Cled604 - Group Plans

Group Counseling Proposal
Name of Group: Positive Behavior Group—Positive Behavior Dragons (PBD) Squad
Grade Levels: 2nd
Group Description:
- Size of Group: 5 Members
- Number of Sessions: 6
- Meeting Times Per Week: 1
Rationale Statement for Group:
The purpose of this group is designed to help 2nd grade boys who have been experiencing
behavioral issues in the classroom. According to the data provided on the school quality profile
at A.M. Davis Elementary School, 34.5% of the school population is black while 27.4% of the
school population is white. Of that percentage, 65% of black students and 30% of white students
are receiving short-term suspensions. A research article showed that teachers tend to react more
to aggressive and disruptive behavior by boys compared to girls. Research also showed that boys
received more attention for appropriate classroom behavior when present in the same area as the
teacher (Serbin, O’Leary, Kent, & Tonick). As a result of this, 2nd grade boys were chosen as our
participants. This positive behavior group was created using Seattle University’s best practice
guide to intervention for students with emotional and behavioral disorders. The purpose of this
best practice guide to intervention is to help understand the challenges that students who
demonstrate severe emotional and behavioral disorders in the classroom. The interventions
created for EBD students to promote positive behavior in the classroom followed the following
conditions: (a) clear behavior expectations, (b) the teaching of expected behaviors, (c) consistent
and sound responses to rule violations, and (d) individualized programming for more chronic
behavioral difficulties (Seattle University, Clover Park School District, & Firwood and Oak
Grove Schools, 2005).
Objectives:
- Measurable Goals
o 3 out of 5 students will understand the purpose of accountability and contracts and
will work towards their goal by the end of the 6 weeks
o 3 out of 5 students will be able to effectively problem solve when they are faced
with a problem by the end of the 3rd quarter
o 2 out of 5 students will be able to understand and explain the difference between a
mistake and poor decision by the end of the six weeks.

o 3 out 5 students will be successful in achieving at least one of their goals by 2nd
quarter
- ASCA Mindsets and Behaviors
o B-LS.7. Identify long- and short-term academic, career, and social/emotional
goals
o B-SMS 1. Demonstrate ability to assume responsibility
Screening Process:
- Description: The counselor at A.M. Davis Elementary School does not have an official
screening process for selecting members in groups. Normally, the counselor handpicks
students that have been frequently to the counselor’s office. If the group still needs more
members, the counselor will email teachers for suggestions.
- List of Questions to be Asked:
o Does the exhibit disruptive behavior in the classroom?
o Does this student have potential to change their behavior?
o Will this student benefit from being in the group?
- What would make a student inappropriate for this group?
o Student has to be a male
o Student may not exhibit overly aggressive behavior (i.e. fighting, throwing large
objects)
Techniques:
- Behavior Punch cards
- Reinforcing Positive Behavior
o Positive behavior support in schools for students can be implemented in multiple

steps. It is a proactive and preventative approach to discipline. One of the steps
used to implement PBS in schools is reinforcing student behavior. After students
are taught behavior expectations, constant positive reinforcement should be given.
Acknowledging the student’s behavior motivates them to keep making good
choices (Siegel, 2008)
- Listening Activities
- Listening Skills
o Listening is one of the most important skills of the classroom. Effective listening
skills are the foundation of learning but can only occur when the listener
understands the sender and provides the appropriate cognitive and behavioral
response. Students are not able to critically think to solve problems without being
taught or utilizing listening skills. A student may understand what to do, but not
why to do it, resulting in compliance not being achieved. When students become
effective listeners, the dynamic of the classroom fosters motivation and
improvement in listening and learning (Bond, 2012).
- Appropriate Behavior
o A study was done on elementary girls (Grades 4, 5, and 6) who were displaying
bad social behaviors at the volleyball games. The study was designed to assess the
efficacy of a modified good behavior game in holding students accountable for
the targeted social behavior. Results showed that inappropriate behavior
decreased as the number of lessons on behaviors and expectations increased. This
study suggested that social competence and achievement in classroom can be
causally related (Patrick, Ward, & Crouch, 1998)

Lesson Plan
Lesson Plan for Positive Behavior: The Draft (lesson title)
School Counselor: Deona Guy

Target Audience: 2nd Grade Boys
Mindsets & Behaviors: B-LS.7. Identify long- and short-term academic, career, and
(limit of three) social/emotional goals
B-SMS 1. Demonstrate ability to assume responsibility
Lesson 1 Of 6
Learning Objective(s)/Competency
Students will: Students will be able to describe a behavior that they want to work on
changing or be able to take a suggestion from the counselor
Students will: Students will understand that the purposes of a contract and
brainstorm an award that they will be intrigued on working towards
Materials:
- T-Shirts
- Markers
- Paper
- Pencils
- Student Contracts
Evidence Base:
 Best Practice:
The purpose of this article is to help understand the challenges that students who
demonstrate severe emotional and behavioral disorders in the classroom. The
interventions created for EBD students to promote positive behavior in the classroom
followed the following conditions: (a) clear behavior expectations, (b) the teaching of
expected behaviors, (c) consistent and sound responses to rule violations, and (d)
individualized programming for more chronic behavioral difficulties (Seattle University,
2005).
 Action Research
 Research-Informed
 Evidence-Based
Procedure: Describe how you will:
Introduce: - Counselor will administer pre-tests to the students and teachers.
Teachers will receive a survey
(https://forms.gle/cvovinrGsz28rWgCA) and students will answer
the following questions:
o Raise your hand if you display positive behavior in class.
o Raise your hand if you get bored in school.
o Raise your hand if you have a good relationship with you
have a good relationship with your teacher
o Raise your hand if your teacher has to talk to you
multiple times for not following the rules.
o Raise your hand if you know how to follow the rules.
- During this lesson, students will be introduced to the group.
Students will learn the rules and expectations of the group. By
the end of the lesson, students will be able to understand and
explain accountability and sign their behavior contract.
Communicate - Counselor will explain the purpose of the group and how students
Lesson Objective: were picked. The theme for the group is making the team, “PDD”
Positive Davis Dragons
- Counselor will be the announcer for the draft. Each student will
get their name called and some type of unconditional positive
regard for joining
- Counselor will discuss some of the behaviors they have witnessed
and areas that they would like to see improvement in
- Counselor will explain the positions (roles) that each person
contributes to the organization
o Counselor: Coach
o Students: Players
o Teachers/Administrators: Referees
- Each student will receive their own jersey (t-shirt) to decorate
Teach Content - Counselor will go over the expectations of the group (rules of the
game) while students are designing their jersey
- Counselor will discuss the concept of accountability and the
importance of having a contract
- Process Questions:
o Brainstorm reasons why professional athletes have
contracts.
o What might happen if they didn’t have a contract?
- Counselor will explain that when professional athletes are good
players and follow through with their contract, they are rewarded
Practice Content: - Counselor will ask students what type of contracts do students
have in school?
o Make List
- Counselor will ask students what type of rewards should students
get for following through with positive behaviors?
o Make List
- Activity: Students will create their own contract
o Students will choose three behaviors they would like to
improve (or counselor will give them suggestions if
needed)
o Students will choose a reasonable reward. They would be
motivated to work towards (Compromise if needed)
Summarize: - Counselor will review the contracts created by the students

- Students, counselor, and witness (another student) will sign and
date the contract
(https://docs.google.com/document/d/19M_3AwpWWldKZkXI7E
Ify7zog4Koz3axuRd9eHcMqXY/edit?usp=sharing)
- Counselor will explain that she will have the teacher review and
sign contract, as well
- Counselor will explain and distribute behavior punch card
(https://docs.google.com/document/d/1XXl43ew_0jw_wkH16fe
wVJVSqh_YUrXyHoMwN3h9PNk/edit?usp=sharing)
o Punch card is used as a behavioral chart
- When the student displays ROAR expectations, then the student
is rewarded a punch on their card. Students can receive punches
from their teacher or counselor. The goal is to have 15 punches
by session 6 in order to be rewarded.
Close: - Counselor will have teachers review and sign the student’s
contract
- Counselor will explain the purpose of the punch card, so teachers
are aware
Data Collection Plan – For multiple lessons in a unit, this section only need be completed once
Participation Data:
Anticipated number 5
of students:
Planned length of Students will meet for a total of 6-30-minute sessions for 6 weeks
lesson(s):
Mindsets & Behaviors Data:
 Pre-test administered before first lesson
 Post-test administered after lesson (if standalone) or after last lesson of unit/group session
 Pre-/post-assessment attached
Outcome Data: (choose one)
 Achievement (describe):
- 100% of students will be able to identify a behavior they would like to improve over the
course of the 6 weeks
- 3 out 5 students will be successful in achieving at least one of their goals by the third
session.
- 3 out of 5 students will understand the purpose of accountability and contracts and will
work towards their goal by the end of the session
 Attendance (describe):
 Discipline (describe):
Lesson Plan
Lesson Plan for Positive Behavior: Welcome to Practice (lesson title)

Mindsets & Behaviors: B-SMS 2. Demonstrate self-discipline and self-control
(limit of three) B SMS- 7. Demonstrate effective coping skills when faced with a
problem
Lesson 2 Of 6
Students will: Students will be able to identify and cope with feelings that affect them
in a positive and negative way
Students will: Students will be able to identify individuals whom can support them
when dealing with different feelings/emotions
Materials:
- Brag Box
- Computer
- Construction Paper
- Basketball
- Tape
- Basketball Goal
Evidence Base:
 Best Practice
2005).
 Action Research
 Evidence-Based
Introduce: - Counselor will check-in with the students from last week by
reviewing their contracts and getting an update on the punch
card
- Counselor will ask students for one accomplishment and
improvement they had during the week
- Counselor will introduce the Brag-Box Activity
o Student will compose a written statement of personal
achievement and growth by submitting one note into the
brag box
o Counselor will draw one not from the brag box and read
it aloud. The person whose name is drawn is the “player
of the day” and will receive a prize.
o The purpose of the brag box is for students to
acknowledge their own accomplishments to help them
build confident and motivate themselves to exhibit
positive behavior
- During this lesson, students will learn how to make smart choices
when dealing with their feelings. Students will learn to utilize
their support system or someone they trust to help them deal
with different emotions they face. Students will be able to
become more comfortable in identifying and talking through their
feelings to help them make better choices and demonstrate
positive behavior
Communicate - Counselor will take students to a basketball court (If accessible)

Lesson Objective: - Counselor will explain the purpose of practice, which is to
become better not perfect.
o Become a better student/listener
o Develop strategies to use when emotions build up
o Learn self-control and self-disciple
- Counselor discuss the purpose of a team: strong support
o Counselor will ask students to identify individuals they
can go to when their emotions are hard to handle
Teach Content: - Counselor will facilitate processing Activity

o Show students a clip of a player who is having a bad
game
o Ask students to think about how that person feels and
what actions might result because of those feelings
o Have students share their thoughts
o Ask students to think of a time where they felt upset.
How did they react to the situation?
o Ask students what would they have done differently?
- Discuss strategies students could use when they are facing
difficult emotions
o Calm down (quiet place, deep breaths, mindfulness, slow
counting)
o Talk with trusted others
o Think (use 5-second rule)
o Ask for help
Practice Content: - Talk it Out Basketball Activity

(https://i.pinimg.com/originals/b3/24/27/b324277c074014edc0a
ddc72ac160367.jpg)
o Counselor will tape different talking prompts and points
to the ground
 Talk about your support system. Why did you
choose them and how can they help you? (20
points)
 Talk about a time where you experienced a
negative emotion (10 points)
 Talk about a time where you experienced a
negative emotion and handled it in a positive way.
(30 points)
 What is one thing you did to exhibit positive
behavior this week? (40 points)
 Name an emotion. What makes you feel that way?
(50 points)
 What are some coping strategies you use when
you become angry in class? (50 points)
o Identify one way the counselor (or anyone in your
support system will be able to help you.
o Students will compete (one at a time) against one
another to see who can get the most points
o In order to get the points, students must answer the
question first then shoot. If students miss the shot, they
will get half the points.
o Players will have to shoot at each designated spot.
Summarize: - Counselor will ask processing questions from the game.

o What was the purpose of the game?
o Who can identify a feeling they felt after winning or
losing the game?
o How can we use the skills we practiced today in the
classroom?
Close: - Counselor will give an overview of the next session, which is the
pre-season.
- In order to receive their jersey that was made in session 1,
students must demonstrate progress on their journey to positive
behavior by receiving at least one punch on their punch card for
next week.
- Students will be held accountable
Participation Data:
of students:
lesson(s):
- 3 out of 5 students will be able to identify one strategy they have used when they are
faced with a negative emotion by the 5th session
- 2 out of 5 students will utilize their support system and counselor when they are faced
with difficult emotion need help with by the end of the 6 weeks
- 3 out of 5 students will receive at least one punch on their behavior punch card by next
week
Lesson Plan
Lesson Plan for Positive Behavior: The Preseason (lesson title)

Mindsets & Behaviors: B-SMS 1. Demonstrate ability to assume responsibility
(limit of three) B-LS 4. Apply self-motivation and self-direction to learning
Lesson 3 Of 6
Students will: Students will have a general knowledge of the rules of the classroom and
understand the correct way to behave in the classroom environment
Students will: Students will understand the choices and consequences of their behavior
Materials:
- Basketballs
- Gym/Playground black top
- Construction paper/Paper
- Markers/Writing Utensils
Evidence Base:
 Best Practice
https://www.k12.wa.us/sites/default/files/public/specialed/families/pubdocs/bestpract
ices.pdf
individualized programming for more chronic behavioral difficulties
 Action Research
 Evidence-Based
Introduce: - Counselor will do brag box activity with students and award the
“player of the day”
- Counselor will check-in with the students from last week by
card
- Counselor will distribute the students jerseys to the students who
received one or more punches on their punch card
- Counselor will ask processing Questions
o How did it feel to be rewarded with your jersey?
o How did it feel to not receive your jersey?
- Counselor will explain that preseason has now arrived. Students
have practiced the game (identified feelings and coping skills) and
now it is time to play the game (follow classroom instruction)
- During this lesson, students will learn how to appropriately follow
and respect the rules in the classroom, as well as learn how to
become better listeners. By the end of the lesson, students will
be able to demonstrate and explain what it means to be a good
listener and the benefits of following rules.
Communicate - Counselor will explain that the teacher is considered the referee
Lesson Objective: although there are general rules in the game (classroom),
sometimes we have to play by the specific rules of the referee
(teacher).
- Start Up Activity
o Ask students what a well-behaved classroom looks like
 Describe what the teacher and students are doing.
o What are the benefits of students following the rules?
o What happens when students do not follow the rules?
Teach Content: - Counselor will clearly define the rules of the classroom, as well as
the school using the ROAR expectations.
- Counselor will ask students
o What are some rules that players have to follow?
o What are rules in the classroom?
o What are some rules at home?
- Counselor will discuss the benefits and disadvantages of following
the rules
- Counselor will discuss strategies of following directions
o Understand the problem
o Learn new skills
o Be patient
o Appreciate progress
Practice Content: - Following Directions Activity (Will need basketball equipment)

o Students will play Simon Says using basketball drills and
activities
 Ex: Simon says dribble the ball 5 times
o Students will play multiple rounds (each round gets
harder)
- Process Questions
o How is the game of Simon Says similar to being in the
classroom?
o Was it difficult to follow what Simon said to do? What
made it difficult or easy?
o How can we practice our listening skills in the classroom?
o What happens when we are not good listeners?
Summarize: - Students will develop a game plan for the rest of the season
- Game Plan Activity
o Students will develop their own game plan to how they
plan to be undefeated during the season
o It must include different skills (coping strategies), plays
(problem solving techniques), and their starting 5
(support system).
o Students will refer back to the game plan when they are
having a difficult time showing positive behavior
throughout the day
- Students will share their game plans with one another
Close: - Counselor will collect the jerseys. In order to get jersey for next
week, student must have at least 2 more punches on their punch
card.
Participation Data:
of students:
lesson(s):
- 3 out of 5 students will have at least 8 punches on their behavior punch card by the
beginning of session #4
- 4 out of 5 students will be able to identify at least 4 rules in the classroom by the end of
the 4th session
- 3 out of 5 students will be able to understand the concept of making choices and
consequences and be able to make better choices by the end of the 6 th session
- 3 out 5 students will practice their active listening skills but the end of the 5 th session
Lesson Plan
Lesson Plan for Positive Behavior: Undefeated Season (lesson title)

Mindsets & Behaviors: B-SMS 1. Demonstrate ability to assume responsibility
(limit of three) B-SMS 7. Demonstrate effective coping skills when faced with a
problem
Lesson 4 Of 6
Students will: Students will be able to identify situations that may trigger inappropriate
behavior
Students will: Student will be able to identify and verbalize the role their actions play in
creating certain negative outcomes
Materials:
- Brag box
- Computer
- Paper
- Pencils
- Basketballs
- Gym/Playground Blacktop
Evidence Base:
 Best Practice
2005).
 Action Research
 Evidence-Based
card
- Counselor will explain that the students have now entered into
the regular season. This means everything they have practice
prior to the first game makes a difference in how well they will do
during the season. Counselor will review skills the students have
learned, such as identifying feelings, learning ways to cope, and
how to behave in the classroom.
- During this lesson, students will learn to make more effective
choices for dealing with frustrating situations that happen in and
outside of the classroom. By the end of the lesson, students will
understand, practice, and be able to explain the concept of “Stop,
think, choose, and think again. This lesson is meant to build onto
the previous lesson of following instructions and understanding
the choices and consequences of actions.
Communicate - Counselor will read an article of a professional athlete getting

Lesson Objective: suspended from playing basketball
(https://www.nba.com/article/2018/10/21/rockets-lakers-
suspensions-official-release/)
- Counselor will ask the following questions
o How did making a bad choice affect the players?
o How could the players have handled the situation
differently?
o Pretend this was school. What would happen to us?
- Counselor well ask students to describe a time within the past
week where their actions may have gotten them in trouble.
Teach Content: - Counselor will introduce the “Stop, think, and do” video on
YouTube (https://youtu.be/7ZzGvytd0nc). Counselor will
compare it to making positive plays in the game.
- Counselor will ask the following questions:
o Which is harder, making positive choices or making
negative choices?
-
o What might make it difficult for people to make positive
choices?
- What could you do to make it easier to make positive choices?
Read the following poem:
If you have a problem, don’t muddle through.
Here’s a simple rap about what to do.
Stop, calm down before you act.
You’ll think more clearly – that’s a fact.
Say the problem and how you feel.
Set a positive goal (and try to be real).
Now for some “brainy” contributions,
make out a list with lots of solutions.
Slow down, though, and use some sense
‘cause you gotta consider each consequence.
Now if you’ve done your thinking and you’re planning ahead,
you can face your problem with a little less dread.
So knowing you’ve done everything you can,
go ahead – try the very best plan.
– Terri Kazmier, New Haven (CT) Middle School Music Teacher
(https://confidentparentsconfidentkids.org/2017/07/06/stop-think-go-
practicing-problem-solving/)
- Have students think of different scenarios where they have to
Stop, Think, and Go. Ask students to describe the scenario in
detail and say what they will/should/could do at every step
Practice Content: - Red Light, Green Light Activity (Using basketballs)
o Students will all begin at the starting line
o Students will need to listen carefully to instructor
o When instructor says green light, students will walk/run
as fast as they can toward the instructor
o When the instructor says red light, students must stop
immediately
o If students do not act according to the color light, they
will be asked to go back to start
o The person who makes it to the instructor first is the
winner
o Depending on time, instructor will add in “yellow light”
which means students must skip while holding the ball on
their heads”
- Counselor will ask processing questions:
o How did you process what you were going to do next?
o How is Red light, green light similar to the “stop, think,
go” technique?
o How are we able to use the “stop, think, go” technique in
the classroom and in our lives
o What happens when we do not stop and think before we
go?
Summarize: - Homework
o Counselor will provide students with a log they must fill
out at least one time during the week. The log contains a
chart that will help them practice the “stop, think, and
do” technique. Students should use the chart to evaluate
their performance in at least two frustrating situations.
- Link for the chart:
https://docs.google.com/document/d/1ldZcyEs4xHoKGPTfFsoKlQ
hbFDCfbiz2Te3uSNwPAQ0/edit?usp=sharing
Close: - Counselor will collect “Stop, Think, Go” charts next week to
examine if students understand the purpose of the technique and
utilized it in their day-to-day activities
- Students will receive one punch on their behavior punch card
from the counselor if they return with their completed homework
Participation Data:
of students:
lesson(s):
- 3 out of 5 students will be able to understand and use the “stop, think, go” technique in
the classroom by the end of the 6 weeks
- 3 out of 5 students will return next week with their homework completed and receive
one punch on the punch card from the counselor
- 4 out of 5 students will be able to identify situations that trigger inappropriate behavior
and are able to use at least one coping strategy to calm them down to make better
decisions by the end of the second quarter
 Attendance (describe
 Discipline (describe)
Lesson Plan
Lesson Plan for Deona Guy (lesson title)
School Counselor: Positive Behavior: The Championship

Mindsets & Behaviors: B-SS 1. Use effective oral and written communication skills and
(limit of three) listening skills
B-SS 9. Demonstrate social maturity and behaviors appropriate to the
situation and environment
Lesson 5 Of 6
Students will: Students will be able to identify areas they have showed improvement
and areas that still need improving
Students will: Students will learn how to appropriately deal with their mistakes
Materials:
- Pen
- Paper
- Envelopes
- Markers/Stickers/Decorative items
Evidence Base:
 Best Practice
2005).
 Action Research
 Evidence-Based
- Counselor will check to make sure students did homework.
Students who did homework will receive their punch on the
punch card.
- Counselor will ask students to share one frustrating situation that
happened to them
card
- Counselor will explain that students have entered the
championship game of the season, which means they have to use
everything they have learned thus far in order to win the game.
- During this lesson, students will discuss ways in which they have
improved and areas of growth they would like to see in
themselves. Students will learn that it is okay not to be perfect
and always make the best decision, however we have to learn
from mistakes. By the end of this lesson, students will be able to
hold themselves accountable and write a letter of apology to at
least one person they hurt while they were not showing a
positive behavior.
Communicate - Counselor will explain what a mistake is to students

Lesson Objective: - Counselor will discuss that players make mistakes in games, but it
is not okay to dwell on the mistake because it does not define.
The importance of making mistakes is learning from mistakes
- Counselor will ask students to identify a time when they made a
mistake.
- Counselor will ask the following processing questions:
o What mistake did you make?
o How did you feel after you made the mistake?
o What did you learn?
- Counselor will also explain that mistakes are a natural part of life,
however we must be held accountable when we continue to
repeatedly make the same mistake
Teach Content: - Students will learn that mistakes are a natural part of life
- Students will learn that when you make the same mistake over, it
becomes a bad choice
- Counselor will describe a time when they have made a bad
decision and how it affected people around them
- Counselor will ask students to think of a situation where they
were not showing a positive behavior and they hurt someone.
- Counselor will ask the following processing questions?
o Describe the situation.
o Who did the situation affect?
o How did the situation affect them?
- Counselor will explain that our negative actions can affect others
around us
- Counselor will explain the importance being accountable for our
actions and being apologetic when we unintentionally hurt others
Practice Content: - Apology Letter Activity
o Students will write a letter to the person of their choice
and apologize for their misbehavior.
o In the letter, students will explain why they are sorry and
ways that they plan to improve their behavior
o Once letter is completed, students will place letter into
envelope.
o If the person of their choice is in the building, students
will be allowed to hand deliver their letter.
Summarize: - Counselor will not ask students to disclose information of their

letter, but will encourage students to think about their actions
and the people whom they can affect when not displaying
positive behavior
- If applicable, counselor will walk with students to deliver their
hand-written letters to the person of their choice if the person is
in the building
Close: - Counselor will inform students that the last week for the group
will be next week.
- Counselor will review the contracts with the students
- Counselor will inform the students that they must have 15
punches on their punch card to receive the reward they chose at
the beginning of the year.
Participation Data:
of students:
lesson(s):
- 4 out of 5 students will be able to identify areas of improvement by the end of today’s
session.
- 3 out of 5 students will deliver their apology letter to a teacher or someone in the
building to apologize for misbehaving in the classroom/school by the end of today’s
session
- 2 out of 5 students will be able to understand and explain the difference between a
mistake and poor decision by the end of the six weeks.
Lesson Plan
Lesson Plan for Positive Behavior: Celebration! (lesson title)

Mindsets & Behaviors: M 1. Sense of belonging in the school environment
(limit of three) B- SMS 2. Demonstrate self-discipline and self-control
Lesson 6 Of 6
Students will: Students will be able to understand the correct way to behave in class,
so the classroom environment is an effective setting for everyone
Students will: Students will be able to identify and demonstrate a strategy they can use
when they have a problem
Materials:
- Paper
- Pencil
- Cupcakes
- Gold Medals
- Brag Box
Evidence Base:
 Best Practice
2005).
 Action Research
 Evidence-Based
card
o If students did not get the punch card complete,
counselor will give them a chance to earn punches
throughout the session by listening, actively participating
and showing their ROAR expectations
- Counselor will explain that the students have won the
championship and made it to the “Rewards Banquet”
- During this session, students will reflect on the group and how it
has impacted (or not impacted) their behavior. Students will be
asked what they liked, what they didn’t like, and what changes
can be done to make the group better for the next person. By the
end of the session, students should be able to identify one take
Communicate - Counselor will review the purpose of the group and the goals that
Lesson Objective: were set at the beginning
- Counselor will review the importance of following the rules and
showing positive behavior in and out of the classroom
Teach Content: - Counselor will give each member counselor will give each
member constructive feedback on their performance throughout
the 6 weeks.
- Behavior Goal Activity
o Counselor will ask students to think of a goal they want
to accomplish by the end of the 2nd Quarter
o Students will complete the Behavior goal worksheet
(https://drive.google.com/file/d/1uZ5u4tJhe7NmBWoclK
lx2_4epDYwCZyb/view?usp=sharing)
o Counselor will explain that she will hold student
accountable and will check in occasionally with the
student and teacher to make sure the student is working
towards the goal
- Worksheet taken from
https://www.teacherspayteachers.com/FreeDownload/Student-
Goal-Setting-Worksheets-2344318
Practice Content: - Counselor give out personalized award certificate to students for
completing the group
- Students will choose one group member whom they feel
deserves to be the MVP of the group sessions. The chosen
student should have shown great improvement in the classroom,
leadership skills, and actively participated throughout the 6
weeks
- Students will celebrate their success with their choice of treat
Summarize: - Counselor will rewards students who were able to fulfill their
contract and receive 15 punches on their behavior punch card
- Students will take home their jersey
Close: - Counselor give students and teachers the post test. Students will
answer the following questions:
https://docs.google.com/document/d/1SyYg2VrKmYA5G1K2OYZr
4Wko2-0asTM2CbXCall3I4U/edit?usp=sharing and teachers will
be sent the following link: https://forms.gle/UsbefP2jAb2Z1Gpz6
- Counselor will check on the student’s for 3 weeks by checking in
on the student (stopping by class) and teacher (email or in
person).
Participation Data:
of students:
lesson(s):
- 3 out of 5 students will have improved their classroom behavior by the end of the 2 nd
quarter
- 3 out of 5 students will be able to effectively problem solve when they are faced with a
problem by the end of the 3rd quarter
- 3 out of 5 students will have fulfilled their contract by the end of the six weeks
 Discipline (describe)
References
Bond, C. (2012). An overview of best practices to teach listening skills. International Journal of
Listening, 26(2), 61-63.
Patrick, C., Ward, P., & Crouch, D. (1998). Effects of holding students accountable for social
behaviors during volleyball games in elementary physical education. Journal of Teaching
in Physical Education, 17(2), 143-156.
Seattle University, Clover Park School District, & Firwood and Oak Grove Schools. (2005). Best
practices guide to intervention: Teaching students with severe emotional and behavioral
disorders [Brochure]. Retrieved from
https://www.k12.wa.us/sites/default/files/public/specialed/families/pubdocs/bestpractices.
pdf
Serbin, L., O'Leary, K., Kent, R., & Tonick, I. (1973). A comparison of teacher response to the
preacademic and problem behavior of boys and girls. Child Development, 44(4), 796-
804.
Siegel, C. (2008). School-wide positive behavior support programs in elementary schools
(Master’s thesis). Retrieved from https://files-eric-ed-
gov.proxy.library.vcu.edu/fulltext/ED502074.pdf

Cled604 - Group Plans

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Group Counseling Proposal

Name of Group: Positive Behavior Group—Positive Behavior Dragons (PBD) Squad

Grade Levels: 2nd

- Size of Group: 5 Members

- Meeting Times Per Week: 1

Rationale Statement for Group:

Grove Schools, 2005).

will work towards their goal by the end of the 6 weeks

with a problem by the end of the 3rd quarter

mistake and poor decision by the end of the six weeks.

- ASCA Mindsets and Behaviors

o B-LS.7. Identify long- and short-term academic, career, and social/emotional

o B-SMS 1. Demonstrate ability to assume responsibility

members, the counselor will email teachers for suggestions.

- List of Questions to be Asked:

o Does the exhibit disruptive behavior in the classroom?

o Does this student have potential to change their behavior?

o Will this student benefit from being in the group?

- What would make a student inappropriate for this group?

o Student has to be a male

- Behavior Punch cards

- Reinforcing Positive Behavior

o Positive behavior support in schools for students can be implemented in multiple

used to implement PBS in schools is reinforcing student behavior. After students

are taught behavior expectations, constant positive reinforcement should be given.

Acknowledging the student’s behavior motivates them to keep making good

choices (Siegel, 2008)

effective listeners, the dynamic of the classroom fosters motivation and

improvement in listening and learning (Bond, 2012).

efficacy of a modified good behavior game in holding students accountable for

the targeted social behavior. Results showed that inappropriate behavior

decreased as the number of lessons on behaviors and expectations increased. This

study suggested that social competence and achievement in classroom can be

causally related (Patrick, Ward, & Crouch, 1998)

School Counselor: Deona Guy

Summarize: - Counselor will review the contracts created by the students

School Counselor: Deona Guy

Communicate - Counselor will take students to a basketball court (If accessible)

Teach Content: - Counselor will facilitate processing Activity

Practice Content: - Talk it Out Basketball Activity

Summarize: - Counselor will ask processing questions from the game.

School Counselor: Deona Guy

Practice Content: - Following Directions Activity (Will need basketball equipment)

School Counselor: Deona Guy

Communicate - Counselor will read an article of a professional athlete getting

School Counselor: Positive Behavior: The Championship

Communicate - Counselor will explain what a mistake is to students

Summarize: - Counselor will not ask students to disclose information of their

School Counselor: Deona Guy

Listening, 26(2), 61-63.

behaviors during volleyball games in elementary physical education. Journal of Teaching

in Physical Education, 17(2), 143-156.

disorders [Brochure]. Retrieved from

Siegel, C. (2008). School-wide positive behavior support programs in elementary schools

(Master’s thesis). Retrieved from https://files-eric-ed-

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