Behavioral Support Plan

Student: __Stuart Small__ Grade____8th_______

Teacher(s): __Ms. White_______ School__Big Hill Middle School__

IEP: YES _X_ NO _____ Plan Start Date: __10/25/19_____
Team will reconvene every _10__ days to monitor plan

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

Stuart is disruptive, destructive, and aggressive during group work, when completing
difficult tasks, when asked a request, and when alone, in all academic classes.
Examples of this behavior include destroying the materials given, being verbally
aggressive towards peers resulting in tears from the peers, pounding his desk with his
pencil, and calling out using profanities when the teacher is talking. Non-examples
include raising his hand to answer a question, participating in group work nicely with
peers, and approaching the teacher for attention in an appropriate way. Stuart’s
problem behaviors occur 10 times per fifty-minute class period and is worse when he
has receive little sleep the night before.

Functional assessment strategies Implemented (check all that apply)

File Review: _X__Yes (Date: _9/30/19) ____No

Interviews: _X__ Teacher Interview _X__Student Interview

____Parent/Guardian Interview ____Other

Observations: ____A-B-C Direct Observation (Antecedent-Behavior-

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

Rating Scales:
__X__Other (list/describe) _Functional Assessment
Interview Form (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 Stuarts gets little sleep and is asked to do group work, to complete a
demand/request, or complete a difficult task he is aggressive towards peers, pounds his
desk, calls out, and destroys materials in an effort to escape the group work resulting in
a verbal reprimand.
When Stuart gets little sleep and receives little attention he calls out, is
aggressive towards peers, and pounds his desk in an effort to gain attention.

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 Stuart is aggressive towards peers, pounds his desk, calls out, and
destroys materials he receives a verbal reprimand if appropriate or is ignored by the
teacher. If Stuarts behavior disrupts the entire class, he is typically kicked out of the
classroom. When Stuart shows the appropriate behavior, he is rewarded with praise,
candy, or chips.

Briefly describe a desired replacement behavior(s) that will serve a similar

function as the current problem behavior(s)

Stuart will ask for a break when he becomes frustrated. He will raise his hand
and ask for attention appropriately when desired. He will also raise his hand to ask for
help. Stuart will ask to work alone or pick the group he wants to work with when there is
group work.

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

(Include condition, student, behavior and criterion)

During small group work, Stuart will ask to work alone before being aggressive
towards peers, calling out, or destroying materials at least once in each academic
period if circumstances allow.
When asked to complete a difficult task Stuart will ask for help 3 times before
destroying his materials or pounding his desk given the opportunity.
When asked to complete a demand Stuart will ask for a break 3 times before
destroying materials when appropriate.
When Stuart desires attention he will ask appropriately for attention from his
teacher 2 times before calling out, pounding his desk, or being aggressive towards
peers.

Outline the instructional strategies to teach the desired replacement behavior

(where, when, how & who will teach the replacement behaviors?)

Stuart will receive instruction on asking for help, asking to work alone, asking for
a break, and asking for attention appropriately. He will be taught by Ms. White when it is
appropriate to ask and how long desired behavior must be displayed (10 minutes)
before receiving prizes. Ms. White should model desired behavior for Stuart and use
prompts for the start of this plan to remind Stuart of what is expected. Have Stuart
practice the desired behavior when checking in with his teacher of choice (Ms. Blue).
Remind Stuart of expectations as the year goes on to keep desired behaviors fresh in
his mind.

Briefly describe planned motivating operation and antecedent strategies (if no

motivating operations identified- leave blank)

Motivating Operation Strategies

- Stuart will check in with the adult of his choice before school to increase adult
attention and provide a safe space for him.
- Stuart will choose his small group or choose to work alone during group work in
academic classes. This choice must be earned after desired behavior is shown
for ten minutes.
- Stuart will be allowed five minutes of rest time at the start of the period when he
received little sleep the night before. This must be earned from showing desired
behavior when asked to complete a difficult task.
- Stuart will be allowed to take a short 3-minute break when asked to complete a
demand or request. This must be earned from showing desired behavior during
the first ten minutes of the task.

Antecedent Strategies

- Prompt Stuart during academic periods. “Remember Stuart you can ask for a
break after 10 minutes of hard work. Remember to raise your hand when you
need help.”
- Prompt Stuart to stay calm when he’s given group work and remind him, he can
work alone.
- Prompt Stuart to seek out his safe space and teacher of choice when needed.
Remind him he won’t be in trouble for going to his safe space.
- Remind Stuart of the reinforcement he will receive when desired behavior is
shown.

Describe positive and reductive consequence strategies (includes specifics of

who will deliver the consequences, schedule of reinforcement, etc.)

Positive-

- Praise Stuart in all classes for desired behavior. Provide him pack tickets (that
ultimately lead to a prize at the end of the week) for on-task behavior.
- Allow Stuart a prize of choice at the end of the period when only desired behavior
was shown, and no prompting was needed. (Candy, chips)
- Acknowledge when Stuart raises his hand for help or attention and when he
completes difficult tasks. Acknowledge when Stuart chooses to work in a group
 and positively collaborates with peers. Acknowledge when Stuart completes a
demand without needing a break. Provide prizes at the end of the period when
100% desired behavior is shown.
Reductive-

- When Stuart destroys his materials, provide him with a verbal reprimand or
redirect statement. “Stuart, here is another worksheet. I need you on-task and
ready to complete the assignment.”
- Praise nearby students for raising their hands and participating in group work.
Ensure Stuart can hear the praise.
- If Stuart is overly disruptive move him to seat alone away from other students but
close to the teacher. Ensure Stuart is checked on every five minutes.
- If Stuart shows no desired behavior for the fifty-minute period, he receives no
prize or pack tickets.

Describe a data collection system to monitor the replacement and problem

behaviors and state how the data will be summarized

Stuart’s teachers will record the frequency of each problem behavior per fifty-
minute period. They will also record Stuart’s desired behaviors of raising his hand,
asking for a break, asking for help, and asking for attention appropriately. The data will
be recorded in two comparative graphs including the percent of time using desired
behavior and the percent of time using problem behaviors. Desired behaviors will be
measured using time sampling on an interval of 5 minutes to start and 10 minutes once
expectations are understood. The number of recorded desired behaviors will be divided
by the opportunities for desired behaviors to get the percentage of time showing desired
behaviors.

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

behaviors)

If Stuart’s behavior becomes dangerous, he will be asked to leave the classroom,

escorted by the Assistant Principal to the office where he will reflect on his behavior.
If Stuart’s behavior becomes too disruptive to the rest of the class, he will be
asked to leave the classroom and sit alone in the office until the class is over.

LRBI Approvals

Signed Parental Behavior Expert Required on

Consent Team
Precorrection No No
Check-in with Adult No No
High Rates of Positive Response No No
from Teacher
Modeling/Diff. Reinforce No No
Of Another Person’s Beh.
Prompting No No
Administrative Intervention/Sent No No
to Office
Think Time (aka Interclass No No
timeout)
Physical Restraint Yes Yes

Team members and their responsibility for implementation

Member Responsibilities

Ms. White Instruction & Data Collection

Ms. Blue Daily check-in and provide a safe space

Mr. Red Escort Stuart to the office and be present for

behavior reflection

Mr. Grey Another teacher Stuart feels comfortable with and

can use for check ins.