Positive+Behavior+Plan

Bristol Township School District ||
 * POSITIVE BEHAVIOR SUPPORT PLAN


 * **Student Name:** James Alexander || **Date of Plan:** 2/23/2010 ||
 * |||| **Team Signatures:** ||
 * **Name** || **Signature** ||
 * JoAnn Allison ||  ||
 * Crystal Smith-Herman ||  ||
 * Mr. ||  ||
 * Mrs. ||  ||
 * Mr. ||  ||
 * Mrs. ||  ||
 * Mr. ||  ||
 * Mrs. ||  ||


 * Student's Name:** James
 * ASSESSMENT SUMMARY ||

control over others.
 * **Antecedents to the behavior of concern** || **Behavior of concern** || **Consequences maintaining the behavior of concern** || **Perceived function of the behavior of concern** ||
 * James has been identified as a student whose primary disability is autism. James' impulsive behaviors appear to be precipitated by wanting to have control over others and the ability handle consequences for not following directions or rules. This results in an uncomfortable emotional state (anger, frustration, stress, aggression, noncompliance, etc.). || James becomes frustrated, angry, screams loudly, throws/flips classroom furniture and objects, kicking/hitting authority figures, and other objects, and becoming non-compliant when asked to take a cool down. He also displays the inability to handle anger, frustration, and consequences appropriately. || When exhibiting these behaviors James, as well as his peers are unavailable for learning. These behaviors disrupt others, becomes very angry and aggressive at times. James has a difficult time transiting back to lesson after exhibiting these behaviors, and is unable to complete tasks in class. || **//To gain//**

the activity, assignment, social situation, and/or consequence ||
 * //To avoid, escape, or postpone//**
 * **When //__(antecedents to the behavior of concern)__//** James wants to have control over his classmates and teachers, as well as has has to accept the consequences for his negative behavior choices
 * the student //__(behavior of concern)__//** becomes frustrated, angry, disruptive and non-compliant to the redirection of authority figures
 * in order to //__(perceived function of the behavior of concern)__//** still battle for control over what he wants to do or not do (namely not have a consequence or comply with immediate directions). ||
 * **Identify educational (skill) deficit(s) related to the behavior of concern:**
 * //Academic skill deficits, communication and/or social skill deficits, sensory processing skill deficits.//** ||
 * ||  || **Refer for further assessment: //(check here and describe plan for assessment if skill deficits have not previously been assessed and identified).//**
 * Describe: //Assessment Plan//** ||
 * || **Educational deficits addressed in other areas of IEP: //(check here if deficits have previously been assessed and identified and describe how they are being addressed in the IEP).//**
 * Describe: //Areas of IEP that address the identified skill deficit(s).//** Present Levels of Educational and Functional Performance ||  ||


 * Student's Name:** James
 * V. GOALS AND OBJECTIVES ||

Include: Condition, Name, Behavior, and Criteria (Refer to Annotated IEP for description of these components)** || **Describe HOW the student’s progress toward meeting this goal will be measured** || **Describe WHEN periodic reports on progress will be provided to parents** || **Report of Progress** ||
 * Use as many copies of this page as needed to plan appropriately. Specially designed instruction may be listed with each goal/objective and/or listed in Section VI. ||
 * **MEASURABLE ANNUAL GOAL
 * **MEASURABLE ANNUAL GOAL
 * When given corrective feedback or a consequence for not following classroom expectations, James will accept consequences for behavior without arguing or justification, across all settings, 90% of the time, on a daily basis. || Daily Charting || Daily behavior notes will be sent home through use of a communication book. Also, results will be summarized quarterly along with report card. || use of a communication book. Also, results will be summarized quarterly along with report card. 1st M.P: (Date: ___)__ _

__2nd M.P: (Date:__ _) _

3rd M.P: (Date: ___)__ _

__4th M.P: (Date:__ ___)__ ||


 * Student's Name:** James Alexander
 * V. GOALS AND OBJECTIVES ||

Include: Condition, Name, Behavior, and Criteria (Refer to Annotated IEP for description of these components)** || **Describe HOW the student’s progress toward meeting this goal will be measured** || **Describe WHEN periodic reports on progress will be provided to parents** || **Report of Progress** ||
 * Use as many copies of this page as needed to plan appropriately. Specially designed instruction may be listed with each goal/objective and/or listed in Section VI. ||
 * **MEASURABLE ANNUAL GOAL
 * **MEASURABLE ANNUAL GOAL
 * When asked to take a cool down or time-out to regain focus and composure, James will follow directions for taking time appropriately and will return to the lesson within 5 minutes, 100% of the time. || Daily Charting || Daily behavior notes will be sent home through use of a communication book. Also, results will be summarized quarterly along with report card. || use of a communication book. Also, results will be summarized quarterly along with report card. 1st M.P: (Date: _) _

2nd M.P: (Date: ___)__ _

__3rd M.P: (Date:__ _) _

4th M.P: (Date: _) ||


 * Student's Name:** James
 * VI. PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION FOR THE POSITIVE BEHAVIOR SUPPORT PLAN ||

A clear set of standards for appropriate social behaviors, as well as a highly-structured learning environment. James will be taught how to ask, as well as how to use and when to use various “cool down” methods, when activities become overwhelming, resulting in extreme frustration, stress, or anger. In addition, James will be given a daily behavior chart with clear and explicit goals that he is to follow across all settings. The chart will be tied in with rewards, as well as consequences upon meeting or not meeting the expected goals. It would be important for James to continue to practice how to react in a calm manner for accepting consequences, both at home and at school. Continued practice in role playing would be beneficial in helping to improve this area. || • James will learn how to accept consequences and constructive criticism from authority figures. • James will continue to practice how to identify various emotions, such as stress, frustration, anger, as well as the feeling of being overwhelmed or over stimulated, through the reinforcement of self-soothing techniques and items, when to use various “cool down” areas, and how to use the “cool down” areas properly. • James will take a cool down or time out to regain composure, complying with teacher's directions positively. James learn learn how to gain control in a positive manner by being given a classroom job to complete daily. || • Frequent and specific praise and reinforcement to James when he has exhibited appropriate strategies and has behaved in an acceptable manner. • James will receive happy faces on his behavior chart, when he complies with the goals listed on his behavior chart (either by subject area or by time periods), with 1 prompt or less. • James will be able to pick a prize out prize box, after receiving a set number of happy faces on his behavior chart. • He will receive positive notes home in his communication book for positive accomplishments. • James will be able to earn a morning break, and afternoon break each day, as determined by his behavior chart, as well as the assigned work completed to earn such. • He may earn the right to choose a break activity from the list of break time choices, when goals are positively complied with, and break time is earned, as determined by his behavior choices, and behavior chart. • James will have the opportunity to be the classroom’s MVP or star student of the week, which results in special classroom privileges. • James will be able to earn stickers on his team/partner incentive chart, when he demonstrates positive interactions with his classmates, as well as for following all adult given directions. Stickers at the end of the month will be counted and prizes awarded based upon the number of stickers earned. • James will be allowed to use his classroom points (earned from the number of happy faces on his behavior chart), to “shop” for prize items from the classroom store. • James will receive Buchanan behavior tickets, which in return can be collected and used to "purchase" Buchanan Effective behavior prizes and classroom prizes. • James will be given situations that he can control in a positive manner, such as a classroom job. || • Consequences need to be clear and specific. • If James is not meeting the goals on his behavior chart, he will receive one prompt or reminder, if he complies for the allowed time period or subject area, he will receive a happy faces on his charts, if he needs two or more prompts or reminders he will receive a sad face. If James receives any sad faces before each break, each sad face will result in a loss of 1 minute (out of a possible 10 minutes). (Example- 5 sad faces would result in losing 5 minutes of break.) • If James owes more than 10 minutes of break, recess time will be owed. •The privilege to “shop” at the classroom store will not be earned if he has 2 days in the same school week that he has earned less than 80% of his happy faces. • Communication will be sent home in the daily communication book noting observed behaviors that took place throughout the day. • If work is not completed due to non-compliance, refusal, or poor choices, work will be completed during break times, recess, or need be sent home as additional homework. • James will also lose special privileges, such as classroom jobs, choice seating (when allowed), lunch with teacher (when allowed), break time choice, and the ability to choose a prize out of the box. • If need be, the principal or assistant principal will be involved as well, based upon negative behaviors displayed. • If behaviors become non compliant and aggressive, resulting in the safety of others and himself, NVCPI (Restraint) methods will be administered to insure the safety of all. Parents will be informed when NVCPI methods have been administered and invited to an IEP meeting within 10 school days. (NVCPI will be administered as a last resort, after other behavior management techniques have been implemented and exhausted, and the safety of others is a concern.) • If behaviors become non compliant and aggressive and James is unable to calm in a reasonable amount of time (after other behavior management techniques have been implemented and exhausted), James will be sent home, as a last cool down resort.
 * **A Antecedent (prevention) Strategies:**
 * **B Replacement Behavior:**
 * **C Consequences (reinforcement) for when the student performs the replacement behavior:**
 * **D Consequences (including procedures to follow) when the student performs the behavior of concern:**

CRISIS PLAN 1. James needs to be approached in a firm, quiet voice to remind him of coping strategies he has learned. 2. Direct James' attention to the posted list of classroom expectations. 3. Review with James the strategies he has learned in his social skills training. 4. If the behavioral escalation continues guarantee the safety of peers and adults around him. Continue to speak calmly and with the offer of help. Reiterate his learned strategies and the expectations and the statement that he CAN get the power to cool down. Remind him of what is in the cool down “tool box.” Remind him to use his strategies. 5. If the behavior become aggressive in nature and dangerous to himself or to others, continue to calmly speak in a quiet voice and maintain safety of the others by clearing the area and/or removing James from that current environment. Restraint (NVCPI) may be needed in order to ensure the safety of James and others. 6. James may need to go home when the episodes become seriously out of control. 7. When James has calmed down, provide him with the verbal supports that he needs to help him transition back to the class. He should be provided with verbal support that may help him if there is another incident. 8. At some point, the incident should be processed with James using some of the Restorative Practices Questions attached as well as other strategies.

Restorative Practices Questions:

• What happened?

• What was your part in what happened?

• Who was hurt?

• How do you think that person felt?

• What can you do to make that person feel better?

• What can you do to keep this from happening again? ||
 * **//Note: In developing the Positive Behavior Support Plan (PBSP) the IEP team must consider Program Modifications and Specially Designed Instruction, Related Services, and Supports for School Personnel. These items should be described within Section VI of the IEP.//** ||


 * Student's Name:** James
 * VI. SPECIAL EDUCATION / RELATED SERVICES / SUPPLEMENTARY AIDS AND SERVICES / PROGRAM MODIFICATIONS ||


 * Include, as appropriate, for nonacademic and extracurricular services and activities.


 * A. PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION (SDI)** || • || SDI may be listed with each goal or as part of the table below. ||
 * • || Include supplementary aids and services as appropriate. ||
 * • || For a student who has a disability and is gifted, SDI also should include adaptations, accommodations, or modifications to the general education curriculum, as appropriate for a student with a disability. ||

Regular Education Speech Room Lunch/Recess (All settings) || Daily, 7 hours || 2/24/2010 || 2/23/2011 || Regular Education Speech Room Lunch/Recess (All settings) || Daily || 2/24/2010 || 2/23/2011 || Regular Education Speech Room Lunch/Recess (All settings) || Daily || 2/24/2010 || 2/23/2011 || Regular Education Speech Room Lunch/Recess (All settings) || Daily || 2/24/2010 || 2/23/2011 || Regular Education Speech Room Lunch/Recess (All settings) || Daily || 2/24/2010 || 2/23/2011 || Regular Education Speech Room Lunch/Recess (All settings) || Daily || 2/24/2010 || 2/23/2011 || Regular Education Speech Room Lunch/Recess (All settings) || As needed || 2/24/2010 || 2/23/2011 || Regular Education Speech Room Lunch/Recess (All settings) || AS needed || 2/24/2010 || 2/23/2011 ||
 * Modifications & SDI || Location || Frequency || Projected Beginning Date || Anticipated Duration ||
 * Personal Care Assistant to help reinforce rules, expectations, track behavior, enforce proper cool town techniques, and to provide support for James across all academic settings. || Special Education
 * Behavior Chart to tract specific behavior goals throughout the day. || Special Education
 * Positive reinforcement, when goals are positively met. || Special Education
 * Verbal and non-verbal cues to redirect James. || Special Education
 * Communication Agenda Book to write all assignments in and daily behavior choices, to be checked by teacher and parent. || Special Education & Home || Daily || 2/24/2010 || 2/23/2011 ||
 * A cool down spot in and out of the classroom to help regain composure and get himself back to the ready to learn mode. || Special Education
 * Cool down tools, such as weighted blank, body sock, couch, weighted pillow, stress ball, puzzles, taught how to use and reinforced daily. || Special Education
 * NVCPI (Restraint) Methods to be used as a last resort when other behavior management techniques have been exhausted and the safety of James and/or others is at risk. || Special Education
 * A cool down at home when behaviors become too aggressive at school and James is not able to regain his composure. Also, when his safety and the safety of others is at risk. || Special Education
 * A daily classroom job in give James the control he needs in a positive manner. || Special Education || Daily || 2/24/2010 || 2/23/2011 ||


 * **B. RELATED SERVICES** - List the services that the student needs in order to benefit from his special education program. ||
 * Service || Location || Frequency || Projected Beginning Date || Anticipated Duration ||
 * Speech and Language Pathology/Therapy
 * Group**
 * Individual** || Speech Room || 1xs a week, 30 min. || 2/24/2010 || 2/23/11 ||
 * Social Work Services
 * Group** || Special Education Classroom || 25-30 (30) min sessions || 2/24/2010 || 2/23/11 ||
 * Other: PCA || School || Daily, 7 hours || 2/24/2010 || 2/23/11 ||

.
 * **C. SUPPORTS FOR SCHOOL PERSONNEL** - List the staff to receive the supports and the supports needed to implement the student's IEP. ||
 * School Personnel to Receive Support || Support || Location || Frequency || Projected Beginning Date || Anticipated Duration ||
 * Special Eduaction Teacher || Speech/Language Therapist Consultation || School, James Buchanan || Quarerly || 2/24/2010 || 2/23/11 ||
 * Special Ed. & Reg. Ed Teachers || Other || School, James Buchanan || Daily || 2/24/2010 || 2/23/11 ||
 * Special Education Teacher || Other: Behavior Consults || School, James Buchanan || Quarterly || 2/24/2010 || 2/23/11 ||
 * || None ||  ||   ||   ||   ||
 * || None ||  ||