Behavior Intervention Plan 1

Behavior Improvement Plan

Susan Hart
St. Bonaventure University
March, 2015

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Literature Review
Educators often implement classroom management and rules within the structure of their
classroom. Most students comply with such rules to allow effective instruction and learning to
take place. Not all children comply to all rules. A protocol takes place for those students that defy
the rules and most often, the behavior is eliminated. What happens when the behavior is not
eliminated? When a student consistently presents non-compliance behavior within the
classroom? Students who show difficulty responding appropriately in classroom settings
must be taught the skills to enable and choose effective and socially acceptable
behaviors (Robinson, 2007). Educators need to acquire the interventions necessary to cease
student conflict within the classroom setting. Educators may instill a positive behavioral
intervention system (PBIS). PBIS is a school-wide program that improves student behavior
and contributes to all school environments (Wheatley, West, Charlton, Sanders, Smith, &
Taylor (2009). Cognitive behavioral interventions (CBI) provide students with the skills to
interact appropriately and make good choices (Robinson, 2007). Cognitive behavior
management (CBM) is the use of intervention strategies developed to assist in
controlling ones behaviors. CBM teaches students how their behavior affects several
aspects such as relationships, academics, and behavioral consequences (Shepherd &
Linn, 2015). Two preventative strategies that teachers can also use are choice making
and incorporating preferred activities into classroom instruction (Kern & State, 2009).
The best interventions strategies prevent problem behaviors from starting in the first place (Kern
& State, 2009). This means that if the antecedent is eliminated, there is no problem behavior
presented. By giving the student choice, you are allowing the child to be self-determined
and decide what works best for them as an individual. Choice and preference prevent
problem behaviors because the student is selecting or establishing the content needed to

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meet their needs as learners. Choice and preference prevent behavior problems, and are
considered antecedent interventions. T h i s i n t e r v e n t i o n i s used when t h e
behavior problems are not happening. Antecedent interventions prevent problems from
occurring and teachers do not have to address disruptive behavior that can affect the
entire classroom (Kern & State, 2009). Evidence-based strategies that fit the PBIS
model can be incorporated with choice: the educator provides clear expectations
(student can identify rules, directions, and make good choices), encourages active
supervision (educator tracks data and records student preferences), and delivers praise
consistently (antecedent interventions prevent problem behaviors, students receive more
positive praise) (Wheatley, 2009). Encompassing choice and preference into daily
activities may require additional teacher planning, although once established and a
routine is learned, it becomes part of the learning environment (Kern & State, 2009).
Introduction
The student being observed for the behavioral intervention is a second-grade boy who has
displayed multiple forms of off-task/disruptive behavior within the classroom setting. Devon
(pseudonym) is an eight-year old boy currently placed in a second-grade integrated co-teaching
classroom at Buffalo Public School, 67, Discovery. The integrated classroom has one general
education teacher, and one special education teacher. The Integrated Co-teacher (ICT) works
with the second-grade team to develop materials and student-centered areas to supplement
curriculum for students that are performing above and below grade level. There are 30 students
in the classroom. Of the 30, five students currently have special education services with IEPs
(one to six ratio). At this time, there is also a student teacher in the classroom who has been
leading instruction.

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The school is located in a closely integrated (tight-knit) neighborhood of South Buffalo.
The school has over 90% parent involvement. Other supports at the school include a student
support team that includes the committee on special education and a school psychologist.
Western New York (WNY) United also has members of their staff working in the school on a
daily basis. The WNY United staff members discuss character traits with the students - as in what
makes you a good citizen and making the right choices.
Devon has been displaying off-task behavior within the classroom. His behavior includes
calling out answers or comments, humming, kicking desk, writing on desk, reading nonacademic book (example: Captain Underpants), walking around room, and leaving room. The
student behavior is interfering with student learning and has become a distraction to himself and
other students.
The teacher stated that Devon works best in small groups when he is getting a lot of
attention. She cannot determine what interventions work because it is different things on
different days (there has not been any formal implementation of behavioral intervention
performed). The teacher mentioned that academically he is able to complete all assignments. She
identified whole group instruction and change in routine or schedule as areas of difficulty for
Devon. Currently, a support system in place is speaking with a guidance counselor and checking
in with an adult and the beginning and end of the day. She mentions that the check in, check out
system is not routine, and the student only visits counselor when he initiates a meeting. The
teacher is hoping for more self-control from Devon.
To incorporate preference in classroom activities and for behavioral intervention, a
student interview was conducted (Kern & State, 2009). This gave insight to his preferences, to
actively participate and engage in the classroom structure. Devon expressed that he does not like

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school. He knows the class rules and understands why we should follow them. He understands
that he gets into trouble because he doesnt feel like working and gets mad when he has a
consequence. Devon explained that when he is upset, a walk or getting a drink helps him to calm
down. He likes when he starts his day talking to the guidance counselor. He states that he does
not like math, even though he is very capable of the content. Devon explained that he likes to
play and recess the best. I also noted in two of his responses he mentions noise. He likes RtI
(response to intervention: a time of the day where students are divided into groups by ability to
obtain differentiated and challenging material) time the best because it is quiet, and he doesnt
like lunch because it is too noisy. When asked to rate parts of the school day, he liked spelling the
least, he stated that ELA whole group was ok, and he likes small groups, computers, and ELA
independent work the best.

Methods
The following behavior intervention took place in a second grade integrated co-teaching
class during an ELA block that includes whole group and small group. The portion of the ELA
block observed was a 60 minute period including whole group instruction on the rug and small
group/independent practice. The classroom consists of one teacher, one special education teacher,
student teacher, and 30 students. Instruction at this time contains language arts skills practice
with instruction targeting vocabulary, grammar, and fluency. The student involved is a second
grade boy, Devon, who has displayed emotional and behavioral difficulties within the construct
of the ELA block. Devon displays great difficulty controlling impulses during this time.
Students gather at the rug in the front of the room for instruction. The teachers use an interactive
white board and often ask for student participation. At this time, Devon often stands of or kneels,

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talks to others, calls out information, and walks around the room. The distraction and diversion
of attention from Devon and the other students was becoming a daily occurrence and began to
take up instructional time. At this time, a behavioral assessment was initiated.
Baseline data was collected for one week to determine the occurrence of behavior that
was distracting Devon from instruction. The class instruction is consistent and classroom
schedule is followed precisely with impeccable time management. Data was collected for a week
of instruction. The information will be analyzed to determine if the days of the week effect
Devons behavior with showing greater occurrences of the targeted behavior on specific days.
Data was collected by the teachers aide and the ICT. The data was collected by event recording
and tallying the student behavior during ELA time. Data was also collected narratively with an
ABC chart to record specific actions and demonstrated behavior by the student. Each day, data
was collected during the ELA block between 8:30 and 9:30 a.m. (see appendix B)
Following the collection of data, the behavioral intervention plan (BIP) was implemented.
The student has been reprimanded by the class instructors on numerous occasions for presenting
mentioned targeted behavior. Cognitive behavioral interventions provide templates to confront
areas of need such as communication, problem solving, and behavior control (Robinson, 2007).
Prior to implementation of the BIP, the ICT and the guidance counselor held a meeting with
Devon to confront his areas of need. It was explained to Devon that his behavior has become a
distraction to his learning and academic growth in second-grade. It is also become more frequent
and is taking up more instructional time from our classroom. A self-management plan and the
implementing steps were discussed (Shepherd & Linn, 2015). The targeted behavior was
identified through the FBA. Criteria of master of the appropriate behavior was set at 80% as
agreed by classroom educators. Devons input was utilized to determine self-management

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techniques that may be suitable for him. Devon voiced his preference to visit with the guidance
counselor. A scheduled time has been set for Devon to meet with the guidance counselor daily.
This will allow for Devon to discuss any problems he may have had at home, release energy by
taking a walk, and receive one-to-one attention from an adult. The ICT then explained coping
strategies to Devon. Devon had a choice of which strategies he thinks would help him stay on
task during instruction. Devon chose to sit at the kidney-shaped table as a compromise agreed by
him and the ICT (Devon chooses to work at desk rather than rug with rest of class. He is easily
distracted at his seat, and it was agreed that he could sit at the front table). Devon also wanted to
read the text book by himself (the story is read as a group on the interactive whiteboard (IWB)).
Devon wanted a copy of the book to read, rather than read along on the IWB. The ICT agreed,
and thought this might be something that other students would like to do, and gave Devon the
responsibility of passing out the books before students came to the rug. The ICT also brought
attention to Devon calling out during instruction. Devon was reminded that getting picked to
share ideas was left to chance by choosing names on sticks. If Devon did not get called upon and
did not call out an answer, he suggested receiving a gator ticket (a positive behavior system
already in place throughout the school) for his behavior. It was also discussed that Devon may
need time to calm down when he is upset about something. It was agreed that if Devon will
inform the ICT that he needs to take a walk. At that time, Devon will be able to take a walk (one
lap around the hallway) and it will be expected that he will return to class focused and ready to
learn.
By implementing choice in the BIP, Devon will strive to replace his off-task behavior
with participation in structured ELA lessons. At the end of every week, his progress will be
determined. His goal is to replace off-task behavior with participation in classroom instruction
with 80% accuracy (this will allow him to demonstrate off-task behavior for a total of 12 times in

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a 60-minute event recording). If the intervention is successful, Devons goal will increase by five
percent intervals. Devon will meet with the ICT at the end of the lesson to discuss his progress
and allow for self-evaluation. This will allow for him to monitor his progress and determine any
modifications needed to the BIP in order for Devon to be successful.
The BIP was implemented for the next five consecutive days. Results from the baseline
and treatment phases are listed below.

Results
Progress was recorded daily. Results from the treatment phase indicate that the presence
of a self-management plan within the structure of the student morning routine has had a positive
impact. The student has demonstrated less frequency of the targeted behavior. The classroom
routine is consistent, whereas Devon can rely on the opportunity to take part in responsibility,
earn positive praise, take a walk, and receive one to one adult attention. Each time Devon would
demonstrate off-task behaviors, the ICT would give a non-verbal cue for him to remain on task.
The tally sheet of his off-task behavior was shared with him after the instruction. This allowed
Devon to see a visual of his progress and self-evaluate his actions. Students need to be taught
how to self-monitor behavior by evaluating themselves (Robinson, 2007).
The average number of off-task behavior occurrences during the baseline phase was 36.2
per 60 minutes (ELA Block, 8:30 9:30 a.m.). The target behavior decreased during the
treatment phase to an average of 19.8 occurrences per 60 minute ELA Block. See Appendix C.
Devon did not obtain the goal of on-task behavior with 80% accuracy, however, the onset and
display of targeted behavior as decreased by 45 percent.

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Discussion
Results from this study indicate that using choice to implement coping skills was
effective in the decrease of student display of targeted behavior. During the implementation of
the BIP treatment phase, the target behavior decreased by 45 percent. There were fewer
antecedents to the targeted behavior. Devon would ask to take a walk when he needed to take a
break. When student would display off-task behavior, the ICT would give him a non-verbal cue.
Devon was mindful that he was receiving tally marks for his off task behavior. Devon was
learning to apply strategies when presented with a problem by: recognizing the problem,
considering options and evaluating possible outcomes, choosing to implement a strategy, and
evaluating his progress (Robinson, 2007). Throughout the treatment phase, on average, Devon
was exhibiting targeted behavior 19.8 times in a 60 minute ELA lesson. The results show a
significant decrease in the targeted behavior.
Devon benefits from a classroom with effective classroom management, structured
routine, and consistency in the implementation of the coping strategies involved within his BIP.
Inconsistency within the routine or structure of the classroom management may alter the effects
of the strategies implemented within this study. This study was also conducted on one student,
whereas results may vary in other cases. Some students may require a variety of prompts, or may
need to target a shorter period of time to display replacement behavior.
Another factor to consider when analyzing the data within this study, is the student is
placed in an integrated co-teaching classroom. There are more opportunities for the student to
receive prompting, praise and interaction with an adult. The results may also have been effected
by teacher reactions to the targeted student behavior. The general educator within the classroom
has little to no tolerance for student incapacity to remain on-task throughout the course of the

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day. Modeling expected behaviors such as problem solving should become a part of the
classroom daily routine (Robinson, 2007). The student within the study is unable to
differentiate between teacher overreactions and his own. If the student did not take the role of
opposition with the teacher, this may have diminished some of the off-task behaviors and he
ultimately could have achieved his goal of 80% accuracy of displaying replacement behavior.
If replacement behavior did regress, the coping strategies in the BIP should be revised.
Student choice and input should be considered when making amendments to such strategies.
As an educator, we cannot assume that we know what is best for our students. They know
what is best for them. We need to find a way to incorporate student needs and classroom needs in
a way that provides each student with an environment in which they feel safe and ready to learn.
By involving the students and requesting their input eliminates the guessing of what might work,
and executes the trying of what could work.

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References

Kern, L., & State, T. M. (2009). Incorporating choice and preferred activities into class wide
instruction. Beyond Behavior, 18(2), 3-11.
Robinson, T. R. (2007). Cognitive Behavioral Interventions: Strategies to Help Students Make
Wise Behavioral Choices. Beyond Behavior, 17(1), 7-13.
Shepherd, T. L., & Linn, D. (2015). Behavioral and classroom management in the multicultural
classroom. Sage Publications.
Wheatley, R. K., West, R. P., Charlton, C. T., Sanders, R. B., Smith, T. G., & Taylor, M. J.
(2009). Improving behavior through differential reinforcement: A praise note system for
elementary school students. Education & Treatment of Children, 32(4), 551-571.

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Data and Graphs
Baseline:

Intervention:

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Baseline/Intervention Data:

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Appendices