Behavior Management Plans

Objectives:

   1) Learners will be able to describe at least 3 types of behavior management plans.
   2) After completing this unit, learners will be able to explain the key components of each of the 3 highlighted plans.
   3) Learners will select a plan which would most benefit their classroom.

California Behavior Management Plan

The first key component of this plan is that it be individualized. This is essential since the goal of this plan is
to result in self-motivated, intrinsic reinforcement of desired behaviors. To encourage both individualization and
student participation in the plan, a personalized goal is to be written by the student for each day. At the top of the
page the student will write his/her goal for the day. The time slots then vary based upon the student need.
Furthermore, this time frame will adjust throughout the academic year as continuous behavior modification will be
less needed. It is suggested that the plan starts with 30 minute increments. For each half our the student has the
opportunity to earn up to 3 stars. One for achieving the goal, one for listening and following directions, and the
final for showing effort toward school work and improvement. The teacher and student work together to establish
rewards based upon earned stars and a goal for stars for each day and week. Another large component for this plan
to be effective, is the addition of corrective teaching points. Since it cannot be expected for students to have
perfect behavior each day, the opportunity to participate in "teach-able moments" is valued. Students receive a
sad face image (can be adjusted based on student age)during a half-hour period where extreme negative behavior is
exhibited. After the student calms down, the teacher present at the time of the problem behavior will sit with the
student and together they discuss better coping options for future times when the student feels emotionally overwhelmed.
Once this discussion has been successfully completed, the student will earn one star for that time period. This plan
is most successful for students experiencing extreme behavior problems and can be used as a whole class plan or for
individual students with higher need.

   Here is a Sample of a behavior chart.
   
   This plan was developed by the California Department of Education, their information can be found at File:Useofreinforcement.pdf.

If this does not open, the pdf can be found here: Wright,Cook, & Morton, (2010). Use of reinforcement behavior management strategies. (Master's thesis)Retrieved from http://www.pent.ca.gov/pos/cl

Tiered Behavior Plan

    This plan was developed by Diana Browning Wright and is a balanced program for all students in a classroom. Each level can  
    be used as a whole class, however Tier One is more general and Tier Three is more individualized. To read her original 
    publications read File:Threetiersbehrti.pdf. Below is a summary of the 
    tiers.

If this does not open use this citation to find the article: Wright, D. B. (2009). Three tiers of intervention for behavioral rti. Retrieved from http://www.pent.ca.gov/pos/rti/threetiersbehrti.pdf

    1) Tier One: General interactions for students in a class or school setting involving;       
        a) Positive Reinforcement
        b) Universal gestures to communicate expectations
        c) Individual Reinforcement
        d) Meeting of Human Needs
        e) Established Procedures and Expectations
        f) Clear Instruction

    2) Tier Two: Implemented systematically for students who need more support than Tier One
        a) Daily Progress 
        b) Mentoring Program (modeled behavior)
        c) Self-Monitoring
        d) Agreed upon behaviors, rewards and consequences

    3) Tier Three: Highly individualized for students in need of a great deal of support
        a) Expectations based upon student functions and behaviors
        b) Wrap Around Services (supports provided beyond the classroom)

   Certain elements of the Tiered Behavior Program are to be used in situations outside of school, including 
   family therapy, however this is not always a possibility. Each tier may be modified so as to encourage success 
   within the classroom and school setting.

Changing Color

This is a varied plan that was developed by numerous teachers across the United States. There are several ways to
implement this program in the classroom, the most commonly used methods are index cards and student sticks. Each
student is given either a stick or a pocket. On the first day of school, the teacher and students discuss expected
behaviors and established consequences. This program does not emphasize positive reinforcement, however it does
encourage positive behavior through established consequences. It is suggested that 3 to 5 colors be used in establishing
this system. Below is an example of a 4 colored system. Students are moved from color to color on a daily basis, determined
by their behaviors and choices. Each day students start at the highest level in which no consequences are received, they
do not have to work their way up to rewards, but rather lose benefits from negative behaviors.
Example:
1) Green: all homework completed and student has great effort and positive interactions with peers and adults
-all recess time is earned
-positive comments on the daily behavior log
2) Yellow: one behavior warning or missing homework assignment
-student has a conversation with the teacher and is given a verbal warning
3) Orange: two or three behavior warnings
- 10 minutes of recess are spent reflecting upon decisions
- note home to parents
4) Red: More than three behavior warnings
-no recess time
-student must call parents and explain his/her behaviors

Additional Plans

File:Game.pdf is a research based game that can be used as a type of behavior management plan.

Here is the citation if the link does not open:Leflot, G., Lier, P., Onghena, P., & Colpin, H. (2010). The role of teacher behavior management in the development of disruptive behaviors: An intervention study with the good behavior game. Journal Of Abnormal Child Psychology, 38(6), 869-882.

   [Here] is a brief video that explains behavior management with key tips for daily behavior management without an intense plan.

If the link does not work, you can watch the video here: http://www.youtube.com/watch?v=0XUTdaQIdKI

Discussion

  Please explain which behavior plan you find most beneficial for your setting and the reasons why you have made this decision.

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