Jillian Gallogly

Towson University

Positive Behavior Support Plan (PBSP)

SPED 498

April 25, 2017

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Positive Behavior Support Plan (PBSP)

1. Definition of Specific Behavior:

Lucass specific behavior is avoiding work or gaining attention during the school day.

Lucas yells very loudly and will run out of his seat when he wants to gain attention or to

avoid working. Lucas disrupts the class by yelling (e.g. Bus, juice, Ipad) and running to the

door or outside of the classroom. Lucass behaviors vary in occurrence and time. When

Lucas doesnt want to work he will yell for attention, but he often works for certain objects

like a juice, books, and music on the Ipad. Lucas is in a self-contained Communication

Learning Supports (CLS) class with seven other students.

When Lucas wants to gain attention or get out of work he will act out in a

multitude of ways. Lucass behaviors always vary in occurrence and time. A behavior of

Lucas is that he yells and disrupts class when working. Lucas will yell often, sometimes

when people are reading or when working independently. Sometimes he will run out of his

seat yelling, and he has even grabbed various people in the room. Student usually laughs

while grabbing or running out of the room. When the student acts with these behaviors he is

unable to participate or pay attention to what is going on in the classroom. His behaviors

also has a negative impact on the student because he has grabbed/pulled staff and other

classmates; therefore many students do not want to sit next to him. This may cause social

issues with other classmates. One student in the room has said I do not want to work with

Lucas because of the yelling and grabbing.

Lucass negative behaviors can be disruptive and dangerous to himself and other

students in many ways. When he hits the other students, this can be dangerous. Anytime we

see this behavior, we try to calm him down for the behaviors to stop. When he runs out of
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Positive Behavior Support Plan (PBSP)

class he becomes in danger. Lucas could fall and get hurt, knock a person down, or he could

run out of the building. When Lucas grabs other people he holds on tight while pulling them.

He could hurt another individual when grabbing and pulling them. For example, Lucas

grabbed a staff member by her scarf and she fell down trying to pull away.

2.Literature Review

Article #1:

Ryan, J. B., Hughes, E., Katsiyannis, A., McDaniel, M., & Sprinkle, C. (2014). Research-

Based Educational Practices for Students With Autism Spectrum Disorders. Teaching

Exceptional Children, 47(2), 94-102.

The article Research-Based Educational Practices for Students With Autism Spectrum

Disorders discusses research-based educational practices in special education, focusing

specifically on services for students with Autism Spectrum Disorders (ASD). The article

discusses various educational practices educators can use to help students on the Autism

Spectrum with appropriate behaviors. The authors present their findings of Evidence-Based

Interventions for Students With Autism Spectrum Disorders in a table format breaking down

each strategy. The article goes into depth on Applied Behavior Analysis, meaning it is an

organized process of studying and modifying observable behavior through a manipulation of the

environment. The article gives examples of charts to use to observe behaviors (ex: ABC Chart).

The article touches on a multitude of strategies teachers can use in the classroom to help students

on the spectrum both behaviorally and educationally. This article is very helpful because it

explained a lot on how to observe a student and what steps to take after observations.
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Positive Behavior Support Plan (PBSP)

Article #2:

Parsonson, B. S. (2012). Evidence-Based Classroom Behaviour Management Strategies.

Kairaranga, 13(1), 16-23.

The article: Evidence-Based Classroom Behaviour Management Strategies discusses a

multitude of educational practices for educators to use in the classroom for students on the

Autism Spectrum. In the article Evidence-Based Classroom Behaviour Management

Strategies from Kairaranga, discusses evidence-based strategies that teachers can use to

reduce negative behaviors in the classroom. The article also elaborates on antecedent

strategies that can be used to prevent unwanted behaviors in the classroom. This article is

very helpful because it provides responses from teachers who have used these strategies and

their feedback, and it has a large number of strategies to choose from.

Article 3:

Kaat, A. J., & Lecavalier, L. (2013). Disruptive Behavior Disorders in Children and

Adolescents with Autism Spectrum Disorders: A review of the prevalence, presentation, and

treatment. Research In Autism Spectrum Disorders, 71579-1594.

doi:10.1016/j.rasd.2013.08.012

The article Disruptive Behavior Disorders in Children and Adolescents with Autism

Spectrum Disorders: A review of the prevalence, presentation, and treatment, discusses how

young adults with Autism often exhibit disrupt behaviors. The authors researched over fifty-
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Positive Behavior Support Plan (PBSP)

five peer-reviewed articles and display the most effective treatment plans. The research

discusses how aggression is the most common disruptive behavior. There was a multitude of

treatments offered in the article such as: behavior charts, parental involvement, and social

stories. The research explains how disruptive behaviors can often occur because an individual

wants to escape the demands being asked. I found this study to be very helpful, when it

explained the research and reasoning behind specific behaviors.

Article 4:

Konst, M. J., Matson, J. L., & Turygin, N. (2013). Exploration of the correlation between

autism spectrum disorder symptomology and tantrum behaviors. Research In Autism

Spectrum Disorders, 71068-1074. doi:10.1016/j.rasd.2013.05.006

The article Exploration of the correlation between autism spectrum disorder

symptomology and tantrum behaviors discusses the significance behind tantrums for people with

Autism. The article defines tantrum behaviors as Tantrum behaviors are those which involve a

cluster of behaviors including defiance, oppositional behavior, screaming, crying, aggression,

and property destruction, which may be difficult to stop once they have begun (Konst, 3013). I

liked how the article describes how these behaviors can all be different and last for different

amounts of time. The article discusses how people need to obtain and understanding of the

tantrums to improve someones quality of life. One support that was offered in the article was to

observe person and correlations during tantrum. Another support was for educators to use charts

to rate tantrums evaluate situation to help understand it. The authors also suggested creating
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social stories to help students with these behaviors. Overall, this article was extremely helpful

because the strategies provided will be helpful when creating a behavior plan.

Article #5

Case-Smith, J., Weaver, L. L., & Fristad, M. A. (2015). A systematic review of sensory

processing interventions for children with autism spectrum disorders. Autism: The International

Journal Of Research & Practice, 19(2), 133. doi:10.1177/1362361313517762

The article A Systematic Review of Sensory Processing Interventions for Children with

Autism Spectrum Disorders focuses on various intervention practices. The article elaborates on

sensory interventions applying to different theoretic constructs, different goals, use a variety

of sensory modalities, and the inclusion of disparate procedures. Some of the sensory-based

techniques that were proven effective were weighted vests, quiet activities, figits, and therapy

balls. The article suggests the possible links between challenging behaviors and sensory

processing and treatments. There are different people that can help provide supports. Case-Smith

suggests talking to treatment providers (Occupational Therapists, Special Educators) to develop

different supports that work best for that individual. If you modify the environment or routine for

student, it supports the student with self- regulation daily tasks. This article is very helpful

because it provides sensory-based approaches to help students have appropriate behaviors in the

classroom.
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Positive Behavior Support Plan (PBSP)

3. Baseline Data Collection:

The baseline data that I collected in the classroom demonstrates a trend of negative

behaviors when Lucas does not want to do work or he wants attention. The data sheets used are

New Town High Schools version of a behavior chart. In the chart you will see times, dates,
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Positive Behavior Support Plan (PBSP)

suspected events, antecedent, behavior, and consequences. For this chart, the antecedent is

anything that happened before or after. The behavior is a description of what exactly did the

student do. The last section is the consequence part, what were the responses of his peers and

adults in the room. The data sheets were completed to observe Lucas and his behaviors. I

observed Lucas for seven days at all different times throughout the school day for various

amount times. Three out of seven days Lucas displayed a behavior when asked to start a

vocational activity. Two out of seven days Lucas displayed behaviors when asked to start

morning work. According to the baseline data sheets, Lucas displayed a variety of negative

behaviors, including yelling, grabbing staff, running out of the classroom, pretending to be

asleep, and looking away. There were frequent consequences that were delivered once the

student displayed negative behaviors, he would not receive a happy face on his chart, and he

would not get all of his snacks. Lucas did not have a Behavior Intervention Plan. After consulting

with my mentor teacher, I found out Lucass behaviors have increased this school year.

With all of the baseline data collected, there seems to be a pattern of Lucass behavior

that tends to occur when starting work especially after lunch when starting vocational. The first

day I observed Lucas he refused to start his morning work, he pushed his desk and ran for the

door yelling. The responses of his behaviors were consistent throughout the data collection.

Lucas will work for things he likes (music/ juice/ book) so staff would take away things he liked

until he would comply. Lucass responses to the consequences varied depending on the

consequence. Some of his responses were, grabbing staff members, refusing to stand up, yelling,

and eventually complying with the consequences.

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Positive Behavior Support Plan (PBSP)

4. Hypothesis of Functional Intention (What is the student getting out of the behavior?)

Based off of my observations and data collected Lucass behavior is to avoid work

and gain attention. When the student displays behaviors of running out of the room yelling

not only does he gain attention he avoids work. The lessons always stops when he yells. It

distracts other students from their work, and sometimes upsets some the class. Also, when

student pulls and grabs people he gets more attention. Usually a staff member has to

physically move him off of whomever he grabs then explain to him the consequences. This

takes time out of the lesson because it generally takes more than one adult to calm Lucas

down. Most of Lucass behaviors occur when he has to start work. After reviewing the data it

was noticeable the most of his behaviors start as he comes off of a break and has to return to

work (ex: morning work, vocational). Lucass behaviors never occur when he is on a break,

listening to music, or outside. The data I collected supports my hypothesis, from what I

observed records show, that when Lucas is directed to start/complete a task after a break.

5. Replacement Behavior

I) What is it the student should be doing?

II) How will you teach the replacement behavior?
III) When will you teach the replacement behavior?
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Positive Behavior Support Plan (PBSP)

An appropriate replacement behavior for Lucas would be to have him comply

with teachers and staff, and be engaged in instruction. To successfully replace the

negative behaviors such as work avoidance he will work on instructional materials as

presented. Lucas will start working for 30 seconds at a time with verbal prompting and a

reward. We are teaching Lucas how to replace negative behaviors with providing positive

reinforcements. Positive reinforcements will be provided when he completes his work

without displaying any negative behaviors for the specific amount of time. Every time

Lucas participates or completes a task, the staff and I, make it a big deal to praise him and

offer him the chance to do something he likes or offer him a choice of song to listen to. It

is apparent that Lucas is learning the new replacement behavior because he has started

eliminating his negative behaviors to the consequences. Lucas now will say work then

reward (Ipad, book, juice). He knows if he complies with the rules he will get to take a

break and some reward. I have communicated with other staff members in school, to

make sure this implementation is consistent throughout the school day.

6. Positive Behavior Supports

One positive behavior support that I will implement to eliminate the negative

behavior is using a weighted vest. The student will wear a fifteen pound weighted vest. The

Occupational Therapist provided a vest for Lucas to use. In the article A Systematic Review

of Sensory Processing Interventions for Children with Autism Spectrum Disorders, it

discusses sensory-based techniques to help students on the Autism Spectrum. One of the
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Positive Behavior Support Plan (PBSP)

techniques used was a weighted vest. This is a positive behavior support because by wearing

the vest it calms Lucas down. Initially Lucas did not like wearing the vest he would say its

heavy. After having him wear the vest and displaying appropriate behaviors Lucas would

then get a reward of his choosing. This positive behavior support would be rewarding for

Lucas, because it would give attention to him and displaying good and wanted behaviors.

When Lucas does not show appropriate behaviors he does not receive rewards.

Another support that I will implement for Lucas to use the replacement behavior,

is to provide a reward anytime the student complies with the staff members in the classroom

and completes his work. Lucas enjoys walks and breaks. So we decided a positive support for

Lucas is to work so he can earn a break. He gets to pick between taking a walk and walking

the steps in the hall. Lucas really enjoys walking the steps so it is a great reward for

displaying the appropriate behaviors. This positive behavior support would be rewarding for

Lucas because he really enjoys walking.

One final positive behavior support that I will implement to ensure that the

student will choose to use the replacement behavior, rather than the inappropriate behavior is

to let him drink his juice. When Lucas performs the appropriate behaviors and complies with

directions he will be allowed to sip his juice (ex 30 sec, 60 sec, 90 sec). It will start with

timed intervals working up to a reward at the end of the day for showing appropriate

behaviors. Lucas asks for juice everyday, so by making him earn will help emit the unwanted

behaviors.
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Positive Behavior Support Plan (PBSP)

7. Data Collection and Visual Representation (Self Made Chart used to collect data)

Date and Time Non-Compliance Notes

(Work Avoidance/Att)
3/13 Yelling and Running out of room.
7:30 Used Weighted Vest and let him
Morning Work pick a reward if he follows
directions
3/14 Put head on desk would not get
7:45 out of his seat to start work. Offered juice
Morning Work

3/15 Grabbing staff/ yelling

8:40 Offered music (song)
Social Studies
Used Weighted Vest
3/16 Closing eyes/pretending to cry.
12:05 Offered juice
Vocational Work
3/17 Ran out of the movie theater. Took students snacks away and
10:30 told him he had to earn them with
CBI Trip good behavior.
3/20 Pushed desk and ran out of room
12:15 Offered juice
Vocational Work
3/21 Refused to get off of the bus Offered walking stairs.
12:15 Told student he would no longer
Vocational Work get to use IPAD if he did not get
off of the bus and start work.
3/22 Student refused to start morning
7:35 work he would not get his folder Offered juice
Morning work
3/23 Ran out of the room yelling bus Used Weighted Vest received
1:15 IPAD time for complying
Social Skills
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Positive Behavior Support Plan (PBSP)

3/24 Yell running down hall instead of Used Weighted Vest offered IPAD
7:45 going to bathroom time if follows directions
Vocational Work

3/27 Put head down would not comply Offered student IPAD if he
1:25 with directions. worked
Social Skills
3/28 Ran out of the room yelling bus
12:05 Offered juice
Vocational Work Offered weighted vest
3/29 Refused to get morning work Told student he must complete
7:35 from folder work, then he can a break of his
Morning Work choosing.
3/30 Pushed paper off of desk grabbed
12:05 assistant. Weighted vest was used then he
Vocational Work was offered work then music.
3/31 Student would not start morning Offered juice
7:35 work.
Morning Work
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Positive Behavior Support Plan (PBSP)

Non-Compliance: Grabbing, fake crying, pulling, closing eyes, yelling, or running out of

room when asked to perform non-preferred task (academic or seat work). (In red)
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Positive Behavior Support Plan (PBSP)

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Positive Behavior Support Plan (PBSP)

These graphs above show if Lucas complied with staff. The yellow is Lucas complying

and the pink displays non-compliant behaviors. The yellow portion displays that Lucas complied

with the staff eleven times out of fifteen times, after the staff reminded him of his reward. The

pink section represents how many times out of fifteen, the student did not comply with the staff

members, after they implement a positive reinforcement. The pink part shows that Lucas did not

comply with the staff four out of fifteen times, after the staff reminded him of his reward that he

would receive once he completed his work.

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Positive Behavior Support Plan (PBSP)

8. Data Summary and Interpretation

Based on the fifteen days of data collected, I believe Lucas is starting to comply more

with staff members when asked to complete an activity or follow directions. The data shows that

after the staff members and I started to teach Lucas positive replacement behaviors, his reaction

to the consequence became less of a fight, and Lucas started to comply when he was presented

with work/activity. The data supports this theory because out of fifteen days Lucas did not

comply four times using negative behaviors. This data shows that Lucas has started to how to

replace his negative behaviors with positive behaviors. The data also shows the different types of

interventions that were used and how they all had similar, positive effects on the students

compliance with academic work and following directions. Out of fifteen days, Lucas displayed

positive behaviors eleven times using the positive behaviors supports.

Each time Lucas displayed a negative behavior such as: grabbing, pulling, running out of

the classroom, yelling, not picking his head up, and pretending to sleep or cry, the student was

offered a reward of juice, walking, or music after he completed the work. In the beginning it

would be a sip of juice then work for a certain amount of time. The weighted vest was used when

Lucas was very frustrated or excited mostly after running. The vest is heavy and calmed him

down, eventually leading to cooperating behaviors Lucas would be offered a reward (juice,

music). The rewards of the juice, music, and weighted vest were critical for the implementation

of this behavior plan. Due to the fact, it was used for the success of the replacement behavior to

occur, the staff and I needed to use items that were motivating to Lucas. Lucas really enjoys

playing with the walking, juice, and music. We try to give Lucas reminders of what he needs to

do (ex: work then juice). These reminders help Lucas stay on task and act with the appropriate
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Positive Behavior Support Plan (PBSP)

behaviors. We have noticed, even if Lucas is not looking directly at board or papers on desk he

is paying attention to the lesson. The weighted vest was a great support because Lucas did not

really like it. He knew he was doing something wrong if he put it on and had to work towards

removing it and earning a reward. With all of the data that was collected in the fifteen days, I

think the implementation of rewards using the juice, walking, music, and weighted vest, as a

positive reinforcement really worked. I believe that Lucass negative behaviors to avoid work

have been replaced with positive behaviors that are leading to his compliance with listening to

staff and engagement in the classroom.

9. Reflection

Prior to this assignment I did a Positive Behavior Support Plan (PBSP) but never

implemented it. Having completed a PBSP prior I can say I have grown in my knowledge

and classroom management skills. I initially thought this assignment would be easy since I

have worked on a PBSP but I was wrong. Being in the five day placement and observing for

a longer amount of time while implementing a plan was difficult at times. I have a deeper

understanding of some behaviors of individuals on the Autism Spectrum. My classroom

management skills have developed through this assignment. Not only, did I collaborate with

my mentor I had to collaborate to staff the plan we were using so everyone could be of

assistance. I was nervous at first to tell staff what to do but it really helped my classroom

management skills. The staff and myself made sure we all knew what the negative behaviors

Lucas displayed, how to note it on the data sheets, and what implications necessary to be

used to change the behavior. I believe that this assignment has really helped with my
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Positive Behavior Support Plan (PBSP)

disposition in classroom management because it helped me focus on certain behaviors and

helped me with the process of planning different ways to intervene. With this experience, I

feel confident that I will be able to use what I have learned about classroom management and

behavior plans to provide a structured classroom next year, when I have my own classroom.

Like anything you try for the first time there will be things you want to do differently.

The first thing I would do differently is talk to the parents. Lucass father drives the bus and it

would have been easy to speak to him. If I had reached out to the parents I would have found

that Lucass medicines were being changed. This explains some of the behaviors he may

have such as the yelling or work avoidance. By communicating with the parents I might have

been able to come up with supports to be used at home additionally. The second thing I may

do differently next time is consult the schools Behavior Specialist and see what they suggest

to do or review my work. That individual may know things on a student or have a different

view from me. Overall, I have learned a lot from this project and think it will be a great

resource for my next year while I am teaching.