POSITIVE BEHAVIOR SUPPORT PLAN (PBSP) Students Name:

Positive Behavior Support Plan

Student Name: Rocco Rubbert Date of Plan: 9/23/10

Team signatures: _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________

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POSITIVE BEHAVIOR SUPPORT PLAN (PBSP) Students Name:

ASSESSMENT SUMMARY:
Antecedents to the behavior of concern
Low frustration tolerance level Various disorders that impede attention Avoidance to tasks

Behavior of concern
Does not comply with Teacher directives. 2.) Demonstrates aggression including physical and verbal misconducts. 3.) Unable to remain focused on tasks or assignments.

Consequences maintaining the behavior of concern

Impedes ability to learn academic information. Attention from others, peers and staff. Avoiding class work and exams.

Perceived function of the behavior of concern

To gain attention from others and being sent to resource room To avoid, escape, or postpone class work.

Due to Roccos low frustration tolerance level and various disorders that impede his ability be attentive, Rocco does not comply with teacher directives, demonstrates physical and verbal aggression towards others, and is unable to remain focused in class, in order to gain attention from others and ultimately be sent to the resource room to avoid academic work.
Identify educational (skill) deficit(s) related to the behavior of concern:
Academic skill deficits, communication and/or social skill deficits, sensory processing skill deficits.

Refer for further assessment: (check here and describe plan for assessment if skill deficits have not previously been assessed and
identified).

Describe: Assessment Plan X Educational deficits addressed in other areas of IEP:

how they are being addressed in the IEP). (check here if deficits have previously been assessed and identified and describe

Describe: Areas of IEP that address the identified skill deficit(s).

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POSITIVE BEHAVIOR SUPPORT PLAN (PBSP) Students Name: V. GOALS AND OBJECTIVES Use as many copies of this page as needed to plan appropriately. Specially designed instruction may be listed with each goal/objective or listed in Section VI.
MEASURABLE ANNUAL GOAL Include: Condition, Name, Behavior, and Criteria (Refer to Annotated IEP for description of these components)
When given a teacher prompt during visible aggression outbreaks, Rocco will locate his given box of stress-reducing objects (stress ball and child interest activities) for five minutes in which he will state alternative appropriate behavior 90% of the time as measured by teacher observation and recorded on daily behavior chart. When given a personal timer set by the teacher during independent tasks, Rocco will maintain attention and complete assignment accurately daily with an 80% completion rate for 5 consecutive days

Describe HOW the students progress toward meeting this goal will be measured
Daily Behavior Chart Percentage

Describe WHEN periodic reports on progress will be provided to parents

Every nine weeks

Report of Progress

Grades/Daily Behavior Chart

Every nine weeks

SHORT TERM OBJECTIVES Required for students with disabilities who take alternate assessments aligned to alternate achievement standards (PASA). Short term objectives / Benchmarks N/A

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A
POSITIVE BEHAVIOR SUPPORT PLAN (PBSP) Students Name:

VI. PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION FOR THE POSITIVE BEHAVIOR SUPPORT PLAN:

Antecedent (prevention) Strategies

Allow student to pick 3 small, quiet activities that are of interest to him to put in his Box Clarify directions Give verbal prompts Set timer for task completion Give short breaks Complete work in Resource Room Allow student to complete journal entries about feelings Offer appropriate choices when possible

Replacement Behavior

Rocco will follow teacher directions Rocco will remain on task with help of timer Rocco will use picture cards and/or words to describe feelings instead of aggression Rocco will use appropriate language when speaking to adults and peers

C Consequences (reinforcement) for when the student performs the replacement behavior:
Rocco will be the leader during various activities. Rocco will receive positive notes/emails/phone calls home. Rocco will earn extra computer time. Rocco will be a helper at the end of the day. Rocco will earn extra journal time. Rocco will earn journaling supplies. Rocco will be able to share his journal entries if desired.

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POSITIVE BEHAVIOR SUPPORT PLAN (PBSP) Students Name:

C Consequences (including procedures to follow) when the student performs the behavior of concern:
Rocco will follow the school code of conduct. Loss of leader privileges. Loss of classroom helper privileges. Loss of journal time, supplies, and sharing time. Loss of computer time. Communication home. Rocco will not earn points on Daily Behavior Chart. Referral to office.

Note: In developing the Positive Behavior Support Plan (PBSP) the IEP team must consider Program Modifications and Specially Designed Instruction, Related Services, and Supports for School Personnel. These items should be described within Section VI of the IEP. VI. SPECIAL EDUCATION / RELATED SERVICES / SUPPLEMENTARY AIDS AND SERVICES / PROGRAM MODIFICATIONS Include, as appropriate, for nonacademic and extracurricular services and activities. A. PROGRAM MODIFICATIONS AND SPECIALLY DESIGNED INSTRUCTION (SDI) SDI may be listed with each goal or as part of the table below. Include supplementary aids and services as appropriate. For a student who has a disability and is gifted, SDI also should include adaptations, accommodations, or modifications to the general education curriculum, as appropriate for a student with a disability. Modifications and SDI Location Frequency Projected Beginning Date Anticipated Duration

See Students IEP

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POSITIVE BEHAVIOR SUPPORT PLAN (PBSP) Students Name:

B. RELATED SERVICES List the services that the student needs in order to benefit from his/her special education program. Projected Beginning Service Location Frequency Anticipated Duration Date

See Students IEP C. SUPPORTS FOR SCHOOL PERSONNEL List the staff to receive the supports and the supports needed to implement the students IEP. School Personnel to Receive Support Support Location Frequency Projected Beginning Date Anticipated Duration

See Students IEP

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