Student:Jason / Date: 2013-2014
Function of Behavior:
WhenJason is faced with academic situations (a) where he is unprepared (does not have materials, does not know what to do, does not understand the directions), (b) that require sustained effort to complete (e.g., following multiple directions), or (c) the work is too difficult for him (e.g., reading, writing);
He engages in off task behavior that is characterized by not working, putting his head down, not initiating following a prompt, waving at the teacher, making comments to himself or peers;
In order to escapeacademic situationsthat are challenging for him. If the academic demands are removed or Jason receives prolonged 1:1 help from the teacher, the behavior typically stops.
If the academic demands continue or the teacher responds with directives (e.g., to start working, turn in assignment, stop doing something, explain himself);
ThenJason escalates and begins to engage in disruptive behavior that may include cursing, making rude comments, continually calling out, arguing, blaming others, trying to have the last word, or leaving his area;
In order to escape the academic demands and social stress of the situation.

Based on the function of behavior, the focus of this plan is define strategies that anticipate and prevent situations Jason typically has difficulty:

  1. Making academic work more accessible, thereby eliminating the need for Jason to escape out of work.
  2. Teaching Jason the social – emotional skills to handle challenging situations, thereby reducing the use of unwanted behavior to get his needs met.

Global Strategies across Areas and Situations

Global strategies for Jason aim to address the following setting events:

  • Increase motivation to engage in academic work
  • Coming to school and class prepared
  • Strengthening sense of self concept

Global Strategies / Strategy explanation
Check-in Check-out /
  • Jason will participate in an AM and PM check-in with Ms. P to assist him with being prepared with needed materials and ready for the school day / to take home for homework. Ms. P will provide reminders, encouragement and behavior specific praise.
  • See CICO plan for specific details

Social Praise /
  • During class routines teachers will provide Jason with behavior specific praise for positive behaviors at least three times during a class period (e.g., beginning, middle and end of class).
  • “Nice job using your binder! Your materials are so organized. I knew you could do it.”
  • “Thank you for getting started with your work so quickly”
  • Provide Jason with frequent words of encouragement.
  • “I believe in you Jason, I’m confident you can do it”

Incentive System /
  • At the end of each class period, teachers will fill out Jason’s point chart.
  • Teachers will use the rubric to assign points.
  • Points are tallied each day during the PM check.
  • Points accumulate to reach a goal.
  • When Jason reaches the weekly goal, he can choose from a list of incentive options.
  • Post card home to Jason’s mom when he meets his goal.
  • The goal is reviewed during progress monitoring and adjusted as needed.
See the Incentive System chart for specific details

Strategies to Address Antecedent Triggers

What Jason
is expected to do: / Antecedents that Trigger the behavior pattern / Strategies selected to promote Jason meeting the expectations
Bring books, notebook, homework, and writing utensils to class / Coming to class unprepared /
  • Have spare materials in each of his classes (pencil, pen, paper)
  • Help Jason develop a use a binder to organize papers by class
  • Build a materials check into the a.m. and p.m.CICO

  • Arrive on time
  • Enter quietly
  • Go directly to seat
  • Begin the Do Now
/ Entering class /
  • Greet Jason as he enters the room; provide him with a discrete prompt and encouragement to follow the procedure
  • Develop a written procedure to review with Jason
  • Check-in to see if he needs help with the Do Now

  • Attend to instruction
  • Participate in discussion
  • Take notes
/ Whole group instruction / Attending during instruction:
  • Keep teacher directed instruction chunked to 15 minutes or less
  • Provide an easy to follow / fill in note taking outline to make note taking easier.
  • Provide Pride tickets when you see him attending; use verbal, facial or gestural cues to signal he is doing a good job (e.g., thumbs up)
Encourage participation in group discussion:
  • Prep Jason for group discussions by providing him with 1 -2 questions he can be ready to answer during discussion
  • Provide Jason auditory versions of assigned readings ( reduces literacy frustrations) so that he can keep up with readings and be familiar with content
  • Have students work in pairs to answer group discussion questions (e.g., have students work on questions, then have the group talk about the answers)

  • Start when class is prompted
  • Ask for help if needed
/ Being directed to start work, especially when he is called out in front of the class /
  • Offer a choice of two task options or to work with a peer
  • Give Jason 1 minute after a class-wide prompt to self-start
  • After getting the rest of the class started, talk with Jason privately to see if he needs help
  • Check in with Jason at the start of tasks to see if he needs assistance or clarification

What Jason
is expected to do: / Antecedents that Trigger the behavior pattern / Strategies selected to promote Jason meeting the expectations
  • Try to do the work
  • Ask for help
/ Challenging or sustained class work /
  • Provide Jason with work tasks that are on his literacy level
  • Provide Jason with academic anchor materials to assist with tasks (e.g., glossary, reference chart, etc.)
  • Adjust the amount of work or task that is presented at a time
  • Provide assistance to start the first task (e.g. model, coach Jason through the problem)
  • Provide frequent words of encouragement
  • Present independent work in small chunks (e.g., 5 problems instead of 10) to ensure successful completion. As task chunks are completed, introduce the next chunk.

  • Listens to what the staff person has to say
  • Completes the request without the display of unwanted behavior
  • Requests help if needed
/ Making requests and demands of Jason /
  • Consider alternative approaches to providing Jason with directions (e.g., offering a choice of two tasks or options)
  • Use interaction strategies that tend to work with Jason:
  • Use objective, neutral and supportive language (he becomes more emotional when staff become emotional)
  • Label Jason’s emotions and behavior to help him express appropriately what is wrong
  • Paraphrase and mirror Jason’s statements
  • Use humor (but not sarcasm)

Replacement Skill Instruction Plan

Skills Jason is learning to replace unwanted behavior and support his ability to handle himself appropriately in school routines:
  1. Asking for help when he encounters academic work that is difficult or he does not know what to do.
  1. Managing School materials and coming to class prepared.
  1. Responding appropriately to comments that make him mad.
/ Mrs. K
(School Counselor) / All Teaching &
Classroom Staff / Mrs. P
(AM / PM CICO) / Mr. R and Ms. J. / Mr. M (Security)
Introduce & Discuss the skills:
Twice a week Jason will meet with Ms. K to learn how to use the identified replacement skills. / X
Model & Role Play the skills:
During the weekly sessions Jason will role play and practice using the skills. / X
Daily Reminders to use the skills:
Throughout Jason’s day, teaching staff, should provide proactive and encouraging reminders for Jason to use the skills during class situations.
Ms. P, Mr. R, Ms. J and Mr. M should provide proactive and encouraging reminders to Jason when they see him during the school week. / X / X / X / X / X
Praise For Using the skills:
Throughout Jason’s day, teaching staff, Ms. P. Mr. R and Ms. J. should provide behavior specific praise for using (or trying to use) the skills he is learning.
Ms. P, Mr. R, Ms. J and Mr. M should provide praise and words of encouragement to Jason when they see him during the school week for using the skills. / X / X / X / X / X
Corrective Feedback for errors:
Reframe errors; provide Jason with cues to use the appropriate skill that is expected in that situation / X / X / X / X / X

Redirection Strategies to RespondWhen a Behavior is Occurs

Redirection Strategies and Style that tend to work best with Jason / In general Jason responds best to staff who convey a genuine concern for his well-being and a desire to help him solve the problem he is facing (or perceives to be facing)
He tends to respond best to staff whose emotional response stays neutral, yet still conveys caring for his well-being.
In terms of phrasing redirection prompts, these most often result in a positive response from Jason:
  • Phrase redirection in terms of what you want Jason to do
  • Offer assistance to resolve the issue
  • Offer Jason two options to choose from
  • Offer a way for him to save face in front of other kids
  • Change the topic
  • Paraphrase what he is saying so he know you understand his point of view
  • Use statements that empathize with why he might be mad or frustrated
  • Repeat a strategic prompt phrase (e.g., “time to start work”) [and avoid engaging in a debate about what is expected]
  • Offer a break to step away

Avoid these types of responses with Jason, they tend to escalate his behavior /
  • Calling him out in front of the class or a group of peers
  • Direct confrontation
  • Sarcasm
  • Belittling comments
  • Ultimatums
  • Trying to have the last word

Progress Monitoring

Focus Behavior / Base-line / January / February / March / April / May / June
Number of Referrals to the Office per month / 6
Focus Behavior / Schedule / Baseline / January / February / March / April / May / June
Number of occurrences during class time (weekly probes) / Week 1 / 5x a class period
Week 2 / 8x a class period
Week 3 / N/A
Week 4 / N/A
Average for the month / 7x a class period
Focus Behavior / Schedule / Baseline / January / February / March / April / May / June
Daily points earned / Week 1 / 0
Week 2 / 0
Week 3 / 0
Week 4 / 0
Average for the month / 0

Check-in Check-out Plan

Planning Considerations / AM Check / PM Check / Every Class Check
When will the check occur? / X / X / X
What time will the check occur? / 8:35 / 2:35 / End of class
Where will the check occur? / 110 / 110 / Privately in class or hall
Who will do the check? / Ms. P / Ms. P / Teacher
What student behaviors is the focus of the check? / X Being prepared with
materials
X Cooperating with
request & directions
X Requesting help /
assistance / X Being prepared with
materials
X Cooperating with
request & directions
X Requesting help /
assistance / X Being prepared with
materials
X Cooperating with
request & directions
X Requesting help /
assistance

Behavior Rubric

Scoring Rubric / Met Expectation (2) / Partially Met Expectation (1) / Did Not Meet Expectation (0)
Being prepared with material / Had all the materials needed for class / Had most of the materials needed for class / Did not have any / the majority of materials needed for class
Cooperating with requests & directions / Cooperated with all requests without arguing or disrupting the routine / Cooperated with requests but only after additional redirections or engaging in disruptive behaviors / Did not follow requests
Argued with teacher over requests
Engaged in disruptive behavior in response to requests
Requesting help / assistance / Asked for help;
Continued working until teacher was able to provide help / Inconsistently / inappropriately asked for help;
Stopped working but was not disruptive / Did not ask for help; stopped working and was disruptive

Incentive System Report

Student: Jason
Monday / Date:
Target Behavior Expected of the Student / HR / P1 / P2 / P3 / P4 / Lunch / P6 / P7 / P8 / P9 / Daily Total
Being prepared with material / N/A
Cooperating with requests & directions / N/A
Requesting help / assistance / N/A
Daily total: / N/A
Tuesday / Date:
Target Behavior Expected of the Student / HR / P1 / P2 / P3 / P4 / Lunch / P6 / P7 / P8 / P9 / Daily Total
Being prepared with material / N/A
Cooperating with requests & directions / N/A
Requesting help / assistance / N/A
Daily total: / N/A
Wednesday / Date:
Target Behavior Expected of the Student / HR / P1 / P2 / P3 / P4 / Lunch / P6 / P7 / P8 / P9 / Daily Total
Being prepared with material / N/A
Cooperating with requests & directions / N/A
Requesting help / assistance / N/A
Daily total: / N/A
Thursday / Date:
Target Behavior Expected of the Student / HR / P1 / P2 / P3 / P4 / Lunch / P6 / P7 / P8 / P9 / Daily Total
Being prepared with material / N/A
Cooperating with requests & directions / N/A
Requesting help / assistance / N/A
Daily total: / N/A
Friday / Date:
Target Behavior Expected of the Student / HR / P1 / P2 / P3 / P4 / Lunch / P6 / P7 / P8 / P9 / Daily Total
Being prepared with material / N/A
Cooperating with requests & directions / N/A
Requesting help / assistance / N/A
Daily total: / N/A
Target Behavior Expected of the Student / Weekly Total / Goal / Incentive Options for Meeting Goal
Being prepared with material
Cooperating with requests & directions
Requesting help / assistance
Overall Total
Positive Feedback: / Suggestions to try:

NJ PBSIS (2014). NJ PBSIS is sponsored by New Jersey Department of Education, Office of Special Education Programs in collaboration with The Boggs Center,

Rutgers Robert Wood Johnson Medical School. Funded by I.D.E.A., Part B.