Proactive Positive Behavior Strategies and Support Plans

Proactive
Strategies

During
Escalated
Behavior

Always role-play/model expected behaviors

Star Chart-10 Frame Star Chart or Dojo points should
be with students at all times starting immediately in
AM. Reinforce for any appropriate/desired behavior
and tell student what the behavior is-I love how
youre walking in line and keeping hands to self,
great job sitting at the carpet, You look ready to
work!
Preferential seating if needed-with adult support,
near adult in small groups-leaving space between
peers
Allow transitions using a less demanding task before
raising task demand
Provide choices-You can work at this table or at the
middle table, Pick which math sheet you would like
to do. If student is refusing-give choices then walk
away, return in 1 minute and give same choices-limit
interaction and be clear and concise
Redirect and encourage use of replacement behavior
Give warnings for transitions
Be aware of signs of escalation-refusal statements I
dont want to, go away, leave me alone, running
away/leaving assigned area, clenched fists-ALWAYS
OFFER BREAKS, move students and/or peers a safe
distance apart. Limit interaction but stay close
enough to ensure safety
Consider safety of students and staff first
Limit interaction
Give clear, concise directives-I can see that youre
upset, now would be a good time to take a break,
you can take a break here or over here, hands and
feet to self, use your words and tell me what is
wrong-walk away then return in 1 minute with the
same directive
Give SPACE and wait out to allow time for him to calm
down
DO NOT prompt students to re-engage until they are
at baseline
DO NOT attempt to problem-solve while student is
exhibiting escalated behaviors

Proactive Positive Behavior Strategies and Support Plans

Following a
ProblemBehavior
Event

Allow student to re-engage with a less demanding

task
Allow for a movement or sensory activity
Re-implement reinforcement system as soon as they
is at baseline and is ready to engage-I like how you
came back to your desk/carpet, Im going to give you
2 Dojo points, I love how youre showing me that
youre ready, Good job keeping hands to self in the
line
Problem solve when appropriate with students and
involved peers if problem/behavior included another
student-Use I feel statements to discuss feelings
and strategies that could be used the next time that
there is an problem
Role play and model expected behaviors and
outcomes