1. Danielle Diulus
Behavior Management Plan
Student Teaching Fall 2015
28 August 2015
1. Name: LP
2. Target Behavior: Talking out/talking about things not relevant to lesson
3. Function of Behavior: LP seeks attention as a result of his target behavior.
4. Replacement Behavior: LP will sit quietly and not be silly during class time and
instruction.
5. Data Collection/Analysis Procedures: I will take baseline data on 8/31, 9/1, and 9/2
by tallying how many times LP talks out per day, and then create a graph with the
baseline data labeled. I will then begin the behavior management plan by taking tally in a
notebook for each day of how many times LP was disruptive during class instruction by
talking out and saying irrelevant things. After each day, I will plug that data into the
graph. The graph will show the data in a way that I will be able to see if LP’s target
behavior is increasing or decreasing. (Refer to attached graph)
6. Behavioral Objective: By the end of this plan (5 weeks), LP will make it through the
entire school day with only talking out about things irrelevant to the lesson a minimum of
three times per period.
7. Intervention Procedure(s):
a. Antecedent Modifications: To let LP know of the behavior plan, I will sit
down and talk to him about it. I will let him know that we will be working on
getting him to not talk out during class, and not say irrelevant things during
instruction because it is distracting to him and the other students, and taking away
from his learning. The strategy used to prevent the behavior of concern will be to
2. raise my finger to my mouth and look at him to signal him to be quiet. He will
also be told quietly when he is talking out or being silly, that that is not
appropriate behavior for the that time.
b. Instruction for Replacement Behavior: LP will sit silently and look at the
teacher while he or she is talking. This will allow for no distractions to LP or his
classmates. It will also allow for learning opportunities to not be taken away from
LP.
c. Positive Reinforcement for Replacement Behavior: LP will earn time with
the iPod during free time whenever he meets his target behavior of not talking out
or saying inappropriate things during instruction time.
d. Consequences for Target Behavior: If target behavior of concern continues
for more than three times, per period, per day, the student will not be allowed to
use the iPod during free time.
8. Generalization/Maintenance Plan: In order to generalize LP’s replacement behavior
of not talking out/saying irrelevant things during instruction time, Mrs. Murtha (teacher)
and Mrs. Newhouse (teacher assistant) will also teach the behavior of sitting quietly and
listening during class. LP goes to a different teacher for Science and Home Economics,
so I will also let those teachers know of the plan so they can teach LP the replacement
behavior in a different setting. By having multiple teachers work on this skill with LP, he
will be able to generalize it across all his classes.
3. Behavior Plan Data
Date How Many Times LP Talked Out About Things Not Relevant to the Lesson
9/2/15 lllllllll
9/3/15 lllllllll
9/4/15 lllllllllll
9/8/15 lllllll
9/9/15 llllll
9/10/15 ll
9/11/15 lllllll
9/14/15 lllllll
9/15/15 llll
9/16/15 lll
9/17/15 llll
9/18/15 lll
9/21/15 llllllll
9/22/15 lll
9/23/15 ll
9/24/15 ll
KEY:
lll – LP spoke out with irrelevant information
lll - Baseline Data
6. Results
Based on my graph, I believe that my Behavior Management Plan was successful!
After the days of baseline data from 9/2/15 until 9/4/15, LP began, for the majority of the
first two weeks, talking out irrelevantly more than 3 times per day. There would be
certain days towards the beginning of the week that were higher than days at the end of
the week. It seemed that his target behavior started to decrease at the end of the second
week all the way until the end of the third week. By the end of the third week LP was
meeting his goal of only talking out irrelevantly a maximum of 3 times per day; with the
exception of 9/21/15 because of LP having an “off day”.
7. Reflection
Upon, beginning this behavior plan, I thought I would not be able to reach my
goal of LP not talking out with irrelevant information during class time. To my pleasant
surprise, the plan was successful about 2 weeks before the plan was due and my teaching
experience at Clairview ended! At the beginning of the plan, I sat LP down and explained
to him that we would be working on him talking out about irrelevant things during class
time. He was ok with the plan and excited that if he was attentive during class time, he
got to use an iPod during free time.
For the majority of the time, during the first two weeks of the plan, LP was not
making very much progress toward his goal. Whenever I redirected him if he was talking
out, he would stop talking but then interrupt again five minutes later. I kept reminding
him about the plan, but he did not seem to care. I did notice though, that his interrupting
would be more prevalent at the beginning of the week, and lessen towards the end of the
week. The third week however, his target behavior improved. Once LP realized that I was
serious and going through with him not being able to use an iPod during free time if he
was interrupting with irrelevant information during class time, he started to interrupt less
and less. By the end of the third week, LP’s interrupting with irrelevant talk was very
seldom. I ended up being able to end the plan after the third week it was in affect because
LP was accomplishing his goal of only talking out about irrelevant things three or less
times per period. A lot of the time, LP talked out about irrelevant things only once or not
at all per period. I learned a lot and grew professionally from doing this behavior plan. I
learned that with collaboration of other teachers, a lot more can be accomplished with a
student than if I was trying to accomplish something on my own. Over all, I believe,
based on the graph and data collected, that this behavior plan was successful.
