Running head: BEHAVIORAL SUPPORT PLAN 1

Behavioral Support Plan

Rachel Ellis

University of Utah
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Describe the Student Situation

The student, I will call him Max, who is the focus of my assessment is 14 years old, in 8th

grade, has been diagnosed with ADHD, dyslexia, dysgraphia, and dyscalculia, and is preforming

reading, writing, and mathematics at a 2nd grade level. Max operates in a regular middle school,

being placed in special education resource for reading, English language arts, and mathematics.

Behavioral Support Plan

(Don’t forget to use pseudonyms!)

Student:__Max______________ Grade__7th_________________

Teacher(s): __Mrs. Smith____________ School___Hogwarts__________

IEP: Yes _X_ NO _____ Plan Start Date:_10/15/19_____

Team will reconvene every _10____ days to monitor plan

Briefly describe the problem behavior(s) in observable and measureable terms (be sure to
include all the major behaviors of concern)

Max is disruptive to the class when given a written assignment. Examples of this behavior
include yelling, screaming, saying vulgar words, blurting out inappropriate comments, and
making loud noises such as grunting. Non-examples include when he raises his hand to answer a
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question, is working quietly on an assignment, speaks out at an appropriate time, or makes

grunting noises at lunch or during PE. His problem behavior occurs between 5-8 times per fifty-
minute class period and is worse if he has not slept well the night before school.

Functional assessment strategies Implemented (check all that apply)

File Review: _X__Yes (Date: __9/20/19_______) ____No

Interviews: _X___Teacher Interview __X__Student Interview

___Parent/Guardian Interview ____Other__________________

Observations:

____Scatterplot __X__Other (e.g., FAO; list/describe)

___X___Other (list/describe) FAI

Provide one or more Summary Statements (as appropriate) based on your functional
assessment data (include Motivating operations if known, Antecedents, Behaviors, and
Maintaining Functions

When Max has not had a proper night of sleep and then is asked to participate in a writing
assignment or assignment, he yells out profanities to gain teacher attention.
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Briefly describe how teachers/staff are currently responding to the problem behavior(s)
(e.g., providing attention/reprimands, putting student in time-out, etc.)

When Max engages in yelling out profanities the teachers/staff typically respond by
reprimanding and redirecting him back to the on-task writing assignment.

Briefly describe a desired replacement behavior(s) that will serve a similar function as the
current problem behavior(s)

Max will raise his hand before yelling out.

Develop a behavioral objective incorporating the replacement behavior(s)- (Include

condition, student, behavior and criterion)

During the written assignment, Max will raise his hand before yelling out at least 2-3 times per
period when given appropriate opportunities (i.e. Max has a question on the assignment, the
teacher asks the class a question, etc.)

Outline the instructional strategies to teach the desired replacement behavior (where,
when, how & who will teach the replacement behaviors?)

During the time students are working on the writing assignment, Max will receive instruction
outlining his “on-task” behaviors, and when and how it is appropriate to raise his hand when he
would like to make a comment or answer the teacher’s question. He will be given a tracker sheet
in order to track his good behavior. The teacher will explain to Max that he will rate his
behavior from 1-5, with 5 being his best behavior and not making any inappropriate comments or
noises. During the first few days of the intervention, Mrs. Smith will model to Max his “on-
task” behaviors and what raising his hand and making an appropriate comment looks like. Mrs.
Smith will also check Max’s tracker sheet at the end of every day and make sure he is filling it
out accordingly. Extra training will be provided as needed.
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Briefly describe planned motivating operation and antecedent strategies (if no motivating
operations identified- leave blank)

Motivating Operation Strategies

*Max will be get a drink before class starts and use the restroom in order to wake up his
tiredness and start his day off with a fresh mind.

Antecedent Strategies

*Pre-corrects will be used to help Max stay on task prior to class starting. “Max, remember that
we are working really hard to focus on our writing assignments and math assignments. That
means follow along with me and raise your hand when you want to say something.”

*Max will be prompted to use his tracker sheet throughout each class period.

*Max will be reminded that a prize is available if he meets his on task goals and fills out his
tracker sheet.

Describe positive and reductive consequence strategies (includes specifics of who will
deliver the consequences, schedule of reinforcement, etc.)

Positive-

*When Max raises his hand without talking out, the teacher will praise Max and allow him the
opportunity to make an appropriate comment to the class. If it is not appropriate, the teacher will
ask Max to hold onto that thought. If Max raises his hand before speaking out with 90%
accuracy, the teacher will give him a sticker of his choice as a reward.

*During class, the teacher will praise Max appropriately every 5 minutes if he stays on-task.

*Max will be taught how to use his tracker sheet. When the teacher taps his desk every 5
minutes, Max will track his behavior by marking down the number 1-5. If Max meets his daily
goal, he’ll be given points toward a larger prize. His daily goal will be set at 80% on task and
will increase to 90% after one week of meeting the goal.

Reductive-
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*If Max does not meet his daily goal on his tracker sheet, he will not receive the points toward a
large prize.

*If Max is speaking out inappropriately, the teacher will use a re-directive statement by saying
Max’s name and count downing from 3. (e.g. “Max, 3-2-1. Please pay attention.”) If Max
continues to remain off-task, the teacher will ask him to move seats to the front of the room.

Describe a data collection system to monitor the replacement and problem behaviors and
state how the data will be summarized

The classroom aide, Mrs. Johnson, will record the frequency of Max’s inappropriate outbursts
and his on task behaviors. Data will be put into a graphic format, including the daily percentage
of time spent on task, such as raising hand, listening to the teacher, participating in the
assignment, and the percentage of time spent off task, such as yelling, screaming, saying vulgar
words, blurting out inappropriate comments, and making loud noises such as grunting.

Time on task will be measured by using time samplings on a variable interval (every 5 minute)
schedule. Mrs. Johnson will set 5-minute intervals on her watch. She will mark if Max is on task
or off task when the timer goes off. The points placed in the on-task part of the chart will be
divided by the total opportunities recorded in order to get a percentage of the time Max spent on
task. (e.g., Max has 8 marks on the on-task part of the sheet, out of a total of 12 opportunities to
earn points. His task rate would be 8/12 = 66%.)

Reactive Emergency/Crisis Procedures (if needed for “blowups” or dangerous behaviors)

If Max’s behavior becomes too difficult for the teacher to manage, he will be asked to go

to the assistant principal’s office or to the counselor’s office.

If Max’s behavior becomes harmful toward himself, the teacher, or fellow students, the

assistant principal will be sent to help take her down to the office. If necessary, physical

restraint may be involved.

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LRBI Approvals (Briefly describe what level of approvals (e.g., basic parent notification,
parental approval, district/state committee approval), if any, would be needed for
the procedures that you have described above, according to the state LRBI
guidelines).

LRBI Approvals Signed Parental Consent Behavior Expert Required

Positive Response from No No
Teacher
Prompting No No
Sent to Office No No
Record Data Yes No
Physical Restraint Yes Yes
Tracker Sheet Yes No

Team members and their responsibility for implementation

Member Responsibilities

Mrs. Smith Teach Max’s instruction

Mrs. Johnson Track Max’s behaviors