Positive Behavior Support Plan *****For a child******

Competency Checklist
1. Begin with a Subject Description (4 points)
LL is a fourth-grade student at Dutch Ridge Area Elementary School in the Beaver School District.
LL is a very energetic student and loves attention. He also loves sushi and anything sweet.
Because LL loves attention so much, he often gets off task. He is frequently dancing, singing or
talking about very random topics such as politics or things that he does at home.

2. Functional Assessment (4)

Because LL tends to get distracted easily, the teacher decided to measure how often this happens.
Within an hour and a half class period, he is distracted between nine and sixteen times. Before this
target behavior, LL is typically frustrated with math. He is very distracted during Xtramath at the
beginning of class, where he is asked to answer math fact questions as quickly as possible. He
does not like this because he is not proficient in his math facts. He also gets distracted quickly
because he has had this teacher in the past so feels very comfortable with her. Furthermore, he
sees his friends in this class and likes to talk to them. When LL is in math, sees his peers and also
become frustrated with the math problems, he becomes distracted and off-task in his speech,
drawings and actions in order to gain attention and avoid math class.

3. Target Behavior (6)

LL’s concerning behavior is his time off task. When LL is off task, he is distracted and does not do
his work. Common behaviors that are seen when LL is off task are singing, dancing, talking about
other topics, or complaining about the work that he is supposed to be doing. Of course, this
behavior is distracting to the other students in the class and eventually all of the five students in
math are distracted. This behavior was measured by counting the number of times LL became off
task in class.

4. Baseline Data (6)

Baseline data was collected for LL by Miss Duvall. This data was collected during his pull-out math
class. Miss Duvall used a clicker to monitor how many times LL became off task. If LL was off task
for ten minutes without returning to his math, that was counted as one time off task, but if he went
back and forth between math and being distracted, each time he became distracted from his math
work was counted. It was decided to use this collection system because it was easy for Miss
Duvall to count the number of times LL became off task during math and it did not take much time
to collect this data. In the future, it would also be important to track the time he is off-task in
minutes, but that is not the way that Miss Duvall tracked this data. Her data will be a good baseline
for the amount of time LL will be asked to be on task during class.

5. Goals & Objectives (3) (include in appropriate section of PDE PBS Form)
LL has two goals. First, when in math class, LL will need to receive reminders to refocus only six
times in a class period in four of five consecutive observations. This goal will be measured by the
teacher counting the number of times LL is given a reminder to refocus during class and progress
will be given to parents halfway through every grading period, every five weeks. The next goal is
that when given an unpreferable task, LL will complete it in a reasonable time with focus 80% of
the time in four of five consecutive observations. This task will be measured by the teacher
tracking LL’s time off tasks and progress will again be given to parents every five weeks.
6. Behavior Intervention Plan
a. New Antecedents (4)
There are a few new antecedents that could be put into place to help LL reduce his time
off task. First, class would begin with a five-minute brain break/bounce break where each
of the students including LL can bounce on their yoga balls that they sit on in class and
talk about whatever they want. This will allow LL to talk to his peers and teachers, giving
him uninterrupted time to talk and then become focused for class later. LL will be told
beforehand, that this is the time to talk and be unfocused so then during class, he can
focus. Another new antecedent is that LL will not do Xtramath at the beginning of the day.
He will begin with his warmup like everyone always does, but everyone will do Xtramath
last. This will eliminate the frustration that Xtramath brings LL. This frustration carries
through the entire math class, so moving Xtramath to the end would allow him to be more
focused during class while still fulfilling the requirement of Xtramath. Furthermore, LL will
be given prompting to stay focused.

b. Replacement Behavior (4)

LL will be expected to maintain focus during class for at least 80% of the time. The
teacher will give LL frequent prompts and reminders to stay on task. LL will be reminded
how to focus by using a fixed interval reinforcement program, where he will receive
rewards of his choice for focusing. Over time, this will transition to a variable interval
schedule as LL’s focus increases in class.

c. Reinforcement opportunities(10)
When LL begins this behavior plan, he will be on a fixed interval reinforcement program.
The teacher will set a timer for every five minutes of class and when the timer goes off, if
LL is focused, he will receive a tally on his desk. If, by the end of the class period, LL
receives ten or more tallies for the day, he will receive a reward of his choice, such as
candy. When candy no longer motivates LL, he will receive another reinforcement of his
choice, decided upon by a reinforcement sampler. Over time, as LL spends more time on
task and is consistently receiving more than ten tallies, the program will switch to a
variable interval schedule. LL will still be required to receive tallies for 80% of the times
that is behavior is monitored to receive a reward, but the times will be spread out and less
predictable. As LL becomes more focused in class, the times that the teacher sets a timer
for will become longer apart and eventually LL will hopefully be focused for the majority of
class.
 d. Response to Target (Inappropriate) Behavior (10)
If LL does not meet the tally number for the day (10 tallies for fixed interval, 80% for
variable interval), he will not receive the reward of his choice. Instead, LL will lose five
minutes of his recess time where he will be required to work on what he missed while he
was off task. This consequence does not allow LL to avoid his work but instead he would
be wasting his free time doing something he could have done in class. If LL continues to
remain off task for an extended period of time, the work he missed will be required for
homework. LL does not escalate other than crying, so there will be no safety issues in
these consequences.

7. Maintenance and Generalization (6)

This support plan will be maintained for LL over time because there are systems in place to help
him receive rewards each day. When daily reinforcement is no longer needed, LL will receive
sporadic reinforcement and praise for continuing to stay focused. During the intervention, LL will
only specifically receive rewards in math because that is the target class. But, each of his other
teachers will be notified about this plan and will specifically praise LL for the time that he is on
task. He will also be reminded by each of his other teachers that he needs to focus and stay on
task even if he is not receiving a reward in that class.

8. Discussion and Reflection (15)

This behavior plan for LL could pose some problems. First, LL may not actually notice that this
behavior is a problem and therefore may not respond to this system. This behavior may be a part
of his personality as a very bubbly and energetic child. Therefore, he may not be able to actually
change this behavior because it is part of the way he was created and not something he can
change.
If this intervention, therefore, does not work, LL needs to have more intervention in each of his
classes, causing the entire method of this intervention to switch. Instead of counting up tallies
every day, LL would have a total of 30 tallies on a whiteboard every day. Every time he is
reminded to focus, the teacher will erase a tally. By doing this, LL will see how each of the points
disappear throughout the day and can monitor his own behavior. He would then be receiving
reinforcement from each class and a final reward at the end of the day for focusing in class.
If there is data that is inconclusive about this intervention, first it would be important to
continue the intervention for a few more weeks to see if any results occur. If not, the teacher would
eliminate the intervention for a few days to see whether LL’s behavior changes. If it gets worse,
then the intervention was working and the plan for if the intervention is effective would be followed.
 So, if the intervention is effective, the teacher would begin to increase the amount of points
that LL would be required to receive each day. Eventually, the interventions would occur every
other day, then once a week, and then eventually would end, fading out the intervention. In
conclusion, this intervention should be effective in helping LL’s attention issues, but there are plans
for if it is inconclusive or if it is not effective. The ultimate goal is for LL’s behavior to improve and
the intervention to not be necessary anymore, but of course this will only happen if the intervention
is effective.
One thing that would be changed, in reflecting about the way the data was collected, would be
to actually count the minutes of time off task. This would help to better specify the time off task and
would help to show better whether the intervention is effective or not.
In conclusion, the behavior that LL exhibits of being off-task, can be helped and changed by
this intervention plan, but there are plans in place if the plan does not work.
 Positive Behavior Support Plan *******for outside the classroom******
Competency Checklist
1. Begin with a Subject Description (4 points)
Abby is a junior at Geneva College. She is a Resident Assistant in the upperclassman apartments
and loves spending time with her friends and roommates. She is an elementary/special education
major and also loves children. She loves being outside and watching the sunrise/sunsets. Abby
does, however, struggle to limit her social media time and often ignores the time limit she has set
for Snapchat and Instagram. She has 30 minutes total on both of the apps combined and often
ignores the limit for more time each night.

2. Functional Assessment (4)

When Abby is bored or has nothing else to do, she often goes onto her social media and just
scrolls mindlessly. Most days, her 30 min time limit runs out and Abby again becomes bored and
ignores the limit for 15 minutes, an option on her phone. By doing this, she feels happy that she is
only on social media for 15 minutes but it is still a waste of her time. When Abby is bored and
wants to procrastinate on her homework, she ignores the time limit she has set for her social
media in order to gain more distraction and avoid her work.

3. Target Behavior (6)

For the past year, Abby has had a 30-minute time limit total for both Instagram and Snapchat.
There is an option on her phone when that limit has been exceeded to “ignore the limit” for a
minute, 15 minutes or the rest of the day. Many days, Abby ignores that limit for fifteen minutes on
either Snapchat or Instagram or both. In doing this, she is still distracted from her schoolwork. She
can ignore the limit for 15 minutes as many times per day as she wants to.

4. Baseline Data (6)

The data was collected by Abby. Every time that she ignored the limit, she added a tally to her
running list. She measured the amount of times she ignored the limit for 13 consecutive days. This
method of collecting data was very reliable because each time that she ignored the limit, she
remembered that she was to log it. She kept a running list on her phone of how many times she
ignored the limit each day.
5. Goals & Objectives (3)
When Abby has reached the 30-minute time limit on Snapchat and Instagram combined, she will
only ignore that limit one time for each app for the rest of the day on seven of seven consecutive
days. This goal will be measured by Abby as she counts the amount of times she ignores the limit.
6. Behavior Intervention Plan
a. New Antecedents (4)
There are a few different things that Abby can do to limit her initial time on social media.
First, Abby will put a sticky note on her desk as a reminder to not waste time on social
media. Therefore, every time she sees the sticky note, she will be reminded to not waste
her time. Furthermore, Abby will leave her phone in a different room if she wants to be
focused completely on her homework. If her phone is in a different room, she will not be
distracted by social media in the first place. Abby knows that her behavior is not helpful so
she wants to find ways to reduce her time on social media.

b. Replacement Behavior (4)

The behavior that Abby will be asked to do is limit her time on social media. The goal is
for her to reduce the amount of times that she ignores her set time limits. The hope is that
this intervention will help Abby to only ignore the limit one time each day on each social
media platform. By asking Abby to find ways to limit this time, she will be more proactive
in reducing the times she ignores this limit.

c. Reinforcement opportunities(10)
Though Abby is not motivated by reinforcement, there is a reinforcement opportunity for
her. If she goes two consecutive days without ignoring the limit more than once, she will
put five dollars into a jar so she can buy a special treat for herself the next time that she is
out. Eventually, this money will add up and if she saves it, she will have more money to
spend on things that she enjoys as a reward for limiting her time on social media. As Abby
stays under her limit consistently for a week, she will only put money in at the end of the
week, reducing the amount of times that she is reinforcing herself. After two weeks, she
will begin to reinforce herself every other week. Eventually she will not need reinforcement
when Abby has successfully reduced her time on social media.

d. Response to Target (Inappropriate) Behavior (10)

If Abby ignores the limit more than one time in a day, the next day, she will reduce her
time limit to 25 minutes instead of the 30 minutes it originally was. By reducing her time,
Abby will realize that ignoring the limit causes her even less time on social media. Every
day that she ignores the limit, she will decrease that limit by five minutes. If this continues
to get worse, she will delete her social media in its entirety for two days, forcing her to not
spend time on it. When she logs back on, she should not feel the urge to scroll mindlessly
 but if she does, she will delete again. Hopefully, this will help her to limit her time, but
deleting the apps are the worst-case scenario. It is better for Abby to learn to limit her
distractions when the things that distract her are available because the responses will last
longer in this case.

7. Maintenance and Generalization (6)

As of now, the only platforms that Abby struggles to control are Instagram and Snapchat. However
if this becomes an issue for other social media, she will implement this same program with the
other platforms. When Abby goes home for Christmas break, she will continue to have a reminder
on her mirror. Furthermore, she will continue to implement this with the same rigor as in school,
except she will give herself two times of ignoring the limit per day because she is not in school.

8. Discussion and Reflection (15)

Though this seems like a good plan, there are some challenges that could occur. For example,
because Abby is the only one that is specifically responsible for this intervention plan, she could lie
about the amount of times that she has ignored her time limit. Another challenge is that she may
not actually reduce the time on social media after she has ignored the limit more than the amount
of times that she has allowed for herself. However, some ways to encourage fidelity of
implementation would be for Abby to ask her roommates to remind her to be honest in tracking the
amount of times that she ignores her limit. When she goes home for Thanksgiving break, she can
ask her parents and sister to help her stay honest.
However, this plan was effective for Abby. Over the four days that this intervention has
occurred thus far, she has only gone over her limit once and decreasing her time limit for the next
day caused her to be more careful the next day. The next day, she did not go over that limit.
However, this is still at the beginning of the intervention so it will be interesting to see how this
changes over the next few days and weeks. Some recommendations that could be helpful to help
Abby would be to continue encouraging her to keep working on her goal. Furthermore, Abby has
enjoyed the reward of putting money in a jar to spend on what she wants. So, this reward should
continue in the future.
When this plan begins to fade out, it is important that Abby knows that her behavior with social
media is still equally as important even though the rewards will be less frequent. If she reverts
back to her original behavior, she will go back to the original plan with a few changes. Instead of
decreasing the time limit by five minutes each day that she goes over the limit, she will decrease
the limit by ten minutes. Hopefully, this will not be necessary and Abby will continue to improve in
decreasing her social media usage.