1. Individualized Behavior Support Plan
By Desiree Valentino

2. About the Student A kindergarten student at Chief Charlo Elementary.
He loves dinosaurs.
His favorite subject is recess.
He has a younger brother.
He enjoys free-choice time (periods during the school day where students can choose what they want to do in class).
He really wants to play a game with a girl because he’s never played with a girl before.

3. The Challenge
A major classroom rule is: Rule #1, Follow directions quickly.
The student I was assigned to engages in defiant behavior when given directions, and has a difficult time following Rule #1.
He protests, argues, whines, complains, ignores, or tries to negotiate his way out of following directions.

4. The Goal Behavior to decrease: Behavior to increase:
Not following directions quickly.
Protesting, whining, arguing, ignoring, complaining, or negotiating when a direction is given.
Behavior to increase:
Following directions quickly, the first time they are given.

5. Assessment Data Antecedents Target Behavior Consequences Function
Setting event
School
Triggers
Directions given by
teacher.
other students.
Protests, argues, whines, complains, ignores, or tries to negotiate to avoid following directions.
Isolated from group
Attention from peers
Gets out of doing an activity
Ignored by his class
Ostracized by other students
Reprimanded
Sent out of the class
Told on by peers
Attention
Avoidance
Protest
Possible sensory stimulation (may have ADHD, according to teacher)

6. Behavior Support Plan

7. Behavior Support Plan continued

8. Behavior Support Plan continued

9. Behavior Support Plan continued
For the student to complete.

10. Behavior Support Plan continued

11. The Data:

12. Graph

13. Reflection The overall impact of this intervention was a positive one.
This intervention helped the student be aware of his own behavior, assisted in motivating him to behave, and was something that he was excited to participate in.
If I were to redesign this plan I would have wanted to, overtime, have my student less reliant on earning coins and more independent with his behavior monitoring.

14. The End