Positive Behaviour Plan for Roger H

March, 2012

Routine: Coming in from Playground to Classroom with class after play time
When his class is called to come back inside to the classroom from outside play time, Roger dawdles, does not line up, and/or walks so slowly that he is left behind. He is then free to walk by himself through the school to his classroom. Over the past three weeks his problem behaviour has escalated in intensity and frequency. We know that Roger is experiencing disruptions at home. Competing Behaviour Pathways Diagram

Walks through school into classroom with his teacher and classmates

Praise Preferred activity

Desired Behaviour Disruptions at home Lack of choice Lack of predictability Setting Event(s) Demand/request to line up and come into school Dawdling, and not coming to his classroom with his classmates

Maintaining Consequence He gets to walk through the school by himself

Antecedent Trigger(s)

Problem Behaviour Goes into the school ahead of his teacher and classmates to do a special jobin the classroom Alternative Replacement Behaviour

Maintaining Consequence

Strategies that Make Problem Behaviours Irrelevant, Ineffective, and Inefficient Setting Event Strategies Preventative Strategies Teaching Strategies Consequence Strategies

Try to find opportunties to help make Rogers time at school happy and predictable.

Provide pre-correction to remind Roger what he needs to do when it is time to come in. When it is time to come in, give a positive contingency statement

Teach Roger what his choice menu is and work with him to identify a number of preferred activities. Teach Roger how to do his special job in the classroom.

For appropriate behaviour, Roger gets praise and a preferred activity. If Roger is not lining up or staying with the class, prompt him to go ahead to do his special job. Minimize reinforcement for problem behaviour by arranging for an adult to stay beside him and repeatedly tell him, Go inside.

The science of behaviour support to children has taught us that a good plan includes several strategies that make problem behaviours irrelevant, ineffective, and inefficient. One strategy alone is never effective. These strategies are grouped into four broad categories. Setting the Stage (i.e. Setting Event Strategies)
1. For the time being, allow Roger to be exempt from the class stickers and strikes program. We know that the consequence of earning stickers nor losing Centre Time has not reduced Rogers inappropriate behavours. He is unable to predict and accept when the strikes are counted at the end of the day for previous poor behaviour. He does not learn from these occasions nor try harder to behave appropriately next time.

Preventative Strategies
1. Verbal precorrection Five minutes before outsde playtime is over, let Roger know that playtime is almost over, and what he needs to do when it is time to come in. For example, Roger, in 5 minutes I will be calling everyone to line up. Remember, you need to _________________. 2. Positive contingeny statement Five minutes before outside playtime is over, the teacher reminds Roger what will happen if he lines up with and comes into the school with his classmates and teacher. For example, Remember, if you come with us when it is time, you will be able to pick from your choice menu when we get to the classroom.

Teaching Strategies
1. Teach Roger what his choice menu is and work with him to identify a number of preferred activities. The options need to be reasonable and easily accomodated within the classroom. The options can be printed onto cards and laminated, then attached, with velcro, to a main board with three spaces. Explain to Roger that the teacher or EA will select three options each time, and that he will be able to choose between them when he comes in to the school after playtime with his classmates and teacher.
2.

Identify a few special jobs in the classroom that Roger may be interested in and able to accomplish independently such as turning on the lights, putting out the mats, distributing supplies, etc. Discuss whether he might be interested in being your special assistant, and which (all a few none?) he may be want to do. Judge his interest and select those jobs that he is keen on. Teach Roger how to do these special jobs, and what the expectations are when he is walking by himself through the school back to the classroom.

Consequence Strategies
1. For appropriate behaviour, Roger gets frequent praise and he gets to choose an activity from his choice menu back at the classroom. 2. If Roger is not lining up or he is dawdling, prompt him to ask if he wants to go ahead on his own to do his special job.
3.

If Roger does not come into the school with his classmates and teacher, an adult will need to go out with him to monitor him. As soon as possible, the adult needs to be identified and there needs to be a strategy in place to communicate between them and the teacher outside. To minimize reinforcement for inappropriate behaviour, the adult should stay close to Roger and in a calm, unemotational voice repeatedly tell him, Go inside. When he does, the adult supervises him back to the classroom. Cajoling or discussion is not necessary. This way, Roger does not receive the payoff of coming into the school independently. He does not receive his choice menu back in the classroom.

Routine: Classroom Seatwork and other unpreferred activities

When the class is asked to do yoga or seatwork (unpreferred tasks), Roger refuses to participate. When the teacher or EA insist, he is defiant (yells NO!), throws things or knocks things over, sobs, screams, and elopes. When this happens, he escapes from the demands being made of him and chooses an activity more to his liking. These problem behaviours are more likely when his artwork or worksheet is touched or altered in any way. Over the past three weeks this behaviour has escalated in intensity and frequency. We know that Roger is experiencing serious disruptions at home. Competing Behaviour Pathways Diagram
Does work with class as requested Praise Preferred activity

Desired Behaviour Disruptions at home Lack of choice Lack of predictability Recent corrective feedback from adult Setting Event(s) Demand/request to do unpreferred task (i.e. yoga or seatwork) Non-compliance, defiance, throwing things, sobbing, screaming and elopement Problem Behaviour Roger can ask to do work from his bin or other calming activities Alternative Replacement Behaviour

Maintaining Consequence Escape from unpreferred task and access to preferred items

Antecedent Trigger(s)

Maintaining Consequence

Strategies that Make Problem Behaviours Irrelevant, Ineffective, and Inefficient Setting Event Strategies Preventative Strategies Teaching Strategies Consequence Strategies

Try to find opportunties to help make Rogers time at school happy and predictable. Frequently refer to the visual schedule and highlight Roger`s next preferred activity Do not alter or correct Rogers artwork or seatwork without his explicit request or consent Find ways in which Roger can be made to feel special

Reduce the amount and difficulty of Roger`s school work Whenever possible, offer Roger choice in the context of an assigned task Allow Roger to choose work from his bin in lieu of assigned tasks At the start of unpreferred activities, the EA and/or teacher give positive contingency statements ``Remember, if you finish your work, you can get your choice menu``, and; verbal precorrects, to remind Roger what to do if he starts feeling upset

Teach Roger to refer to the class visual schedule for information about when preferred activities are scheduled. Teach Roger to approrpriately request to do work from his bin. Teach Roger that when he yells, throws things, cries and/or leaves the room he will need to do the work that has been assigned. Teach Roger what his Choice Menu is. Work with him to identify a number of preferred activities. Teach Roger how to recognize and describe his emotional state using words

When Roger participates in yoga and/or completes seatwork, he gets praise and a preferred activity When Roger asks to do work from his bin, let him. For dawdling or being temporarily off task, prompt Roger to ask to do work from his bin. For major problem behaviours (e.g. defiance, throwing, sobbing, screaming) ignore outburst. Present assigned work when he is calm. Put crisis intervention plan into place for elopement.

Strategies that set the stage for success (i.e. Setting Event Strategies)
We believe that Rogers recent increase in problem behaviours is a response to uncertainty and disruption at home. Therefore, for the time being when it is known that his homelife is in crisis: 1. Try to make Rogers time at school happy and predictable. The classroom has a visual schedule. In the morning, and before beginning unpreferred activities, teacher or EA can use it to provide Roger with information about when his preferred activities will occur throughout the day. Do not alter, correct, or fix his artwork or seatwork unless he asks for something to be done for him, or agrees that it needs to be done. Roger is proud of his work and harbours resentment when it is touched without his consent. Do not rush Roger to complete work he is engaged in. Find opportunities to single Roger out and make him feel special. a) Although it would not be fair to allow Roger to be Special Helper every day, small jobs could be found for him such as taking things to the office or handing out materials. b) Find Roger a special place in the classroom to sit and do his work. c) When it is practical and convenient, Principal invites Roger to do some work in her office (if Roger is demonstrating appropriate behaviour at the time she arrives.)

2.

3.

Preventative Strategies
1. Reduce the level of difficulty and amount of schoolwork Roger is expected to do. Assign him fewer tasks, and avoid asking him to complete tasks which he finds difficult or unpleasant such as cutting or prolonged listening. Offer choice; a) Whenever possible, offer Roger choice in the context of an assigned task. There may be ways to offer Roger a choice of materials, work locations or ways to complete an assigned task. b) Continue to offer Roger the choice to complete tasks in his bin in lieu of the assigned task. He seems to be very proud to have his own work. The bin will need to be refreshed from time to time to maintain his interest. 3. Positive contingeny statement: Choice Menu After working with Roger to identify several activities that he enjoys (see Teaching Strategies), the EA or teacher pre-selects three activities that are available and easily accomodated at that time and place. She shows them to Roger as he starts the work or the activity and tells Roger what he will recieve if he completes the work or the activity appropriately, such as, If you _________________ [successfully complete activity or task] you can choose one of the activities on your choice menu. Verbal precorrects At the start of unpreferred activties or tasks where Roger is likely to become upset, the EA or teacher says, Remember, if you are feeling frustrated, you can choose to do work in your bin [or other calming activities].

2.

4.

Teaching Strategies
1. Teach Roger to refer to the class visual schedule for information about when preferred activities are scheduled throughout the day. Teach Roger to ask for special work in a calm and polite way. Roger is very capable of being calm and polite. When he calm, explain to him that you can only hear his requests to do special work when he asks in his calm voice. Explain that when he yells, throws things, cries and/or leaves the room you both cannot hear him, and so he will need to do the work that has been assigned. Choice Menu Work with Roger to identify a number of preferred activities that can be reasonably accomodated within the classroom. These need to be activities that he truly enjoys, and looks forward to. Roger needs to be taught what a choice menu is, and under what circumstances he will be allowed to make a selection from it.

2.

3.

4. Emotional regulation
Roger is struggling to understand and express his emotions in a socially acceptable way. He can be taught to recognize and describe his emotional state in words. This can be done by the LA Teacher in pull out sessions in the resource room using stories and role plays.

Consequence Strategies
1. For appropriate behaviour, provide frequent praise and upon successful completion of the work or activity, Roger is invited to make a choice from his choice menu. When Roger asks to do work from his bin, let him. For minor problem behaviours such as dawdling or being temporarily off task, the teacher or EA can prompt Roger to ask to do his bin work. For major problem behaviours such as defiance, throwing things, sobbing, and/or screaming, ignore the outburst. Do not try to talk with Roger or prompt him to make a different choice. Present regular seatwork when he is calm.

2. 3.

4.

Crisis Intervention Plan

In Classroom Teacher and EA ensue that other students are not nearby, should he hit, kick or throw something Call the office and advise Principal that help is needed If Roger is having a tantrum and cannot be subdued, the teacher will gather the other students and move out of the classroom. The EA will remain to supervise Roger until Administration (P or VP) arrives. Roger to be removed from classroom after tantrum to the Principals office when appropriate to do so If Roger leaves the classroom and threatens to leave the school, the teacher will remain in the classroom. Teacher or EA to call the office to advise Principal that help is needed. EA will remain at a distance where he can be observed. EA will not engage with Roger during these episodes. In Gym (i.e. if Roger is climbing on the ladder apparatus) PE Teacher instructs Roger to come down. She advises him that if he does not, he will no longer be permitted to continue in gym that day. If he comes down, the lesson continues. If he does not immediately come down, the EA gets Principal, Vice Principal or LA teacher (in that order, as available) Principal or alternate instructs Roger to come down. If Roger persists and/or tantrums, the PE teacher removes the class to another location. Once Roger is down from apparatus, he is escorted back to his classroom where he remains for the remainder of the gym period under the supervision of the EA.

Implementation Plan: Roger H

Topic Crisis Intervention Plan for Classroom Crisis Intervention Plan for Gym Visual schedule Choice menu
Tasks Develop plan Discuss and revise if necessary

Who?
Teacher, EA, Principal, Learning Support Teacher Amy, Principal, VP, EA, Teacher, Learning Support Teacher Teacher, EA EA, Teacher SLP Learning Support Teacher, SLP Teacher Teacher Teacher, EA, Learning Support Teacher Teacher, EA, Learning Support Teacher Teacher, EA Teacher, EA Teacher, EA, Learning Support Teacher Learning Support Teacher Learning Support Teacher Teacher, EA Weekly Weekly

By When

Identify Rogers preferred daily activities in class visual schedule Identify Rogers preferred activities for choice menu Prepare Choice Menu Frame Prepare Choice Menu Cards

Classroom space

Arrange special work location in classroom for Roger Arrange cool down space with beanbag chair, etc.

Rogers special jobs

Identify special job(s) that Roger can do after coming in from recess and lunch Resolove logistical conflicts re: Roger coming in ahead of the class (e.g. classroom locked) Teach Roger to do his special jobs independently

Offering Roger choice whereever possible Emotional regulation

Brainstorm ways in which Roger can be offered choice in the context of regular classroom activities Brainstorm alternate calming activities for classroom Identify resources for lessons Schedule and conduct pull-out lessons

Bin of alternate work Assess effectiveness of PBS plan

Refresh activities, as necessary Complete Implementation checklist Review data to assess any changes

Positive Behaviour Support Plan Implementation Checklist Classroom Activity and Playground Transition Routines Roger H March, 2012
Unable to do

1.

Rogers preferred activities highlighted on the classroom visual schedule each morning. Opportunities were found to single Roger out and make him feel special Roger has a special place in the classroom to sit and do his work.

Did well

N A N A N A N A N A N A N A N A N A

2.

3.

4.

Roger was not rushed to complete his work, nor was his work altered unless by request Principal invited Roger to do some work in her office

5.

6.

The level of difficulty and amount of schoolwork Roger is expected to do was reduced Roger was offered choice in the context of an assigned task

6.

7.

Roger was offered the choice to complete tasks in his bin in lieu of the assigned task Three activities were pre-selected for choice menu. Positive contingency statement was given before work assigned. e.g.If you _____________ [successfully complete activity or task] you can choose one of these activities on your choice menu. Roger was verbally pre-corrected at the start of unpreferred task. e.g. Remember, if you start feeling frustrated you can ______ [work from bin, or do alternate calming activities]

8.

9.

N A

10 Roger was taught to ask for special work in a calm and polite way.

N A N A

11. Roger was taught to recognize and describe his emotional state in words.

12. Enthusiastic, frequent praise provided upon successful completion of unpreferred task or activity 13. Roger was allowed to choose an activity on his choice menu upon successful completion of work or activity 14. When Roger asked to do work from his bins, he was allowed to do so.

N A N A N A N A N A

15. For minor problem behaviours such as dawdling or being temporarily off task, Roger was prompted to ask to do his bin work. 16. For major problem behaviours such as defiance, throwing things, sobbing, and/or screaming, the behaviour was ignored. His regular seatwork was presented when he was calm. Problem Behaviours 1. Defiance (e.g. yelling No!) 2. Throwing things, hitting at adults 3. Sobbing, screaming 4. Elopement

Number of behaviours / wk 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5+ 5+ 5+ 5+

Disagree

Agree

Social Validity 1. The strategies are useful and effective. 2. The strategies are difficult to use. 3. Roger is successfully participating in classroom routines. 4. I believe the intervention is successful.

1 1 1 1

2 2 2 2

3 3 3 3

4 4 4 4

5 5 5 5