Example Behavior Management Plan
Who is responsible for implementing this plan?
This plan is to be implemented by teachers, therapists and/or counselors working directly with Student A. This plan should be expanded over the year and then used to develop a transition plan for next year’s teachers. Please be as specific as possible with examples.
I. Preventive Strategies
The following preventive strategies are particularly effective with STUDENT A:
• Having a predictable
• Asking him to help
• Giving him space
• Nonverbal and verbal reminders
• Structure and consistency
• Hurdle help through work he doesn’t understand
• Preferential seating in the front, center of classroom
• Having “safe spaces” identified in the classroom and in the building where he can go when he is upset.
II. Encouragement of Appropriate Behaviors
Targeted Positive Behaviors to Increase. The following positive behaviors have been targeted for additional support and reinforcement:
• Sitting STUDENT A in the front center of the classroom while the teacher is talking or doing work in the board.
• Picture sequence chart on the desk so STUDENT A knows what will happen next.
• Allow for opportunities to move around the classroom
• Verbal prompts that prepare him for transition (you have five minutes until we’ll be moving on. You have three more minutes, etc.)
• Short single step directions
• Kinesthetic learning opportunities
III. Decreasing Inappropriate Behaviors
Targeted Negative Behaviors to Decrease.
• Leaving the classroom without permission
• Verbal and physical aggression towards peers
• Not following direction
• Refusing to do work
• Running away
• Disrespect towards teachers
The following behaviors are receiving some planned consequences in order to decrease their occurrence:
• Safe spaces have been identified around the building where STUDENT A can go if he needs to take a break
• Timers are used to time self identified breaks
• Weekly communication with dad to summarize progress as well as areas that need improvement.
• Time outs are given when STUDENT A’s behavior is escalating (this is not always an effective intervention.)
• Preferential seating in the front of the classroom where he can see and where the teacher can use proximity to redirect him.
• STUDENT A often spends lunch with teachers to decrease peer conflict (this is self implemented)
• STUDENT A has been placed in a smaller classroom with two teachers
• Pro social skill building groups with social worker to build peer relationships
• Rewards based behavior modification systems within specific classrooms
• Assigning special tasks when he makes positive choices
This plan is to be implemented by teachers, therapists and/or counselors working directly with Student A. This plan should be expanded over the year and then used to develop a transition plan for next year’s teachers. Please be as specific as possible with examples.
I. Preventive Strategies
The following preventive strategies are particularly effective with STUDENT A:
• Having a predictable
• Asking him to help
• Giving him space
• Nonverbal and verbal reminders
• Structure and consistency
• Hurdle help through work he doesn’t understand
• Preferential seating in the front, center of classroom
• Having “safe spaces” identified in the classroom and in the building where he can go when he is upset.
II. Encouragement of Appropriate Behaviors
Targeted Positive Behaviors to Increase. The following positive behaviors have been targeted for additional support and reinforcement:
• Sitting STUDENT A in the front center of the classroom while the teacher is talking or doing work in the board.
• Picture sequence chart on the desk so STUDENT A knows what will happen next.
• Allow for opportunities to move around the classroom
• Verbal prompts that prepare him for transition (you have five minutes until we’ll be moving on. You have three more minutes, etc.)
• Short single step directions
• Kinesthetic learning opportunities
III. Decreasing Inappropriate Behaviors
Targeted Negative Behaviors to Decrease.
• Leaving the classroom without permission
• Verbal and physical aggression towards peers
• Not following direction
• Refusing to do work
• Running away
• Disrespect towards teachers
The following behaviors are receiving some planned consequences in order to decrease their occurrence:
• Safe spaces have been identified around the building where STUDENT A can go if he needs to take a break
• Timers are used to time self identified breaks
• Weekly communication with dad to summarize progress as well as areas that need improvement.
• Time outs are given when STUDENT A’s behavior is escalating (this is not always an effective intervention.)
• Preferential seating in the front of the classroom where he can see and where the teacher can use proximity to redirect him.
• STUDENT A often spends lunch with teachers to decrease peer conflict (this is self implemented)
• STUDENT A has been placed in a smaller classroom with two teachers
• Pro social skill building groups with social worker to build peer relationships
• Rewards based behavior modification systems within specific classrooms
• Assigning special tasks when he makes positive choices