Template Document

Template for Behavior Management Plan

Date: May 22nd, 2021 Duration of Intervention: 6-8 weeks

Student: Jake Class/Grade: Grade 2

Study Case
Study Case Summary:

Jake spends most of his time walking around the room and has difficulty completing tasks. He
wanders around the room trying to avoid the other children. When Miss D tries to redirect his
focus, he gets upset and sometimes cries and does not want to participate in the lesson. The
other children from the class are starting to avoid him and he spends most of his time in the
playground alone. Jake’s behavior shows some improvement in the afternoon.

Miss D has noticed that Jake enjoys math, drawing and any creative classes. However,
whenever there are lessons involving reading or writing, including homework, Jake does not try
very hard to complete the lesson. He often does not make any attempt to read, instead, he
provokes and disturbs those around him. When asked why he is acting in this manner, he
replies with comments such as “it’s boring” or “I don’t want to do it”.

Goals:

1. Jake will be able to make connections with his teachers and classmates.
2. Jake will participate in writing & reading activities.
3. Jake will be able to communicate his feelings effectively when he is frustrated
instead of saying “it is boring” or “I don’t want to do it”.

Target Replacement Behaviors:

1. Jake will use guiding questions to help him initiate conversations with friends in
recess.
2. Jake will have regular conversations at the beginning and end of the day with his
teacher to start making connections.
3. Jake will start guiding some Math activities which is the subject he feels
comfortable with and slowly start with a reading or writing activity.
4. Jake will use his words to express his feelings and frustrations.
5. Jake will make a signal to his teacher when he feels he needs a break.

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Student Feedback:

1. Visual Chart:
Jake will have a visual chart with guiding questions that will help him guide a
conversation with friends in recess. These questions will be posted in the
recess area so all students can have access to them and support Jake. For
example:
● What are you playing?
● Can I play with you?
● I would like to learn how to play that game, would you teach me?
● I need a friend to talk to.
● Can I sit with you during recess?
Jake will keep track of the questions that work best for him in recess. He can
also come up with new questions or prompts that will help him build
connections with others.

2. Connecting with his teacher:

Jake will have conversations with his teacher before the day starts and at the
end of the day to start bonding with her/him. Before the day starts Jake will
share what are some of the expectations he has for the day and also some
concerns or anxieties. At the end of the day, Jake will meet with his teacher
to talk about his day and complete a log to self evaluate his behavior.

3. Taking Ownership of Learning:

Since Math is the subject he feels most comfortable with, Jake will guide
some math activities to help him become more confident participating in
activities around others. Jake will be encouraged to participate in the reading
and writing activities and will be in charge of specific parts of the activity. The
teacher will meet with him before the lesson starts so he can have prior
knowledge of what he will have to do and be successful at it.

4. Using words:
Jake will be encouraged to use the problem solving wheel instead to solve
problems with his friends and teachers.

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5. Signal:
Jake will come up with a signal to let his teacher know he needs a break.
This will help avoid interruptions such as: “this is boring”.

6. A behavior chart will also be implemented and will only include 2-3 goals per
week. It would be color coded so that Jake can identify them easily. Example of the
Behavior Chart for Jake

The chart would be divided into parts of the day (Morning Meeting time, literacy,
snack/recess math, specials, lunch, Spanish, social studies/science, etc.). If he
follows the goals then the teacher would write nothing or put a sticker in the box. If
he doesn’t then Jake colors the square in showing the reason (maybe green for goal
#1 and orange for goal #2).

Consequences and rewards must be clear and should just be a natural

consequence. For example – missing 5-10 minutes of recess, sitting away from the
group during lunch, a 5 minute break in the hallway. But rewards can be something
fun for Jake. For example – 5 extra minutes of recess at the end of the day, or extra
time on an ipad, or he can bring something from home to “share” with the class and
tell about his favorite toy,etc. These would be things that he would really look
forward to and would celebrate him making progress on his goals.

The chart will be daily. The idea is to set him up for success. The student should be
able to reach his goal and experience praise at both home and school. Not to keep
talking about his mistakes. The goal is also not that he gets a “perfect” chart, but
that he can see he may have a green box during specials but he still has the
afternoon to bounce back.

Methods to Monitor:

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1. The teacher will meet with Jake on a daily basis to monitor his behavior but also
to have meaningful conversations and find out which strategies are working best.
2. Jake will keep track of the strategies used from the Problem Solving Wheel that
have been efficient.
3. The teacher will meet with Jake once a week to set up a goal for participating in
writing & reading activities. Jake will keep track of the amount of times he
participates. If he reaches his goal he can receive a reward. The teacher and Jake
will meet to agree on rewards that he can get in the school such as: extra minutes of
recess or free choice, extra quiet time, playtime with a friend.

Family Communication:

1. Biweekly meetings with parents to keep them on the loop of Jake’s progress.
2. A sticker chart that will help Jack keep track of the times he uses kind words
with his family, when he completes all his chores (aligned with the one in the
classroom about participating in all activities).
3. Parents will be encouraged to involve Jake in social activities where he has to
interact with other kids of his age. Parents will report on this during the biweekly
meetings.
4. Parents will sign up the behavior chart and will also have rewards and
consequences at home depending on what Jake receives in his behavior chart.

Follow Through:

1. Meeting with parents & teachers will be scheduled every 3-4 weeks to review
Jake’s progress and make modifications to the behavior chart if needed.
2. The behavior chart will be sent home daily and will require parents to sign it
every day and send it back to school.
3. Once Jake accomplishes one goal, it will be replaced with another one until
he’s able to work in groups, communicate with teachers & friends and participate
in class using kind words without the behavior chart.