BEHAVIOR SUPPORT PLAN
for Behavior Interfering with Learning of Student or Peers
Student Student Y
Date of this Behavior Plan MM/DD/YY
Revised _______
Behavior impeding learning is talking out of turn, being out of his, seat, not completing his task at hand
It impedes learning because neither Student Y nor his classmates are able to get the materials and instruction and complete their work in class.
Team estimate of need for behavior plan: (write plan date in space)
________ extreme
MM/DD/YY serious
________ moderate
________ needing attention, early stage intervention
Current Frequency/Intensity/Duration of Behavior daily to varying degrees
Any current predictors for behavior? Immediate inappropriate behaviors upon entering the classroom; if he has consumed caffeine or candy recently
Team believes behavior occurs because (team hypothesis-behavior function) consumption of candy and other sugars recently; desire for attention
What team believes student should do instead of this behavior (match to hypothesis) Student Y should not consume candy or other sugar products while at school; Student Y should greet his teachers appropriately at the beginning of class.
Behavior Goals/Objectives related to this plan: (1) Student Y will not ?clown around? during classtime; (2) Student Y will complete his classwork
Teaching strategies and necessary curriculum or materials for new behavior instruction
(1) Updated assignment list in Student Y?s binder/ folder
(2) Past due assignments, and current assignments
(3) Bring Accelerated Reader book to class
(4) Notebook for Student Y to write music lyrics, or draw when he has completed his assignments
(5) Remind Student Y that when he has a good day, his teachers are also having a good day.
By Whom? Teachers and Student Y
How Frequent? Daily as needed
Environmental structure and supports to be provided (time/space/materials/interactions)
(1) Preferential seating: near the teacher, and also near the side of the room so that he can get up to wiggle when needed.
Who establishes? Teachers and Student Y
Who monitors? Teachers
Reinforcement procedures
(1) Let Student Y know when he is behaving appropriately
(2) Let Student Y know when teachers have had a good day, as a result of his appropriate behavior
By Whom? Teachers How Frequent? Daily as appropriate
How to respond or react if behavior occurs again
(1) Verbal contact to inform Student Y that he is behaving inappropriately, and to re-direct Student Y to his assignment
(2) Time-out
(3) Detention assigned and parent contact
(4) Referral to Team Leader and parent contact; if Saturday School is assigned, then review of behavior support plan.
Process for communicating student progress to parents/student and reviewing this behavior plan (Daily/weekly reports/record keeping)
(1) Weekly progress reports on Friday (Student Y)
(2) Mother's initials for math daily entries
(3) E-mail contact
Parent signature __________________________
Student signature __________________________
Team leader
__________________________
Administrator
__________________________
Other team members present
__________________________
__________________________
__________________________
Form revised 9/21/00
