Running head: PBS PROJECT

Positive Behavior Support Project

Mary Reda & Danielle Frey
University of South Florida Sarasota-Manatee
Dr. Robinson
EEX 4084

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Positive Behavior Support Project

Step 1:

Class Lists

Class #1: Primary - Grades Kindergarten - 2

Resource classroom
o Student #1 Johnny, Boy Age - 6 Kindergarten
Guardian - Mother
Disability - Other Health Impaired
Low SES, living at homeless shelter with mother
Strengths one to one correspondence
seems to enjoy school
Weaknesses fine motor
listening
staying on topic
staying in assigned place
Interests running games - tag, kickball
o Student # 2 Kevin, Boy Age - 7 Grade 2
Guardian - Grandparents
Disability - Learning Disability
Strengths addition and subtraction facts to 10
patterns
identifies shapes
Weaknesses letter sound correspondence
addition and subtraction facts to 20

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Interests video games
building with blocks

o Student # 3 Austin, Boy Age - 7 Grade 2

Guardian - Parents
Disability - Autism
Strengths above age vocabulary
reading comprehension at least 3rd grade
grade level math skills
Weaknesses
refuses to complete any academic tasks
destroys materials when he tantrums
Interests insects
dinosaurs
video games
o Student # 4 Chris, Boy Age - 8 Grade 2
Guardian - Aunt
Disability - Mental Retardation
Strengths likes school
tries hard
fine motor skills improving
Weaknesses sometimes cries when he thinks his work is too hard
functioning on a pre- kindergarten level in all academic areas

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o Student # 5 Michael, Boy Age - 5 Grade - Kindergarten
Guardian - Foster family
Disability - Emotionally Disturbed

Strengths works well one to one with an adult

knows ABCs
working on letter sound connection
counts to 50
Weaknesses one to one correspondence in math
sometimes curses and or throws materials when frustrated in general education class
Interests building blocks
Matchbox cars
o Student # 6 Jessica, Girl Age - 7 Grade 2
Guardian - Mother
Disability - Learning Disability
ELL Level 2-3 (Born in Guatemala)
Strengths knows addition and subtraction facts to 20
learning to regroup in addition
Weaknesses basic phonics
shuts down during reading instruction
will not attempt to write
Interests dolls
making bead jewelry
drawing

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o Student # 7 Madison, Girl Age 7 Grade 2

Guardian - Mother
Disability - Mental Retardation
Strengths counts to 20
one to one correspondence
learning ABCs
Weaknesses all academics on a kindergarten level
sometimes cries and screams that the work is too hard when in general education class
Interests blocks
dress up center
listens to stories being read by teacher
o Student # 8 Olivia, Girl Age - 7 Grade 2
Guardian - Grandparents
Disability - Emotional Disturbance
Strength reads on grade level
Weaknesses resists math instruction
refuses to work in general education classes
Interests draws
makes cards for grandparents
cats

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Teddy is a 1st grade student with autism who is non-verbal except for echolalia speech. He is
hypersensitive to sounds and touch and anything that is off pitch, loud or sudden can send him into a
screaming fit where he holds his ears and curls up in a ball. He cannot tolerate light touch and so when
touched it must be firm and with pressure. Teddy needs a constant and consistent routine with a picture
schedule. He also uses PECS (Picture Exchange Communication System) to communicate and his oneon-on aide has consistently prompted him to use it so that he is beginning to use it without her prompts.
Teddy is fascinated with cars and classical music. He also loves to organize items and sort items. Teddy
avoids eye contact and if he looks at a person
it is only for a brief second. Instead of just grabbing what he wants and screaming, Teddy is beginning to
use his PECS system to communicate but this is not consistent and must be reinforced.
Step 2:
1. When Austin was instructed to complete science bell work, Austin threw his pencil across the room
and said I hate this! Madison next to him said, I dont want to do this either and put her pencil
down.
A. Instructed to complete science bell work.
B. Threw pencil and said I hate this!
C. One other student refused to work as well stating I dont want to do this either and put pencil
down. Teacher said to students We can do this as a group Teacher said to Austin Youre going
to need your pencil.
Kevin and Johnny were talking about their parents in class saying My daddy is taking me for ice cream
after school today and Kevin said Me too and Olivia yelled I dont have a mommy and daddy then
broke down crying.
A. Kevin and Johnny were talking about their parents in class saying My daddy is taking me for ice
cream after school today and Kevin said Me too
B. Olivia yelled I dont have a mommy and daddy then broke down crying.
C. Teacher explained to students Every family is different Then pulled Olivia aside and comforted
her.
2. Austins autism affects his behavior in class. While he is intellectually gifted and above average in
vocabulary and comprehension, this can cause him to become bored easily which causes refusal to
complete tasks. When Austin becomes over stimulated, (triggered by noises, lights, etc.) he begins
throwing tantrums and destroys materials. Peers become distracted by his behavior and in turn do not
complete the work.

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Step Three:
Students name: __Diana___ School/site: ___USFSM___
Observed from _09/ 09/ 2015 to 09/ 09/ 2015 Completed by: Mary Reda & Danielle Frey
Behavior of concern: Disruptive behavior and calling out; inability to focus when doing quiet work.

Date/start & end time

A=antecedent
Location, activity,
people, etc.

B=behavior What did

the child do?

C=consequence What
happened after the
behavior?

9/9/15

Working quietly in
groups

Tapping pencil on desk

Asked by teacher to
work quietly

9/9/15

Working quietly in
groups

Disruptive talking

Asked by teacher to get

back on task.

9/9/15

Working quietly in
groups

Calling out across the

classroom

Told by teacher to focus

on math lesson with
group

1. While Diana was working quietly in a group with her peers on math, she kept repeatedly
tapping her pencil on her desk which distracted her classmates. One student asked please stop!
When she didnt, the teacher came over and said Youre distracting other students by tapping
your pencil please work quietly
2. Diana and peers were working on math quietly when Diana started being disruptive by telling
another student I like your shirt, where did you get it? This distracted the peers around Diana,
so the teacher told Diana please get back on task.
3. During quiet group work on math Diana called out across the classroom telling another student I like
your bracelets. Another student complained saying Diana is annoying me. Then the teacher went over
to Diana, got down on her level and said I need you to focus on the math lesson with your group.
1. Interview questions:
-How does Diana work in certain subjects?

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-How does Diana work with others?

-Does she work better individually, in groups or one on one?
Observations:
-In classroom Diana gets off topic a lot and distracts other students mainly during quiet work.
-In art class Diana works better one on one but goes off task when working in groups or
individually.
-In P.E Diana does well in physical activities but has a hard time focusing during instructions.
-In music class Diana does better focusing in music because she is active.
2. Consistent patterns:
-Cant stay on task
-Needs constant attention
-Calls out
Consequences:
-Asked to get back on task and work quietly
3. When Diana is working with shoulder buddy during math she taps her pencil and distracts her partner
with asking questions or complimenting on another topic. Our hypothesis is that she does so to gain both
peer and teacher attention. Once the teacher reprimands and corrects Diana, she briefly goes back on task
and then continues distracting the other students until the teacher ultimately comes, getting down on her
level, and corrects Diana.
4. When Diana begins to feel the need to call out or ask make comments to other students, she will be
encouraged to play with a fidget toy instead. When Diana chooses to use the manipulative instead of
calling out, she will first receive a verbal compliment. If she is able to make it through a full lesson by
utilizing the fidget toy instead of calling out, she will receive a scout buck. (All students collect scout
bucks which can be turned in for prizes such as lunch with a friend, etc. This will encourage her in a
positive manner and will refrain from making it seem like she is receiving special attention to other
peers).

Step Four:
1. Have respect, show responsibility, and remember safety.
2. Classroom procedures:
a. Entering the classroom: Upon arrival, students will sit outside the door in the hallway. Teacher will greet
students at the door and let them inside the classroom. Students will unpack their bags for the day, taking
out necessary materials (AR books, agendas, homework, etc.) and hang their bags on the hooks in the

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corner. Students will open up agendas to todays date so they can be checked for parent signature. Daily
procedures will also be displayed on the wall for those to read who need a reminder.
b. Large group instruction: Groups will be arranged heterogeneously so that all students benefit from one
another in each group. At the beginning of the year we will establish roles within each group (materials
person, recorder, spokesperson, and time-keeper). Students will be expected to raise their hands to
answer; however, there will be many opportunities for students to work together as a group that that
students do not feel bored or uninterested. Students will be given multiple opportunities throughout the
day to work in different centers around the room which allows them to move around and expel any
anxiousness they may have. Minimal direct instruction will be included.
c. Individual work: When students are asked to complete individual work they will be allowed to choose a
place to work quietly. They may also choose a manipulative or fidget toy that keeps them focused.
Students are expected to work quietly and raise their hands if they have any questions. Students will turn
in their work and highlight their names as a reminder to put their name at the top (highlighters will be
provided next to the homework bin).
d. Dismissal from class: At the end of the day students will be dismissed by the teacher, not by the bell (to
help them get into a routine of not running out the door). Students will be called by table group to retrieve
their bags and pack up for the day making sure to write down their homework in their agenda. The last 10
minutes of the day will be used to remind students to write down their homework in their agendas.
Teacher will dismiss tables by groups to go home for the day.
3. How will procedures and rules be taught:
Beginning on the first day of school we will begin to go over procedures. This will take a couple
of weeks of repetition until it slowly becomes routine for the students. On the first day we will
create a class contract together, including input from the students. This will be used to look
back on if any unwanted behavior occurs; we can refer back to the contract and talk about what
we had decided as a class was appropriate and learn from our mistakes. Roles will be created the
first day of school. Each quarter these roles will change so that everyone has a chance to try a
different role. Entrance to the classroom (unpacking bags, getting agendas out, etc.) will require
much practice until it becomes normal. Students will be encouraged with scout bucks when
appropriate behavior is shown (such as putting bag away and getting agenda out quickly). This
will aide in teaching students quickly what is expected of them.
4. Routine for teaching one subject:
Math:
Materials person will retrieve white boards for their group and a manipulative bin. Table groups
work on challenge of the day (4 math problems on the board) on their white boards. Each table
group is responsible for explaining one of the 4 problems. Following, students would have their
choice of math centers. Each week there will be 5 centers to rotate through. By the end of the
week, each student is expected to have completed all 5 centers; however, it is up to each student
the order in which they complete them. Each student will be given a log to check off when they
have completed a center. This helps them learn how to regulate their time and gain responsibility.
One center would be teacher-led, working with students.

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5. How you plan to create a positive/calm climate in your classroom:

One of the major ways to ensure a positive and calm environment is to reflect that in your
teaching. It is important to show that you are a positive and calm person. The teacher sets the tone
for the students. The classroom will be free of distracting lights or sounds, and there will be
ample places for students to sit to complete their work. Students will have manipulatives and
fidget toys to ease anxiety whenever necessary. Our classroom will be aware that we are allowed
to make mistakes; it simply means that we are trying. Each student will be made aware that they
matter and together we are a community.
Step Five:
1.
In order to teach students on both the universal and tertiary levels, it is important to look at what
will benefit all students in the learning process. We strongly agree with many aspects of ACCESS
(Gargiulo & Metcalf, 2013) in that the learning environment is applicable, capable, allows for clarity,
expression, safety, and the class size is manageable.
We believe that our classroom should be student-centered, driven by their needs. Our curriculum
must be taught in a way that is relatable to our students; it must also celebrate their differences. This is
especially important in our class which is comprised of ELL students, students coming from a low
socioeconomic status, and students with diverse disabilities (autism, ADHD, learning disabilities, mental
retardation, emotionally disturbed, and non-verbal). Students may become disconnected with the
instruction if they have no way to relate to what is being taught. We want to strive to ensure that our
students can connect with the material.
To ensure that our instruction is clear and understandable, all directions will be repeated twice,
and then we will have a student repeat the directions. All vocabulary used in our directions will be simple
enough to be understood by all students. Rules and procedures will be presented on the wall at all times in
both written language and pictures for students to be able to refer back to.
In our classroom, all students will be held to high expectations regardless of their disabilities. Our
expectations will be high, yet achievable (not impossible). As regularly as possible, we would give
feedback to our students, both verbally and written on their work. We will communicate directly with our
students to create individualized goals for their learning. This gives us a means to monitor growth and
allows the students to see that we have high expectations for them.
Our three rules in our classroom are have respect, show responsibility, and remember safety. On a
universal level, these expectations are held for all of our students. Within these expectations falls each
students individual expectations. The majority of our students have been given replacement behaviors to
eradicate the unwanted behaviors. Johnny has difficulty staying in his assigned place during class. His
replacement behavior is to stay in his assigned seat and if restless he may use the bouncy band on his
desk. This is the expectation for him on the tertiary level, while it falls into the universal expectation of
show responsibility. Austin, who has autism, and Michael, who is emotionally disturbed, both tend to
throw materials whenever they get frustrated. They each have the same desired replacement behavior:
respect materials and squeeze fidget toy when frustrated. While their desired behavior is very explicit, it
again falls into a universal expectation of having respect as well as remembering safety. Jessica and

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Olivia have very similar behaviors; Jessica will not attempt to write, and Olivia resists math instruction.
Jessicas replacement behavior on the tertiary level is to write one sentence at a time (as with the others,
Jessica would receive a star when she has done so). Olivia, similarly to Jessica, will be instructed to do
one math problem at a time. These two replacement behaviors coincide with the universal expectation of
showing responsibility. If they do not understand why it is their responsibility to do their work we will
discuss how as students schoolwork is like our job.
2.
We plan on integrating the arts into our social skills curriculum by engaging students in drama,
art, music and dance activities. These activities will be based on each students interest or preference. An
example of one of these activities would be to have the students do a skit, play, song or draw a picture
based on the subject or theme of the week. These activities will be integrated into all subjects such as
reading, math, writing, and social studies. While making sure ACCESS components are implemented. For
example, Teddy is a non verbal autistic student who enjoys classical music. As Teddys teacher we would
allow him to listen to classical music with headphones when he is working individually. Social stories
will also be integrated when needed by each student. For example, Chris and Madison both have a hard
time and sometimes cry when they think the work is too hard.To help resolve this we would give Chris
and Madison the option of either taking a 5 minute break or asking the teacher for help. Their social story
would say: When I think the work is too hard I can raise my hand and ask for help or take a 5 minute
break. For Michael who gets frustrated and curses and throws materials sometimes when doing work, his
social story would be: When I get frustrated in class I can play with my fidget toy and calm down before
going back to do my work. Students would read their social stories every day before the occurrence until
the behavior dwindles. Another way of integrating visual art is by using the PECS system (Picture
Exchange Communication System) with Teddy, a student in our class with autism. Teddy is nonverbal and
this communication system allows us to understand what he needs and allows him to communicate back.
The visual cues also allow him to see what behaviors are expected.
3.
As we teach desired behaviors in the classroom, it is important to ensure that these behaviors
carry through to other aspects of their daily life outside of the classroom (generalization). When we first
introduce these behaviors, we will all discuss how important it is for these skills to occur everywhere we
go. One way we would help our students understand their replacement behaviours in other environments
would be to physically visit the other environments and practice. For example, as a class we would visit
the cafeteria when it isnt busy. We would practice how to line up, take our tray of food, and where we sit.
While it may seem like a simple task, it is important to physically demonstrate what we expect them to
do. Another way we will demonstrate is by using behavior books. There will be books for bus riding,
lining up, bathroom, etc. These books will include social stories that help students visualize and
understand what they are expected to do in these situations. In our classroom we would have a token
system that displays pictures of places that replacement behaviors are needed (bus, library, cafeteria,
recess, and specials). We will explain to students that these behaviors are expected to carry over anywhere
they go. The adults at these places will let us know how you behaved and if you did the correct behavior,
you will get a sticker! When the stickers add up, they will be rewarded. This would be individual for each
student because each student is motivated by different things. For example, Madison, who enjoys the
dress up center, might be rewarded by being able to be dressed up during the entire day as she works.
Each student will have their own token system, showing each days progress. This allows us to see how
each student is progressing in their behavior. If certain behaviors are not improving, we will be able to
notice this and address them as needed.

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Step Six:
1. The reinforcement system we created for our class is individualized to meet each students needs. They
types of problems that need to be addressed is different for each student. The majority of our students
have been given replacement behaviors to eradicate the unwanted behaviors. Johnny has difficulty staying
in his assigned place during class. His replacement behavior is to stay in his assigned seat and if restless
he may use the bouncy band on his desk. Austin, who has autism, and Michael, who is emotionally
disturbed, both tend to throw materials whenever they get frustrated. They each have the same desired
replacement behavior: respect materials and squeeze fidget toy when frustrated. Jessica, Olivia, Chris, and
Madison have very similar behaviors; Jessica will not attempt to write, Olivia resists math instruction, and
Chris and Madison sometimes cry when they think their work is too hard. Jessicas replacement behavior
is to write one sentence at a time and take two minute breaks when needed. Olivia, similarly to Jessica,
will be instructed to do one math problem at a time. Chris and Madisons replacement behaviors will be to
do one problem (whatever subject it may be) at a time. If they do not understand why it is their
responsibility to do their work we will discuss how as students schoolwork is like our job. As they
replace their behaviors with simply trying one problem at a time, they may eventually build up their
stamina in regards to their work habits. We will monitor each student to see if the replacement behavior is
both appropriately addressing the issue and if there is any progress being made. Adjustments will be made
as needed.
2 .For the token system we created for our class as a group and individually were going to use Scout
bucks. When a student shows a desired behavior such as using their replacement behavior without
having to be told then they will earn a scout buck. If a student has 10 scout bucks by the end of each week
then they will receive a prize, such as lunch in the classroom, popcorn and a movie or choose a toy from
the treasure box. The reward at the end of each week will be chosen by the teacher and may vary. These
scout bucks will be able to be redeemed by the classroom cashier. This job will rotate frequently so that
all students have an opportunity. This builds community and well as responsibility. There will be plenty of
opportunities throughout each week for each student to have the chance to earn 10 scout bucks, if a
student does not receive 10 scout bucks then we will reinforce this system then and go over one on one
with that student as to why they did not receive 10 scout bucks and what he/she can do better next week
to earn 10 scout bucks. There will be opportunities to earn scout bucks as a group and individually each
week. Such as doing group work together and everyone participates and completes their work then the
group will each earn a scout buck. Individually a student can earn scout bucks by using their replacement
behavior without having to be told, or simply going out of their way to help a friend or teacher. In the
classroom we will have our token system placed on a wall for all students to see. Each student will have
their names displayed as well as pictures for students who need visual cues. As students receive scout
bucks, they will also place a sticker on their chart. This chart will also be used so that students can begin
to generalize their behaviors outside of our classroom (on the bus, library, cafeteria, etc.). Teachers and
staff in these special areas will be made aware of the system and will be asked to inform us of any
good/unwanted behaviors. As stated earlier, the class will also have opportunities to earn scout bucks as a
class. If the class receives 25 scout bucks in one month, there will be a reward for the entire class (such as
the whole class can eat lunch in the classroom, lunch with the principal, visit from a community person,
etc.).

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3. We will start on day one at the beginning of the year by implementing this system into our classroom
and as well being consistent with this system throughout the school year. We will use the scout bucks as a
reward system, and explain to the class how to earn scout bucks and the types of rewards or prizes theyre
able to receive. In the beginning of the year, more scout bucks may be used as they are new to the
students. As the year progresses and behaviors improve, scout bucks may become harder to earn. On the
first day of school we will do a short skit with the students to show a scene in which a student might earn
a scout buck. We would have them act out the unwanted behavior and then act out the desired behaviors
that could earn them scout bucks. In addition, we would go over how to earn bucks visually on a chart on
the wall. Giving the students multiple representations of how to earn scout bucks will help all students
understand the expectations. Each day for the first couple weeks we will address and refer back to the skit
and chart to instill them in the students as needed. If needed we will also explain the scout bucks on an
individual basis. As we progress to different areas of the school we will talk with the teachers/staff in that
area along with our students to model how we should behave in each place.
4. Charts will be displayed in our classroom to monitor the effects of the token system on decreasing
targeted behaviors and increasing replacement behaviors. Each student will have their own small star
chart. Each chart will look somewhat different depending on the targeted behaviors of each student. For
example, if we have a student who has issues when riding the bus, he may have an additional column on
his chart with a bus picture. This is due to the need of generalization. Each chart will display the childs
name, then 4 or 5 boxes/areas in which they can earn a star. Each star is worth one scout buck. As stated
before, if the student receives 10 scout bucks/stars at the end of the week, the student will have a choice
of a reward redeemable through the class cashier. There will be an additional chart for the class as a
whole. The class can earn scout bucks/stars in and out of class. Examples may include walking quietly,
being respectful when the teacher is on the phone, etc. These stars will be displayed on the wall chart so
that students can visually see the results of their good behavior. If the class receives 25 scout bucks/stars
in a month the whole class will be rewarded. Using this data we will be able to analyze which
replacement behaviors are in need of adjustment and behaviors that are not improving. After looking at
the data trends we may need to develop a different replacement behavior and/or create a social story book
to address the issue.

Step 7:
1. Contract:
JohnnyIf Johnny stays in his assigned seat and uses the bouncy bands on his chair instead of
moving around the classroom 75 percent of the time during the first 30 minutes of class
THEN he will receive 10 minutes of iPad time at the end of the day.
a.If Johnny does not meet this criteria and gets out of his assigned seat without
permission more than 25 percent of the time, he may not use the iPad the following day.
b. For every 15 minutes extra that Johnny stays in his assigned seat and uses his bouncy bands
he will receive a token to be traded in at the end of the week.

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A frequency/event recording form will be used to record the amount of times Johnny gets out of his
assigned seat and for how long he remained in his seat.
2. Stimulus Control:
From the first day of school we will teach our students the stimulus control Give me 5. When
we want to get their attention we will say Give me 5 and raise one hand. All students will be
expected to quiet down, have eyes on the teacher, and one hand in the air. The most important
element of this is to wait until every student has responded. If you start talking before everyone
has given you 5 the students will begin to think that it is not important and that it is optional.
Waiting for all students ensures that you are expecting all students to give you 5.
When we start teaching this the first week we will use it more often than we normally would so it
starts to become routine. Eventually this motion should become quick and habitual so it requires
less time to quiet them down.
3. Group Reinforcement System:
- Independent: As students display appropriate and/or exceptional behavior they may receive individual
tokens (stickers) on their personal table charts. In the middle of the group table will also be a group chart.
At the end of the week individual points will be totaled up and will equate to a group total. If the table
reaches 20 stars in one week they will be rewarded with that weeks prize (it will vary each week and
wont be announced until Friday morning). They will not know ahead of time because if they determine
they do not like the prize, they may not strive for good behavior. Telling them Friday morning allows
them to work harder that day to receive the reward for their group.
- Interdependent: In the middle of each table group will be a jar that can be filled with marbles. Each time
the table (as a group) exhibits good behavior (such as teamwork, working quietly, sharing, etc.) they can
receive a marble. This will also have a prize but will be counted at the end of the month. Each month will
have a different prize as well. For example, the monthly prize might be lunch and move in the classroom.
Tables that receive 25 marbles will be invited to participate.
- Dependent: Within the classroom there will be specific students that may need additional encouragement
to reinforce their behavior. For example, Michael sometimes throws materials when he becomes
frustrated. As a replacement behavior he has been instructed to squeeze a fidget toy. His teammates at the
table know that this is what he is requested to do. If they notice that he is becoming frustrated they can
gently remind/encourage him to use his fidget toy and that they are there to support him. If Michael
chooses to use his fidget toy instead of act out the whole table group will get a marble. This encourages
the table group to be encouraging of one another as well as encourages Michael to use his replacement
behavior to aid his team.
4. Self-Management Techniques:
Two self-management techniques we would use in our classroom are self-instruction and selfevaluation. Self-instruction would begin in the beginning of the year and be used whenever
needed for the students. In self-instruction the students reminds him/herself the steps of a task
needed for completion. One example would be turning on the iPads. Chris may need selfinstruction for this activity. When we learn how to turn on the computer, Chris would be shown
how and be given directions. We would record our voice giving step by step directions of how to
turn on the iPad (First, we unplug the iPad from the charger. Next, we set it down on the table.

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Then, we push and hold the button on the top until the apple appears on the screen. We wait until
Our Class shows up on the screen. Then we swipe the screen to the right. Click on the picture
of _____.) The recorded steps would be played when the child needs reminding of how to
complete a task.
The other technique we would implement is self-evaluation. At the end of each day we will meet
individually with each student to go over how their day went. They will be shown a table that has
different sentences such as I listened when the teacher was talking, I am polite and respectful
to students and adults, etc. They will then decide if they earned a sad face, a neutral face, or a
happy face for that sentence. They will color in the corresponding face. For the first month, or
however long needed depending on how the class grasps it, students will meet with the teacher.
After that they will complete it at their desks each day. These can be sent home with the student
so parents can gauge their students behavior that day. As a class we will learn how to selfevaluate and how it is a good thing for us. It can be hard to judge how we did but it helps us
become better people and better students.
Step 8:
1.
a. Differential Reinforcement of Incompatible Behavior (DRI):
This is a type of reinforcement that encourages a behavior that is completely incompatible with the
inappropriate behavior (e.g., reinforcing the student when he/she is sitting at their desk when they
normally choose to walk around the room). We could use this system with Michael, a student who is
emotionally disturbed and curses when he is frustrated. First we would identify the problem behavior
(cursing when frustrated during each lesson). Then we would brainstorm alternatives that are
incompatible with cursing (working quietly for 10 minutes). Whenever Michael is seen working quietly
he will receive a star toward his weekly prize. We will explain to Michael that if during those ten minutes
he curses we will nod to him indicating he does not get a star for that time period. For every ten minutes
he can work without cursing he will receive a star.
b. Differential Reinforcement of Alternative Behaviors (DRA):
DRA can be seen as similar to DRI except that with DRA the behavior is not necessarily incompatible
with the unwanted behavior. Johnny could use this system. Johnny is other health impaired and often has
difficulty remaining in his seat. In this scenario we would encourage Johnny to raise his hand if he would
like to get out of his seat. This is not an incompatible behavior to his unwanted behavior; we are simply
teaching him the correct way to go about getting out of his seat if he must do so.
c. Differential Reinforcement of Lower Levels of Behavior (DRL):
The goal of DRL is to reduce the number of times a behavior occurs (e.g., calling out of turn). We could
again use this system with Johnny, a student with an other health impaired disability. First, we would
identify the problem behavior (getting out of his seat). Then we would determine the rate of the behavior
(gets out of seat 7 times during 30 minute lesson). Next we would decide on a desired rate of behavior
(we want him to only get out of his seat 1 or 2 times during the 30 minutes). The first behavioral goal
would be set to 5 times which is obtainable yet still will require some effort. For each goal he meets he

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will receive a star to put on his chart toward a prize. As he reaches his goal the next goal will decrease in
frequency (5 times, 3 times, 1-2 times).
d. Differential Reinforcement of Zero Levels of Behavior (DRO):
In this scenario, the teacher would ignore the problem behavior and reinforce any appropriate behaviors
during a specific time frame. In our classroom this would be applicable with any problem behaviors that
are not harmful to the other students or to the student himself. For example, we could use DRO with
Chris. He has mental retardation and cries sometimes when he thinks his work is too hard. This is also the
case for Madison. We would determine a time, possibly 10 minutes during a lesson to observe, and set the
time. If they cry when they get frustrated we would simply try to ignore the behavior.. Anytime they are
seen working hard and using their fidget toy to relieve the frustration they would be rewarded with a star.
If at the end of ten minutes they have become frustrated and cried we will tell them we are resetting the
timer. This could also be used to help Jessica. Jessica as a learning disability and often shuts down during
reading instruction and will not attempt to write. If she shuts down we will ignore the behavior and
reinforce other students behavior. If Jessica attempts to write or participate in reading then she will be
reinforced with a star. For Jessica we would also use 10 minutes on a timer to track her behavior.
e. Extinction:
Extinction is very different from the other behavior systems as it is the withholding of something pleasant
in the hopes of eliminating the likelihood of the unwanted behavior occurring in the future. One example
in our class would be with Austin who has autism. He sometimes throws tantrums in the classroom. To
put this on extinction we would ignore Austin when he tantrums. Most likely this will cause the tantrum
to get worse as he tries to get our attention and make a scene. As long as it is not harmful (this is key)
continue to ignore it. When Austin refrains for tantrums it is important to positively reinforce his
behaviors. The most important aspect of this system is to ensure that the behavior you are ignoring is not
harmful to the student or anyone around him/her.
f.

Response Cost:
Response cost is a procedure in which reinforcers are taken away (such as tokens). It is important to note
that a student should never go below 0 (never get a negative amount). This could also be used with
Austin. At the beginning of the class period Austin will receive a card with 10 spots on it. Any time that
he throws a tantrum or destroys materials he will get a spot taken away. At the end of the day any spots he
has left equals the number of stars he gets. This will hopefully slowly encourage him to lessen the amount
of times he acts out. Each day we will collect the cards to monitor his progress over time.

g. Time Out:
This is a system in which a child is placed in a less-rewarding environment when he/she engages in an
unwanted behavior. Time out is typically used to reduce the amount of unwanted behaviors as opposed to
an individual reward system to reward good behaviors. This could be used with Olivia who has been
diagnosed with an emotional disturbance. She resists math instruction and refuses to work in general
education class. If Olivia refuses to work on an assignment, we could instruct her to go to the classroom
next door so that she receives no reinforcement from us or her peers; however, this could in turn remove
her from valuable learning time. In contrast, we would use inclusion time-out. This would mean that we
would either take away her work and not allow her to participate in the fun activity but she would still be
able to hear the instruction. No reinforcement would be given.

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