Positive Behavior Support Plan IEP
Beckie Johnson
Concordia University
Classroom Management for Students with Special Needs

Positive Behavior Support Plan IEP
The purpose of this paper is to discuss Sean Bruner’s, a Clark County School District student, positive behavior intervention support plan (BIP). Sean is a severely emotionally challenged high school student. He has had an IEP for the majority of his school years and has had a BIP ever since he transitioned into high school. The MDT’s hope is that a successful BIP will rectify all of Sean’s negative classroom behavior and allow him to show positive academic growth for the remainder of his school years.
In 1997 Congress amended the Individuals with Disabilities Education Act (IDEA). The only approach which considered the behavioral aspect within the law was the positive behavioral interventions and supports. These interventions utilized both functional assessment and positive proactive approaches or methods to promote good behavior ("School wide," 2013). In the past students with disabilities were not included in all the available educational opportunities because of their inability to control their inappropriate behaviors. In 2004, IDEA was amended a second time due to congressional realization that positive behavior intervention support helps prevent exclusion and improve academic results ("School wide," 2013). Now, positive behavior interventions and supports promote positive school environment for all students across all school settings not just in the area of students with disabilities.
Briefly looking at positive behavior interventions and supports there are three levels of intervention used for implementation. Those levels consist of level 1 primary or universal prevention, level 2 is secondary or small group prevention, and finally level 3 is tertiary or also known as individualized assessment intervention ("Positive behavior," 2012). Sean’s positive behavior intervention plan falls within level 3, the individualized assessment and intervention. Sean’s behaviors tend to escalate on a daily basis; therefore, he requires the most intensive level of both support and intervention. At times, Sean’s behavior impedes his own learning and the learning of those students around him.
Sean seems to get both angry and upset several times a day during math period in the resource room. He gets frustrated with the problems and then stops working on the task at hand. When Sean’s behavior is redirected by the teacher, he gets angry or upset. Because of Sean’s inappropriate behavior in the classroom the teacher decided to conduct several functional behavioral assessments. One assessment was a direct assessment in which Sean’s elevated anger was actually observed and noted. Another assessment was a scatterplot to identify different patterns of Sean’s behaviors within specified contextual conditions. The last and final assessment conducted was the ABC observation form. This antecedent-behavior-consequence approach helps make the patters of Sean’s behavior more clear ("FBA,").
Based on the results of the assessment data, the MDT decided to create a positive behavioral intervention support plan or a (BIP). The functions of Sean’s unwanted behaviors come from his avoidance of an activity he would rather not complete because of his lack of material understanding. Sean struggles in mathematics so he tries to avoid doing any kind of math problem presented to him. He also enjoys the attention he receives from the other students when he is off task and acting inappropriately in the classroom, but he becomes angry or upset when the resource teacher redirects his behavior. Sean needs to understand that his actions are directly correlated to consequences.
The planning process to correct Sean’s behavior consists of seven components. The first component to consider is the mission or the rational for his plan. The mission, agreed upon by the MDT, is to correct Sean’s negative behaviors and create a positive learning environment for him, an environment where he feels safe and comfortable to ask questions and seek assistance with tasks. Next are the goals of the plan. By the next evaluation of Sean’s BIP his behavior will have improved 100%. The third component of his plan is the objectives. An objective may be to look at his behavior after a month to see if Sean has had any improvement. The following component is the strategies. What are some ways Sean’s behavior can be improved? The fifth component is the constraints and resources. A constraint is something that Sean would not be able to do. He may not be able to finish an assignment on his own. Given the use of resources, like one-on-one assistance, Sean will be able to complete an entire assignment and get the majority of it correct. The next component is the implementation of Sean’s BIP followed by an evaluation (Wheeler & Richey, 2010). Sean’s plan is a function-based and multi-component intervention. Sean will be working on some proactive strategies and some replacement skill instruction. Instead of becoming angry and upset, Sean is going to put his pencil down for a moment, take a deep breath, and examine his feelings. He may if he chooses, write down his feelings or just take a moment to express to the resource teacher how he feels. Sean may also step across the hall to get a drink from the fountain. Another strategy within Sean’s behavior plan is the praise and positive feedback he will receive when he exhibits his replacement behaviors. Sean will have a behavior sheet that needs to be completed by his three different teachers. He will receive his choice of a positive reward if he exhibits good behavior during the week. Another strategy for controlling Sean’s unwanted behaviors is the opportunity for him to go back to his TOR’s room and take a moment to refocus. When Sean receives all positive tallies on his behavior sheet for two straight weeks, he may have lunch with his TOR. Sean’s favorite teacher happens to be his TOR. The ultimate outcome for Sean would be to replace his negative behaviors by teaching and promoting new positive ones.
There are also some strategies to help modify Sean’s academic environment. One positive way to support Sean is to create a highly structured classroom setting. Differentiated instruction and scaffolding are excellent methods to directly and explicitly teach Sean mathematics. Chunking the assignment into small sections also eases Sean’s anger or frustration. One-on-one assistance is what Sean desires, however, he will learn to practice being patient if no one can assist him immediately. Sean will bring another book to read while he is waiting for assistance or he may be a peer tutor for another student.
There are five factors that influence whether or not Sean’s plan will be successful. The first factor considers the details of the seven components that make a plan. Those seven components being: a mission, goals, objectives, strategies, constraints and resources, implementation, and finally evaluation. The next factor to consider is the amount of collaboration or team work for utilization of the plan. The next consideration looks at whether the plan is practical and useable. Will Sean be able to fulfill the plans objectives? Another consideration relies on whether or not Sean takes ownership of the plan. A final consideration will be whether or not Sean has the ability to achieve the goals and objectives set forth in the plan (Wheeler & Richey, 2010).
A wise thing to keep in mind when putting a positive behavior intervention support plan into place is to ensure that the person for whom the plan was intended can reach or achieve the goals. The ultimate outcome of a PBIS is to not only replace or curb unwanted behaviors, but teach and promote new positive behaviors. PBIS can be in place on an individual level or implemented across a whole school environment. Positively stating behavioral expectations creates a rewarding academic environment for all students.

References
Conducting a functional behavioral assessment. (). Retrieved from http://www.ped.state.nm.us/RtI/behavior/4.fba.11.28.pdf
Positive Behavioral Interventions & Supports. (2013). Retrieved from http://pbis.org/default.aspx
What is positive intervention and supports? (2012). Retrieved from http://www.njpbs.org/school_wide_pbs/index.htm
Wheeler, J. J., & Richey, D. D. (2010). Planning Behavior Supports. In Behavior management principles and practices of positive behavior supports (2nd ed., pp. 208-242). Retrieved from http://gcumedia.com/digital-resources/pearson/2009/behavior-management_-principles-and-practices-of-positive-behavior-supports_ebook_2e.php
Clark County School District Templates; IEP, FBA, BIP