Behavior Improvement Plan for Reducing Verbal Disrespect/Rudeness toward Peers

Amy L. Danler
St. Bonaventure University
March 31, 2016

Literature Review

BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

Within elementary school, teachers have an important role in managing childrens

behavior, including the management of childrens disruptive behaviors. Studies have shown that
adequate behavior management techniques (e.g., providing clear expectations and routines,
stating clear rules and consequences, and consistently using praise and other rewards) can
reinforce childrens appropriate classroom behavior and may reduce disruptive classroom
behaviors, while other behavior management techniques such as reprimands, corrections, and
commands may elicit more child disruptions (Leflot et. al, 2010). Despite the existing empirical
evidence on the links between teacher behavior management and childrens behavior in the
classroom, little is known about the consequences of teacher behavior management for childrens
further disruptive behavior development and about how teacher behavior management may affect
this further development (Leflot et. al, 2010).
The purpose of the first study was to investigate the role of teacher behavior management
in the development of disruptive behavior in early elementary school, using a design with a
universal classroom preventive intervention focusing on the development of hyperactive and
oppositional behavior. Children with hyperactive and oppositional behavior have been shown to
be at increased risk for other concurrent problems, such as deficient problem-solving skills and
impaired social functioning, and negative future outcomes, such as substance use, poor academic
achievement, and antisocial behavior. The study examined the effect of a universal classroom
intervention, the Good Behavior Game (GBG) on teachers and childrens classroom behavior
and to see if such changes explained hypothesized intervention effects on childrens development
of hyperactive and oppositional behavior. The GBG was explained in this study as a classroom
team-based behavior management strategy that provides the teacher with tools to reinforce
prosocial and on-task behavior and reduce antisocial and disruptive behavior. The teacher

BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

encourages prosocial and on-task behavior by praising teams and individual children who follow
predefined rules (Leflot et. al, 2010).
The results showed a marginally significant reduced growth of hyperactive and a
significant decrease in growth in oppositional behavior from the beginning of second to the end
of third grade among GBG children, as compared to controls. Furthermore, the GBG impacted
teachers classroom behavior in second and third grade. It was observed that second grade GBG
teachers used less negative remarks and (marginally significant) more praise when managing
childrens classroom behavior at the end of the school year and third grade GBG teachers used
more praise. It showed that the reduced use of negative remarks of second grade GBG teachers
predicted higher levels of on-task behavior among second grade GBG children, which
subsequently explained the effect of the GBG on the development of hyperactive behavior. A
similar result was found for oppositional behavior. GBG teachers used less negative remarks,
which in turn predicted lower levels of talking-out behavior among GBG children, which
accounted for the effect of the GBG on the development of oppositional behavior. These results
support the hypothesis that the behavior management of the teacher, and the reduced use of
negative remarks in particular, affects childrens classroom behavior, which in turn contributes to
the further development of hyperactive and oppositional behavior. These finding further imply
that changing the teachers behavior management is just one possible way to set off the chain of
following events to the development of disruptive behavior, while the change in the childrens
classroom behavior may be an essential step in changing the development of hyperactive and
oppositional behavior (Leflot et. al, 2010). While this study looked at only the school setting, it is
essential for follow through on behavior management to occur both at the school and also within
the home setting.

BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

The second study researched examined the effects of group parent training
on childrens challenging behaviors in home settings. Parents of young
children with challenging behaviors were trained in a large group setting on
using functional assessment to design interventions that fit the strengths
and needs of individual families. While teachers have reported that
childrens disruptive behavior is one of the biggest challenges they face,
parents also report these difficult experiences in home settings (Fettig &
Ostrosky, 2014). The treatment of young childrens challenging behavior has
received considerable attention over the last two decades. Children often
participate in behavioral interventions to reduce their challenging behaviors
in school or therapy settings. While this form of intervention has been
proven effective, it is important that parents also learn strategies to interact
with their children who may exhibit challenging behaviors outside of
intervention sessions (Fettig & Ostrosky, 2014).
The inclusion criteria for the study were that child participants had to
be between the age of 2 and 5 and their parents must have expressed
concern regarding their childrens challenging behavior at home. After all
participants were identified, three home observations per family were
conducted during the home routine which parents identified as the time
when their child exhibited persistent challenging behavior. Following the
completion of all baseline observations, all parents participated in a 4session training program over a 4-week period. Three home observation
sessions were conducted following the completion of all training sessions.
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BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

Four weeks after the completion of the last observation session in the post
intervention phase, all parents were observed one more time (within a threeweek timeframe) to determine if parent and child behavior changes
maintained. Results of the current study show that parents were able to
effectively implement a functional assessment based intervention, which
effectively reduced childrens challenging behaviors. For all child
participants, their challenging behaviors were inversely related to their
parents implementation of Functional Assessment-indicated strategies. This
study provides support for the idea that individualized behavior support
plans yield positive effects across families. The positive outcomes realized in
this study might be attributed to the process of collaborating with parents
who were involved in the design and implementation of interventions that
resulted in decreases in childrens challenging behaviors (Fettig & Ostrosky,
2014). While this research did not specifically look at one particular
challenging behavior, certain challenging behaviors (i.e. disrespect) can have
a strong impact on teachers within the classroom and can be defined in
many ways.
Research has established that challenging student behaviors can negatively impact
teacher self-efficacy and job satisfaction. However, a limited number of studies suggest that one
all-encompassing behavioral description in particular, disrespect, and has the greatest perceived
impact on the self-efficacy and job satisfaction of teachers (Landers, et. al, 2011). The third and
final stud reviewed was conducted as part of a larger school-wide positive behavior interventions
and support (PBIS) initiative in the district studied and the purpose of the study was to define

BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

disrespect based on the perceptions of a group of rural teachers in the United States and to
establish a guiding point, albeit from the perspective of one population, so that interventions and
professional development can be further refined to meet teachers' needs. 150 teachers met for an
initial training session for the universal level of school-wide PBIS and then responded to openended questionnaire to determine the nature of discipline problems in their district. The purpose
of this questioning was to provide the district with additional behavioral specific information
regarding interventions to better support teachers. Upon reviewing the responses produced by
teachers, approximately 80% of teachers specifically listed the term disrespect (e.g. not
following directions, talking back, interruption of adults, inappropriate language to peers and
adults, and interruption of peers) as a significant issue in their classroom. The researchers
identified a total of 643 individual descriptions of disrespect from 120 participants, an average of
approximately 5 responses from each participant. They coded these responses using 17
behavioral definitions. This current study conducted by Landers (2011) highlighted the need to
specifically define challenging behaviors from multiple populations so that effective
interventions can be created that can be used universally (i.e., challenging behaviors addressed
by almost all teachers).
The results of the current study suggest that the issue of disrespect is certainly not a
concrete concept across subjects, cultures, or possibly even time. One reason that the definition
of "disrespect" is so hard to capture is that "disrespect" is defined by the adult who feels
disrespected. In other words, it is not the behavior that is disrespectful but rather the adult's
interpretation of that behavior. The implications that could be taken from this study are the need
to further define specific behaviors so that focused evidenced-based interventions can be
provided to teachers (Landers, 2011).

BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

Behavior and Interviews

Aerin currently is in a second grade integrated co-teach classroom consisting of 19
students taught by a general education teacher and special education teacher. Of the 19 students
present in the classroom, 2 students are receiving Response to Intervention Tiered Services in
Reading and 2 students are receiving ESL services on a daily basis. There are an additional 3
students who are classified as a student with a disability who receive Integrated Consultant
Teacher for Math and English Language Arts on a daily basis. The curriculum that is used in the
classroom for both Mathematics and English Language Arts is New York State Common Core
instruction and materials. Science and Social Studies are taught based on current state standards
and lessons are created as a grade level.
Aerin began receiving intensive Response to Intervention services for reading and
mathematics since the beginning Kindergarten. Aerin was referred to the Committee of Special
Education in the middle of Kindergarten school year as a result of limited increase in progress in
both ELA and Math throughout the intervention. Aerin has been diagnosed as a student with an
Other Health Impairment by the Committee of Special Education and has a full scale IQ of 85
which is of low average range. Aerins greatest strength is in the area of math. Aerin participated
in the Aims Web Math Computation Benchmark at the beginning of the school year scoring a 32.
This score places him at the 90%ile when compared to his same aged peers. While math
computation is a strength for Aerin, he struggles very much in completing independent math
assignments in the classroom due to being a well below average reader. In the area of reading,
Aerin struggles immensely. His current STAR reading assessment states that he is reading at a
Pre-Primer grade level. Based on Aims Web Reading Fluency Benchmark given in the
beginning of the school year, Aerin was able to read 1 word correct per minute with 5 errors

BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

placing him well below the 10%ile when compared to his same aged peers. Aerin is also able to
identify 48 out of the first 100 Fry Sight Words for the beginning of second grade. Aside from
receiving special education services within the general education classroom for ELA and Math,
Aerin also receives Resource Room five days a week for 40 minutes, Speech Therapy two days a
week for 30 minutes, and Occupational Therapy three days a week for 30 minutes. Currently
Aerin is receiving the program modifications of completing NYS Common Core First Grade
Skills and Spelling List based on skills. Aerin at this time does not use assistive technology
devices and/or is in need of additional services as stated on his Individualized Education
Program.
It has been noted in Aerins cumulative education folder that he had a difficult time last
year in first grade in that he easily became frustrated and anxious when others did not understand
his wants or needs. The folder also noted that Aerin tended to overreact in various situations and
did not have the appropriate social skills to help him cope. Aerin also has displayed aggression
and inappropriate actions toward other children. At the end of first grade, Aerin began taking
medication for ADHD and since taking these medications the behaviors of becoming frustrated
or anxious have decreased tremendously, however Aerin has shown an increase in verbal
disrespect/rudeness toward his peers demonstrated by verbalizations of rudeness, impoliteness,
and/or tattling throughout the school day. Aerins increased verbal disrespect/rudeness toward his
peers has decreased the number of friends that he currently has and impedes on his overall day to
day academics.
An interview with Aerins general education teacher was conducted on March 2, 2016 to
discuss Aerins current successes, difficulties, and behavior in the integrated co-teach classroom.
When asked what Aerin is successful in doing or what is working throughout the school day, his
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BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

teacher responded that Aerin completes any work that is given to him with no complaints. Aerin
attempts all tasks given to the best of his abilities, although works best in small groups to
complete assigned tasks. Aerin being able to work with no complaints and attempt all activities
in the classroom indicates that Aerin wants to learn, but requires some adult support in doing so.
Aerins teacher also feels that Aerin has the ability to use appropriate manners when wanting to
ask a question (i.e. excuse me, may I ask you a question?). When asked what difficulties and
during what activities do these difficulties occur for Aerin, his teacher stated that Aerin is often
annoyed/irritated with students who tell him to do or not to do something. Aerin being
annoyed/irritated by his peers only may indicate that his problem behavior is going to lie with
not the adults that support him throughout the day, but with his fellow peers. She stated that
Aerin has a tendency to hold onto negative thoughts which can interfere with his overall
performance on assigned tasks. She also stated that Aerins difficulty occurs across all subjects
throughout the school day, but tend to be more frequent during transition times and unstructured
time in the general education classroom. Aerins teacher further believes that Aerin is
experiencing difficulty throughout the school day and getting along with his peers because he
lacks some maturity and does not appear to always have an understanding for others feelings and
actions. Aside from the lack of maturity, Aerins teacher also feels that he demonstrates the need
for attention from an adult in the room when other students are being helped. Nearing the last
three months of the school year, Aerins teacher feels that her priority would be for Aerin to be
able to ask an adult for help appropriately and decrease the number of times that he accuses other
students of always doing something to him to bug or annoy him. Instead the teacher would like
Aerin to take responsibility for his actions and be able to use his words appropriately to address
the issues without an adult always having to tell him to stop or not worry about the other person.

BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

Also on March 2, 2016, a student interview was conducted with Aerin to discuss his
overall feelings about school. Aerin overall does not mind school, but stated in his interview that
he would rather be watching television at home with his mom and dad. Aerin expressed that he
likes when they play games at school and have the opportunity to go outside to the playground,
but reading is hard for him. When questioned about rules of the classroom, Aerin stated that the
teacher tells them that they are to be nice and to work hard, but it is hard for him to always be
nice. Aerin feels that math is easier for him then reading and he needs more help from his
teacher when he has to read. He further expressed that he tries to do all his work the best that he
can. When asked the question about getting in trouble, Aerin felt that he does not get in trouble,
but his teachers do tell him not to worry about other people so much and to worry about himself.
This could indicate that Aerin may be lacking some appropriate social skills and needs some role
playing activities to increase his understanding and awareness in the area of appropriate social
skills. When asked what would make Aerin like school more, he stated that there was more free
time to play games. In completing the student interview, Aerin feels that adults do notice when
he does a good job or works hard.
Baseline Data and Function
Prior to and upon completion of both teacher and student interviews, baseline data was
collected for a total of four days while in the integrated co-taught classroom to assess Aerins
verbal disrespect/rudeness toward his peers demonstrated by verbalizations or rudeness,
impoliteness, and/or tattling throughout the school day.
The baseline direct observation method tools that were used to conduct Aerins
Functional Assessment included both the scatter plot, and the ABC Chart. Both of these baseline
data collection tools helped me to validate information gathered using indirect assessment (i.e.
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BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

student and teacher interview) and to evaluate the hypothesis about the function maintaining
problem behavior. Further, the scatterplot allowed me to decide how long the intervals are
depending on how long my observation session was and the frequency of the behavior. Each
behavior was counted and listed on the functional assessment scatterplot during the time when it
occurred. Additional direct observation was completed and results documented on ABC
observation forms. In documenting observations on ABC observation form it was
not only important to look at both the antecedents (what happens before the
behavior) and the form of the behavior, but also look at the consequence
portion of the data collection. Examining the consequence portion of the
data collection form when identifying those responses that both increase and
decrease problem behavior. For example, if the lack of attention seems to
increase problem behavior, then it may be important to teach the individual
to get attention in a more appropriate fashion or to use attention for positive
behaviors.
In collecting baseline data, Aerin was observed showing increased frequency of verbal
disrespect/rudeness toward his peers during the times of the day when he was asked to complete
more independent work versus receiving help from an adult to complete his work (i.e. math,
center/differentiated instruction). These indicated times in the day documented the highest
incidents of the behavior across three of the four days observed. Times throughout the day that
Aerin worked in smaller groups or did not require a large amount of time to complete
independent work, he showed a decrease in the behavior. Behaviors were not documented for
times of recess or specials throughout the school day since they are times that behavior is rarely
seen. In comparing the morning to the afternoon across all four days observed, Aerin showed an
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BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

equal number of behaviors in the morning as he did in the afternoon. Though not noted on
baseline data graphs, Aerin was observed showing more disrespect/rude behavior toward other
students in the classroom who also struggle in the areas of academics like himself and receive
similar assistance from adults in the room as needed.
Along with analyzing the direct observation ABC chart and scatter plot baseline data for
Aerins Functional Assessment, a problem behavior questionnaire was completed by Aerins
general education teacher. In keeping in mind the problem behavior identified during the teacher
interview, Aerins teacher was asked to circle the frequency at which listed statements on
questionnaire were true. In analyzing the completed problem behavior questionnaire, it indicated
that most times the problem behavior occurs when the teacher redirects the student to get back to
task or follow the rules, when teacher is working with another student, and when teacher
provides one-to-one instruction to get the student back on task. All three of these statements
indicate that the function of Aerins behavior is to get adult attention because his behavior of
disrespect/rude toward peers most often occurs when teacher is working with another student and
are not able to work with Aerin at that particular time of need. I believe that Aerin is not trying to
get other students in trouble, but since he is a student who struggles in several academic areas in
school, the learned behavior that he displays frequently while in school is to somehow get the
immediate attention of the teacher at that moment and being respectful/rude toward a peer that is
near him will get the teacher to turn their direction toward him giving him both the negative and
positive attention that he is in need of. In understanding the behavior more, Aerin also is an
only child at home, so most if not all attention is given by an adult at all times when in the home
therefore he has to somehow win the attention of an adult when in a room of others while in
school.
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Behavioral Intervention Plan

Following the collection of baseline data the intervention phase was then put into place
and then again data was collected. The general education teacher was able to meet one on one
with Aerin prior to the intervention phase to discuss his current behaviors of being
disrespectful/rude toward his peers when he appears to want the attention of the teacher in the
classroom. The teacher was also able to explain to Aerin how his current behavior affects the
other students learning in the classroom when the teacher has to stop teaching to address Aerins
disrespectful/rude behavior instead of Aerin being able to wait patiently until the teacher is able
to assist him again. The teacher further went on to explain to Aerin that they were going to keep
track of the times Aerin displayed appropriate behaviors of raising his hand, not interrupting
teacher, and continuing to work while waiting for teacher by placing a sticker on a Race to 5
individual reward chart. This individual chart was placed nearby Aerin so he could see it for
reminders of rules to be followed and when stickers were placed on it for following the rules
displayed on chart. The Race to 5 chart would be used in both the a.m. and the p.m. and if all 5
stickers were earned during that time period then Aerin could choose a reward of his choice (e.g.
10 minutes of iPad use, piece of candy, eating with teacher, prize box, sensory room, etc.).
Although stickers would not be removed from chart if Aerin was to display the behaviors of
disrespect/rudeness toward peers, he would however not earn stickers on his chart to work
toward his reward. Aerin was also made aware at the conclusion of each morning and afternoon
session the number of times that the problem behavior did occur a tally mark would be noted by
teacher and Aerin would be able to view the visual representation. This data will be used to help
keep Aerin motivated (e.g. can show student small steps of improvement). At the end of each

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week, each of Aerins Race to 5 charts, whether reward was received or not, would be shared
with Aerins parents.
Along with the individual behavior chart to be used on a daily basis the teacher
has also chosen to modify the classroom environment in having Aerin sitting closer to the source
of instruction during whole group and when working in small groups, Aerin will be seated
further away from students who he has tended to be disrespectful/rude toward in the past. The
teacher has also expressed that she will provide Aerin with frequent assistance during assigned
task even if help is not needed to give positive feedback about his behavior. The teacher to the
best of her abilities will also recognize all signals (e.g. raising hand) and requests that Aerin
makes to assist student before behavior occurs. The teacher will provide Aerin a directive (i.e.
please wait patiently until I can help you) along with an incentive statement (i.e. if you raise your
hand, not interrupt, and continue working then you will earn your chosen reward). It will
essential for teacher to recognize Aerins appropriate behaviors and provide positive feedback
immediately for continued success.
Intervention Data:
Intervention data was collected for a total of four days while in the integrated co-taught
classroom to assess both Aerins appropriate behaviors of raising his hand, not interrupting and
continuing to work until the help of the teacher was available along with the inappropriate
behaviors of verbal disrespect/rudeness toward his peers demonstrated by verbalizations or
rudeness, impoliteness, and/or tattling throughout the school day. Individual behavior chart was
used to collect data for appropriate behaviors, while inappropriate behaviors were charted on
assessment scatterplot. Results from this study indicate that Aerin was able to reduce the number
of incidence of disrespect/rudeness toward peers over the course of the four days following the
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start of the intervention. Aerin had a significant decrease in behaviors on the first day of
intervention and again on the third and fourth day. On the second day of the intervention when
compared to the baseline data, remained nearly constant. In looking more specifically at the
times of the day (e.g. math, centers/differentiated instruction) that Aerin demonstrated increased
behaviors during baseline observation, he was able to reduce his behaviors slightly during math
and significantly during centers/differentiated instruction during the intervention phase. This
slight decrease of behaviors during math versus a larger decrease of behavior during
centers/differentiated instruction indicates that Aerin does not receive as much attention from
teacher due to his academic strength in math requiring less one on one support, while other
struggling students in the area of math are requiring the teachers support and attention. Aerin
may not need the academic support during this time, however continues to seek the attention
from an adult for other purposes (e.g. praise).
In studying the individual behavior charts, Race to 5, created specifically for Aerins
behavior intervention plan, he demonstrated overall success by receiving 5 out of 5 stars on 4 out
of the 8 sessions documented. Aerin showed an increase in appropriate behaviors of raising his
hand, not interrupting, and continuing to work from morning to afternoon on 3 out of the 4 days.
In using the individual behavior chart with the rules present in both words and pictures, Aerin
was able to keep focus on what he was supposed to be doing while the teacher was assisting
other students in the classroom. When inappropriate behaviors occurred, Aerin was given a
verbal reminder of the rules, as teacher pointed to the them at the top of the individual behavior
chart to be followed in order for Aerin to begin to feel intrinsically motivated to raise his hand,
not interrupt, and continue working to receive reward at the end of the morning and again in the
afternoon.
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In reflecting on the overall process, I feel that it provided Aerins teacher and Aerin
himself, more of an intensive intervention and monitoring system that will overall increase
support around Aerin as time continues. Addressing the behavior only verbally prior to the
intervention was proving not be successful, so allowing both Aerin and his teacher to visually see
his progress in reshaping his behaviors by using the individual behavior chart, I believe that the
students will be more aware and more successful in making appropriate decisions. As research
states adequate behavior management techniques (e.g., providing clear expectations and routines,
stating clear rules and consequences, and consistently using praise and other rewards) can
reinforce childrens appropriate classroom behavior and may reduce disruptive classroom
behaviors (Leflot et. al, 2010). The behavior intervention process further provided an
individualized plan for success for Aerin as demonstrated by the creation of Aerins individual
behavior chart, Race to 5. This process also allowed Aerins teacher to address specific issues
(i.e. disrespect/rudeness toward peers) in a specific manner (i.e. rewarding raising hand, not
interrupting, continue working) to help replace and reshape behaviors.
The most important aspect of the process is that it involved and will continue to involve
the teacher, support staff, the student and parents actively. As research suggests, children
often participate in behavioral interventions to reduce their challenging
behaviors in school or therapy settings. While this form of intervention has
been proven effective, it is important that parents also learn strategies to
interact with their children who may exhibit challenging behaviors outside of
intervention sessions (Fettig & Ostrosky, 2014). While Aerins parents do not
feel that he currently needs a specific behavioral intervention at home, they
are open and willing to be part of his behavioral intervention plan at school.

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Both parents feel that Aerin does like the attention from an adult and also to
be rewarded for his successes therefore they feel that with the behavior
chart, Aerin will be able show less impulsivity toward his inappropriate
behaviors and be more likely to demonstrate the appropriate behaviors to
get adult attention.
I feel that one barrier to Aerins complete success of eliminating
disrespect/rudeness of peers will remain his impulsivity, lack of age
appropriate maturity, and realistically recognizing that there are individuals
that one just does not like in life. It is however the goal of the classroom teambased behavior management strategy created that will provide the teacher with tools to reinforce
prosocial and on-task behavior and reduce antisocial and disruptive behavior (Leflot et. al, 2010).
The teacher will need to be proactive in encouraging prosocial and on-task behavior by not only
praising Aerin, but to also praise other individual children who work in around Aerin to follow
predefined rules. Over the remainder of the school year and beyond, Aerins teachers will need
to adjust and change their behavior management strategies to accommodate the every changing
needs of the student. It will be essential for future teachers that work with Aerin to understand
and be able to define what disrespect is because research conducted by Landers, et. al (2011),
certainly stresses that disrespect is not a concrete concept across subjects, cultures, or possibly
even time. There will be a need to further define specific behaviors as Aerin continues in his
schooling so that focused evidenced-based interventions can be provided to teachers.

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References
Fettig, A., & Ostrosky, M. M. (2014). Functional assessment based parent intervention in
reducing childrens challenging behaviors: Exploratory study of group training. Child
Development Research, 2014, 1-11.

Leflot, G., Lier, P. A., Onghena, P., & Colpin, H. (2010). The role of teacher behavior
management in the development of disruptive behaviors: An intervention study with
the good behavior game. Journal of Abnormal Child Psychology J Abnorm Child
Psychol, 38(6), 869-882.

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Landers, E., Servilio, K. L., Alter, P., & Haydon, T. (2011). Defining disrespect: A rural teachers'
perspective. Rural Special Education Quarterly, 30(2), 13-18.

Appendices
Appendix A-Teacher and Student Interview
Indirect Data: Teacher/Staff Interview
Grade: 2nd

Student Name: Aerin

Target Behavior: Verbal Disrespect/Rudeness toward Peers

Define the Behavior: Interactions with peers in a manner that includes, but
is not limited to, verbalizations of a rude, impolite, and/or tattling.

Question 1:
When is the student successful
during his school day? What is
working?

Aerin will complete any work that is

given to him with no complaints.
Aerin attempts all tasks given to the
best of his abilities. Aerin uses
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BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

appropriate manners when wanting

to ask a question (i.e. excuse me,
may I ask you a question?). Aerin
works best in small group to
complete assigned tasks.
Question 2:
What areas of difficulty does the
student have and during which
activities do these occur?

Aerin is often annoyed/irritated with

students who tell him how to do or
not do something. Aerin tends to hold
onto negative thoughts which can
interfere with his overall performance
on assigned tasks. Aerin lack
maturity/understanding of age
appropriate social skills. Frustration
and difficulty occur across all
subjects throughout the school day,
but tend to be more frequent during
specials, transition times, and
unstructured time in the general ed.
classroom.

Question 3:
Does the student currently receive
any other support in the school?

Aerin currently receives integrated

co-teach special education services
in the general education classroom
(ELA & Math), Occupational Therapy,
and Speech.

Question 4:
Why do you think the student is
experiencing difficulty?

I think that Aerin is experiencing

difficulty throughout the school day
and getting along with his peers
because he likes some maturity and
does not appear to always have an
understanding for others feelings and
actions. Aerin also demonstrates the
need for attention from an adult in
the room when other students are
being helped.

Question 5:
What would be a priority for you with
this student at this point in school?

At this point in school my priority

would be for Aerin to not accuse
other students of ALWAYS doing
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something to him to bug or annoy

him, but instead take responsibility
for his actions and be able to use his
words appropriately to address the
issues without an adult always
having to tell him to stop or not worry
about the other person.
Indirect Data: Student Interview
Grade: 2nd

Student Name: Aerin

Target Behavior: Verbal Disrespect/Rudeness toward Peers

Define the Behavior: Interactions with peers in a manner that includes, but
is not limited to, verbalizations of a rude, impolite, and/or tattling.

Question 1:
What do you think of school?

Its okay, but I would rather be

watching t.v. at home with my mom
and dad.

Question 2:
What do you like best? Least?

I like when we play games in school

and go outside to the playground. I
do not like to read because it is hard
for me.

Question 3:
To be nice and to work hard.
What are the rules in the classroom?

Question 4:
What do you think of the rules?

It is hard to always be nice to

someone if they are bugging you. I
try to do all my work the best that I
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can.
Question 5:
Do you get into trouble sometimes?
Why do you think?

I dont think I get in trouble, but the

teachers do tell me to not worry
about other people so much and
worry about myself.

Question 6:
Generally is work too hard for you?
Too easy?

Reading is harder for me then math. I

am a good math student. I need a
teacher to read things I am unable to.

Question 7:
What would make you like school
better?

If we had more free time to play the

games I want.

Question 8:
Do adults notice when you do a good
job?

They say I do a good job or way to go

when I work hard

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Appendix B
Baseline Data

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BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

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BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

25

BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

26

BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

27

BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

28

BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

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BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

Appendix C
Intervention Data

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BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

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BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

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BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

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BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

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BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

Appendix D
Data Graphs
The data was collected during the baseline data collection phase and is displayed on bar graph
below. The dates of the data collected are listed on the x-axis and the number of tally marks
noted, indicating verbalization of rudeness, impolite, and/or tattling toward peers, are listed on
the y-axis. Data was collected for a total of four days.

Figure 1 Baseline Data

12
10
8
6
4
2
0

42430

42431

42432
Column1

36

42433

BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

The data was collected during the intervention data collection phase and is displayed on bar
graph below. The dates of the data collected are listed on the x-axis and the number of tally
marks noted, indicating verbalization of rudeness, impolite, and/or tattling toward peers, are
listed on the y-axis. Data was collected for a total of four days.

Figure 2 Intervention Data

12
10
8
6
4
2
0

42444

42445

42458
Column1

37

42459

BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

The data was collected during the baseline data collection phase and is displayed on pie graph
below. The academic subjects when data was collected are located in the key below and the
number of tally marks drawn indicating verbalization of rudeness, impolite, and/or tattling
toward peers, are indicated by different colors on pie chart. Data was collected for a total of four
days.

Figure 3 Baseline Data

Math

Resource Room

ELA

Reading Groups

38

Centers/Diff. Instruction

BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

The data was collected during the intervention data collection phase and is displayed on pie
graph below. The academic subjects when data was collected are located in the key below and
the number of tally marks drawn indicating verbalization of rudeness, impolite, and/or tattling
toward peers, are indicated by different colors on pie chart. Data was collected for a total of four
days.

Figure 4 Intervention Data

Math

Resource Room

ELA

Reading Groups

39

Centers/Diff. Instruction

BEHAVIOR INTERVENTION PLAN FOR VERBAL DISRESPECT/RUDENESS

The data was collected during the baseline data collection phase and intervention data collection
phase. Tally marks were marked and counted on scatterplot data chart indicating behaviors of
disrespect/rudeness toward peers as demonstrated by verbalizations or rudeness, impoliteness,
and/or tattling throughout the school day. Each phase included four days of evaluation.

Figure 5: Comparison Data Chart

Baseline vs Intervention
Day 4

Day 3

Day 2

Day 1
0

Baseline Data

40

Column1

10

12

14