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Olive Branch

Elementary School

A GUIDE TO WRITING A BEHAVIOR

MODIFICATION PLAN:GETTING ANSWERS

DESOTO COUNTY SCHOOLSSPECIAL EDUCATION

BEHAVIOR SUPPORT STAFF

• Head banging• Being physically

aggressive• Being truant• Biting• Crying• Defying authority• Destroying property• Pushing, pulling others• Running away• Threatening others• Throwing things

• Inappropriate sexual behavior• Failing to complete

assignments• Failure to follow

directions• Failure to remain seated• Fighting• Yelling• Cursing• Talking out of turn• Use of inappropriate• Language

TYPES OF PROBLEM BEHAVIORS

Sped Teacher

Regular Education Teacher

Counselor

School Psychologist

Positive Behavior Specialist/Behavior Coach

Clinical Psychologist

Mental Health Professional

WHO CONDUCTS A BEHAVIOR SUPPORT PLAN?

Target Behaviors

Function/Hypothesis

Replacement Behaviors

Strategies/Interventions

Positive Reinforcement/Natural Consequences

Progress Monitoring

OBJECTIVESAT AT THE END OF THE FOUR SESSIONS, TEACHERS WILL WALK AWAY WITH

A READY-TO-USE BMP FOR AT LEAST ONE TARGET AREA

“Which Ones”

TARGET BEHAVIORS

Erin Hendricks,PBS

Amber Melton,PBS

August 27,2013

Observable: The behavior is an action that can be seen.

Measurable: The behavior can be counted or timed.

Define behaviors so clearly that a person unfamiliar with the student could recognize the behavior without any doubts!

DEFINING TARGET BEHAVIORS

High pitched screams

Kicking over chairs

Completing tasks

Poor impulse control

Angry, hostile, resentful

Paying attention

EXAMPLES NON-EXAMPLES

Ally stays at the computer to continue playing after her time is up and requires prompting to end and move to the next

activity.

-Observable -Measureable

ALLY

Jimmy refuses to put on his coat by firmly placing his arms at his sides when

it’s time to go out for recess.

-Observable -Measureable

JIMMY

Dave does not actively participate in class.

•Dave sits with the group but does not speak or make eye contact with the teacher or classmates. •Dave has not independently raised his hand to answer a question this school year.

DAVE

“Why”

FUNCTION/HYPOTHESIS

STATEMENT

Assess the behavior directly and determine its function.

What does the student GAIN from the behavior?

Sensory StimulationThe behavior serves no other purpose but to provide the child

with sensory input. (ex: hand flapping, body rocking, eye gaze) Escape/AvoidThe child engages in this type of behavior to escape or avoid a

demand or non-preferred task/activity (ex: child hits when asked to sit down to do homework)

AttentionThe child engages in this type of behavior to gain others’

attention (ex: running away so that parent will chase child) Access to tangiblesThe child engages in this type of behavior to gain access to

tangibles (ex: child tantrums with denied cookie)

4 BASIC FUNCTIONS

FAST

TOOL

Reward and consequence

WHAT WILL YOU TAKE AWAY?

Amber Meltonamber.melton@dcsms.org901-238-4704 Erin Hendrickserin,henricks@dcsms.org

Olive Branch Elementary School’sPositive Behavior Specialist- Mandy Lindsey

Behavior Coach- Ashley Jones

CONTACT INFORMATION

Progress MonitoringImplementing plans

REPLACEMENT BEHAVIORS Ashley

Jones, BC

MandyLindsey,PBS

Feb 24, 2014

To replace the inappropriate behavior

When we don’t teach a new behavior, the student will come up with a new way to get what he/she wants

WHY DO I NEED TO TEACH A REPLACEMENT BEHAVIOR?

It must serve the same FUNCTION as the problem behavior

Be proactive, not reactive--(Best time to intervene is when behavior is not occurring)

Behavior needs to be efficient-- (Easy for the student & others)

Behavior needs to be effective--(Reinforced immediately)

HOW DO I CHOOSE A REPLACEMENT BEHAVIOR?

Ask for break

Say “all done”Ask for helpAsk for a turnAsk for a hugUse a scheduleID feeling & express

Ask for adult intervention

Use supports to follow rules

Anticipate transition

Say “no”Take turns

POSSIBLE REPLACEMENT BEHAVIORS

Ally stays at the computer to continue playing after her time is up and requires prompting to end and move to the next

activity.

Perceived function:Ally wants to continue engaging in a

preferred activity.Escape/Avoid non-preferred activity

ALLY

Ally independently leaves the computer on time and turns off the remote power switch when her time is up.

ALLY’S REPLACEMENT BEHAVIORS

Jimmy refuses to put on his coat by firmly placing his arms at his sides when

it’s time to go out for recess.

Perceived function:Jimmy does not like the sensation of

wearing restrictive clothingSensory Stimulation

JIMMY

Jimmy will independently put on his coat within one minute of being told that it’s time for recess

Any other suggestions?

JIMMY’S REPLACEMENT BEHAVIORS

Dave does not actively participate in class. He sits with the group but does not speak or

make eye contact with the teacher or classmates. He has not independently

raised his hand to answer a question this school year.

Perceived Function:Dave avoids speaking up in class by not participating in group activities. He also

avoids providing potentially incorrect answers.

DAVE

Dave will complete a minimum of 50% of in-class assignments within the allotted time per week. Dave will independently request help from a teacher or classmate by raising his hand or speaking at least three times per week.

More suggestions?

DAVE’S REPLACEMENT BEHAVIORS

model desired behaviors praise student and peers when desired behaviors are

displayed use spontaneous teachable moments ignore undesired behaviors through extinction do no continually reinforce undesired behaviors (giving

attention to student talking out) have one on one conferences with your students; find out

their interests, become involved, let them know you care be consistent; do not overreact; do not take their behavior

personally share social stories with the entire class as a whole provide support and encouragement especially after acting

out episodes

TIPS FOR IMPLEMENTING REPLACEMENT BEHAVIORS...

Appropriate behavior is a skill that can be taught just as an academic skill is taught.

Behavior must be explicitly taught.

Students with disabilities do not necessarily learn through observation.

Students with disabilities need modeling, error correction, and practice.

REMEMBER

PROGRESS MONITORING

How will progress be monitored,

how often, and by whom?

Using tracking sheetsUsing an email system with your Sped StaffKeeping a behavior log in your classroom

WAYS TO PROGRESS MONITOR

It is the responsibility of all members of the IEP team to ensure the plans are being followed and progress monitored.

WHO PROGRESS MONITORS?

Is the replacement behavior increasing?Is the target problem behavior decreasing?How is the student progressing overall?Is the external reinforcement decreasing?

EVALUATING AND ADJUSTING

Lets look at a plan together. Turn to the last page in your packet…

BMP (BEHAVIOR MODIFICATION PLAN)

Mandy Lindseymandy.lindsey@dcsms.org901-238-0176

Ashley Jonesashley.jones@dcsms.org901-238-4668

CONTACT INFORMATION

PREVENTION TECHNIQUES

STRATEGIES AND INTERVENTIONS

“How”

ZataraBolden, BC

Sarah Leach, BC

Sept. 24,2013

These are not prescriptive replacement behaviors and

interventions. Every situation and student is unique!

DISCLAIMER

specify a number of allowable requests prior to

class time

appoint a reliable escort to accompany the student

conduct a one on one conference with the student

“The Escaper”

Possible function: attention seeking, avoidance

give short term objectivesassign jobs-message deliveryprovide scheduled breaks

“Over-Active Student”(constantly out of seat, disruptive, fidgety)

Possible function: physical reasons (immaturity), avoidance

reward desired behavior and ignore interruptive

behavior

conference (make sure the student is aware of their

behavior)

develop silent signals to notify student when

behaviors occur

“The Constant Interrupter”

Possible function: attention seeking, gain approval/power

address the student directly in a calm voice and use direct eye

contact

give the student the opportunity to speak and talk until they are

quiet

schedule specific meeting times throughout the day and fade

support as the behaviors decrease

allow for breaks to reset emotions

“The Hostile Student”(often angry with self and others, acts verbally and possibly

physically)

conference with the student

create a pact with the student to listen to their

fears and concerns; take into consideration their

suggestions/opinions

involve the student in any plans to modify their

behavior

“The Defiant Student”

Possible function: attention seeking, task avoidance

teach appropriate interactions with peers (for

younger students- model with peers; act it out)

allow the student open conference with the teacher

allow both parties to address their side of the

situation with a counselor/adult

“The Bully”(teases and taunts others)

Possible function: attention seeking, social avoidance

allow breaks for student when aggression is escalating

reiterate the importance of taking care of your things

and others through social stories

complete re-think sheets with student after calming

from an incident; explore other ways of expressing

anger

“The Destructive Student”

Possible function: gain power over a situation/person

POSITIVE REINFORCEMENT

“When”

Amy Mcinvale, PBS

SarahChandler, Social Worker

Oct. 8, 2013

Occurs when a reward, sometimes called a reinforcer, is given for a specific desired behavior. Other behaviors, even those that are negative, are simply ignored.

 Over time, this will lead to an increase in the desired

behavior.

POSITIVE REINFORCEMENT

Many experts believe that reinforcement is more effective than punishment in shaping long-term behavior.

Punishment focuses on negative behaviors, while reinforcement ignores those and focuses only on desired behaviors.

REINFORCEMENT VERSUS PUNISHMENT

Correct TimingCorrect RewardsHigh EnthusiasmConsistency

IMPORTANT COMPONENTS OF A REINFORCER

The reinforcement should not be ambiguous or insincereThe reinforcement must be age appropriate It is not a bribe It must be something valued by the student It must be individualized to the specific person receiving it

THINGS TO REMEMBER ABOUT REINFORCEMENT

A consequence (positive reinforcer) is presented dependent on behavior.

The desired behavior becomes more likely to occur.The desired behavior becomes more likely to occur because

and only because the consequence is presented dependent on the behavior.

THE TEST! IS IT A REINFORCER?

Plans should be reviewed within at least two weeks of implementation

Make sure reinforcers and replacement behaviors are appropriate

Make changes as needed if student is not progressing and fade support as student makes improvement

REVIEW/REVISE

Amy McInvaleamy.mcinvale@dcsms.org901-461-6954Amber Meltonamber.melton@dcsms.org901-238-4704

Olive Branch Intermediate School’sPositive Behavior Specialist- Mandy Lindsey

Behavior Coach- Ashley Jones

CONTACT INFORMATION