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    This document summarizes concerns and supports for Student X. General concerns include difficulties with morning routines and transitions between staff. A zone chart is used to gauge the student's perspective versus the teacher's. Morning check-ins and praise are used as antecedent strategies. The document outlines observed behaviors like withdrawal, verbal disruption, and unsafe actions. It provides team responses like limiting attention, using visual prompts, and relocating the student. Expectations for separate spaces include brief breaks and discussing incidents. Restorative conversations are used to reflect on impacts and strategies.

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    This document summarizes concerns and supports for Student X. General concerns include difficulties with morning routines and transitions between staff. A zone chart is used to gauge the student's perspective versus the teacher's. Morning check-ins and praise are used as antecedent strategies. The document outlines observed behaviors like withdrawal, verbal disruption, and unsafe actions. It provides team responses like limiting attention, using visual prompts, and relocating the student. Expectations for separate spaces include brief breaks and discussing incidents. Restorative conversations are used to reflect on impacts and strategies.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    39 views2 pages

    Behavior Plan

    Uploaded by

    api-644092419
    This document summarizes concerns and supports for Student X. General concerns include difficulties with morning routines and transitions between staff. A zone chart is used to gauge the student's perspective versus the teacher's. Morning check-ins and praise are used as antecedent strategies. The document outlines observed behaviors like withdrawal, verbal disruption, and unsafe actions. It provides team responses like limiting attention, using visual prompts, and relocating the student. Expectations for separate spaces include brief breaks and discussing incidents. Restorative conversations are used to reflect on impacts and strategies.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 2

    Student: X

    General concerns:
    - Morning meeting/routine, ELA block
    - Transitioning between staff

    Supports in place:
    - Zone chart (teacher and student assessment), student identifies where they are (may
    require prompting), used to limit argument or to gauge discrepancy between
    student/teacher perspective

    Antecedent Strategies:
    - Morning check ins
    - praise/ recognition when following expectations

    Observed Behavior Team Response Alternative space/staff


    support options

    Shut down/Withdrawn or Decrease verbal prompts, Removal is not necessary


    Work Refusal use visual or gestural prompt
    for task completion (first,
    (internalized, may look like then)
    head down, saying no,
    nonverbal, disengaged, etc.) Gestural prompt to use
    advocacy checklist (he can
    ask for help or repeated
    directions)

    Encourage and praise other


    students engaging in task

    If withdrawal or refusal
    continues, offer a break after
    smaller chunk of work is
    completed

    Verbal Disruption Limit attention (do not engage Visual card showing options
    in arguing) and move clip - Back Hallway
    (calling out, singing, talking, chart, gesture to advocacy - Ms. Z
    questioning/arguing with staff checklist - Bear Trail
    or about task) - B5
    If unsuccessful, gestural - Admin
    prompt to break card

    If unsuccessful, set timer 5


    min “if you do not reset in 5
    min, then we need a separate
    space.”

    If unsuccessful, relocate. “We


    need to reset in another
    area”, call for support if
    needed

    Unsafe Body Immediately prompt Visual card showing options


    break/separate space card - Back Hallway
    (kicking wall, slamming desk, - Ms. Z
    knocking over materials) If unsuccessful, relocate. “We - Bear Trail
    need to reset in another - B5
    area”, call for support if - Admin
    needed

    Expectations in separate spaces:


    - Ask if he needs 2 or 3 min, set timer (use of fidgets, games, reinforcing items)
    - Discuss what happened
    - Complete task/portion of task then return to class

    Restorative conversation/resources:
    - Describe what happened in own words
    - What was the impact on your learning and classmates learning
    - What strategies can you use next time

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