Artifact 3 Rationale

Positive Behavior Support Plan

The Positive Behavior Support Plan required me to develop and implement a behavior
support plan for a student who demonstrated behavior that interfered with their academic
success. Throughout the completion of this artifact, I was required to conduct a literature
review; identify the function of the behavior; implement positive behavior supports; collect
accurate data; and interpret and summarize findings of the collected data. This connects to CEC
Standards 1(Learning Development and Individual Differences), 2 (Learning Environments), and
7 (Collaboration).
I gained knowledge and skills in learning development and individual differences (CEC
Standard 1) while completing this artifact. After reviewing the students record review, meeting
with the students teacher, and collecting baseline data, I was able to identify the function of the
students behavior. Identifying the function of the behavior allowed me to understand the types
of learning supports in which the student needed. I was able to put a variety of positive behavior
supports in place to meet the unique learning needs of the student. For example, the student was
provided with a token economy system of reinforcement, which provided him with the positive
and immediate reinforcement he needed to grow as a learner.
My knowledge and skills in understanding learning environments (CEC Standard 2) were
developed while completing this artifact. First, while collecting baseline data and completing the
literature review, I was able to identify the type of learning environment in which my student
needed. My student benefited from a supportive, engaging learning environment. The student
thrived in a learning environment where he felt confident. Through the use of positive behavior
supports, such as consistent positive reinforcement, I was able to create this type of learning
environment for my student. The completion of this artifact allowed me to create a safe,
inclusive, and supportive learning environment where my student was able to become an active
and effective learner.
In addition, this artifact was designed to enhance my knowledge and mastery of
collaboration (CEC Standard 7). I now understand the key role that collaboration plays in the
development of a students behavior plan. Collaboration with families, educators, related service
providers, and the student was needed to address the needs of my student. Initially, collaboration
among team members was needed to identify the students problem behavior; identify the
frequency of the behavior; and identify the function of the students behavior. After conducting
the behavior plan, collaboration was needed to implement the behavior plan; reinforce student
for targeted behavior; and determine the effectiveness of the behavior plan.
The positive behavior support plan I created positively affected the selected student.
Results from the collected data indicated a significant decrease in the students problem
behavior. The student was able to replace the problem behavior with a more appropriate
behavior. As a result, the student increased his availability for learning. Future students will
also be positively affected by my mastery of these CEC Standards. I am not only more
knowledgeable about the process of developing a behavior plan, but am more confident in
developing one. I have also increased my repertoire of positive behavior strategies.
Implementing positive behavior supports will help my future students succeed as learners.

Definition of Specific Behavior:

Carter (pseudonym) refrains from staying in his assigned area during classroom
instruction (e.g., stands up at his desk, stands behinds his chair, walks around the classroom,
moves around on classroom carpet during instruction). He also exhibits off-task behavior (e.g.,
plays with objects on his desk, uses manipulatives and teaching materials inappropriately, turns
body away from teacher). These behaviors occur on a daily basis, and frequently throughout the
school day. Carters behavior can be disruptive to his classmates, peers, and teachers. His
classmates and peers often become distracted by his behavior, and his teacher has to frequently
pause during instruction to redirect his behavior. Carters behavior inhibits him to focus on what
is taking place during instruction in the classroom.

(Carter attends a PBIS school that utilizes a school-wide positive behavior plan that involves
students names being placed and moved on a color chart. Students begin each school day on
the color green, and move their clip down to yellow or red for misbehavior, or up to silver for
appropriate behavior.)
Literature Review:
(1) Behavior Management in Preschool Classrooms: Insights Revealed Through Systematic
Observation and Interview
This article contains a study that examined behavior management strategies used to
address student noncompliance in preschool classrooms. Results of this study indicated that
teachers use both proactive and reactive strategies as an attempt to increase student compliance
in the classroom. Proactive strategies discussed in the article include: school-wide positive
behavior programs, proximity praise, guided compliance, and the use of high probability

requests, otherwise known as behavioral momentum. Reactive strategies discussed in the article
include: redirecting, verbal reprimands, overcorrection, and response costs. In addition to the
use of these strategies, the author suggested using positive reinforcement for appropriate
behavior. Implementation of these strategies, the study indicates, can lead to a reduction of
problem behavior in classrooms.

Ritz, M., Noltemeyer, A., Davis, D. & Green, J. (2014). Behavior management in preschool
classrooms: insights revealed through systematic observation and interview. Psychology
in the Schools 51(2), 181-197.
(2) Increasing On-Task Behavior Using Teacher Attention Delivered on a Fixed-Time
Schedule
The purpose of this study was to examine the effectiveness of a fixed-time schedule of
attention, in efforts to increase on-task behavior. Specifically, two general education students
were selected, and were put on a 5-minute schedule of reinforcement. Every 5 minutes, the
teacher provided brief, individual attention to each student; the students were praised for on-task
behavior, and were redirected for off-task behavior. Results of this study indicated a distinct
increase in on-task behaviors for each student participant. The author noted, With an increase
in the percentage of intervals of student engagement in on-task behaviors, there was a decrease in
the occurrence of incompatible off-task and disruptive behaviors (2011, p. 157).

Riley, J.L., McKevitt, B.C., Shriver, M.D. & Allen, K.D. (2011). Increasing on-task behavior
using teacher attention delivered on a fixed-time schedule. Journal of Behavioral
Education 20. 149-162.

(3) Positive and Negative Reinforcement in Increasing Compliance and Decreasing

Problematic Behavior
In this article, the author compares the use of negative reinforcement and positive
reinforcement in efforts to decrease problem behaviors in students. Several studies were
reviewed within this article. Results from these studies indicated that positive reinforcement was
more effective in increasing compliance and decreasing problematic behavior of students.

Bernier, S., Simpson, C.G. & Rose, C.A. (2012). Positive and negative reinforcement in
increasing compliance and decreasing problematic behavior. National Teacher Education
Journal 5(1). 45-51.
(4) The Token Economy: Reducing the Disruptive and Off-Task Behavior
This article contains a study that investigated the effectiveness of a token economy
intervention, created to reduce disruptive and off-task behavior of elementary-aged students.
Specifically, this study involved a total of fifty-three students in the third grade. Students were
introduced to the token economy system, and provided with the policies and procedures for
receiving tokens. Data was collected for three weeks. Results of this study indicated a
substantial decrease in the frequency of disruptive and off-task behavior; teachers involved in
this study noticed an immediate improvement in student behavior. The author, therefore,
suggested the use of token economy systems, and described them as a reliable method of
managing behavior in the classroom.

Chevalier, N.T. (2012, August 15). The token economy: reducing the disruptive and off-task
behavior. Retrieved from http://eric.ed.gov/?id=ED534397

(5) Appropriate Social Behavior: Teaching Expectations to Young Children

In this article, the authors stress the importance of setting appropriate behavioral
expectations in early childhood classrooms, and offer strategies to do so. Creating
developmentally appropriate rules, the authors suggest, will help young students meet classroom
behavioral expectations. In order to teach classroom rules and routines, the teacher must first
explain them, model them, and lastly, practice them. Students cannot be expected to meet
classroom expectations, if educators do not directly teach them how to behave.

Carter, D. R. & Pool, J.L. (2012). Appropriate social behavior: teaching expectations to young
children. Early Childhood Education Journal 40(5). 315-321.

Data Collection:
The baseline data (shown below) was taken on two separate occasions, within a short
period of time. After speaking with Carters classroom teacher, I decided to conduct data during
first grade math instruction. To stay consistent, I recorded data during math for both times I was
gathering my baseline data. Math occurs from 1:00-1:55 each day. I decided to take data for a
total of 30 minutes, on both occasions. While observing, I mostly sat in the back of the classroom
and quietly observed my selected student. Throughout my observation, I also walked around the
classroom. I did not want to make it obvious as to which student I was directly observing, so
that I could get the appropriate and accurate baseline data. To take the data, I designed an
appropriate data collection sheet. The data collection sheet requires the teacher to record the
following: student name, date, time of observation, list of occurring behaviors, number of times
behavior is occurring, and a list of consequences. During each observation, I recorded the

specific behaviors the student engaged in, and tallied the total number of times the behaviors
occurred. Also, I recorded the specific consequences implemented by the teacher. The baseline
data collected is provided in the charts below.

Student Name: Carter W.

TIME/ACTIVITY:

1:15 1:45
(Math- whole group
discussion & group
work at students
desks)

BEHAVIOR(S):
Student was out of
seat:
standing up at
desk
moving around
on carpet during
whole group
discussion
Off-task:
drawing on dry
erase board,
instead of
responding to
teachers
questions
not facing
smartboard/
teacher
playing with math
materials

Date: 3/11/15
FREQUENCY:
(# OF TIMES)
13

CONSEQUENCE(S):
Teacher directed
student to face
board
Teacher directed
student to sit at
desk

Student Name: Carter W.

TIME/ACTIVITY:

BEHAVIOR(S):

1:05 1:35

Student was out of

seat:
standing at the
side and behind
his assigned desk
moving around on
carpet during
whole group
discussion

(Math- whole group

discussion & group
work at students
desks)

Date: 3/12/15
FREQUENCY:
(# OF TIMES)
11

CONSEQUENCE(S):
Teacher redirected student to
sit at desk
Student asked to
drop his clip to
yellow (warning
level)

Off-task:
drawing on dry
erase board,
instead of
responding to
math problems
turned away from
teacher/board
playing with
materials on desk
(i.e., water bottle,
hat)

My data collection proved to be effective. The first half of math is usually taught in a
whole-group setting, which appeared to be when Carters behaviors occurred most frequently.
Once the class is directed to work in partners or small groups, Carter appeared to exhibit more
appropriate and on-task behaviors. Specifically, I noticed Carter turn his body away from his
teacher, mostly when she asked a question to the class. Also, when the teacher would ask how
students solved a math problem, I noticed that he would then engage in the off-task behavior,
such as drawing on the dry erase board.
Prior to collecting data, I interviewed with the classroom teacher in order to obtain
background information about the student. Carter was not a student I was very familiar with at

Vincent Farm School. The classroom teacher indicated that Carters most problematic behavior
was his off-task behavior. She also stated that he is always getting out of his seat or assigned
area. Also, she explained that these behaviors most frequently occur in the afternoon,
specifically during math. She noted that it might be due to the time of day, or due to the subject.
She indicated that Carter is currently performing below grade level in the areas of math, reading,
and writing. She stated that Carter is occasionally pulled into a small group during reading for
additional support. Carters teacher also informed me that he is currently receiving Tier 2
interventions, and that is scheduled to participate in an educational evaluation with the schools
special educator. In addition, the classroom teacher informed me that Carter had just recently
begun a reading intervention group in the afternoon with other first grade students. This group
takes place from 3:00-3:30 each afternoon, and is ran by the special educator and reading
specialist. After meeting with Carters classroom teacher, I felt better prepared to begin my
behavior support plan.
The behaviors I looked for during my half hour observations included:
1. Refraining from staying in assigned area (e.g., not sitting at his assigned desk, or not
staying seated on the carpet during whole-group instruction)
2. Engaging in off-task behavior (e.g., playing with materials such as dry erase board or
math manipulatives in appropriately, or not having his body turned towards the teacher)
Hypothesis of Functional Intention:

Carters problem behaviors appear to be maintained by one function. Carters functional
intention behind his problem behaviors is to avoid academic tasks. Currently, Carter performs
significantly below grade-level in the areas of reading, writing, and math. I believe his academic
weaknesses in these areas influence his behavior in the classroom. When Carter engages in

problem behaviors, he is meeting his goal of avoiding academic tasks for a brief period of time.
When Carters teacher directs him to move his clip on the classroom clip chart, he is also
achieving his goal of avoiding work.
Replacement Behavior(s):
1. What should the student be doing?
Carter should remain seated in his assigned area during classroom instruction, unless he
is directed to do otherwise. He should remain seated at his desk in his assigned chair, and
refrain from standing up and out of his seat. Carter should also remain seated in his
selected area on the carpet during whole-group instruction. He will be given the option to
choose his spot or seat on the carpet during whole-group instruction; however, he will be
expected to remain in that chosen area for the duration of the class discussion. Carter
should also engage in on-task behavior during instruction. He should turn his body
towards his teacher, refrain from playing with objects in desk, and use lesson materials
(e.g., dry erase board, counting cubes) appropriately.

2. How will you teach it?

I will teach the replacement behaviors by modeling appropriate on-task behavior. I will
model how to appropriately remain seated and focused during classroom instruction. I
will also model how to ask a question when unsure, by raising my hand. I will provide
frequent reinforcement to the student when targeted behavior is observed. In addition, I
will teach the replacement behaviors through implementing a Rule Review, listed below
under positive behavior supports.

3. When will you teach it?

I will teach the replacement behavior continuously, throughout my observations. I will
be observing this student during math instruction every day, from 1:00-2:00 PM. Also, I
will be observing this student during his reading intervention group at the end of the day,
from 3:00-3:30 PM. Before each session, Carter will be reminded of his expected
behaviors. Also, I will reflect on Carters school day in the afternoon, prior to packing
up.

Positive Behavior Supports:

1. Rule Review
A rule review was be provided to the student. This is a non-threatening positive behavior
support that will serve as an attempt to decrease the students problem behavior. A rule
review simply reminds students what their expectations are at school. After collecting
my baseline data, I set up a time to meet with my student. During our meeting, I
reviewed the students behavior that I observed (e.g., getting out of his seat, engaging in
off-task behavior). We then discussed what he should have been doing instead, and
reviewed classroom rules and expectations. I asked my student- What do you think
should be expected of you during math? The student responded and, together, we
created a list of rules/expectations (see below). We called this a rule review for Carter.
We comprised a list of 5 basic, but specific classroom rules that Carter was expected to
follow. This served as a good reminder of his teachers classroom rules, which were
created at the beginning of the school year. Each of the rules was written in positive
terms. I made sure to include a rule about what to do if the student became stuck or

confused on an assignment. I wanted to allow Carter the opportunity to appropriately

practice the targeted replacement behavior. Because I believed the function of his
behavior was to escape, or avoid, classroom work, I wanted to provide Carter with an
appropriate way to ask for help. Together, we brainstormed specific examples of what
each rule should look like in the classroom. We also modeled and practiced the rules;
this way Carter knew exactly what was expected of him. I placed a typed copy of the
rules in Carters behavior folder, which he carries around throughout the school day.
This served as a visual reminder for Carter, in case he needed to review the rules at any
time. The rules generally followed his classroom rules, but were made more specific to
Carter, to meet his individual learning needs.

Carters Rule Review

1. Stay seated in my assigned area.
2. Turn my body towards my teacher.
3. Use lesson materials appropriately.
4. Raise my hand to ask for help.
5. Stay focused and always try my best!

2. Progress Chart/Token Economy

A progress chart was created and implemented for the student. The progress chart served
as a token economy reward system. Frequency data was recorded (see attached) and the
student was rewarded for on-task behavior, in addition to staying in his assigned area.
After reviewing the baseline data, I learned that the student was engaging in the problem

behaviors an average of 12 times during math, which is from 1:00-2:00 PM every day. If
the student engaged in the problem behavior a total of 5 times or less, he received a star
on his progress chart. Each time he received a star on his progress chart, he was
rewarded with a prize of his choice. Prizes included: preferred candy, time on the i-Pad,
a toy from the prize box, or character stickers. There were 2 periods of time in which this
was implemented; I was only available to observe the students behavior during these
times throughout the school day. The student was observed from 1:00-2:00 PM (i.e.,
during math), in addition to 3:00-3:30 PM (i.e., during reading intervention groupSIPPS). If he did not engage in problem behaviors more than 5 times, he was rewarded
with a star and, ultimately, a prize at the end of the school day. The progress chart
allowed for the opportunity to meet with Carter at the end of each school day. We were
able to reflect on his day, decide what he did well and what he could have improved on.
Together, we counted how many times he engaged in problem behavior and reviewed his
behavior. This positive behavior support was created to meet Carters unique learning
and behavioral needs.

Time of Day

I met my behavior goals.

Math
1:00 2:00
SS/Sci /SIPPS
3:00 3:30
TOTAL

_______/_______

3. Frequent Positive Reinforcement

The student was also provided with frequent positive reinforcement throughout the
school day. As mentioned in the hypothesis section, I believe this student struggles in
these specific areas and therefore engages in problem behaviors. After my literature
review, I learned that the student may benefit from positive reinforcement and positive
attention during the school day. Instead of reprimanding Carter for his inappropriate
behavior, he was provided with positive praise (e.g., verbal praise, high fives, thumbs up)
when he engaged in appropriate and targeted behavior. I also provided Carter with
immediate positive reinforcement (e.g., great work!) when he was working hard during
math and SIPPS group. I believed he would benefit from this confidence-building
positive behavior support.

Data Collection & Visual Representation:

Frequency Data Chart

DATE:

Out of
Seat
Behavior

Off-task
Behavior

Total Frequency
(# of times)

Did student
earn?
(Y/N)

Day 1- 3/23/15

11 total occurrences

Day 2- 3/30/15

6 total occurrences

Day 3- 3/31/15

5 total occurrences

Day 4- 4/1/15

5 total occurrences

Day 5- 4/13/15

9 total occurrences

Day 6- 4/14/15

4 total occurrences

Day 7- 4/15/15

5 total occurrences

Day 8- 4/16/15

4 total occurrences

Day 9- 4/17/15

2 total occurrences

Day 10- 4/20/15

7 total occurrences

Day 11- 4/21/15

7 total occurrences

Day 12- 4/22/15

5 total occurrences

Day 13- 4/23/15

4 total occurrences

Day 14- 4/24/15

(Student absent)
TOTAL NUMBER OF TIMES STUDENT EARNED:

8 / 13

Frequency Data Graph

10
9
8
7
6
5

Out of Seat

Off-Task

3
2
1
0

Data Summary & Interpretation:

Overall, it appeared as if my positive behavior support plan was effective for my selected
student. After collecting my data, I analyzed it thoroughly. While reviewing my data collection
sheets, I noticed that my student earned a star, and a prize, a total of 8 days. Therefore, I also
noticed that he did not receive a prize for a total of 5 days. As you can see, I collected data for a
total of 13 days during the specific periods of math and SIPPS (i.e., reading group) instruction. I
would have liked to observe Carter and record data for the entire school day; however, my
schedule at Vincent Farm did not allow me to do so. This was my reasoning for selecting his
most difficult time periods of the school day. Results from this data indicate that my student
earned about 61% of the time, and, as a result, did not earn about 39% of the time over this 13-

day period. This was an improvement from the baseline data I collected, which indicated that he
would have earned 0% of the time.
Further, as you can see on my frequency data sheets, I recorded the number of times my
student engaged in problem behaviors. I was able to record the specific number of times he
engaged in out of seat behavior, as well as the specific number of times he engaged in off-task
behavior. Each of these behaviors is described above in the definition section. Over the 13-day
period, Carter engaged in problem behaviors an average of 6 times per day. This was a great
improvement from his baseline data results, which indicated an average of 12 times per day.
These numbers indicate a 50% decrease in problem behaviors. I also
In addition, while reviewing my data, I paid close attention to the specific days of the
week in which Carter did not earn. For 4 of the 5 total days that he did not earn a prize, it was a
Monday. Monday, April 13th, was the first day back from the students spring break. The other
day he did not earn was a Tuesday. It appeared that Carter required additional prompts when
coming back to school for the week. Once he got into the school weeks routine, it appeared
Carters problem behaviors occurred less frequently. Based on this information, I believe Carter
benefits from routines and structure.
I also noticed that Carter appears to benefit from working in partners or small groups.
The majority of his problem behaviors occurred during the first portion of math class, which is
usually whole-group instruction. The first grade math curriculum for Baltimore County,
investigations, is designed for a lot of partner and small group work. Most days, the teacher
begins with a lesson introduction, models the new skills, and sends the students off to work with
partners and explore the newly learned math skill. Carter seems to benefit from partner work,
where he is moving around the classroom and not required to sit in one place for an extended

period of time. For instance, on April 22nd, the entire lesson was designed for group work. On
this day, Carter earned a star and a prize. He also worked extremely hard with his partner. In
addition, during the SIPPS group, Carter generally exhibits a low number of problem behaviors.
This group is taught in a small group setting. Based on this information, I believe Carter benefits
from small group instruction as well as collaborative learning.
The data results, reviewed above, indicate that Carters engagement of problem behaviors
occurred at a significantly lower rate. As you can see, it appears as if this student benefitted
from each of the positive behavior supports I implemented. I believe these implementations had
a direct effect on the outcomes of his behavior. First of all, I think that my presence in Carters
classroom affected his behavior. After first meeting with him and reviewing our rules, I think
Carter viewed me as a role of support. Also, I think giving him a choice of prizes, when he
earned, affected his behavior. He appeared to be very motivated by the prizes that were offered
to him. In addition, I think our brief meetings at the end of the school day affected the outcomes
of his behavior. When reviewing his progress chart, we discussed his day and reflected on his
behavior. This, in my opinion, helped Carter learn about what he could have done better; it also
gave him an opportunity to reflect on what he did great that day. I also believe requiring Carter
to have 5 or less occurrences of problem behavior affected his behavior. I believe my decision to
require this of him helped Carter be successful behaviorally. If I had decided to only allow
Carter to earn on days where he refrained from engaging in problem behavior completely, he
would not have been as successful as he was. Finally, I believe providing frequent and
immediate positive reinforcement greatly affected Carters behavior. I believe he needed
encouragement during math and reading; this helped build up his confidence in these difficult
academic areas.

Reflection:
The completion of this project helped me grow tremendously, in my knowledge, skills,
and dispositions of classroom management. I believe it was a great learning experience, and has
further prepared me for my future career in special education. While completing my literature
review, I was able to gain knowledge on my specific behavior and learn possible causes of that
behavior. Also, through my literature review, I learned a variety of effective strategies and skills
that can be implemented in the classroom, to decrease problematic behavior in young students.
Many of these strategies I chose to implement for my selected student. And, as mentioned
previously, results from my data indicated that the strategies I learned were in fact effective for
my selected student. For example, providing my student with frequent and immediate positive
reinforcement, rather than negative reinforcement, helped create a sense of confidence in him,
which, in my opinion, decreased the frequency of his off-task behavior. Further, my overall
disposition of classroom management has also grown. I believe classroom management
techniques can be implemented as a whole, but also needs to be implemented on an individual
basis as well. While doing my rule review with Carter, I noticed some of our rules were similar
to his teachers general classroom rules. However, I also noticed that some of our created rules
did not apply to the classroom rules. Carter benefitted from having an individual set of rules,
which only pertained to his unique learning and behavioral needs. This is something I will now
consider when working with young students.
The overall maintenance and generalization of the project was fairly easily manageable,
in my opinion. Being able to be in my students classroom each day, throughout the completion
of this project, really helped. I was able to directly implement my positive supports and really
get to know my student. Also, the behavior sheets in which I created allowed me to record

specific observations of the problem behaviors. This helped me easily analyze the results of the
data.
Lastly, if I were to repeat this project, there might be a few things I would do differently.
First of all, if possible, I would have liked to observe and record data on my student for the entire
school day. While I was able to help him improve his behavior during his most difficult times, I
would have also liked to see my behavior plan in action for the whole day. It was evident that
my student benefitted from the supports I implemented; therefore, I believe having those
supports throughout the entire school day would have further benefitted him. Or, next time, I
would ask the additional adult to implement my plan and record the data. If I had decided to do
that, I would have gathered additional amounts of data. Additionally, if I were to repeat this
project, I might decide to gradually lower the amount of times the student is able to engage in the
behavior. As I continue this behavior support plan, this is something I could adjust. Because the
student is familiar with the plan, I could expect him to engage in the behavior as little as 3 times
or less, in order to earn a star on his chart. This might be something I consider doing for the
remainder of my internship a Vincent Farm Elementary School.
As I begin my career in special education, I will reflect on this project and utilize the
knowledge I have gained. Not only has my understanding of behavior management improved,
but also my repertoire of effective behavior management skills and strategies. I look forward to
implementing my newly acquired skills next year, as an early childhood special educator.