Running head: POSITIVE BEHAVIOR SUPPORT PLAN

Positive Behavior Support Plan

Towson University
SPED 798: M.A.T. Internship
Heather Cryan

I.

Definition of Specific Behavior

POSITIVE BEHAVIOR SUPPORT PLAN

Student Background Information

Macy is a 15 year old ninth grade student at Towson High School, coming from her
residential school in Loch Raven High School. This is her first year as a freshman and she is in
her third quarter of the year. Macy is a student with an Individualized Education Plan (IEP) since
the age of 13. Her primary disability is Emotional Disturbance as well as Math, Reading, and
Writing. In the beginning of her 9th Grade year, Macy was a part of four 80-minute seclusion
classes daily which she attended on an A day/B day schedule. Macy also had a one to one aid
with her daily. Due to Macys distractive and disruptive behaviors, she is now attending school
only on A days, and has to be taught in a one to one setting with a special educator and a
paraprofessional. Since this change in class schedule, her time spent out of class has somewhat
decreased, however, the behaviors and refusal to do work continue to be a problem for Macy as
she faces being placed in a more restrictive environment.

Definition of Specific Behavior

Throughout the school day, Macy often displays multiple off-task, as well as noncompliant behaviors. Her off-task behaviors consist of listening to music during instruction,
texting/playing on her phone, and sleeping. Her non-compliance behaviors consist of refusal to
do classwork, responding disrespectfully to teacher, and walking out of the classroom during
instruction. If Macy is not ready, she can often become very confrontational when teacher asks to
start work and will be verbally aggressive towards teacher. When Macy does not want to do
work, she will often begin rapping aggressive lyrics, playing on her phone, or taking pictures of
herself. Macy often begins class by walking out when the teacher walks in. On the off-chance
that she doesnt walk out, Macy generally takes several minutes to begin working. Macy prefers

POSITIVE BEHAVIOR SUPPORT PLAN

simple worksheets that she can do on her own. She likes to be able to quickly find the answers,
but also quickly gives up on work when it appears to be too complicated. When she gives up she
will put her head down, sleep, and ignoring any adult responses to redirect. When shes not
angry, she will sometimes playfully leave the room. If adults follow, she will run, and likes to
engage in a chase. Macy is provided with teachers notes and often does not pay attention to the
teacher as the notes are reviewed unless it is a story that catches her attention. If the words or
concept appears to be too complicated, Macy will show non-compliant behaviors.
Since Macy is not in a classroom with other students, her behavior does not affect any
others negatively, however, it does limit the amount of work that Macy gets done. On a good day,
Macy will complete three simple worksheets, which often requires prompting and redirecting.
There is no homework to do because Macy does not keep track of her assignments, and does not
keep any work given to her. Paraprofessional will often collect paperwork and keep track of this
for Macy. When in a good mood, Macy also likes to be very playful and joke around with
paraprofessional, which is a way for her to avoid completing work. Simple worksheets consist of
reading a short passage/notes and completing a fill in the blank or short answers questionnaire.
These simple worksheets could take up to 20 minutes for Macy to complete due to her off-task
behaviors. Macy has stated several times that she is in control of the classroom. If ever the
teacher attempts to redirect Macy, she will make it clear that she will do work when she wants to,
and that she is the dictator in the room.
In an 80 minute class period, observable/measurable behaviors that can be seen are
pretty consistent each day. In a three day observation, Macy completed an average of 18 minutes
of classwork (Day 1: 8 min, Day 2: 29 min, Day 3: 22 min). Macys non-compliant behaviors of
refusing to do work, responding inappropriately, and leaving the classroom are grouped together

POSITIVE BEHAVIOR SUPPORT PLAN

and seen a total of 23 minutes daily. Macy leaves the class on average at least once a day for an
average of five minutes, responds inappropriately/aggressively at least twice a day, and refuses to
do work for up to 22 minutes a day. The duration and magnitude of behaviors are as follows:
her off-task behaviors are seen through playing on her phone/rapping, listening to music or
sleeping. These occur on average 32 minutes daily. The frequency of these behaviors are
occurring on a daily and weekly basis. She can become very loud when rapping and is often
looking for a response. When she gets bored, she can become very good at ignoring the teacher
for this long period of time. The non-compliant behaviors occur on average 23 minutes in one
period, while the off-task behaviors are occurring 32 minutes in one period, leaving 19 minutes
for classwork, or on-task behaviors.
These behaviors have an extreme negative effect on Macys education. Macy is getting
no more than three worksheets done every other day since her behaviors have caused the school
to limit her time to only being present on A days. She is getting minimal peer interaction because
most of it was distracting or negative. She is learning the bare minimum of the content of four
subjects at school and is not showing much improvement in her least restrictive environment.
These behaviors arent necessarily dangerous, only verbally threatening. The behaviors are
disruptive, specifically to Macys education, since she has been removed from any educational
setting with other children around.
II.

Literature Review

The following literature summaries focus on the disruptive behaviors that are present in
students with emotional disabilities. The strategies are to deal with the emotional disabilities of
students found in the classroom.

POSITIVE BEHAVIOR SUPPORT PLAN

Source 1- Implementation of a Self-monitoring Application to Improve On-Task Behavior: A

High-School Pilot Study.
In this article, a study was held on students with emotional disturbance behaviors that are
often disruptive and easily distracted in class, and the success of self-monitoring as a source of
an intervention. The article claims that handheld devices are found to be successful in motivating
students to increase on-task behaviors. Technology could be used as a timer to redirect the
student every two minutes to record on paper their own behavior, whether it be on/off-task. Data
shows that during initial observations, the baseline of behaviors was at a low, around a 41% of
on-task behaviors, while when the intervention of self-monitoring was implemented, the on-task
behaviors drastically increased to an average of 91%. This study shows that the frequency of
disruptions also decreased from 4.4 disruptions a day to less than 1 a day. Study reported
improvements of on-task behavior in the classroom through self-monitoring of the student using
technology to redirect behaviors.
Wills, H., & Mason, B. (2014). Implementation of a Self-monitoring Application to Improve OnTask Behavior: A High-School Pilot Study. Journal of Behavioral Education, 23(4), 421434.
Source 2 Self Determination Interventions for Students with and at-risk for emotional and
behavioral disorders: Mapping the Knowledge Base.
This article reviews 22 articles about students with Emotional Behavioral Disorders and
interventions most successful in a classroom. Students with emotional behavioral disorders often
have limited capability to enhance their self-determination. There were nine self-determination
elements that were of focus during this research. Self-management and self-regulation strategies
were most common in these studies, allowing students to assume responsibility in evaluating

POSITIVE BEHAVIOR SUPPORT PLAN

their own academic and behavioral performance. These self-determination strategies can be
taught in the classroom and easily redirected. Unfortunately, choice-making and problem
behavior were not addressed as much using these self-determination elements.
Carter, E. W., Lane, K. L., Crnobori, M., Bruhn, A. L., & Oakes, W. P. (2011). SelfDetermination Interventions for Students with and at Risk for Emotional and Behavioral
Disorders: Mapping the Knowledge Base. Behavioral Disorders, 36(2), 100-116.

Source 3 Task Sequencing for Students with Emotional and Behavioral Disorders.
Task sequencing is an indirect motivational strategy used, for the purpose of this study on
students with emotional behavioral disabilities to improve academic performance. This study
reviewed research completed through different studies addressing task sequencing through two
interventions: high-probability sequencing (or high-p sequencing) and task interspersal
procedures. High-probability sequencing is an intervention that incorporates breaking up tasks
into multiple high-p requests followed by one low-p request. A high-p request is a task that is
easily completed the student, while a low-p task, is a more difficult task, such as writing a
paragraph. By teachers presenting a high probability task several times before introducing a lowprobability task, there was a higher percentage of students that were engaged in the lowprobability task than just introducing the low-p task. Task interspersal procedures is a strategy in
which a familiar task is introduced prior to introducing a more difficult or new task. This has
shown to improve compliance and completion of the new task. Task-sequencing has been found
to be effective when it comes to addressing compliance, social skills, aggression, and academic
deficits and both strategies have shown an increase in academic output.
Knowles, C., Meng, P., Machalicek, W. (2014). Task Sequencing for Students with Emotional

POSITIVE BEHAVIOR SUPPORT PLAN

and Behavioral Disorders. Behavior Modification. 39(1) 136166.

Source 4 Teacher Perspectives on Behaviors of Middle and Junior High School Students at
Risk for Emotional and Behavioral Disorders.
This article discussed a study that was completed by teachers of middle and high school
students, in which the teachers identified behaviors what they believed would be classified as
emotional and behavioral disorders. There were six different behaviors identified for at risk EBD
students: difficulty forming relationships with peers, difficulty forming positive relationships
with teachers, students sleep in class/appear hungry, parents are less involved, students engage in
internalizing/externalizing behaviors, and extreme fluctuation in behavior or moods. The
behaviors that teachers identified as EBD were similar to research identifying internalizing and
externalizing behaviors. These behaviors identified in students can be used to identify at risk
students for EBD. Once identified, teachers can make the proper referrals to a student services
team, or counselor to include interventions in order to help the student succeed.

Hecker, B., Young, E. L., & Caldarella, P. (2014). Teacher Perspectives on Behaviors of Middle
and Junior High School Students At Risk for Emotional and Behavioral Disorders.
American Secondary Education, 42(2), 20-32.
Source 5 Effective Teachers for Students with Emotional/Behavioral Disorders: Active
Ingredients Leading to Positive Teacher and Student Outcomes.
In this article, strategies are discussed for teachers to implement through their own
actions to be aware of the effects that they are having on their students with emotional/behavioral
disorders. Using positive reactions rather than negative in the classroom as well as praise as
opposed to punishments, helps to provide a more positive classroom environment, not only for

POSITIVE BEHAVIOR SUPPORT PLAN

the student with EBD, but for all other students in the class as well. Students with EBD can
sometimes be identified as attention-seeking. Teachers that give more attention when kids do
something good, rather than kids getting negative attention reinforces students to continue being
good and they will still receive attention. It is also important to keep class rules and enforce
them, this way students see a connection with consequences to actions, however, students should
not only be re-enforced for doing something negative, but also something positive. In cases of
negative behaviors, teachers should teach acceptable behaviors so that students have options as
to how to replace their behaviors that are not acceptable. Lastly, to create a supportive classroom
environment, teachers should ensure that the material is presented at the students ability level in
order to ensure that the students are capable of successfully completing their work and avoid
frustration. These have all proven to be successful strategies for effective teaching when working
with students with emotional/behavioral disorder.
Conroy, M. A., & Sutherland, K. S. (2012). Effective Teachers for Students With
Emotional/Behavioral Disorders: Active Ingredients Leading to Positive Teacher and
Student Outcomes. Beyond Behavior, 22(1), 1-9.
III.

Baseline Data Collection

In order to track behaviors displayed by Macy, I used a frequency behavior data chart that I
created to include date, times behaviors were observed, as well as duration of the behaviors. The
purpose of the chart was to include enough detail along with the behaviors identified in order to
show more detail of the behaviors. All of these behaviors were totaled and marked with a tally at
the top of each behavior, with a description of the behavior next to the noted time. Since Macy
only attends school on A days due to her behaviors, Macys observations will be the first and last
period of the day, however, Macys environment will remain the same. She will continue to be in

POSITIVE BEHAVIOR SUPPORT PLAN

the same room, with a one to one special educator, and a one to one paraprofessional. The only
thing that changes is the teacher and the subject.

POSITIVE BEHAVIOR SUPPORT PLAN

Day 1

POSITIVE BEHAVIOR SUPPORT PLAN

Day 2

10

POSITIVE BEHAVIOR SUPPORT PLAN

Day 3

11

POSITIVE BEHAVIOR SUPPORT PLAN

Summary of Data Submitted

12

POSITIVE BEHAVIOR SUPPORT PLAN

13

Macys behavior was tracked for a total of an 80 minute period, beginning from 9:20am to
10:45am on the first and third observations and 12:55pm to 2:12pm on the second observation.
Behaviors that were observed on these three observations were non-compliance (refusing to do
work, responding inappropriately, and leaving the classroom), off-task behaviors (listening to
music during instruction, texting/playing on her phone, and sleeping), and on-task behaviors.
Macy displays these behaviors throughout the entire class period. Each behavior is marked by a
tally and duration of the behavior is tracked.
The baseline data shows that the most common behaviors are off-task behaviors due to
the fact that they occur for a longer duration of time. Macy spent on average 40% of the 80
minute class period performing off-task behaviors. Her on-task behaviors only consisted of 23%
of the class period. Her non-compliance behaviors occurred daily and were 29% of the class
period. These behaviors were often verbally threatening, but did not last for a long period of
time.
Summary of Records Review
After reviewing Macy for her baseline behaviors, I also reviewed her IEP and BIP. Macy
has had an IEP since 2013 with her primary disability being social/emotional behavioral disorder.
Her BIP has been put in place as of October 2015. Macy has transferred from her home-school in
order to receive a least restrictive environment B, or smaller classroom/resource room
combined program. Strategies recommended for Macy would be to chunk her work, provide
missing supplies, use short/simple sentences when giving directions, away from distraction of
peers, and use positive reinforcements within the classroom. Teachers should approach student
with a neutral tone of voice, modify work, and allow Macy to take frequent breaks. She should
also be redirected immediately when behaviors are highly inappropriate.

POSITIVE BEHAVIOR SUPPORT PLAN

14

Macys current social/emotional behavior goal states that Macy will utilize choicemaking, problem solving, and compliance strategies along with adult redirection and selfmanagement. These goals are to be accomplished by providing adult assistance as well as
modeling to redirect Macy with her decisions. Teacher interviews show that Macy is having an
extremely difficult time in all of her classes. She is not willing to participate in most lessons
when she is here, and many teachers report her not doing any of her work.
Analysis of Data
Behaviors were recorded as non-compliant behavior I (Bx I), off-task behavior
behavior II (Bx II) or on-task behavior behavior III Bx III). During the first observation, most
of the behaviors that occurred were behavior 1, or Non-compliant behaviors. This behavior
steadily decreased in time over the next three days. Although the other two behaviors were
sporadic, non-compliant behavior is the only one that declined.
On day 2, we saw the most on-task behavior from Macy before it declined again on day
3. Her off-task behaviors seemed to increase since day 1, although they dropped slightly on day
three, they still took up a rather large chunk of time throughout the three days of observation.
Macys off-task behaviors show more of attention-seeking behaviors, while her non-compliance
shows avoidance of work. Therefore, we can see from the analysis of data that Macy is showing
on average around the same amount of attention-seeking behaviors as non-compliant behaviors.

POSITIVE BEHAVIOR SUPPORT PLAN

IV.

15

Hypothesis of Functional Intention

Based off of the data collected from the baseline behaviors observed as well as records
reviews (IEP and BIP), I hypothesize that Macys behaviors appear to be attention seeking as
well as avoidance. It is hard to say which prevails, since most days it is dependent upon Macys
mood. When feeling happy and awake, she will like to seek attention through running down the
halls, laughing, or playing around in classroom. There are also days where avoidance is obvious,
when Macy comes in and puts her head down, is verbally aggressive with the teacher, or simply
refuses to do any work at all. She will play on her cell phone the entire period and ignore any
redirection coming from the teachers. There are also days where she does not want any attention
and will choose to sleep all day or talk to friends on the phone, which would be considered
avoidance behaviors. She will even make obvious avoidance of work behaviors when she
becomes verbally aggressive when teachers attempt to redirect her towards class work, or will
simply start the worksheets given, but then give up and become frustrated.
V.

Replacement Behavior

POSITIVE BEHAVIOR SUPPORT PLAN

16

The goal replacement behavior, is to increase time spent on on-task behavior. By increasing
on-task behavior we are expecting to see a decrease in off-task and non-compliant behaviors. Ontask behaviors consist of Macy transitioning, completing any type of classwork, listening to
teachers notes, etc. Increasing the time spent on on-task behavior is appropriate due to its
wide range of possibilities in which student can complete as long as she is able to follow simple
directions and stay on task.
Macy should be staying in class from the beginning of the bell. She should be able to follow
through with a regular school days schedule such as a drill, a lesson, and possible worksheets or
hands on learning. She should be verbalizing when she needs breaks, but other than this, she
should be doing more than 60 minutes of on-task work per 80 minute period.
To avoid Macys off-task and non-compliant behaviors, I have subtly taught Macy ontask replacement behaviors. The following are on-task behaviors that were taught to Macy
through modeling and one on one instruction: Macy will utilize self-advocacy to positively
verbalize feelings and or needs during instruction. When leaving the classroom, Macy will ask
prior to just walking out of the room. Lastly, Macy will take ownership of her learning and will
become more actively involved in her lessons to ensure that learning is accomplished.
These replacement behaviors were taught before introducing the positive behavior support
plan. Rather than these behaviors being directly taught, they were more-so modeled and made as
an option or as a redirection to offset an undesired behavior. Macy has stated several times that
she is the dictator in the classroom and no one can control her. So rather than to argue with a
student, Macy was indirectly given new options as to what she can do, and redirected on how to
behave socially with adults. In multiple situations, Macy was redirected, and given new options

POSITIVE BEHAVIOR SUPPORT PLAN

17

as to what behaviors would be desirable. When desired behaviors occurred, Macy was rewarded
with verbal praise.
VI.

Positive Behavior Supports

To ensure that Macy would chose to utilize her replacement behavior (increase time spent ontask), there were three positive behavior supports that were put in place. The following are the
three positive behavior supports that were available to Macy.
1) From the beginning of class, Macy will be given options as to what she can do for class
that day. The options will cover the lesson that is to be learned or practice from a
previous lesson learned. Options will remain until all are eventually used. This way,
Macy can choose where she is prepared to start: with either lesson notes, worksheets, or
quiz/video depending on what is available each day. This will allow Macy to feel some
control over her learning environment, and will hopefully lead to less non-compliant
behaviors if Macy is choosing and agreeing to her work. When Macy is feeling annoyed
with a worksheet, she may continue on with help, or ask to come back to this worksheet
later.
2) Macy will self-advocate for herself by verbally stating what she needs throughout the
class period. Whether she may need a modification on her worksheets, assistance with a
problem, or need a break, Macy will be encouraged to verbalize these things. If Macy
appears tired, teacher will ask if she is ready for a break, eventually Macy will be able to
verbalize these things on her own and will be given a 5-10 minute break. Macy will be
rewarded with breaks when needed or help when allowed and will continue to be verbally
praised when she advocates for herself in the right way.
3) Positive verbal praise will be given with on-task behavior. Along with positive verbal
praise while student is doing work, teacher will make effort to make a positive phone call

POSITIVE BEHAVIOR SUPPORT PLAN

18

home at least once every two weeks. This will hopefully improve the home-to-school
connection and encourage Macy to continue to keep up the good work if she is also
hearing positive praises at home. Teacher will encourage guardian to verbally praise
student as well for any good work she is doing that week.
VII. Data Collection and Visual Representation
The following data represents the behaviors that were observed through Macy over a
span of 14 days. The majority of data collection occurred in science class from 9:20am10:40am. However, some days were observed in the afternoon as well during 4th period from
12:50pm-2:12pm since Macy is only here on A days. It is important to note an outlier in
which there was one period (Day 5) when Macys guardian took her phone away, in order to
get this back, Macy had to get positive notes home from all of her teachers. Macy showed an
unusual amount of positive behavior on this day. The following behaviors charts show:
Behavior I (Non-compliant behaviors) and Behavior II (Off-task behaviors). Behavior III
(On-task behavior) was not marked on this observation tally sheet since it totals the duration
of incidents, however it is marked on the bar graph since the goal was for these on-task
behaviors to continue.
Behaviors Observed
Day
1
2
3
4
5
6
7
8
9
10
11
12

Behavior I

20 min
12 min
8 min
5 min
5 min

Behavior II
80 min
20 min
25 min
60 min
20 min
10 min
66 min
33 min
80 min
55 min
56 min
75 min

Total Incidents
80 min
20 min
25 min
80 min
20 min
10 min
78 min
41 min
80 min
55 min
61 min
80 min

POSITIVE BEHAVIOR SUPPORT PLAN

19

13
14

76 min
74 min

76 min

Behaviors Observed
90
80
70
60
50

Minutes

Bx I

40

Bx II

Bx III

30
20
10
0

10

11

12

13

14

Behaviors

The following are the original copies of data tracking that was used for the 14 days of
behavioral data collection used to observe Macys behaviors.

POSITIVE BEHAVIOR SUPPORT PLAN

20

POSITIVE BEHAVIOR SUPPORT PLAN

21

POSITIVE BEHAVIOR SUPPORT PLAN

22

VIII. Data Summary and Interpretation

Based on the above data, my positive behavior supports did not have a positive effect on
Macys behaviors. Behaviors ranged from the entire 80 minute period, to 10 minutes of negative
behaviors over 14 days, averaging 47 minutes of off task behavior per day, 3 minutes of noncompliant behavior per day, and 50 minutes of behaviors total. Macys behaviors were tracked by
duration of time since they often lasted too long to count as just 1 incident. It is apparent that the
majority of the behaviors were off-task behavior. There are several days in the beginning of this
behavior tracking that show a significant decrease in both off task and non-compliant behaviors,
and an increase in the desired, on-task behaviors.
On Day 2 (2/24/16) Macy showed only 20 minutes of off-task behavior, and 60 minutes of
on-task behavior. This was during 4th period in the afternoon, her Math class, in which Macy had
slept all morning during science class. Macy was wide awake during 4th period and appeared
bored and willing to participate. If she started to get off track, her paraprofessional would
redirect her with the reward of a cookie if she chose to do her work.
On Day 3 (2/26/16), Macy exhibited 55 minutes of on-task behavior. Macy is still poor at
verbalizing needs, however after taking a nap, Macy agreed, frustratingly, to complete two
papers. Once she started on the papers, she accepted help willingly and was able to focus on
papers for rest of class.
On Day 5 (3/3/16), Macy exhibited on-task behavior for 60 minutes of the 80 minute period.
Macy was verbally appropriate today and asked to start her work right away. She was able to
verbally ask for a break and asked for a timer to be kept. She slept for 15 minutes, however,
agreed to work again, and was given her choice of worksheets to complete. She got through three

POSITIVE BEHAVIOR SUPPORT PLAN

23

papers when she woke up. Her guardian had taken away her phone today, and Macy needed
positive reports from all of her teachers so she was putting in lots of effort today.
On Day 6 (3/7/16) Macy exhibited on-task behavior for 70 minutes, a majority of the period.
Macy was given choices between two worksheets, advocated for her needs throughout this time,
listened to music as she did her next worksheet, and then listened as teacher reviewed notes.
There were no surprising outliers today, Macy just simply did well with positive behavior
supports.
All other days consisted of 15 minutes or less of on-task behavior. The major problems that
prevented Macy from being successful in class was sleeping and when she would get distracted
by her phone. Sometimes these behaviors would take up the entire period. It is my interpretation
that there are a lot of outside factors that affect Macys education. It is very apparent that Macy is
capable of doing well and completing work for almost an entire class period, however, it is her
phone, lack of sleep, and attitude that often get in the way of her work a majority of the time.
Macy struggles with authority and feeling like shes giving up too much power. She would often
make comments about feeling like the teacher was dictating her. On days when she was prepared
with enough sleep and wasnt distracted by phone, Macy did very well with having choices,
advocating for herself, and positive verbal praise. Unfortunately, these positive behavior supports
werent enough to keep her on track from outside outlier, such as things that go on at home or
with her friends.
IX.

Reflection

I feel as though I have grown immensely in my knowledge and skills in classroom

management. Although Macy was a one to one student, classroom management was extremely
necessary while working with Macy. I learned that I needed to be prepared at all times with

POSITIVE BEHAVIOR SUPPORT PLAN

24

creative ways to learn, back up work to provide alternatives, and I learned not to get too hard on
myself when Macy did absolutely no work at all. Ive learned that not all situations can be
controlled, but they can be managed. Managing positive behavior supports for Macy gave me
more opportunities to get Macy to complete work. I grew in the amount of patience that I have
and utilized with Macy as well as my knowledge of how a behavior intervention plan was
implemented.
The completion of this project helped me to grow in my disposition through my
commitment, caring, and collaboration. As a growing student, my commitment to professional
practice is shown through my reflection on practice regularly in order to improve student skills. I
have shown strengths in my growth for caring for the success of students and their well-being
through my persistent belief that all students are capable of learning and am persistent in
educating these students. Lastly, through my collaboration with colleagues I have grown in my
ability to seek expert knowledge in order to improve teaching and learning, as well as improved
collaboration with parents and teachers.
If I were to complete the project, two things that I might do differently would be to be a
little less laid back, and more consistent with work. Being as though Macys positive behavior
supports were put in place to maintain her behavior and increase workload, often a lot of the
focus went to maintaining her behavior. I feel as though if I were able to be more pushy with
doing work, maybe Macy wouldve completed more, rather than backing down when Macy
responded with an attitude. Another thing I might do differently would be to do more hands on
activities with Macy that required hands on learning. Macy prefers to do everything
independently so if I were able to create more hands on lesson plans that enabled her to do so,
she might be more intrigued in the assignments. Also, chunking assignments and modifying

POSITIVE BEHAVIOR SUPPORT PLAN

25

papers is something that I wouldve done differently because Ive noticed that when Macy
sees worksheets that appear to have a lot of work on them, she wont even attempt to do them
and will shut down for the remainder of class. If I could chunk assignments and show that the
work was capable of getting done, she might be more willing to try.
For maintenance and generalization for the remainder of the school year, I will
continue to attempt to implement these positive behavior supports. As far as maintenance of
these supports, I would need to continue to create choices for Macy to be able to continue with
daily options of work, as well as continue to work to find something creative that Macy responds
to. As far as generalizing this plan, all of Macys classes are currently taking place in a one to
one setting. This would be a pretty easy plan to implement and generalize as long as all teachers
knew what to implement.