11/5/2009
BEHAVIOR SUPPORT PLAN
[Student]
Main Problem Behavior: Off-Task
Descriptive Name:
Off-Task
Moderate intensity
and high frequency
off-task behaviors.
Definition
Frequency
Duration
Intensity
Commonly reported
off task behaviors
are:
Daily:
Daily:
High frequency
throughout class
period.
Off-task an average
of 21% of class
time, as measured
by MTS
Observations.
Moderate intensity
and high frequency
off-task behaviors –
student pulls other
students off-task
with him and
disrupts the flow of
class.
Talking with peers,
blurting out in class,
horseplay with
peers, and in general
demonstrating lack
of independent work
skills.
Additional Problem Behaviors: Disorganization and Work Completion
Descriptive Name:
Disorganization
Disorganization with
homework and
turning in
assignments.
Definition
Frequency
Duration
Intensity
Fails to organize
homework and turn
in assignments on
time.
Daily - Weekly:
Duration:
Fails to turn in
assignments daily to
weekly depending
on the class and
nature of the
assignment.
Across all classes
Term 1.
Is extremely
disorganized as
stated by mother and
student during
interview, which
contributes to failing
grades across
classes.
Descriptive Name:
Work Completion
Struggles with inclass and out-ofclass work
completion.
Definition
Frequency
Duration
Intensity
Fails to complete
homework
assignments on-time
and to teacher
expectations.
Weekly:
Duration:
Fails to turn in
assignments weekly.
Across all classes
Term 1.
Work completion
issues contribute to
failing grades across
classes.
Functional Assessment Summary Statements for Off-Task Behavior
The first hypothesis is that [Student]’s behavior is allowing him access a significant amount of peer attention in
class. In addition, the team suspects that [Student] may also engage in his behavior to escape/avoid a task that is
perceived as being undesirable or requires sustained attention. During Term 1, behaviors were evident across all
blocks and all types of classroom activities. No real themes emerged regarding specific times of day, type of
activities, etc.
11/5/2009
Setting Condition
Attention issues
Antecedent/Predictor
Task demand that is
undesirable or requires
sustained attention
Problem Behavior
Off task
Maintaining consequence/function
Peer Attention
Escape/Avoid
Replacement Behavior.
Proactive behaviors:
1. Following Instructions
2. Staying on task
After re-direction or consequence:
3. Accepting Consequences or
Criticism
4. Disagreeing Appropriately
5. Accepting No for An Answer
6. Accepting Decisions of Authority
STEPS FOR REPLACEMENT BEHAVIORS
Following Instructions
1. Look at the person.
2. Say “Okay.”
3. Do what you’ve been asked right away.
4. Check back.
Staying on Task
1. Look at your task or assignment.
2. Think about the steps needed to complete the
task.
3. Focus all your attention on the task.
4. Stop working on your tasks only with
permission from the nearby adult who gave you
the task.
5. Ignore distractions and interruptions from
others.
Accepting Consequences or Criticism
1. Look at the person.
2. Say “Okay.”
3. Stay calm/don’t argue.
Disagreeing Appropriately
1. Look at the person.
2. Use a pleasant voice.
3. Say, “I understand how you feel.”
4. Tell why you feel differently.
5. Give a reason.
6. Listen to the other person.
Accepting “No” for an Answer
1. Look at the person.
2. Say “Okay.”
3. Stay calm.
4. If you disagree, ask later.
Accepting Decisions of Authority
1. Look at the person.
2. Remain calm and monitor your feelings and
behavior.
3. Use a pleasant voice or neutral tone of voice.
4. Acknowledge the decision by saying, “Okay”
or “Yes, I understand.”
5. If you disagree, do so at a later time.
6. Refrain from arguing, pouting, or becoming
angry
GOAL:
1. By December 14, 2009, [Student] will be on-task 90% of the time in Pre-Algebra, as measured by five
daily 3-minute interval recordings.
BASELINE DATA FOR TARGET BEHAVIOR: As of October 2009, [Student]’s weekly on-task
percentage was 100%, as compared to same age peers whose weekly on-task percentage was 100%, as
measured by five daily 3-minute interval recordings. The team feels that this data may not be entirely
reflective of [Student]’s typical classroom behavior, and has thus decided to continue as planned with
implementing the intervention starting Term 2.
11/5/2009
INTERVENTIONS
Brief Description: 1. At the beginning of each class period, Ms. Hoyt will check to see if [Student]
has brought his materials to class. It is expected that he bring his textbook, note
sheets, warm-up sheets, and planner each day to class. Mr. MacIver will have
mechanical pencils available for [Student] to use. [Student] must bring all
required materials to earn his point. Results will be recorded on the point sheet.
2. Each day, Ms. Hoyt will select 15-minute observation period during PreAlgebra. During this time, she will tap [Student]’s desk every three minutes.
At the time of the tap, both [Student] and Ms. Hoyt will record whether
[Student] was on-task or off-task (+ or -) on their monitoring sheets, as well as
what behavior [Student] was displaying. After the class period is over, Ms.
Hoyt will meet with [Student] for about 5 minutes where they will compare and
contrast their monitoring sheets (see script for specific details). Results will be
recorded on the point sheet.
3. [Student] will be provided with a planner so he can record his assignments. The
planner will be checked by Ms. Hoyt (paraprofessional) at the end of his PreAlgebra class to see if [Student] recorded his assignment. Results will be
recorded on the point sheet.
4. Mr. MacIver (teacher) will check [Student]’s homework assignment at the end
of the class period to see what he was able to get done. [Student] is expected to
write the lesson and page number at the top of his homework sheet and start
working on his assignment. If Mr. MacIver believes he has met the class
expectation for in-class work completion, he will receive a point. On days
where students are given no work time, [Student] can still earn a point by
writing the lesson and page number at the top of his homework sheet. Results
will be recorded on the point sheet. On days where no homework is given, a
line will be drawn through this box on his point sheet.
5. Mr. MacIver (teacher) will also check to see if [Student] handed in his
homework assignment (needs to be completed). If he did, he will receive a
point. On days where students have no homework to hand in, a line will be
drawn through this box on his point sheet. Results will be recorded on the point
sheet.
staff scripts
Description of
on-task monitoring sheet
Needed
planner
Materials:
homework assignment
point sheet (attached to inside of assignment notebook)
 Ms. Hoyt – Check materials at the beginning of the class, implement on-task
Intervention
monitoring intervention during the class, check [Student]’s planner at the end of
Implementer:
class, meet with [Student] in the hallway to discuss self-monitoring results after
class and escort to Math Lab
 Mr. MacIver – Check for in-class work completion at the end of each class period
and whether or not completed homework assignment was turned in
Daily during Pre-Algebra (2nd block)
When:
 Materials Check: beginning of class period
 On-Task Monitoring Intervention: randomly selected 15 minute period during
class, plus 5 minute discussion after class
 Planner Check: end of class period
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Where:
 In-Class Work Completion Check: at the end of class
 Homework Check: at the end of class
M1
Data Collection
System:
MEASUREMENT SYSTEM
On-task Monitoring Sheet (see attached)
Point Sheet (see attached)
Data Collector:
Ms. Hoyt and Mr. MacIver
What Will Be
Recorded?
Weekly on-task percentage (weekly total of on-task intervals/weekly total number
of intervals)
Points earned for successful completion of 5 program components
Daily
Frequency of
Data Collection:
When will Data
be Collected?
2nd block
1st Review Date: 12/14/2009
Time: 9:15AM
Place: Staff 2 @ SAT PS Data Review
11/5/2009
[STUDENT] ’S INTERVENTION PLAN – DETAILED DESCRIPTION
Paraprofessional’s Role: Starting 11/10/2009 (Term 2)
Materials Check
1. At the beginning of each class period, check to see if [Student] has brought his materials to class.
It is expected that he bring his textbook, note sheets, warm-up sheets, and planner each day to
class. (Note: Mr. MacIver will have mechanical pencils available for [Student] to use).
2. [Student] must bring all required materials to earn his point. In addition to earning a point on his
point sheet under “Materials Check”, praise should be given to [Student] if he brings all of the
required materials.
3. If [Student] forgets any of the materials, he will receive 0 points under “Materials Check” for the
day. Provide him with a reminder to bring whatever he forgot tomorrow (or if Mr. MacIver would
like he to get them provide him with a pass).
On-Task Monitoring Intervention
1. Observed [Student] daily for 15 minutes during 2nd block class. Make sure you and [Student] both
have your on-task monitoring sheets. During the observation, tap [Student]’s desk every three
minutes. At the time of the tap, both you and [Student] should record whether he was on-task or
off-task (+ or -) and what behavior he was displaying on your monitoring sheets.
2. After the class period is over, meet with [Student] to compare and contrast your monitoring sheets
(see script for specific details), discussing both on-task and off-task behaviors. Have [Student]
will select a behavior to focus on for the next day and remind him of this at the start of the next
class period.
3. Track and monitor [Student]’s on-task/off-task behavior for the 15-minute observation on the
monitoring sheet. At the end of each week, fill out the summary section to put in Ms. Malloy’s
mailbox. In addition, document [Student]’s self-selected focus behaviors at the top of the
monitoring sheet each day and describe his success in improving these focus behaviors in the
comments section at the end of each week.
4. Praise should be given to [Student] at all opportunities. If he meets his daily goal of at least 4 out
of 5 intervals on-task it should be acknowledged not only through points, but also with praise.
Planner Check
1. Provide [Student] with a planner and model how to use it.
2. Check [Student]’s planner at the end of each class period to see if he recorded his math
assignment.
3. If [Student] recorded his math assignment, provide him with verbal praise and give him 1 point
under “Planner Check” on the point sheet. If [Student] did not record his assignment, have him
record the assignment in your presence and record 0 points.
4. If [Student] forgets to bring his planner, he will receive 0 points on his point sheet under “Planner”
for the day. Provide him with a reminder to bring it tomorrow. If [Student] loses his planner,
please notify Amy Malloy.
Teacher’s Role: Starting 11/10/2009 (Term 2)
In-Class Work Completion Check
1. Meet with [Student] at the end of each class period to check for work completion. [Student] is
expected to write the lesson and page number at the top of his homework sheet and start working
on his assignment.
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2. If he has met the class expectation for work completion for the day, give him a point under “Work
Completion Check” on the point sheet. On days where students are given no work time, [Student]
can still earn a point by writing the lesson and page number at the top of his homework sheet. On
days where no homework is given, draw a line through this box on his point sheet.
Homework Check
1. Check to see if [Student] handed in his homework assignment (needs to be completed). If he did,
give him a point under “Homework Check” on the point sheet.
2. If [Student] does not hand in his homework, give him 0 points on his point sheet and provide him
with a reminder to hand in today’s assignment tomorrow. On days where no homework is due,
draw a line through this box on his point sheet.
[Student]’s Role:
Ms. Malloy will meet with [Student] to review the BSP and the goal of the intervention. Ms.
Malloy will also describe what [Student] needs to do in order to earn points/rewards as well as the
potential consequences included in the plan.
Consequences:
1. If [Student] argues, use the coupling statements script and send to structured study if needed.
2. CLHS staff will contact [Student]’s parents.
Rewards:
1. If [Student] earns at least 4 points in one day on his point sheet, he can get a Propel. He needs to stop
by Ms. Malloy’s office to show her his point sheet in order to get this reward.
2. If [Student] earns at least 4 points daily for 5 consecutive days, he can get a pizza to share with
friends. He needs to stop by Ms. Malloy’s office to show her his point sheet in order to get this
reward.
3. If [Student] earns his pizza reward, a phone call home will be made by Ms. Malloy to let his parents
know of the improvement in his behavior.
11/5/2009
INTERVENTION SCRIPT
Script
Materials Check – Ms. Hoyt
At the beginning of each class period, Ms. Hoyt will check to see if [Student] has
brought his materials to class.
If [Student] brings all required materials, Ms. Hoyt will record 1 point on his point sheet
under “Materials Check.” In addition, Ms. Hoyt will provide praise if [Student] brings
all of the required materials.
If [Student] forgets any of the materials, Ms. Hoyt will record 0 points under “Materials
Check” for the day. Ms. Hoyt will provide him with a reminder to bring whatever he
forgot tomorrow or send him to his locker with a pass (teacher’s discretion).
On-Task Monitoring Intervention – Ms. Hoyt
During the observation, Ms. Hoyt will tap [Student]’s desk every 3 minutes.
At this time, both Ms. Hoyt and [Student] will record whether [Student] was on-task or
off-task (+ or -) on their monitoring sheet. Additional comments should be written next
to the symbol to document what [Student] was doing at the time of the tap.
After class, Ms. Hoyt will meet with [Student] to compare and contrast their monitoring
sheets.
While meeting, [Student] will do the following:
1. Start with something positive:
Example: “[Student] I noticed while I was observing that you were facing
forward and looking at Mr. MacIver while he was giving directions to the class.
Nice job!”
2. Give [Student] the opportunity to share his feedback regarding his on-task
behavior using his monitoring sheet.
“[Student], out of the five times I tapped your desk, how many times were you
on-task? Which taps did you think you were on-task (use numbers on monitoring
sheet)? What were you doing at those times?
3. Give [Student] feedback regarding his on-task behavior using your (the
observer’s) monitoring sheet.
“[Student], out of the five times I tapped your desk, I wrote down that you were
on-task __ times. I thought you were on-task on the ___ and ___ taps (use
numbers on monitoring sheet). I wrote down that you were _____ and ______ at
those times.
4. Give [Student] the opportunity to reflect on the behavior he chose to focus on the
previous day.
“[Student], yesterday you chose to focus on ______ for today. How do you think
you did with that today? What helped you be successful? What made it difficult?
5. Give [Student] the opportunity to share his feedback regarding his off-task
behavior using his monitoring sheet.
“[Student], out of the five times I tapped your desk how many times were you
off-task? Which taps did you think you were off-task (use numbers on
monitoring sheet)? What were you doing at those times?
6. Give [Student] feedback regarding his off-task behavior using your (the
observer’s) monitoring sheet.
“[Student], out of the five times I tapped your desk, I wrote down that you were
Yes No NA
11/5/2009
off-task __ times. I thought you were off-task on the ___ and ___ taps (use
numbers on monitoring sheet). I wrote down that you were _____ and ______ at
those times.
7. Review the overall ratios from the two monitoring sheets.
“[Student], during this observation, you thought you were on-task __ out of __
times, while I thought you were on-task ___ out of __ times.
8. Offer time for [Student] to reflect on his behavior given the feedback:
“After hearing the information from the observation today, what do you feel
would be most important thing to work on tomorrow?”
9. After [Student] picks his behavior, Ms. Hoyt should document his choice and
clarify if he has any questions.
Ms. Hoyt will write down the target behavior [Student] chose to focus on at the top of the
monitoring sheet to serve as a reminder for the next day.
If [Student] is on-task 4 or more intervals, Ms. Hoyt will record 1 point on the point sheet
under “On-Task Monitoring Intervention.” If he was on-task for 3 or less intervals, Ms.
Hoyt will record 0 points on the point sheet.
Ms. Hoyt will escort [Student] to Math Lab after this discussion.
Planner Check – Ms. Hoyt
Ms. Hoyt will check [Student]’s notebook at the end of each class period to see if he
recorded his math assignment.
If [Student] recorded his math assignment, Ms. Hoyt will provide him with verbal praise
and a point on the point sheet under “Planner Check.” If [Student] did not record his
assignment, Ms. Hoyt will have him write down the assignment and record 0 points on
the point sheet. If [Student] forgets to bring his assignment notebook, Ms. Hoyt will
record 0 points and tell him to bring it tomorrow.
In-Class Work Completion Check – Mr. MacIver
Mr. MacIver will meet with [Student] at the end of each class period to check for work
completion. [Student] is expected to write the lesson and page number at the top of his
homework sheet and start working on his assignment.
If [Student] has met the class expectation for work completion for the day, Mr. MacIver
will give him a point under “Work Completion Check” on the point sheet. On days
where students are given no work time, Mr. MacIver will give [Student] a point if he
wrote the lesson and page number at the top of his homework sheet. On days where no
homework is given, Mr. MacIver will draw a line through this box on his point sheet.
Homework Check – Mr. MacIver
Mr. MacIver will check to see if [Student] handed in his homework assignment (needs to
be completed). If he did, Mr. MacIver will give him a point under “Homework Check”
on the point sheet.
If [Student] does not hand in his homework, Mr. MacIver will give him 0 points on his
point sheet and provide him with a reminder to hand in today’s assignment tomorrow.
On days where no homework is due, Mr. MacIver will draw a line through this box on
his point sheet.
Possible issues and responses:
 Ms. Hoyt and [Student] will likely have different behaviors recorded on their monitoring sheets. The
goal of the intervention is to increase [Student]’s awareness of his own off-task behaviors. Therefore,

11/5/2009
discussions regarding different perceptions of [Student]’s on-task/off-task behaviors are part of the
script. If [Student] becomes defiant or argues about observed behavior, Ms. Hoyt should use coupling
statements from the response script for problem behavior, document the arguing, and send [Student]
to structured study if necessary. See the response script for how to use coupling statements.
If [Student] chooses behaviors that do not match with what Ms. Hoyt observed to be the most
problematic, Ms. Hoyt and [Student] should each pick one behavior for [Student] to focus on.
11/5/2009
Coupling Statements for Problem Behaviors:
When [Student] is noncompliant with a request, the staff should respond with coupling statements
(naming the behavior that needs to be changed and giving the replacement behavior):
“[Student] you are turned around talking with your neighbor, you need to face forward and
listen to the lesson”
Staff should then walk away and give an appropriate time for [Student] to respond. Please provide 1
minute or less to make a good choice and then check back.
If [Student] is noncompliant or begins to argue, staff should respond with another coupling statement:
“[Student] right now you are arguing, so you lost a point. You need to face forward and listen to
the lesson”
Staff should then walk away and give an appropriate time for [Student] to respond. Please provide 1
minute or less to make a good choice and then check back.
If he continues to be noncompliant, staff should respond with a similar coupling statement and a
consequence:
“[Student], right now you are continuing to argue, so you lost another point. You need to face
forward and listen to the lesson. If you refuse to follow directions you will earn a referral to
Structured Study.”
Staff should then walk away and give an appropriate time for [Student] to respond. Please provide 1
minute or less to make a good choice and then check back.
If he is still noncompliant, staff should complete a referral and send him to Structured Study with little
verbal interaction. Staff should respond with a simple statement of fact:
“[Student] you are continuing to argue and visit with your neighbor, you need to report to
Structured Study.”
** If at ANY point, [Student] responds correctly, staff should give [Student] a positive praise
comment.
** If at ANY point, [Student] follows directions without a prompt, [Student] should be praised for this
act.