Education 517 Behavior Intervention Plan

1. Education 517 Behavior Intervention Plan By: Kristen Wendover

2. Philosophy of Classroom Management • School-wide PBS encourages and supports positive behavior, rather than focusing strictly on negative behaviors. • Consistency within the school community is essential. • School-wide policies must be established and consistently implemented for PBS to be most effective. • Individual classroom policies can differ (as different methods will work best for different groups of students, but should support the overall vision of PBS.) • Examples of classroom policies: • Individuals flip sticks for positive behavior. • The whole class earns tickets, scoops of popcorn, handfuls of pompoms, moves up on a ladder. All of which lead to a class wide reward. • Acts of kindness or caught being good. Teachers and students notice acts of kindness or students who are “caught being good” and anonymously turn in notes about it. These can be displayed or sent home with students that are mentioned. • PBS is intended to be “preventative, proactive, and educative” (Soodak, p 330). • Students are motivated to exhibit behaviors that receive positive attention, instead of negative attention. • Any negative consequences should be a logical reaction to the behavior. • Example: You can not focus at your seat, you will be moved to another seat to complete your work. • Communication is key! • Informing parents of positive and negative behaviors is essential. Communicating openly and being on the same page as the parent can have drastic effects on the effectiveness of behavior supports. • Short notes or emails home about positive behaviors are encouraging to students and parents. It helps to show how much you care about them and appreciate their respect and hard work in the classroom!

3. Classroom Community • The relationships that form from the interactions between all of the students and teachers. • I believe a positive classroom community is a place where all students feel… • Respected, • Accepted and valued for who they are, • Supported, • Cared for and loved, • Understood, • Heard , and • Appreciated …by all of their classmates and teachers. • A classroom community is a team. It is like a family. Each member working together to make each person successful and happy. • In my classroom, these qualities would be seen in the everyday interactions between the students and between each student and the teacher. • The rules of the classroom would lay out these expectations. • Each students experiences and background will be appreciated and valued. • Class-wide goals and rewards will be set to build a sense of community and team work.

4. Student Profile • Age: 8 years old • Grade: 2nd • Background Information: • Chinese-American (first generation born in America) • Second of two boys • Nurturing student (advanced at the end of first grade, on the track to be labeled gifted) • Home Life: • Student’s parents have recently begun going through a divorce. • Around the same time, the student began exhibiting some defiant behaviors, especially not following adult instructions.

5. Student Strength and Needs Strengths: • He is a very intelligent child that succeeds in all content areas. Prefers Math and Science. • He takes great pride in his accomplishments. • He works well with peers. • He is artist and creative. • Strong logical reasoning and spatial intelligence. • Talented chess player. Needs: • Reminders to follow teacher directions. • Reminders to stay on task. • To be assured that he is supported and appreciated by his teachers. He must know that the teachers are there for him and care about not only his success, but also his happiness (especially in this time of transition at home).

6. Data Collection Behavior: Not following teacher directions • Event/Frequency Observation • Conducted week of March 15th- 19th and March 22nd- 26th • Each day, there were between 5 & 9 instances of the student not following teacher directions. • Requires multiple reminders at every transitions and on the carpet during instruction. • Duration Based Observation • Conducted March 16th and 17th during the transition from Morning Work to the carpet to start the school day. • Behavior: Student continues to read at his seat while others move to the carpet upon teacher request. • After two teacher requests, student walks to his cubby (while still reading) and puts book away. • His transition takes 3 minutes both days. Others are at the carpet between 20 seconds and 1.5 minutes.

7. Behavior Intervention Plan I typed this contract and sat down with James* to discuss my observations. This is a small part of our conversation. I asked, “What do you notice whenever we transition?” He openly replied, “I keep reading or doing my work. The rest of the class is waiting.” “Is that fair?” “No. I just like to keep reading. But, I shouldn’t do that. I should stop when you ask.” Then, I explained the charts. We decided together on the reward and wrote it into the contract.

8. Behavior Intervention PlanAs seen on Slide 7 • The plan has two primary goals: • To raise James’ awareness of the impact his behavior has on his learning time and the rest of the class • To motivate him to follow teacher directions, by keeping charts of his behavior and rewarding positive behavior with extra tickets* • Each week, a clean chart will be given to James. The chart explicitly lists the times that he can earn checks. • At the end of each day, James and I look at the chart and agree on the times he earned checks and the times he does not. • At the end of the week, we total the number of checks earned and tickets earned. At this time, James receives his extra tickets.

9. Student Progress • Progress was monitored each week with a chart as shown below. • James earned a check for each transition that he completed without an additional reminder. • The charts not only showed improvements in James’ behavior, but also increased his ability to self -monitor his behavior. • James took great pride in earning checks. After a day with few checks, he worked hard to improve. • I also kept anecdotal notes of my observations. I have one note dated March 17th that reads “James was the first student to clean up and move to the carpet in the morning!” I positively reinforced this behavior by verbally praising him and saw a huge smile on his face.

10. Student Progress • Results were also tracked by the graphs that James and I made each Friday. • This gave him time to look at which days he did best and worst. He was also able to go back and compare week to week. This really helped him see his progress. • This behavior intervention plan has been successful in improving James’ behavior and helping him self-monitor his own behavior. From here, I would increase the amount of checks he needs to earn tickets. This would be the next step, as it would push him to more consistently follow the teacher direction at transitions (and progress further).

11. Technology • Microsoft Excel: I used this with James to create these graphs each week. • “Developing Behavioral Intervention Plans: A Sequential Approach” by By: Glenn H. Buck: Although I did not use the same exact forms from this article, it was interesting to learn more details about developing BIPs, and it helped me plan mine. • “Specific Behavior Challenges” by Kristine Melloy: I read the section of this article on noncompliance. This helped me reflect and more fully analyze James’ behavior and my interactions with him. *Work Cited on notes below.

12. Reflection • This experienced helped me get to know James more fully. • It familiarized me with a variety of data collection tools and the steps for creating a BIP. • It gave me a chance to learn how to implement a BIP. It was also a great opportunity to see the success that they can create. • In the future, this experience will make me more comfortable planning and implementing BIPs in my own classroom. • I will have my own experience and the information that I have learned from my group members as prior knowledge in developing plans that fit students in need.