TOWSON UNIVERSITY

Positive Behavior Support Plan

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Definition of Specific Behavior

Cuyler engages in disruptive behaviors in class. He requires multiple reminders to
complete his work and does not follow directions. When reminded of directions or when
presented with an undesirable task, Cuyler often raises the volume of his voice, whines, or cries.
On several occasions he has broken pencils and abused other classroom materials. On the other
hand, if Cuyler gets too excited about something, he will disrupt the class by interrupting his
teacher or his peers and/or calling out. After talking to Cuylers teachers, it was apparent that
these disruptive behaviors occur at least once in each of his classes every day. These behaviors
negatively impact Cuyler because he misses instruction and because his peers have developed a
negative perception of him. He does not have many friends and his teachers have reported that
other students avoid him at lunch and recess.

Literature Review
Breaks are Better: A Tier II Social Behavior Intervention (Boyd & Anderson, 2013).
Justin Boyd and Cynthia Anderson examined how Breaks are Better (a specific
intervention in which students have a morning check-in, feedback throughout the day, and an
afternoon check-out) positively affected three students who were identified as having difficulty
during academic instruction due to problematic behaviors. The function of these students
behaviors was identified as work avoidance. Therefore, Breaks are Better allows students to take
structured breaks throughout the school day so that they may successfully complete their work
and remain in the classroom without disruptive and problematic behaviors. With the
implementation of Breaks are Better, Boyd and Anderson documented changes in those problem
behaviors. Displayed visually in line graphs, these documented changes showed a significant

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decrease in problematic behaviors with respect to the frequency of appropriate requests for a
break. It was also noted that the instructors and students rated the intervention after
implementation, and it received ratings as being both feasible and valuable.

Effects of Implementing School-Wide Positive Behavioural Interventions and Supports on

Problem Behaviour and Academic Achievement in a Canadian Elementary School (Kelm,
McIntosh, & Cooley, 2014)
This article discusses the implementation and results of PBIS (Positive Behavioral
Interventions and Supports) in a Canadian elementary school. The article explains that while
there is extensive research in implementing PBIS in elementary schools in the United States,
there is limited data on Canadian PBIS programs. The study hoped to provide the chosen school
with support that defined and taught a small number of positively stated expectations. These
expectations were to be applied to every student in the school. In the first year (2007-2008), the
school defined their expectations as SHARP: Safe, Helpful, Accountable, Respectful, and
Positive. In the second year (2008-2009) these expectations were refined and students were held
accountable using Be Sharp tickets that allowed students to earn a get out of recess supervision
free card. Between year 1 and 2, there was a significant decrease in office discipline referrals:
518 in year 1, to 252 in year 2. Also, there was a significant increase in academic achievement in
the areas of reading comprehension (44%), writing (56%) and math (25%) in the school. Finally,
there was a decrease in bullying from year 1 to year 2 in the elementary school. In conclusion,
the elementary school experienced many positive changes as a result of the implementation of
PBIS.

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Social Story Interventions for Decreasing Challenging Behaviours: A Single-Case Met-Analysis

1995-2012 (McGill, Baker, & Busse, 2015).
In this research-based study, McGill, Baker, and Busse discuss the use of Social Stories
as an intervention for decreasing students challenging behaviors. They examined 27 studies
between 1995 and 2012 in which Social Stories were used as an intervention (Social Stories are
detailed, formulaic stories that describe appropriate interactions and behaviors). The three
researchers found that the setting of the intervention, the agent of the intervention, and the length
of treatment were all associated with positive effects for behavioral outcomes (McGill, Baker, &
Busse, 2015). After examining the studies data, they found that there was an indication of
moderate to large treatment effects as using Social Stories as an intervention for decreasing
challenging behaviors.

School Counselors Involvement with a School-Wide Positive Behavior Support Intervention:

Addressing Student Behavior Issues in a Proactive and Positive Manner (Martens & Andreen,
2013)
This research-based article introduces the school counselor as an essential member of the
PBIS implementation team. In an elementary school of 600 students in grades K-3, a schoolwide Positive Behavior Support called Check-In/Check-Out (CICO) was implemented. The
CICO plan established a daily routine for identified students that reduced and prevented the
escalation of problem behaviors. CICOs goals are to increase the opportunities adults have for
prompting students to engage in positive behavior, provide behavioral feedback to the students at
predictable times during the day, develop a meaningful adult-student relationship through
positive interaction, and communicate behavioral challenges and successes with families every

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day (Martens & Andreen, 2013). Throughout the day, all identified students participating in
CICO have access to the school counselor(s). The counselor is available for 30 minutes at the
beginning of the school day during check-in when the students receive their daily behavior
report card. This report card travels with them throughout the day to monitor their behavior in
classes, in which the student earns points for displaying target behaviors. At the end of the day,
the students must check-out with the school counselor and review the report card with him/her.
Then, they receive a home report card that states whether or not they have met their daily goal.
These report cards help to track daily and weekly data about individual students behavior in
school. In conclusion, the CICO PBIS implementation was effective for students who were
identified as needing its structure. These students were able to eventually graduate from the
CICO program and no longer need to use their daily report cards to manage appropriate behavior
in the classroom. Also, it was found that students responded well to having access to the school
counselors, especially with seeing and speaking with them at the beginning and end of every day.

Spectrum of Strategies: 10 Ways to Support Students with Autism Spectrum Disorder (Greene,
2015).
In this article, author Kim Greene discusses ten effective strategies for supporting
students with ASD (Autism Spectrum Disorder) in the classroom. Because autism is a spectrum,
Greene and Clarissa Willis, an associate professor of teacher education at the University of
Southern Indiana, explain that children are going to have varying degrees of challenges
including communication, behavior, social awareness, and sensory integration (Greene, 2015).
Therefore, they developed a list of ten effective strategies: use visuals, structure your day, tell a
social story, go beyond the teacher look, keep it simple, integrate sensory activities, take a

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break, consider parents the experts, create a culture of understanding, and treat them as children
first. The article goes on to describe each of the ten strategies in a comprehensive way so that all
educators (general, special, etc.) can use them effectively in a classroom with students with ASD.

Baseline Data Collection

A-B-C Classroom Observations (Original Data Sheets)
My internship is with Ms. Maria Rockwell at West Towson Elementary School in
Towson, MD. Ms. Rockwell is the full time special educator and serves students in push-in and
pull-out inclusion settings. From 10:30-11:15AM every day, Ms. Rockwell pushes into a 5th
grade math class. There are two students with math goals on their IEP in that class, and a third
student with behavior and speech/language goals on his IEP, Cuyler, who is the subject of my
Positive Behavior Support Plan. To collect baseline data on his disruptive classroom behaviors, I
observed him in his math class on five different occasions: February 4, 5, 6, 11, and 19. On each
of those days, I completed an A-B-C Observation Form for the behaviors that I observed (see
below). From these observations, I was able to identify his disruptive behaviors: he often calls
out, he engages in imaginative play during instruction, he perseverates on words and interrupts
the instructor when she is speaking, and often engages in negative self-talk.

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Data from Behavior Interventionist Behavior Intervention Log

In addition to my A-B-C Observation Forms, I discussed Cuylers behavior at school this
year with the Behavior Interventionist, Mrs. Amanda Pfeffer, because I was not allowed to
review his official school records. She shared Cuylers Behavior Intervention Log with me. After
analyzing the data present in the log, it was clear that disruption is the main behavior that Cuyler
displays when he is removed from class. In the first quarter of school, he was removed for
disruption 1 time (14 minutes), for unkind words or behaviors towards peers (10 minutes), and
for defiance or noncompliance (5 minutes). In the second quarter, his disruptive behaviors
increased dramatically. He was removed for disruption 6 times (162 minutes), which is a 1,057%
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increase in time spent out of class (from 14 minutes to 162 minutes). Between the first and
second quarters, he was removed from class 459% more (from 29 minutes first quarter to 162
minutes second quarter). At the time of baseline data collection, Cuyler had not been removed
from the classroom for behaviors during the third quarter.

QUARTER 1

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QUARTER 2

Hypothesis of Functional Intention

The functional intentions of Cuylers disruptive behaviors are attention and work
avoidance. As shown by both my A-B-C Observation Forms and the Behavior Intervention Log,
Cuyler often disrupts class when presented with an undesirable task. So, when presented with

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something in class that he does not want to do, he disrupts class so that he doesnt have to do it.
He also disrupts class for attention by raising his voice and perseverating/repeating words as well
as not sitting appropriately in his chair. Therefore, the teacher calls on him or addresses his
disruption and he receives the attention that he wanted.

Replacement Behavior
Instead of disrupting class when he is upset, overly excited, or presented with an
undesirable task, Cuyler will be take a five minute break either in class or with supervision in the
hallway. During this break, he will use positive coping strategies (as were provided in the second
quarter by the guidance counselor) to calm down. Cuyler will be taught and re-taught to use his
break cards each morning when the special educator reads him a social story (see Resources
below) about how and when he can appropriately take breaks and use his break cards. Positive
reinforcement (the use of small toys/erasers) will be used to encourage him to take appropriate
breaks and therefore not disrupt his classes. The social story and break card guidelines will be
shared with all of his teachers so that he can consistently use them throughout the day.

Positive Behavior Supports

There are several positive behavior supports that will be utilized in replacing Cuylers
disruptive behavior:
1. Morning check-in: each morning, I (or another teacher/special educator after my internship
is complete) will greet Cuyler in his homeroom before announcements. He and I will find a
quiet space in the room or in the hallway. I will read him his Break Cards Social Story (see
Resources below) and answer any questions about the day. Then, I will write the current

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days date on his check list and remind him that he can take 5 breaks throughout the day
(approximately one per class).
2. Independent (I) vs. Teacher Prompted (TP) breaks: Cuyler can take a break in one of two
ways. He can take an Independent break by raising his hand and requesting a break. If the
teacher allows him to take a break, she will mark it on his check list, he will give her one of
his Break Cards, and he will use a provided timer to take a five minute break. Cuyler is
allowed to take five Independent breaks per day and still receive positive reinforcement.
The other type of break that Cuyler can take is a Teacher Prompted break. A Teacher
Prompted break is one in which Cuyler takes but has not requested. For example, if a
teacher notices him drawing in his journal (a coping strategy from the guidance counselor)
when he has not asked for a break, that teacher can request his checklist, mark one of his
breaks as Teacher Prompted, and take one of his Break Cards. Cuyler is allowed to take
one Teacher Prompted break per day and still receive positive reinforcement. If he takes
two or more Teacher Prompted breaks, he does not receive reinforcement for that day. In
the morning, I will encourage him to advocate for himself and take a break when he needs
one so that he does not have to take any Teacher Prompted breaks.
3. Afternoon check-out: in the afternoon, I (or another teacher/special educator after my
internship is complete) will meet with Cuyler after he has packed up his things. We will
review his checklist and retrieve any Break Cards that teachers have taken away or have
been given during the day. If Cuyler has used his Break Cards appropriately (5 or less breaks
with no more than 1 TP break), he will be positively reinforced with positive attention and a
small eraser or toy of his choosing.

Data Collection and Visual Representation

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Date
3/19/15
3/20/15
3/23/15
3/24/15
3/25/15
3/26/15
3/27/15
3/30/15
3/31/15
4/1/15
4/2/15
4/13/15
4/14/15

Cards Used: TP
2
1
1
1
0
0
2
0
2
1
0
1
0

Cards Used: I
2
1
0
0
0
0
0
0
0
0
1
0
1

Bonnie Phillips

Prize
No
Yes
Yes
Yes
Yes
Yes
No
Yes
No
Yes
Yes
Yes
Yes

The table above is the original data collection for each days Break Card usage: it was easier for
me to directly input it into my PBSP document after meeting with Cuyler each day.

Break Card Usage

2.5
2
1.5

Number of Cards Used

Number of TP Cards Used

Number of Ind. Cards Used

0.5
0
42083 42087 42089 42093 42095 42107
42082 42086 42088 42090 42094 42096 42108

Date

Behavior Intervention Log THIRD QUARTER

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Behavior Intervention Log Data

Minutes Spent Out of Class

180
160
140
120
100
80
60
40
20
0

Disruption
Unkind Words/Behaviors
Defiance/Noncompliance

Quarter

Data Summary and Interpretation

After implementing my Positive Behavior Support Plan and analyzing its data, I believe
that it was effective in decreasing Cuylers disruptive behavior. In the first table above, the table
in which I compiled each days Break Card data, as well as in its visual representation below
that, it is apparent that Cuylers usage of Break Cards decreased over time. He only did not
receive reinforcement (because he used 2 or more TP breaks in a day) on three occasions;
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therefore he effectively and appropriately used his Break Cards 77% of the time. The visual
representation (a bar graph titled, Break Card Usage) shows this decrease: higher bars at the
beginning that taper off over time, as well as five consecutive days in which he did not need a
break or use a Break Card at all.
However, in order to truly analyze this data in terms of whether or not Cuylers disruptive
behavior decreased, I examined Cuylers Behavior Intervention Log data from the third quarter,
as his Break Cards were introduced in the third quarter. Throughout its entirety, Cuyler was only
removed from the classroom for behaviors twice: once for disruption, and once for unkind words
or behaviors toward peers. Those two dates, March 20th and March 27th correlate to the first table,
which shows dates of implementation and the original data. The Break Card system was
implemented on March 19th, and the only removal from class for disruptive behavior during the
quarter was on March 20th. This quarters total exclusion time of 40 minutes is a significant
decrease from the second quarters exclusion time of 162 minutes: a 75% decrease. An even
more significant decrease from the second quarter to the third quarter is seen in minutes spent out
of class because of disruption: from 162 minutes to 20 minutes, an 88% decrease.
In terms of implementing this Positive Behavior Support Plan, I believe that several parts
of my implementation may have had an effect on the outcome of my data:
1. Check-in: I think that checking in with Cuyler each morning had a positive effect on the
outcome of my data because it had a positive effect on Cuylers day. On multiple occasions,
Cuyler told me that he enjoyed meeting with me in the morning. On the night of the
STEAM Fair, he even introduced me to his parents and told them that I was his favorite
teacher. I think that this check-in process of meeting every morning and chatting a little bit

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about Cuylers life and day so far helped to put him in a calmer, therefore less-disruptive
mood each morning.
2. Social Story: I believe that the social story positively affected the outcome of my data
because Cuyler meets with me to read it every morning, a consistent approach that reminds
him of the rules of his Break Cards for that day. Recently, hes been reading it to me, and I
think that that is important in his self-regulation of his disruptive behaviors. Plus, the data
showed a decrease in disruptions.
3. Consistency: All of Cuylers teachers were given guidelines on how to use his Break Cards,
as well as how he could use them in class. Also, all of his teachers were present in the 5th
grade teams Grade Level Meeting at the beginning of the third quarter when I introduced
my plan of Break Cards to them and expressed positive reviews. This had a positive effect
on my data because Cuyler received the same treatment about his breaks, Break Cards, and
disruptive behaviors in each class.
4. Number of Break Cards: Because Cuyler had enough Break Cards to last him throughout the
day (with about one per class), I think that he was put at ease: he knew that if he needed a
break during class, he could take one. He never ran out, and therefore never lost
reinforcement for taking too many breaks in a day (which was a concern among his
teachers).
5. Reinforcement: I chose small toys and erasers that Cuyler was interested in, therefore
peaking his interest in using his Break Cards appropriately so that he would get to choose a
prize at the end of each day. This part of implementation is important because students need
to be motivated by their positive reinforcement in order to work towards it.
6. Support in math: Finally, I believe that Ms. Rockwell and my presence in his math class
positively affected the outcome of his data. I did not have to write any A-B-C observation
forms for disruptive behavior following the implementation of the Break Cards, and Cuyler
remained in that class for the entire third quarter. By having consistent support each day in
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the same classroom by people who implemented his Break Cards, I believe, like the
implementation of check-in, Cuyler was put at ease and therefore he was less disruptive.
Reflection
Ultimately, Im very happy with the outcome of my behavior plan to decrease Cuylers
disruptive behaviors in class. Over the course of this project, I believe that I have not only grown
in my teaching and implementation abilities, but in my ability to manage behaviors in a
classroom.
Disruptive behaviors dont just affect the teacher who is attempting to instruct they
affect the entire classroom and all of the students can be negatively impacted. For example, a
significant disruption, such as crying, rolling on the floor, yelling, or even violence can deter all
students from the lesson and can even cause their removal from a room if it is deemed dangerous
for them to be with the disruptive student. Thus, I believe that Ive learned an important lesson in
classroom management: nip disruptive behaviors in the bud so that they dont deter an entire
class from instruction. With Cuyler and this project, I learned how crucial this can be. As soon as
his Break Cards were introduced, Cuyler decreased his disruptions, especially in math class,
where I didnt have to fill out any A-B-C Observation Forms for negative disruptive behaviors.
Therefore, his distractions to peers lessened, and the teacher was able to remain on-topic and
instructing for longer periods of time, and the students were able to get the most from the lesson.
I have already seen that Cuyler has begun to generalize his breaks to all settings and has
begun to use more positive coping strategies more often. For example, today in math, when his
pencil tip broke (something that previously might have upset him and caused a disruption), I saw
Cuyler take a deep breath, then calmly ask to sharpen it. The positive attention for using
appropriate coping mechanisms to deal with his pencil breaking and the allowance of him to
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sharpen his pencil gave him great joy: he smiled as he walked to the sharpener. As Ive stated
before, this Positive Behavior Support Plan was maintained across all settings throughout the
school day, which I think was imperative in its success. All of Cuylers teachers were on board,
and all of them expressed positive interest and a willingness to participate in his plan. This
maintenance and generalization across all settings throughout the school day definitely helped to
decrease his disruptive behaviors.
If I were to repeat this project, there isnt much that I would change. However, there are
two things that stick out to me. For one, I would try to have observed Cuyler in more than just
his math class. But, that was very difficult given Ms. Rockwells full schedule of push-ins and
pull-outs. So, if I were to repeat this in the future with a different student, I might try and clear
my schedule for a few days so that I am able to truly see my student across settings, rather than
just taking his/her teachers word for it. The only other thing that I would change would be the
length of the breaks. When we discussed this project in the 5th grade teams Grade Level
Meeting, a consensus of 5 minutes as an appropriate break was reached. However, in the future I
would want to change this to 3 minutes (depending on the student, of course). When Cuyler took
his breaks in math, I realized how long 5 minutes can be in terms of instruction, especially for a
fifth grade student. So, I would take into account the grade level of the student and adjust the
break time accordingly (for example, a younger student may need an even longer break, all
depending on their needs and how they use their break.).
In conclusion, once again, I am extremely happy with the outcome of this project. I hope
that as my time at West Towson comes to an end, Cuylers teachers continue to implement this
plan so that he can take appropriate breaks and continue decreasing his disruptive behaviors in
the classroom.

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References

Boyd, J. R. & Anderson, C. M. (2013). Breaks are better: a tier II social behavior intervention.
Journal of Behavioral Education, 22(4), 348-365.

Greene, K. (2015). Spectrum of strategies. Instructor, 124(5), 37.

Kelm, J. L., McIntosh, K., & Cooley, S. (2014). Effects of implementing school-wide positive
behavioural interventions and supports on problem behavior and academic achievement
in a canadian elementary school. Canadian Journal of School Psychology, 29(3), 195212. doi: 10.1177/0829573514540266

McGill, R. J., Baker, D., & Busse, R. (2015). Social story interventions for decreasing
challenging behaviours: a single-case meta-analysis 1995-2012. Educational Psychology
in Practice, 31(1), 21-42. doi: 10.1080/02667363.2014.975785

Martens, K. & Andreen, K. (2013). School counselors involvement with a school-wide positive
behavior support intervention: addressing student behavior issues in a proactive and
positive manner. Professional School Counseling, 16(5), 313-322.

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Resources
Social Story for Folder

Every morning, I meet with a teacher to read a story. Then, I get ready for my
day. My teacher gives me 5 break cards and a checklist to use each day.

I can use my break cards when I feel overwhelmed, upset, anxious, bored, or
energetic in class.

If I want a break, I can put a break card on my desk and take a 5 minute break. I
can also raise my hand and ask for a break. I cannot begin my break until my
teacher has acknowledged my break card.
I am responsible for any work that I miss while I am taking my 5 minute break.
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Acknowledging my break card means that my teacher says, OK, when I put the
card on my desk, or after I raise my hand and ask for one. My teacher will take the
card off of my desk or I can give it to her.
Then, my teacher will mark the break on my checklist.

If a teacher sees me taking a break when I have not asked for one, she can take
one of my cards away. She will mark this on my checklist.
I might feel upset if a teacher takes a card away, but I know that next time I can
ask for a break and I will receive one.

At the end of the day, I meet with a teacher to talk about my use of my break
cards that day. I will give my teacher my checklist and my leftover cards.

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If I use less than 5 of my break cards during the day, I receive reinforcement.

If I use all 5 of my break cards appropriately during the day, I receive

reinforcement.
I use my cards appropriately by asking to take a break before I do so and by
waiting for a teachers response before I take my break.

If I use more than 5 of my break cards (I take more than 5 breaks), I do not
receive reinforcement.

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If a teacher has to take 2 or more of my break cards during the day (because I
did not ask for a break and took one), I do not receive reinforcement.

I am excited to use my break cards because they will help me to get back on task
when I feel overwhelmed, upset, anxious, bored, or energetic in class.

Break Card Template

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Check In/Check Out Tally Card Template

Formula for Percent Increase

Increase = new number original number
Increase
Original

*100 = percent increase

Formula for Percent Decrease

Decrease = original number new number
Decrease
Original

*100 = percent decrease

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