Module 3: PBSP Writing
The Positive Behavior Support Plan ◦ identifies the ANTECENDENTS of the targeted behavior ◦ Identifies the CONSEQUENCES maintaining the behavior of concern ◦ Identifies the perceived FUNCTION of the behavior of concern
Factors that influence the initiation of a targeted behavior of concern Can be influenced by persons, setting events, task requirements/, sensenory stimulation Can be viewed as both positive and negative influences
Teacher directive Perceived view/opinion of others Time of day Verbal demands
Factors that predict likelihood of a targeted behavior reoccurring Can be viewed as both negative and positive consequences
While not all behaviors can be eliminated, teaching of alternate, preferred behaviors is the ultimate goal Requires direct teaching for the explicit demonstration of preferred behavior
Consequences determined for when the student engages in the targeted preferred behavior Reinforcers need to be student centered/student specific ◦ Related to availability, consistency, and location for implementation of behavior plan
Student Specific Driven by Data Consistently Evaluated to determine effectiveness Linked to promoting academic achievement Implemented by ALL team members