UNDERSTANDING SG's BEHAVIOR

STANDARD BEHAVIOR CHANGE PLAN INSTRUCTIONS AND OVERVIEW

A behavior change plan consists of the following six elements:

1) A defined problem behavior to reduce a. (e.g., leaves seat without permission and walks around classroom). 2) A defined alternative behavior to increase as a replacement to the problem behavior a. (e.g., raises hand and asks to move/leave seat). 3) Preventive steps focused on promoting the alternative behavior a. (this happens most during independent seatwork, so the teacher will remind the student to ask and will discuss the assignments to reduce the difficulty level for the student). 4) A teaching or prompting plan to help the student understand what is expected, when it is expected, and to what level of quality is required a. (depending upon the case, this may be explicit teaching, indirect teaching [like a social story], or teacher prompting/reminding). 5) An incentive plan to motivate the student's display of the desired alternative behavior a. (you get a point for each time you ask me to leave your seat and a bonus point when you finish your work). 6) A planned reactive sequence to the display of the problem behavior a. (when leaving the seat happens the first time this is said, when it happens again this is said, when it happens a third time, the student looses 5 minutes of recess, etc.) – this often is a consequence hierarchy of some kind.

ACTION STEPS

1) The teacher and consultant list ALL problem behaviors the student engages in. 2) The consultant asks the teacher to identify which behaviors can be ignored/tolerated. 3) The consultant asks the teacher to identify what ONE behavior must be addressed from those not able to be ignored. 4) The consultant and teacher list examples of the priority behavior to clearly define it. 5) The consultant asks the teacher what the student should do instead. This alternative behavior must have a clear starting and ending point just like the problem behavior (this means that it usually cannot be "continuous" behaviors like "staying in one's seat" or "working on assignments" but instead has to be "raise hand and request to leave seat" or "finish first item and show to teacher"). 6) The consultant and teacher discuss when the teacher is most likely to experience the problem behavior and what could be done AT THOSE TIMES to better promote the alternative behavior. 7) The consultant and teacher develop a point system, a reward menu, and a criteria for the student to earn a reward for displaying the alternative behavior. 8) The consultant and teacher develop a reactive consequence system to use each time the problem behavior is displayed (this usually starts with a reminder/warning, and then moves to progressive consequences an example could be: lose a minute of recess, complete a think about it sheet during 5 min of recess, send think about it home for parent signature, contact parent, send to office). 9) A teaching plan is developed to insure that the student understands the expectations for the use of the alternative behavior (may be teaching, social story, reminders, etc.). Example Plan (initials/name changed):

UNDERSTANDING LG's BEHAVIOR

Based upon the interview/discussion, this was developed to summarize what the teacher was seeing. When in these And this happens – the student does – In order to get this – situations – Helps us Starts the problem in What the student does What the student is predict a problem is motion, usually an that interferes with the trying to accomplish more likely to occur. action. class or learning. with the behavior. Entry in a.m. with - Looses something Cries (tears), walks To influence the - puffy eyes; - Experiences difficulty away from teacher and teacher to approach her - a pouty look; and starting her writing 1) puts head on table or and negotiate or revisit - trudging in, no smile assignment. 2) hides under desk. the issue, change - Teacher denies requirement. Most incidences started Laura's request to prior to 10:20 and replace a lost item. involve independent, expressive writing. Here is our preliminary Behavior Plan for LG. What we want LG to do instead (replacement) is…. When upset, 1) Walk to her desk, 2) take out a designated journal and pencil, 3) write down how she feels and why she feels that way, and 5) wait at her desk for the teacher to review it. Read what teacher writes in journal and then discuss options and select an alternative.

Our plan to help LG exercise the alternative is: Prevention through Instruction in the Motivating the Reacting to the promotion of the "how" and "when" of student to display undesired behavior. alternative behavior the alternative the alternative behavior behavior. Arrival/First Thing: Who Teaches: LG has a personal point sheet When LG refuses a direction Greet LG and remind her of Mrs. Williams on which she can earn (head on arms, hides behind a the option to write about her three planned points each folder or cover) or moves under feelings instead of What is taught: morning: her desk, the following steps are completing morning work. Raise hand, ask for help on taken: writing task. 1) Once upon arrival for Just before a writing How to use feelings journal checking in; Silently approach LG, say, "I see assignment: when upset. 2) Once for starting a writing you're upset. Take a break ad we Check in with LG and discuss assignment after talking with can talk later." Wait two minutes ideas to include in writing How Taught: teacher; then return. using a key word or organizer Role Plays out of class, one in 3) Once for completing the approach. class lesson with all students. writing assignment and Say, "I am waiting for you to showing it to the teacher. finish your assignment then we If LG has lost something: Discussions of journal use. can talk." Avoid discussing when Write one hypothetical entry Two bonus points are approached and ask LG to in SW office. given if: Silently show LG a sign that 5 write about it in feelings - LG loses something but min of recess/special is going to journal and show to teacher How often writes about it. be used to make up the work. in 5 minutes (timer may be 1x/wk, 3-4 wks - LG is refused by teacher Repeat every 2-4 minutes, 5 min, used). and accepts it or writes 10 min, 15 min. When about it. TBD by SW If ineffective, ignore LG until Points are Turned In period ends. Carry out Where - At end of each Wednesday consequence when recess begins. SW office and Friday. - Points may be banked and If LG becomes disruptive: page Supports used for items on LG's Principal, Hollie, or Mrs. None reward menu. Williams to remove LG from - 10 minutes may be used for class and to office. Complete reward time on these days. ODR. BEHAVIOR SUPPORT PLAN

Student: Grade: Teacher:

Start Date: Review Date:

Priority Problem Behavior to Reduce:

Current Understanding of Student's Behavior:

When in these And this happens – the student does – In order to get this – situations – Helps us Starts the problem in What the student does What the student is predict a problem is motion, usually an that interferes with the trying to accomplish more likely to occur. action. class or learning. with the behavior.

Desired Alternative Behavior to Increase:

Prevent, Instruct, Motivate, React: Prevention through Instruction in the Motivating the Reacting to the promotion of the "how" and "when" of student to display undesired behavior. alternative behavior the alternative the alternative behavior behavior. Who Teaches: First When will points be given (should align with the Next Description of Behaviors alternative behavior)? Taught (should mirror Next alternative behavior above): How will the points be recorded or tracked? Next How Taught: How many points will the Next student require to earn a How Often Taught per Week: reward? Crisis/Removal Plan* Who is called? After earning the points, When Taught: when will the student get the Key Phrase to use. reward? What is said to student? Where Taught: How long will the student have the reward for before Where will student go? returning it? Teaching Supports: What criteria is used to determine if the student can return to class? * If necessary.