SPED 4120/5120/6120

COMPREHENSIVE BEHAVIOR PLAN

Kaitlyn Sorensen
**Changes made in pink

BEHAVIOR CHANGE PART 1: Defining the Behavior

Mabel is obviously having one of her off days where multiple forms of disruptive behaviors are displayed. She is
constantly displaying behaviors that interfere with her own learning and the learning of those around her.

Problem: Disruptive, off-task behavior

Definition: Off-task is defined as participation or engagement in any action other than the assigned or ongoing class
activity for more than 15 seconds. Examples include playing with materials inappropriately, talking with nearby students,
and looking or walking around the room. Nonexamples include using materials only for assignments, watching the
teacher during instruction, keeping hands and comments to oneself, remaining in the assigned seat, and completing
assignments.

Behavior: Talking out of turn Behavior: Off task

Topography: Leaning over and talking to students Topography: Engaging in behaviors other than
sitting next to Mabel. Often, but not always, a what is expected for more than 1 consecutive
whisper. Distracting all those around her minute.
regardless.

Frequency: Mabel was observed side chatting
with neighbors 11 times in a 20 minute class
period.
Frequency: In a 20 minute observation, Mabel
was counted being off task 4 different times.
These 4 times included going ahead/doodling on
paper, folding airplanes, and throwing airplanes,
and crawling under the table.

Duration: In the 11 times Mabel was talking
instead of being focused and working, she missed
close to 10 minutes of instruction/independent
work time.
Locus: Most off task behavior was from her seat
(exception: one time crawling under the desk to
pick up her airplane). 1/4 times Mabel was off
task was during instruction, ¼ was during
transition time, and 2/4 during independent work
time.

Latency: Mabel’s behavior was only addressed by

the teacher one time. The teacher whispered to
her that it was inappropriate to throw airplanes
during class. One minute after receiving the
warning, Mabel gave her airplane to a friend and
encouraged the friend to throw it across the
classroom. Two minutes after the warning, Mabel
again threw the plane. The plane was thrown
multiple times after the warning.
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BEHAVIOR CHANGE PART 2

1. The most appropriate observation system to measure Mabel’s target behavior would be event recording, otherwise
known as frequency tracking. Mabel’s specific target behavior happens often enough that keeping track of the number
of times she is exhibiting disruptive behavior during a specific time period would lead to helpful data collection.

1.a. I feel it would be necessary to observe Mabel’s behavior during the same, specified time period over the course of
several days (i.e. 9-9:30 from Monday to Thursday). This would show potential patterns of behavior and allow for most
accurate data. I already have the target behavior defined, so the next step would be to begin data collection. I would not
want the students to know I was monitoring anyone to avoid any unnecessary distractions, so I would try to be discrete
in my data collection method. I have sticky notes surrounding my desk at any given time, so during the lesson portion of
the observation period, I would have a sticky note handy where I could write tally marks as needed throughout the
observation time. Following the mini-lesson during independent work time, I would continue to mark tallies down on the
note, while trying to fill out the form more completely- noting potential triggers and any possible consequences Mabel
was experiencing. It would be important to me to write any triggers (ie. other students talking first, electric devices as a
distraction, etc) and any immediate consequences (ie. students laughing, students next to her becoming frustrated, etc)
to help when planning the next steps toward behavior change. After the observation time was complete, I would attach
the sticky note with recorded numbers onto the data collection sheet, or quickly transfer the total tallies. I would then
calculate the rate by dividing the total number of times the behavior occurred by the length of time observed.
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1.b. Event Recording /Frequency Counting Data Sheet

Student: Mable Observer: Mrs. Sorensen

Behavior: Off-task is defined as participation or engagement in any action other than the assigned or ongoing class
activity for more than 15 seconds. Examples include playing with materials inappropriately, talking with nearby students,
and looking or walking around the room. Nonexamples include using materials only for assignments, watching the
teacher during instruction, keeping hands and comments to oneself, remaining in the assigned seat, and completing
assignments.

Date, Time, # of times behavior occurs Rate Triggers Immediate

Length of observed? results/conseque
Observation nces

Date:
Time:
Length:

Date:
Time:
Length:

Date:
Time:
Length:

Date:
Time:
Length:
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2. If I were to use an interval-based measuring system, I would most prefer the partial interval system. Although maybe
not as accurate as event recording, this would give an approximate measure of the severity of the behavior.

2.a. I would begin by dividing the observation time into equal intervals. For this specific behavior, the intervals would
need to be about 15 seconds long. I, myself, could track this behavior during independent or group work time. However,
these short intervals would be challenging to track while teaching and I may need assistance from an observer to collect
the data. If that were the case, I would provide the person observing with the form, describe exactly what to look for
and how to complete the sheet. At the end of each interval, there would need to be an X marked if no disruptive
behavior was shown, or a check mark in the box if the behavior was performed at any time during the interval. After the
observation session was over, I would count the number of intervals where the behavior did occur, divide that number
by the total number of intervals, and multiply the result by 100 to determine the percentage of intervals during which
the behavior occurred.
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2.b. Partial Interval System Data Sheet

Student: Mable Observer: Mrs. Sorensen

Behavior: Disruptive, off task behavior

Behavior Definition: Off-task is defined as participation or engagement in any action other than the assigned or ongoing
class activity for more than 15 seconds. Examples include playing with materials inappropriately, talking with nearby
students, and looking or walking around the room. Nonexamples include using materials only for assignments, watching
the teacher during instruction, keeping hands and comments to oneself, remaining in the assigned seat, and completing
assignments.

Total Observation Time: 10 minutes Length of each interval: 15 seconds

Date Interval # AFTER

OBSERVATION
TIME

Total times
behavior occurred:

Rate: Total #
behavior occurred
÷ 40.

Rate x 100 for

percentage

6/3 1 2 3 4 5 6 7 8

X or ✓

9 10 11 12 13 14 15 16

X or ✓
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17 18 19 20 21 22 23 24

X or ✓

25 26 27 28 29 30 31 32

X or ✓

33 34 35 36 37 38 39 40

X or ✓
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3. I will use the ABC form for my data collection. It’s my opinion that the ABC system gives the teacher the most helpful
insight leading to potential determination of the root of the behavior issues, and gives the most information in regards
to how to move forward with a behavior management plan. Another reason I would use this form of data collection in
this scenario is I don’t know Mabel well enough to feel that I can complete a PBQ analysis accurately.

4. ABC Observation Form (Video #1)

Date: 6/12

Observer: Mrs. Sorensen

Student: Mabel

Setting Information: Mable is in class working on an independent assignment using the computer/internet to plan a
family trip.

Time Antecedent Behavior Consequences

(actua
l time)

9:08 Neighbor (N) leans over to Begins laughing Both girls are distracted
comment to M

Conversation continues M writes on paper M misses instruction and has to

between M and N ask N for next steps

9:11 Teacher talks about buying M makes a paper airplane and Hits student across the room.
plane tickets throws it Teacher picks it up and gives it
back to M.

Teacher turns back N throws plane Boys laugh

9:16 M throws plane Boys throw it back

9:25 M asks N to distract the teacher M throws plane Girls giggle

M crawls under desk to retrieve Table gets out of control- talking,

airplane laughing and completely
distracted.

9:27 M throws plane

No response from classmates M throws plane Teacher moves M to another seat

in the room
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ABC Observation Form (Video #2)

Date: 6/12

Observer: Mrs. Sorensen

Student: Mabel

Setting Information: Mable is in class working on an independent writing assignment. Looking for evidence of disruptive,
off task behavior.

Time Antecedent Behavior Consequences

(min.
into
video)

0:54 Teacher asks for volunteers Mable (M) raises hand, shouts Teacher reminds M “feet on
“me me me” and stands on floor”.
chair

5:05 M works on assignment while

teacher gives instructions. Is
distracted by the writing
supplies on the table.

5:40 T reminds students of voice M immediately begins talking Girls giggle and write. Continue
level (0) and that there should with neighbor talking.
be no talking during writing
time

8:00 Neighbor sneezes M causes a scene fake coughing Students around the classroom
look to M

11:20 M chats with neighbor M starts a face sneezing fit Neighbor giggles. Boys laugh. M
says “shutup boys” and starts
acting goofy

12:03 M removes ponytail and starts Boys across the table disregard M
whipping hair back and forth and she stops

15:18 M takes neighbors pencil Neighbor shouts to teacher “she

stole my pencil” and M gives it
back

19:40 M reaches over to neighbor and Girls get in small argument and
gets in her face/plays with hair giggle. Teacher responds “girls”
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ABC Observation Form (Video #2)

Date: 6/12

Observer: Mrs. Sorensen

Student: Mabel

Setting Information: Specifically watching for nonoccurances of problem behavior and antecedents of negative behavior
in relation to teacher proximity and interaction with the class/student.

Time Antecedent Behavior Consequences

(min.
into
video)

Teacher (T) asks students to Mabel (M) ignores task and talks
put chromebooks away to neighbor, fiddles with papers

0:54 T asks for volunteers M raises hand and shouts “me Teacher reminds M “feet on the
me me!”, stands on chair floor”

T states she needs people to M continues to raise hand Receives 2 papers to write advice
do a little extra work for incoming 5th graders

2:30 T asks students not to start

until given instructions

2:45 M begins work- without M distracts and chats with

instruction- on the assignment neighbors while teacher is giving
instructions

5:40 T reminds students of voice M immediately begins talking Girls giggle and write.
level (0) and that there should with neighbor
be no talking during writing
time

8:00 Neighbor sneezes M causes a scene fake coughing Students around the classroom
look to M. No teacher in view

9:34 T picks up paper airplane off T loudly states M is doing the Class laughs at M’s writing about
the floor and looks over M’s assignment incorrectly/lazily 5th grade being boring
shoulder as she works and needs to restart

12:03 M removes ponytail and starts Boys across the table disregard M
whipping hair back and forth and she stops
*no teacher in view

15:41 M works quietly on assignment T walks by with no incident

with teacher on her side of the
table

17:29 T allows students to pair share M immediately turns to Neighbor isn’t finished and rejects
when finished neighbor M
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19:40 M reaches over to neighbor and Girls get in small argument and
gets in her face/plays with hair giggle. Teacher responds “girls”

Hypothesis Statement:

During class, Mable uses any provided material (computer, paper, pencil, marker, etc.) to distract, entertain herself, and
cause disruptions to those around her to get attention from peers and the teacher.

Data that supports this hypothesis

● Anytime there is material distributed to the class, or already accessible on the table, Mable immediately reaches
for and begins fiddling with it. (5/5 times during 20 minute lesson)
● Students' reactions encourage Mable as they laugh and giggle at the things she does. (9/11 times during a 20
minute lesson)
● Mable follows the instructions and works quietly on her work when in close proximity to the teacher, however
as the teacher helps other students, turns her back, or walks away Mable begins causing disruptions.
● Mabel shows interest in positively contributing to the classroom learning environment and classroom
discussions as she often raises her hand to answer questions and volunteer to help the teacher when needed.

Desired Behavior: Being on-task

Definition: Any time the student is concentrated on the class instruction or assignments. Examples of being “on-task”
include using materials only to work on assignments, watching the teacher throughout instruction, and completing
assignments. Nonexamples involve misusing or playing with provided materials inappropriately, talking with nearby
students, looking or walking around the classroom, and not completing assignments.

Replacement Behavior

Mable acts in certain, disruptive ways to get attention from those in her class. To fulfil her desired purpose of receiving
attention, Mable will be rewarded for showing on-task behaviors rather than off task behaviors. After teaching explicitly
what being on-task looks and sounds like, Mable will start to practice on-task behaviors in class. Each time the teacher
notices Mable participating and working on-task, she will receive a sticky note. Mable and the teacher will have a deal
that if she earns 3 positive notes for staying on task during the lesson, she can use a fancy, colorful, fluffy top pen that
ONLY she could use to complete the independent work that day. This pen will draw attention from peers, and she’ll
receive a minute of one-on-one teacher attention as the teacher offers verbal compliments and encouragement for
working so hard and so focused to receive the reward.
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Behavior Change Project Part 2: Building a Behavior Support Plan

Section 1: Hypothesis Statement/Competing Behavior Pathways Diagram

Section 2: Intervention Strategies

1. Setting Event Strategies

- The most relevant setting strategy to implement is proximity between teacher and student. Mable is
relatively well behaved while the teacher is near, however exhibits the problem behavior immediately when
the teacher is away. The first setting change would be to move Mable’s seat. I would kindly share with her
that I’m so glad she’s in my class and I want to help her focus by putting her right by me! We’ll work
together to get our work done and class will be great. Moving her seat from the table where she is far from
the teacher desk and able to be sneaky with the material would make it challenging for her to be disruptive
and the problem behavior would become unnecessary. Another teacher role as part of the setting change
would be to remove the supply carts/baskets from the student tables and put them in another easily
accessible area. That way the students know where the materials are and are able to use them when
necessary, but aren’t a distraction when they aren’t being used.
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2. Preventative (Antecedent) Strategies
- To prevent the undesired problem behavior, I would strive to emphasize and praise any positive, desired
behaviors. Verbal recognition for wanted behaviors and actions supports the student’s engagement and will
to participate in positive ways. Positive recognition gives a short minute of attention to the student
encourages them to keep up the good work. For Mable, we would make a deal in regards to her good
behavior during the lesson. Each time I noticed she was actively engaged, answering questions, not fidgeting
with material I would give her a small sticky note. If she earned three sticky notes during the lesson, she
would be rewarded with a fancy pen to use during independent work time- it would absolutely be a BIG,
exciting deal! In cases where less than the three sticky notes were earned, I would give her a high five after
the lesson, thank her for trying, and show my enthusiasm for her being able to reach the goal the next day.
This short one-on-one time to build her up will hopefully lead to extra effort the following class time.

3. Replacement Behavior
- The replacement behavior starts with having a one-on-one conversation with Mable about expected and
appropriate classroom behavior. We would talk about the importance of being focused and getting work
done. Mable and I would make a deal that if she earned three notes for positive behavior and staying on
task during the lesson, she would receive a fancy, colorful, fluffy top pen that ONLY she could use to
complete the independent work. Being the one student who gets to use the fancy pen would likely give her
a moment of peer attention that she seeks, and help her feel validated. Mable also wants to please the
teacher so taking a minute to congratulate her on earning the pen, and thanking and encouraging her to see
what awesome notes she is taking/work she is doing with the fancy pen will help her stay on the controlled
behavioral path.

4. Consequence Strategies
- My classroom management style is to focus on positive consequence strategies. As Mable and I made our
deal of how she could earn the fancy pen each day, we might include an additional positive consequence for
using the pen to work effectively on the task. As I roamed the room and helped various students, I would
check in to see how the pen was working and how/if Mable was working and staying on task. If she chose to
work hard during independent time, she could earn a spot at the front of the line as we walked to lunch! We
would talk for the whole walk from the classroom to the lunch room about whatever Mable had on her
mind. I would be sure to remind her every time this consequence was rewarded that it was because of her
awesome effort in class! This would reinforce her need to have teacher attention and help her focus on
getting her work done in class.
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5. Consequence Strategies
- The first, most simple way I would choose to address the problem behavior would be to give Mable ‘the
look’. By this point in the year, she should know that ‘the look’ is giving her a chance to change what
problem behavior she is displaying to something more appropriate. If ‘the look’ didn’t help change the
behavior, I would show her the class sign- crossed fingers🤞- which signals to the student they’re about to
get into some trouble. This is part of the classroom procedures and students understand that if the teacher
looks at them while giving the sign, it means “I hope you start trying your best to do what you’re supposed
to be doing… if not, there might be a punishment.” In some cases, I might even say that line to help the
student remember that I’m watching them and that they had better change/stop the problem behavior.

6. Consequence Strategies
- Should the problem behavior occur, the obvious first action would to be to not provide any reward. There
would be no high-five for earing sticky notes, no privilege of writing with an awesome pen, and no verbal
validation for good work. Instead, the teacher would get close, let Mable know that her behavior was not ok
and that we would need to deal with it a little later. Anything causing the distraction (pen, backpack, water
bottle, etc.) would be taken away until the end of class. At a later time, likely during flex, lunch recess, or
another bit of free time, the student would need to meet with the teacher to discuss a new plan of how we
can prevent the problem behavior from happening in the future. Losing a little bit of free time to be social
and interact with others is a punishment worth being avoided by the student in the future.

Part 3: Lesson Plan to Teach Replacement Behavior

1. Identify the desired behavior and describe it in observable, measurable terms.

- The desired behavior for all students, including the student at hand, is to be on-task during the class. Being
“on-task” entails the student sitting in her seat and making eye contact with the teacher, participating
appropriately and with self-control during teacher-led activities, only using provided materials when and as
indicated, raising hand and verbally responding to the conversations and questions that are part of the
overall lesson instruction while avoiding talking with those sitting close by. These traits are observable and
can be measured and tracked when necessary to record behavior.

2. List a rationale for teaching the behavior

- Being on task while at school is crucial as it plays an imperative role in overall success. Students who can stay
on task are prone to achieve a higher level of learning, have the time and ability to understand and complete
their in-class tasks, allow others around them to work undisturbed and will likely earn better grades. These
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positive character traits also transfer from grade level to grade level and apply to sports, hobbies, and other
extra-curriculars. Building the habit of being on-task is a lifelong skill that students will benefit from
developing over time.

3. Identify examples and non-examples of the desired behavior

- The desired behavior of being on-task is reasonable and expected of all students within the classroom.
Examples of this behavior involve students staying in their assigned seat and maintaining eye contact with
the teacher during instruction. It also implies that the students are participating with self-control during
class wide activities and avoiding unnecessary distractions- including teacher provided materials. Being on-
task sounds quiet most of the time, and looks like raising a hand when a student has a comment or question,
and keeping their bodies, materials, and irrelevant comments to themselves.
- Non-examples of the desired behavior look like throwing materials (ie. Paper airplanes, erasers, pencils)
around the room, leaving the seat or desk without permission, passing notes, and leaning over to talk with
neighbors during inappropriate times. In regards to the desired behavior, the opposite of the expectation
sounds noisy and disruptive as students fidget with paper or other materials in distracting ways, blurt out
answers or comments, or talk with those sitting next to them.
4. Practice/Role Play Activities
4.a. Model expected behavior (I do):
The following are scenarios that as the teacher, I would read to the class to demonstrate and show an example and non-
example of being on-task.

(On-task example scenario) 1. A math worksheet is passed out to the class. Sarah quickly and quietly gets out her pencil,
puts her name at the top of the page, and gets right to work completing the assignment. Sarah gets to question four and
is confused about what steps to take to find an answer. She raises her hand to ask the teacher for help, but notices that
the teacher is already busy helping another student. Sarah decides to start on the next problem, and when she sees that
the teacher is finished helping the other student, raises her hand to have the teacher come help her.

(On-task so close example scenario) 2. The class is assigned a grammar page in a workbook. Justin quickly and quietly
gets out his pencil and workbook. He immediately puts his name at the top of the paper and gets started. When he gets
to question five he starts to have some questions. Justin raises his hand and looks to see the teacher is already helping
another student. Because he can’t figure out the answer, he stops working and gets out his crayons to start drawing
pictures on the back of the page.

(On-task non-example scenario) 3. The class is brainstorming journaling ideas and filling out a writing outline sheet.
Jackson writes one idea on his paper then gets up to sharpen his pencil. After he sits back down and writes another
sentence, he gets up and leaves the room to go use the bathroom. On his way out the door, he leans over one of his
friends’ desk to see his ideas and they begin talking about the baseball game that happened during lunch recess. After
several minutes in the bathroom, Jackson returns to class to find they have moved on from writing and are working on
another project.
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After each of the scenarios are read and modeled by the teacher, there should be discussion about what the example
student did that looked and sounded like the they were on task. Students should review and help recognize the
behavioral expectations of what the example students did that showed them appropriately staying on task.

4.b. Lead students through behavior (We do):

Leading the students through guided practice helps the students apply and demonstrate what the desired behavior
should be. After the desired behavior has been introduced and modeled by the teacher, one option to have students
practice the behavior would involve giving students a moment to write down (or draw pictures of) a time they have seen
an example or non-example of someone being on task. This ideally would be a scenario from a school setting, but could
also be from home, in their neighborhood, during extra-curricular activities or at work. Examples that are outside of the
school setting and non-examples would be discussed, while examples of positive on-task behavior would be role played
during the lesson.

Another option to involve students and to make the lessons hands on is to practice role-play examples. The entire class
can be included in scenarios that have discussions following about how the students were able to show being on-task.
Examples of whole class guided practices might include the following scenarios:
- Students are given time to work on a reading worksheet. Show me/role play what it looks like to be on-task.
- The class is working on a math assignment but there is a question that is really hard for you. Show me/role
play what you should do if you are having trouble with an assignment.
- You have a question about what you’re supposed to be working on, but the teacher is busy helping another
student. Show me/role play what you can do to stay on task while you wait for help.

4.c. Test to ensure students understand behavior (You do):

To ensure that students understand the components of staying on task, we would have a fun activity called a “Buzz
Day”. During a certain time or lesson during the day, we would set a 10-minute timer. Whenever the timer “buzzes,”
students do a quick self-evaluation of what they were doing the moment the buzzer went off and the timer ended. They
could record on a paper if the action they were doing was on task. If it was, incredible! The student gives themselves a
star! If the action was not on task, then allow a moment to self-correct and write what they could’ve been working on to
be on-task.

4.d. Teach reinforcement and punishment strategies you’ve chosen:

Reinforcement starts with positive feedback during the practice scenarios, discussions, and during regular class time.
Encouraging phrases, especially when directed toward specific answers or behavior steps, give students opportunities to
reflect on the expectations while remembering the desired behavior. To help reinforce the positive behavior, I would
offer compliments like the following as often as possible:
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- “Wow! You were so on task and showed me what a great learner looks like by finishing your math. That was
a tricky assignment, thanks for working so hard!”
- “I like how you raised your hand! That was an awesome example of being on-task!”
- “Way to go! You did a fantastic job working quietly on your writing assignment. That was so on-task and
helped our whole class get their work done!”
- “Class, you have absolutely impressed me with how well you’ve been on task today! You’re showing me
what it means to be responsible and I’m so proud of your great work!”

Reinforcement would also involve rewarding the class for demonstrating on-task behavior. When students are on-task,
lessons are able to go more smoothly and more work is able to be completed in less time. A class-wide reward and
reinforcement for on-task behavior, the last five minutes of class could be spent doing something productively fun since
other assignments were able to be finished. This time would be spent reading part of the current read-aloud book,
listening to a podcast, taking a quick brain break or working on an art project.

There are natural consequences that follow not being on task during class time. The expectations of finishing the
assignment are not changed and due dates are not adjusted when students fail to use time wisely and are off-task when
given time to work on the assignment in class. The natural consequence of not finishing tasks in class are that it would
then be assigned to be finished as homework. Another more immediate consequence for unfinished work due to off-
task behavior would be required on-task time during a normal brain break or fun time. Instead of listening to a podcast
on Friday, or starting class the next day with a CNN Student News clip, students would need to use that time practice
and show how they can be on-task while working on an assignment.

5. Provide opportunities for practice.

Practice makes better, and there should be several opportunities for students to practice being on-task throughout the
day. One way to encourage students to practice on-task behavior would be to split the class into small groups. Each
group would be assigned to design a poster showing an example of staying on task in the classroom. These posters
would then be displayed on a bulletin board in the classroom or on the pin strips outside the door to help keep the
desired behavior on students’ minds. Another incentive and opportunity to practice on-task behaviors might involve a
friendly competition between the class and teacher. On the board, there might be a simple T-chart displayed with one
side being the teachers points, and the other the students points. When the class is all showing on-task behavior, they
earn a point! If the class is off-task and the teacher has to redirect the students to the desired behavior, the teacher gets
a point. This helps students encourage and remind each other to practice on-task behavior. The winning group can then
earn a small reward, like a small treat or a few minutes of extra tech time.