Behavioral Support Plan

Student:___Dean_________

Grade____12_______________

Teacher(s): __Miss June_________________ School__High School_____

IEP: Yes __X__ NO _____

Plan Start Date:____________

Team will reconvene every ___10__ days to monitor plan

Briefly describe the problem behavior(s) in observable and measureable terms

(be sure to include all the major behaviors of concern)
Tate is a 17 tear old male in 12th grade in public high school. Tate has Asperger
Syndrome and has regular education classes and self contained classes. Tate struggles
with speaking out during lectures and leaving the classroom/ not staying in seat during
class.

Functional assessment strategies Implemented (check all that apply)

File Review:

___Yes (Date: _________)

__x__No

Interviews:

__x__Teacher Interview

____Student Interview

____Parent/Guardian Interview ____Other__________________

Observations:
Consequence)

__x__A-B-C Direct Observation (Antecedent-Behavior-

____Scatterplot
____________________________

____Other (e.g., FAO; list/describe)

______________________________________________________________________
_______________
Rating Scales:
______Problem Behavior Questionnaire (PBQ) ______Motivation
Assessment Scale (MAS)

______Other (list/describe)
_______________________________________________________
Provide one or more Summary Statements (as appropriate) from the Functional
Assessment Data (include Motivating operations if known, Antecedents, Behaviors,
and Maintaining Functions
During English class, when the teacher is lecturing Dean will walk away/ leave seat to
escape the lecture. During Career Connections class, when the teacher is lecturing
Dean will walk away/ leave seat because he doesnt want to focus on the lecture,
therefore the function of the behavior is to escape the lecture.
During English class, when the teacher is lecturing Dean will speak out because he
wants the teachers attention, therefore the function of the behavior is to escape the
lecture. During Career Connections class, where the teacher is lecturing Dean will
speak out because he wants attention from the teacher, therefore the function of the
behavior is to get attention

Briefly describe how teachers/staff are currently responding to the problem

behavior(s) (e.g., providing attention/reprimands, putting student in timeout, etc.)
The teachers will ask Dean to please stay on task if he makes an off topic comment
during discussions or lectures. They will prompt Dean to return to his desk if he
has walked away during the lecture. If Dean makes a inappropriate comment the
teacher will remind Dean to only make school appropriate comments.
Briefly describe a desired replacement behavior(s) that will serve a similar
function as the current problem behavior(s)
Dean will raise his hand before speaking.
Dean will remain on-task 85% of the period.
Dean will only talk about task related topics during instructional periods.

Develop a behavioral objective incorporating the replacement behavior(s)(Include condition, student, behavior and criterion)

During Career Connections and English class, Dean will remain on-task during
85% of intervals observed for 5 days.

Outline the instructional strategies to teach the desired replacement behavior

(where, when, how & who will teach the replacement behaviors?)
During independent work time, Dean will receive instruction explaining what on-task
behaviors are during lectures. During the first few days of the intervention and after that,
Mrs June will model to Dean what on task looks like. Then she will provide non
examples of on task, and have Dean practice telling the difference between the two.
Then Dean will show Mrs. June what on task looks like. Extra training sessions will be
provided as needed. Before each lesson, the class as a whole will go ever behavior
expectations. This will help Dean remember what the behavior expectations are during
lectures. This will show Dean how to raise his hand during lectures before speaking and
to stay on topic.
During independent work time, Dean will also be taught to self-manage his on-task
behavior during lectures. Dean will be taught that during lectures he will be given 3
white cards that signify how many breaks he is allowed that period. Every time Dean
leaves the classroom for a break, he will have one of the cards taken away. This will be
monitored by his teacher or his peer tutor that period. Once these cards are gone, he
will not be able to leave the classroom unless of emergency. He will also be taught what
on tasks behaviors look like.

Describe a data collection system to monitor the replacement and problem

behaviors and state how the data will be summarized
During the classroom period a teacher/peer tutor will record Deans on topic comments/
off topic comments, also how many times he leaves his seat other than using his
cards. Data will be summarized in graphic format with the percent of time on task
comments/ staying in seat. being the vertical axis and the days of the week being
along the horizontal axis.
Briefly describe the motivating operation and antecedent strategies (if no
motivating operations identified- leave blank)
Motivating operation Strategies

 Dean will check in with the teacher, Mrs. June, before class or school to increase
one-on one adult attention. He will be able to show her a video or just chat.
Antecedent Strategies
Pre-corrects that will be used are to prompt Dean on important on task skills
before to the academic periods. Remember Dean you are working on staying on
task during English. That means eyes on me or instructional materials, raising hands
before speaking, keeping talk related to the instruction, etc
Dean will be prompted to remember about how he has only 3 break cards per
class period.
Describe positive and reductive consequence strategies (includes specifics of
who will deliver the consequences, schedule of reinforcement,
Positive During academic class periods, the teacher will praise Dean approximately every
3 minutes if he is on-task. If Dean meets daily criteria of staying on task 85% of
class period, he can earn point towards treats his mother has brought to school, like
gift cards and donuts.
Reductive If Dean is off-task, the teacher/ peer tutor will provide specific verbal praise to a
nearby compliant peer. If Dean continues to remain off-task, the teacher/ peer tutor
will use a simple re-directive statement (e.g., Dean, I need you to get back on task
by sitting in your desk.).
Reactive Emergency/Crisis Procedures
If Dean's behavior becomes extremely disruptive, she will be asked to go
to the office and sit in a room away from adults.

Team members and their responsibility for implementation

Member
Mrs. June
Peer tutor

Responsibilities
Instruction/ over sees peer tutor
Data collection/ praise

Behavior Support Plan (BSP) Grading Sheet

YOUR BSP MUST BE TYPED USING THE FORMAT GIVEN IN CLASS
YOU WILL LOSE POINTS IF IT IS NOT TYPED OR THE FORMAT IS NOT FOLLOWED
Filled out top portion of BSP with all of the background information (2 pts)
Described the problem behavior(s) in observable and measureable terms
(3pts)
Checked functional assessment strategies implemented (1 pts)
Provided a summary statement from the functional assessment data (3
pts)
Described a replacement behavior and it is related to a skill the student
needs to learn (3 pts)
Developed a behavioral objective incorporating the replacement behavior
and included all parts (4 pts)
Outlined the instructional strategies to teach the desired replacement
behavior (5 pts) Must be very specific- include where, when, how and who will teach the
replacement behaviors)
Described the data collection strategy (5 pts)
How and when will the data be collected, who will collect the data and how
will it be summarized
Described motivating operation and antecedent strategies (3 pts)

Describe positive and reductive consequence strategies (includes

specifics of who will deliver the consequences, schedule of reinforcement, etc.)
Positive- (3 pts) Be specific- what, who, when, and how will the reinforcement
be delivered? Dont just say- token economy

Reductive- (3pts) Be specific- what, who, when, and how will the reductive
strategy be implemented. Dont just say time out will be implemented.
Reactive Emergency/Crisis Procedures. (2pts)
LRBI Approvals (2 pts)
Must list the approval for each strategy implemented- both positive and
negative and antecedent strategies
Completed Team member portion of the BSP with each members
responsibility (1pt)