RUNNING HEAD: BEHAVIOR SUPPORT PLAN- DAVID David is a 14 year old 9th grade student. He has a learning disability.

He is in all gen ed classes except for English and Applied Skills, for which he is pulled out into the special education classroom. He functions on a 7-8 grade level, but has some behavior problems. Summary statements and behavior analysis attached. Behavioral Support Plan

Student:

David

Grade 9th

Teacher(s): Ms. Adams, Mrs. Rose, Mrs. Lippincott, Ms. Barney, Mr. Bemis School: Salt Lake Junior High IEP: Yes __X__ NO _____ Plan Start Date: 11/5/2012 Team will reconvene every 21 days to monitor plan

Briefly describe the problem behavior(s) in observable and measureable terms (be sure to include all the major behaviors of concern) David is off task and disruptive during math, English, geography, and applied skills. Examples of behavior include talking aloud to the people around him, including peers, paras, and teachers. David also gets out of his seat, wanders the classroom, walks to friends desks in other parts of the classroom to talk to them. Non examples include talking to friends about homework or assignment during independent work, answering a question, or talking and walking around at the end of the period when everyone is cleaning up. His behavior is occurring 10-15 times per class period and continues to get worse throughout the period. Functional assessment strategies Implemented (check all that apply) File Review: Interviews: _X_Yes (Date: 10/30/2012_) __X_Teacher Interview ____Parent/Guardian Interview Observations: ____No ____Student Interview ____Other__________________

X_A-B-C Direct Observation (Antecedent-Behavior-Consequence)

____Scatterplot ____Other (e.g., FAO; list/describe) ____________________________ Rating Scales: ______Problem Behavior Questionnaire (PBQ) ______Motivation Assessment Scale (MAS) ______Other (list/describe) _______________________________________________________

RUNNING HEAD: BEHAVIOR SUPPORT PLAN- DAVID

Provide one or more Summary Statements (as appropriate) from the Functional Assessment Data (include Setting Events if known, Antecedents, Behaviors, and Maintaining Functions- Do not include the staff response/consequence) When doing independent work or lecture that is boring, David will talk with friends in order to get attention from peers. When doing an independent hard assignment in a difficult class, David will get out of seat and wander the class to escape the difficult task. Briefly describe a desired replacement behavior(s) that will serve a similar function as the current problem behavior(s) AttentionAsk for a break Escape Raise hand and ask for help or group/partner work

Develop a behavioral objective incorporating the replacement behavior(s)- (Include condition, student, behavior and criterion) During math, English, geography, and applied skills, David will raise his hand and ask for help, a group, or a partner to work with to replace problem behavior at least 90% of the time when he would have gotten out of his seat to wander instead. During math, English, geography, and applied skills, David will raise his hand and ask for a 5 minute break to escape the hard independent work so his problem behavior will decrease by 90%. He is allowed one break per class. Outline the instructional strategies to teach the desired replacement behavior (where, when, how & who will teach the replacement behaviors?) Attention On Friday during Applied Skills, Ms. Adams and Ms. Barney will talk with David in a brief training session. He will be instructed to raise his hand to ask for a small group, partner, or para to work with to which he will immediately get what he is asking for. On Monday morning, Ms. Adams will remind and prompt David that he should raise his hand if he wants to work with a group or partner because talking about off task subjects is not allowed. Mrs. Rose will then prompt him during the quick start and before independent work to ask for a partner if he wants it and will follow through with the replacement behavior throughout first period. Throughout each period during the day, the gen ed teacher will prompt David before class begins to ask for a partner instead of talking out of turn. Prompts will be faded as David begins to ask on his own and the problem behavior decreases. Allowing the replacement behavior will slowly be decreased as well, until David can work on his own without talking to friends.

RUNNING HEAD: BEHAVIOR SUPPORT PLAN- DAVID

Escape On Friday during Applied Skills, Ms. Adams and Ms. Barney will talk with David in a brief training session. He will be instructed to raise his hand to ask for a five minute break which he will immediately get what he is asking for. He will be told he is only allowed one 5 minute break for each period. On Monday morning, Ms. Adams will remind and prompt David that he should raise his hand if he needs a small break because wandering around is not allowed. Mrs. Rose will then prompt him during the quick start and before independent work to ask for a break if he wants it and will follow through with the replacement behavior throughout first period. Throughout each period during the day, the gen ed teacher will prompt David before class begins to ask for a 5 minute break if he needs it instead of wandering around. Prompts will be faded as David begins to ask on his own and the problem behavior decreases. Allowing the replacement behavior will slowly be decreased as well, until David can work on his own without wandering the classroom.

Describe a data collection system to monitor the replacement and problem behaviors and state how the data will be summarized Ms. Adams paraeducator will collect data for all four class periods that David is struggling in. The data will be collected as a tally sheet for each class. She will be collecting two sets of data. One set will be for every time David raises his hand to ask for a group vs. the times he talks to people around him. The other set will be tallying how many times David asks for a break vs. how many times he gets out of his seat. Ms. Adams will review the data every few days to determine if frequency is decreasing. If it is decreasing, data will be collected 1-2 times per week and evaluated weekly for decision making. Data collection sheet Period Talk Outs Asks for a partner Walks around room Asks for a break Math English Geometry Applied Skills Briefly describe planned setting event and antecedent strategies (if no setting events identified- leave blank)

Setting Event Strategies None

RUNNING HEAD: BEHAVIOR SUPPORT PLAN- DAVID

Antecedent Strategies Remind and prompt David before lessons start to ask for either a break if he needs to stop working for a minute, or to work with a group or partner if he feels like he needs some attention. Mix easy and hard problems on worksheets Start problems as easier and work to harder ones Group work assignments at beginning of assignments Para walks around the room and make sure David is doing okay and sits by him if it is a hard worksheet Give David a notebook to write down all his comments in and allow him to share after class to the para or teacher Make lectures interactive to allow David to talk Describe positive and reductive consequence strategies (includes specifics of who will deliver the consequences, schedule of reinforcement, etc.) Positive- (by special educator, para, and gen educators) Praise from para and teachers Points for getting worksheets completed Extra social time at the end of class if he completes worksheet Praise other good students to model good behavior Reductive- (by special educator, para, and gen educators) Ignore talkouts to teacher Instruct other classmates to ignore him Warnings about being moved and points loss Separate to the back of the room in his own desk when he is talking but make the para keep an eye on him to make sure he is working and staying in his seat. Loss of points on assignments Lunch Detention

RUNNING HEAD: BEHAVIOR SUPPORT PLAN- DAVID

Reactive Emergency/Crisis Procedures (if needed for blowups or dangerous behaviors) Call main office for administrative backup. Call down all for Ms. Orme to assist. Call home to parents ISS Suspension

LRBI Approvals (Briefly describe what level of approvals (e.g., basic parent notification, parental approval, district/state committee approval), if any, would be needed for the procedures that you have described above, according to the state LRBI guidelines. See handouts passed out in class) Parent notification for possible removal to the back of the classroom. Team members and their responsibility for implementation Member Ms. Adams and Ms. Barney Para- Tracy Gen educators and special educators Responsibilities instruct alternate behavior/review Data collection Allow alternate behaviors