Behavior Plan

Sharonville Elementary School

Princeton City School District


Student Information

Name: Darwin Mapp
Grade: 3
Teacher(s): Emily Todd (Homeroom), DaShonda Isham (Paraprofessional), Emily Lucius
(Intervention Specialist)
Speech Pathologist: Lisa Brackmann

Responsible Parties:
Lisa Brackman (SLP)
Emily Todd (Homeroom teacher)
Deborah Jackson (Music Teacher)
Barbara Stark (Art Teacher)
Jayne Vanegas (Behavior Coach)
Jesse Kohls (Principal)
Terri Jones-Wood (School Psychologist)

Target Behaviors:

Non-Compliance
Ignoring verbal direction from staff
Verbally belligerent to school staff

Peer Interactions & Disruptive behaviors
Talking and gesturing to other students
Making noises; Shouting out
Blames others for own behaviors
.
Other Off-Task Behavior
Drawing instead of working on assignments
Looking around the room
Dancing

Behavior Function (s): Peer attention, escaping /avoiding work, and avoiding teacher attention

Note: For the first iteration of this plan the behavior to be targeted is following directions from
school staff.

Goal
Darwin will follow directions after only 2 prompts from school staff 60-65% of the time by June
2, 2014.
Plan Monitoring
The effectiveness of this behavior plan will be monitored via classroom observations and teacher
reports.

Preventative Measures
1. Token (Tally) Economy System

Responsible Parties:
All Team Members

A concrete list of expectations will be set up and made sure that Darwin understands them. Each
expectation will have a number of tally marks that he can earn for compliance. All expectations
will have to do with following directions for this iteration of the plan. Darwin may earn 1 tally
mark for immediately complying with a direction to stay on task, while also following a direction
to work on an assignment for a half of an hour receiving 5. The amount of tally marks per task
will be established.

A reinforcement menu of privileges will be set up with Darwins input. The menu will include at
least three choices that are both agreeable to Darwin and staff.

When Darwin follows a direction delivered by a school staff member after only 2 prompts or
less, Darwin will receive at least 1 tally.

Tally marks will be delivered immediately after Darwin complies with an instruction. 5-7
seconds will be given before expecting compliance. For independent assignments or longer tasks,
one tally will be delivered once Darwin begins to work on the assignment. The rest of the tallies
will be delivered at the end of class if he worked on the assignment the entire time. A visual
timer will be used if necessary to help Darwin stay on task.

The first time Darwin is caught not working on the assignments he will be re-directed and told
that he will only be given the tallies he received for starting the assignment. The second time this
occurs reactive measures will be implemented.

When engaged in an assigned task, Darwin should be checked on about every 5 minutes or so on
average to ascertain whether or not he is still complying with the instructions. At the end of each
class period, Darwin will be allowed to choose from the reinforcement menu.

2. Catch Him Being Good

Responsible Parties:
All Team Members

All staff members of Sharonville Elementary will strive to notice when Darwin is following
directions appropriately and reinforce that behavior with a tally.


3. Style of Communication

Responsible Parties:
All Team Members

All staff members of Sharonville Elementary will strive to engage Darwin using positive
communication techniques when feasible and appropriate.

Examples of positive communication techniques are:
Speak in a calm, respectful manner
Begin the conversation by validating feelings if Darwin is angry or upset
Keep questions close-ended-accepting only yes or no responses
Use of I statements instead of you should or you ought or why dont you type
statements.
Give a positive statement first, even if something negative needs to be discussed
Use specific and descriptive language that factually states what needs to occur
Use Active Listening Skills including paraphrasing, reflecting and clarification to show
interest and listening

Examples of negative communication techniques are:
Hostile or aggressive tone of voice and/or body posture
Blaming statements
Rehashing old news that is irrelevant to the current situation
Derogatory language
Overgeneralizations, such as you always or you never
Arguing

4. Consistency in Following Behavior Plan

Responsible Parties:
All Team Members
All staff members of Sharonville Elementary will implement this behavior plan as consistently as
possible.
5. Classroom Structure

Responsible Parties:
All Team Members
All team members apart of this plan will strive to remove or minimize Darwins opportunities to
gain access to an audience of his peers as much as possible to discourage attention-seeking
behaviors. Darwin will also gradually earn back the privilege of participating in the same manner
as other students at the adults discretion.

6. Directly Teach Appropriate Social Skills (Including Follow Directions)

Responsible Parties:
Ms. Isham, Ms. Lucius, Mrs. Wood

Reactive Measures
1. When Darwin refuses to comply with directions after 2 prompts or re-directions that
involve conflicts, arguing, and/or attempts to gain the attention of other students:
a) If Darwin asks to go to time-out he may do so.
b) Darwin will be given a time-out pass (to be chosen by the teacher), at which point
Darwin will go to a time out area of the room for a period of 3 minutes. No staff
member will engage Darwin in conversation at this time. This time-out session
will not begin until Darwin is quiet. At the end of the 3 minutes, Darwin will be
given a direction to continue doing what he was supposed to be doing before
time-out began. Note: Time-out area will be chosen by particular staff that
Darwin is with during that time. For this to be effective, time-out will not be
enriching than time-in (i.e. away from peers) but in the same room (e.g., desk
removed away from class/group.
c) For the second refusal to follow directions within the same class period, Darwin
will receive a step toward detention for the 2
nd
infraction in addition to another
time-out.
d) If Darwin refuses to go to time out, the staff member will give him a step. After 3
steps have been given, Darwin will be given a detention. If Darwin still refuses
to comply with time-out after receiving a detention then he will receive a step 4
discipline referral.
2. When Darwin refuses to comply with directions that only involve noncompliance for
working on assignments:
a) Darwin will receive a step toward detention. After 3 steps have been given,
Darwin will be given a detention. If Darwin still refuses to comply with time-out
after receiving a detention then he will receive a step 4 discipline referral.
b) Any work that Darwin does not complete in class must be completed for
homework.


Format of the Behavior Support Plan drafted from the Princeton City School District,
Sharonville Elementary School