oh! Take off backpack.”
She models how to hold coat
and put his first arm in.
KA tries to put arm in and starts IA asks, “what’s wrong?” and
whining. He looks under the holds out the core board.
coat to find arm hole.
KA points to “on” on the core IA shows him how to “reach and
board. push” his other arm in with
verbal instructions. Then he
just stands there.
KA picks up and puts in bag. IA says, “Need me to button?”
Then he tries to fix the buttons and she helps him button and
on his jacket. He says “Oh no, he walks away
want help”
KA puts on backpack that is still IA prompts “we have to zip
unzipped first” and she takes it off of him.
KA zips it up IA says, “good job!”
KA puts on backpack while IA provides positive feedback
spinning in a circle telling him he did a great job.
POSITIVE BEHAVIOR SUPPORT PLAN 28

Appendix B: