1. Running head: DEVELOPING A BEHAVORIAL MATRIX 1
Developing a Behavioral Matrix
Stephanie Herrera
American College of Education

2. DEVELOPING A BEHAVIORAL MATRIX 2
Developing a Behavioral Matrix
Introduction
The Behavioral Matrix consists of many different levels of behaviors and consequences
at each level. All intensities are behavioral problems that are found in the classroom. Intensity I
(Annoying) Behaviors are problems that teachers handle with a minimum of interaction or
intervention. Intensity II (Disruptive or Interfering) Behaviors are problems that teachers handle
with a more directed intervention. Going up in scale, Intensity III (Persistent or Antisocial)
Behaviors are problems that are so significant or so persistent that they require some type of out-
of-classroom intervention. Finally, the Intensity IV (Severe or Dangerous) Behaviors are very
severe problems that are usually addressed in a District’s Code of Conduct and that usually
require some type of student suspension from school. The teachers at Lacey Elementary School
(LEM) were asked to identify the expected classroom behaviors along with incentives or
rewards, Intensity I behaviors and the corrective responses, Intensity II and Intensity III
behaviors and the consequences to each Intensity II and III behaviors. The Intensity IV
behaviors and consequences were not identified within the data provided and therefore a data
collection and survey were conducted in order to obtain the most appropriate behaviors and
consequences at the Intensity IV level. Combining all of the data that the teachers identified and
the data from the survey conducted provides enough information to composite a Behavioral
Matrix at the grade 4 level, that is represented below. Based off of one of the levels of the
Behavioral Matrix, a professional development was developed to address practical ways of
building a cohesive school community response in each classroom and school-wide.

3. DEVELOPING A BEHAVIORAL MATRIX 3
Part 1: Intensity IV Behavior Survey
In identifying the Intensity IV Behavior Survey, I looked at everyone in my group’s
Intensity IV identified results from other schools and at the most common intense behaviors,
from the Code of Conduct, I researched at a particular school. Based off of these results, I
created a survey with questions relating to certain Intensity IV behaviors and what consequences
would be suited for each Intensity IV behavior. The results were very clear as to what
consequences would be most appropriate for these types of Intensity IV behaviors we all happen
to find in our research.

4. DEVELOPING A BEHAVIORAL MATRIX 4
Part 2: Summary of the Behavioral Matrix
Behavioral Matrix Grade Level 4
Expected Classroom Behavior:
 Demonstrating good listening
 Following directions quickly and the first
time
 Beginning work promptly
 Working quietly—completing work
without disturbing others
 Focusing on and completing work in a
timely way
 Keeping arms, feet, and body to your
self—in your own space
 Making requests politely or asking for help
in a nice way
 Waiting to be called on to speak
 Walking safely
 Staying appropriately in your own space
 Using an appropriate tone, volume, and
pitch of voice
 Talking with others positively and
supportively
 Accepting consequences quickly and
appropriately
 Apologizing appropriately
 Treating classroom furniture, books, other
materials with respect
 Treating others’ personal property with
respect
 Asking adults for help to solve serious
problems or stay safe
 Being kind to others
 Cooperating with others
 Sharing with others
 Joining others appropriately
 Being aware of your own feelings and the
feelings of others
 Treating others with dignity and respect
 Taking responsibility for your own actions
and statements
 Telling the truth
 Giving and accepting a compliment
appropriately
Incentives and Rewards:
 Praise or compliments
 Positive phone calls or notes home
 Positive notes to students, in their
mailboxes, in their classroom planners
 Treasure box—daily, weekly
 Giving the student an additional
responsibility or having him/her run an
errand
 Letting the class have five minutes at the
end of the class period as free time
 Letting the student visit the principal for a
special treat or reward
 “Love notes” in student folders

5. DEVELOPING A BEHAVIORAL MATRIX 5
Intensity I (Annoying) Behavior:
 Passive off-task behavior (e.g., head on
desk, staring out the window)
 Not listening/not paying attention
 Talking out of turn
 Calling/Shouting/blurting out answers
 Teasing
 Talking to neighbors/others without
permission
 Distracting Others
 Teasing/pestering
Corrective Responses:
 Teacher visual, non-verbal, or physical
prompt
 Teacher proximity
 Teacher redirect
 Teacher warning
 Teacher puts name on the blackboard
 Teacher uses a “Stop & Think” prompt
 Student is moved to another seat in the
classroom
 Student needs to apologize to
teacher/class
 Loss of recess time to make up for lost
classroom time
 Student needs to write an
action/remediation plan
 Teacher ends activity for the student;
makes him/her watch the other students
until they have completed their activity
 Teacher calls home with student from the
classroom
 Note sent home with parent signature
required
*Note: These Corrective Responses are
organized in a loose continuum of effective
teaching responses from least directive to more
directive.
Intensity II (Disruptive/Interfering)
Behaviors:
Continuing Intensity I Behaviors, OR
Additional Offenses:
 Not following directions/Passive or active
defiance
 Talking to neighbors/others without
permission
 Chronic socializing with peers
 Talking out of turn
 Inappropriate tone or volume of voice
 Calling/Shouting/blurting out answers
 Teasing
 Distracting Others
 Bullying/Verbally threatening behavior
Corrective Responses AND a Consequence,
such as:
 Move the student to another seat in the
classroom
 Loss of extra privileges
 Loss of free time (on a graduated scale)
 Student needs to model the appropriate
behavior
 Letter to parent- written by the student
 Notes home written by the teacher
 Detention
 Phone contact with parent
 Parent/student/teacher conference

6. DEVELOPING A BEHAVIORAL MATRIX 6
Intensity III (Persistent/Antisocial)
Behaviors:
Continuing Intensity II Behaviors, OR
Additional Offenses:
 Not following directions/significant
defiance
 Bullying/Verbally threatening behavior
 Taunting
Consequences:
 Student needs to write an
action/remediation plan
 Notes home written by the teacher
 After-school detention
 Parent/student/teacher conference
 In-school suspension
Intensity IV(Severe or Dangerous)
Behaviors:
Continuing Intensity III Behaviors, OR
Additional Offenses:
 Bullying another student
 Steeling school property
 Possession of a weapon
 Cheating/Plagiarism
 Possession of an illegal substance
Consequences or Administrative Response:
 After-school detention
 In-school suspension
 Expulsion
 Phone contact with parent
 Out-of-school suspension
Summary
I found the Behavioral Matrix process to be extremely useful in classifying all of the
behaviors and responses or consequences related to each Intensity level because of the advantage
of seeing it all displayed on the Matrix. It was interesting to see all of the possible behaviors that
caught my attention divided up into the different Intensity categories compared to where I might
have placed some behavioral problems. Most were right on target with my opinion but others
belonged in another Intensity level. What made it even more assuring is to see when two or
more teachers considered the behaviors to be important enough for them to check it off as a sure
behavior or consequence at each level; therefore truly convincing me that the behavior is that
true specific Intensity level or expected class behavior for LES, grade level 4. The outcome of
the classroom expectations was lengthy but I was content to see that so many teachers agreed on

7. DEVELOPING A BEHAVIORAL MATRIX 7
the same type of expectations and that they are not letting students lack in respect in their
classrooms. In analyzing the data, I observed how many teachers either thought so similarly or
differently based on what they checked off as expectations or behaviors. Being a teacher myself,
I notice how behaviors and consequences vary from one teacher to another because of the
different students each teacher has in their class. For instance, one teacher may find “taunting”
to be an Intensity II behavior while other teachers may feel that it is an Intensity III behavior.
However, there are also very similar behaviors that occur no matter how different the students
are in each class and that was especially expressed with the individual worksheets that were
filled out. When all four teachers that were surveyed all had checked off the same specific
behaviors or consequences for a few offenses, it showed how they all had the same problems in
their classrooms and how similar they thought in the appropriate consequence for all. A few of
the agreed behaviors from all teachers included: not listening or paying attention, calling,
shouting, or blurting out answers, talking to others without permission, talking out of turn, and
bullying. Some of the agreed consequences included: moving the student to another seat in the
classroom, loss of extra privileges, in-school suspension, and notes home written by the teacher.
Having the Behavioral Matrix at a specific grade level, like grade level 4, and the whole
school hold many advantages for teacher and staff that have to deal with these students everyday.
Keeping all educators aware of what their colleagues are considering as different Intensity levels
and responses or consequences is very important in having all look at and handle different
behaviors appropriately and common throughout the whole school. As Orosco and Klingner
(2010) mentioned in their article, “educators should become familiar with the beliefs, values, and
cultural and linguistic practices of their diverse students so that they can support their learning in
positive ways” (Orosco & Klingner, 2010, p. 272). No matter what the school is trying to

8. DEVELOPING A BEHAVIORAL MATRIX 8
implement it is crucial that all are fully aware of that particular plan; in this case, the Behavioral
Matrix allows for all the be equally educated on expectations, behaviors, and responses or
consequences. When it is at a specific grade level, it becomes even easier for all students from
that grade to be treated equally by all staff members and that is beyond important when a school
is trying to be ran most effectively and to the best of its ability. For instance, if a student bullies
another student, according to the Matrix, a staff member would be able to see that is considered
to be an Intensity III offense and the proper consequence that can follow this behavior. Without
the Behavioral Matrix, the staff member may have been unsure on how to deal with this type of
behavior.
In terms of adding strength to a Positive Behavioral Support System (PBSS), a
Behavioral Matrix adds so much clarification to what is expected in behavior and how to manage
the discipline according to the type of behavior. It strengthens the communication within all
involved in the school and that is what a PBSS needs in order to function well in a school. It is
probably the reason why Knoff (2007) mentioned that before a PBSS is implemented, the school
should have a “Behavioral Matrix” (Knoff, 2007, p. 4). When the school I teach at was ready to
implement a new behavioral system, a professional development had to be held to notify all staff
of the strategies that would be used. After a clear plan of action, the behavioral system worked
out well because the communication was held across the entire school with all staff. The
Behavioral Matrix only aids this process and makes it stronger. There is certainly strength in
numbers and having all staff know all that is expected would prevent the negative behaviors
from occurring more than before because students would understand that all staff will react to
their behaviors the same way, causing less reasons to try an offense multiple times.

9. DEVELOPING A BEHAVIORAL MATRIX 9
Part 3: Building Community Actions Professional Development
Using Behavioral Matrix, the level I felt was important to focus on to build a cohesive
schools community response in the classroom and school-wide during this professional
development is Intensity I. I feel that we should start with the less severe behavioral problems
and work on improving the ways the entire school’s staff responds to it for a few weeks. Once
this level is mastered a bit further, it would then be appropriate to focus on the next Intensity
level and so forth. In order for the entire school community to be involved, all staff that works at
LES would have to attend this professional development in order for there to be common
comprehension of this entire Intensity level so that if any student is seen demonstrating an
Intensity I behavior, any staff member would be able to handle it correctly with a corrective
response and as common as a teacher who would handle it in a different part of the school. All
of the staff will first view a PowerPoint that has the Behavioral Matrix from LES, watch a video
with different Intensity I behaviors shown, then in small groups, all staff will discuss different
corrective responses that can be implemented after the Intensity I behaviors are shown in the
video. Handouts, a PowerPoint, and a video will be needed for this professional development.
Behavioral Matrix Professional Development (PD) Plan
In-Service/Workshop #2
Date: 2/14/2015
Behavioral Matrix: Intensity I Time Requirements:
30 minutes
Desired Outcomes
(Goals & Objectives)
Direct Assessments
(Connection to Goals & Objectives)
1.) The whole school staff will be aware of
Intensity I behaviors and the corrective
responses that would appropriate.
2.) Staff members will be able to come up
with corrective responses based on the
Intensity I behavior.
The assessment will include:
-an “Exit slip” with a variety of choices on
how to respond to Intensity I behaviors and a
question entailing if each staff member feels
comfortable handling the problems at this
level.

10. DEVELOPING A BEHAVIORAL MATRIX 10
Focus Questions
(Directly related to Outcomes)
Resources
(Ways to find responses to Focus Questions)
1.) What are Intensity I Behaviors on the
Behavioral Matrix?
2.) What are possible corrective responses to
the Intensity I behaviors?
3.) How would you handle an Intensity I
behavior?
 Handouts with the Behavioral Matrix
at Lacy Elementary School
 Opportunity to collaborate with
colleagues
 PowerPoint with Behavioral Matrix
and different Intensity levels
highlighted
 Video displaying Intensity I behaviors
Learning Activities
 Large Group [LG] ~
Building background [bb]
 Small Group [SG] ~ Discovery
Learning [dl]
 Centers [CS] ~
Technology [t]
 Individual [I] ~ Choice
Board [cb]
 Large Group [LG] ~ Direct
Instruction [di]
 Small Group [SG] ~ Creative
Problem Solving [cps]
 Centers [CS] ~
Listening [l]
 Individual [I] ~
Research Project [rp]
 Large Group [LG] ~ Pre-
reading [pr]
 Small Group [SG] ~ Creating
Connections [cc]
 Centers [CS] ~ Art &
Music[am]
 Individual [I] ~
Portfolio [p]
 Large Group [LG] ~
Discussion [dq]
 Small Group [SG] ~ Workshop
[wp]
 Centers [CS] ~ Writing
[w]
 Individual [I] ~
Presentation [ppt]
Objective ~
Know
Delivery
Approach ~
How
Focus Activity ~ Do Support
All staff
members will
be familiar
with the
Behavioral
Matrix
Intensity I
behaviors and
corrective
responses.
LG [dq] The handouts with the Behavioral
Matrix will be distributed to each
staff member so they have it to refer
to. Then, a PowerPoint will be
shown by administration that display
the different intensity levels and each
level will be briefly talked about;
with the exception of the emphasis
that will be put on Intensity I
behaviors and corrective responses.
*Handouts with
the Behavioral
Matrix at LES.
*PowerPoint with
Behavioral Matrix
Intensity levels
All staff
members will
watch the
video and be
able to come
up with
different
Intensity I
behaviors.
LG [di]
SG [cps]
Using the video that demonstrates
different Intensity I behaviors, it will
be viewed as a large group. After, in
small groups, the staff will discuss
how they would handle each
behavior from the video as a
corrective response.
*Video that
demonstrates
Intensity I
behaviors

11. DEVELOPING A BEHAVIORAL MATRIX 11
Professional Development Plan Closure
Since the entire school ‘s staff at LES is now aware of the Intensity I behaviors and
possible corrective responses considered at their school, they should all feel comfortable enough
to act upon recognizing the behaviors and dealing with them immediately the next school day.
This confidence will be developed from what they have learned and experienced in the
professional development training.
Conclusion
The Behavioral Matrix keeps a clear, concise, and thorough understanding as to what
level of Intensity behaviors are classified under. Not only does it outline the behaviors in an
organized manner, but it also provides a list of incentives for expectations, corrective responses
for Intensity I behaviors and consequences for Intensity II and III behaviors. It is important to
have a Matrix at each grade level that can be integrated for the whole school because it allows all
staff members to learn and handle each behavior the same way. Since consistency is a key factor
in maintaining discipline procedures effective, it is important that all staff members at a school
are educated and familiar with the Matrix because teachers can easily view each behavior and
response at a variety of Intensity levels. Professional development allows for all of the staff to
become comfortable with and familiar with the Behavioral Matrix so actions are viewed and
acted upon with consistency in the school.

12. DEVELOPING A BEHAVIORAL MATRIX 12
References
Berlin Central Middle/High School: Code of Conduct. (2014). Retrieved from
http://www.edline.net/files/_4aHWW_/83083ec0a49500723745a49013852ec4/Student_C
ode_of_Conduct_2014-15_Premier.pdf
Knoff, H.M. (2007). Developing and Implementing the Behavioral Matrix: The Basic Behavioral
Matrix Forms. Little Rock, AR: Project ACHIEVE Press.
Orosco, M. J., & Klingner, J. (2010). One school’s implementation of RTI with English
language learners: ‘Referring into RTI.’ Journal of Learning Disabilities, 43(3), 269-
288.