Behavior Change Plan 1

Part I:

Context: In a classroom of 1 st graders, there are about 35 students. There is a

behavior of blurting out, not waiting to be called on by the teacher. The behavior

seems to happen more in the morning, during instruction, teacher questioning, and

whole group discussions. There doesn’t seem to be a specific subject. The teacher

has discussed the classroom rules and expectations, has created a classroom rules

chart with the students and posted it on the wall. They even have books that teach

about impulse control and blurting out in class. The classroom is arranged so that

there are desk groups of 3-4 students sitting together, whole group carpet time, and

also individual work space; if a student wants or needs quiet time to self.

Baseline Data and Explanation: One student in particular, “Sam”, is having a very

hard time with speaking out of turn; blurting out. After observing in the classroom, I

noticed for about a week, the behavior happened more in the mornings. When the

behavior occurs, “Sam”, is told by some of his classmates to stop, or even to be quiet,

which “Sam”, doesn’t like. Some of the other students recognized that “Sam’s”

behavior was creating a problem in class and they would stare at him. The teacher

had to continuously remind “Sam” to raise his hand, that it is disruptive, and “why” we

raise our hand; that how everyone has a voice and wants to be heard.

Blurting Out Chart

Day1 Day2 Day3 Day4
9-10 a.m. blurts out 3 9-10 a.m. blurts out 2 9-10 a.m. blurts out 9-10 a.m. blurts
times during group times during instructions 3 times during group out 2 times
discussions and when the teacher is discussions during
asking questions instructions
 ABC Chart:

  Antecedents Behavior Consequences

Now Classroom is having Student blurts Teacher states that they

Behavior a group discussion, out, talking over don’t like to stop to tell a
or the teacher is others and student to raise their hand.
asking questions, or interrupts the Teacher continues to remind
is giving instruction. teacher. student not to blurt out. “We
Behavior occurs raise our hand if we have
more during the something to add to the
morning. conversation or want to
share something.” Teacher
tells student to remember
“why” we raise our hands; to
not interrupt. Everyone has
a voice and wants to be
heard.
Classroom is going
to have a group Student will wait The teacher will state that they
discussion, or the to be called on like the way everyone was
teacher is asking and/or raise listening and waiting to be called
questions, or is their hand if on to talk. Students will listen to
giving instruction. they want to teacher speak and wait until
The teacher talk. teacher is done and raise hand
reminds all students to talk. The students will get a
Desired that they should be chance to talk to each other to
Behavior listening and to compare their thoughts or
please remember to answers.
raise your hand if
you have a
question, would like
to answer or have
something to say or
add to the
discussion.

THINGS TO IMPLIMENT: All students within the classroom will raise their hands and wait for the teacher or aide to call
on them before talking. A classroom rule will have been put into place about not talking out of turn. The teacher could stand
by said student while talking with the class and point to his mini anchor chart of classroom rules for a “friendly” reminder.
The teacher or aide could tap the student on the shoulder when he is going to be called on to answer a question. The teacher
could provide the student a white board to write answers or questions down on and then allow the student to answer aloud.
(Directions will indicate that the questions or answers can only be answered if he raises his hand and waits to be called on to
answer.) If the student is unable to stop blurting out or talking out of turn, his parents will be notified by phone, e-mail, or
letter home, and they will discuss what happens further.