This document discusses behavioral and emotional disorders and creating effective behavior plans for students. It defines behavioral disorders and lists common characteristics. The author then outlines their process for studying behavior plans, which included researching plans currently used in schools and incorporating technology-based incentives. The proposed model emphasizes identifying problem behaviors, setting short and long-term goals, using rewards, and getting student input to create plans they are invested in and allowing self-reflection. The goal is to improve student behavior and access to education.

1. +
Emotional & Behavior
Disorders
Dana Zambelletti

2. +
What are Behavioral & Emotional
Disorders?
 “…a condition exhibiting one or more of the following
characteristics over a long period of time and to a marked
degree that adversely affects a child’s educational
performance”
 Code of Federal Regulations, Title 34, Section 300.8

3. +
Characteristics
 Disrupts classroom activities
 Distractible or inattentive
 Does not follow classroom rules
 Demonstrates aggressive
behavior
 Difficulty working in groups
 Low self esteem
 Poor concentration
 Often manipulative of situations
 Difficulty applying social rules
related to others personal
space
 Resistance to change or
transitions

4. +
Rationale
 Personal interest in topic
 Observed various behavior plans in field work experience

5. +
Current Problem and Need
 Different plans in use
 Are they effective?
 Is there a way to incorporate technology?
 Goal is to improve students access to education

6. +
Steps of the Study
 Research various behavior plans currently in use
 Focused on middle school level
 Observe behavior plans currently in use in my middle school
 Compare research to observations
 Research ways technology is included in plans
 Create a model for a behavior plan that can incorporate
technology

7. +
Current Plans
 PBIS- whole school oriented
 Behavior Intervention Plan (BIP) for students who have an
identified need
 ADHD/poor organization/inattentive, bullying, tardiness, little or no
effort, etc.

8. +
Creating a Behavior Plan
 Identify the specific area of behavior that needs improvement
 Develop both short and long term goals for the student
 Create a reward system to go along with the plan
 Reevaluate the plan for effectiveness
 Make adjustments as needed

9. +
Identifying the Problem Behavior
 Need to pinpoint behavior
 Use specific and direct vocabulary
 Identify the settings in which behavior is occurring

10. +
Developing Goals
 Important to create goals for the student
 Short term goals
 Daily or weekly goals
 Long term goals
 Monthly

11. +
Create Reward System
 Should have incentives in place for student
 i.e. something that the student enjoys
 Having a reward system encourages students to follow their
individual plan

12. +
Reevaluating the Plan
 Should be reevaluated annually
 Can be reevaluated more often
 If goals are consistently being met
 If students situation has changed
 If the original plan is not effective

13. +
Goals of a Behavior Plan
 Improve students identified behavioral need
 Create a positive oriented plan
 Students should want to follow plan
 Provide necessary supports for student

14. +
Sample
Point Sheet

15. +
Technology
 Use technology as an incentive for students
 Reaching target for specified goal (short or long term) would
result in “reward”
 Example: Student receiving 80% of possible points in a week could
result in student being allowed to listen to music during lunchtime

16. +
My Model
 Take many of same steps that are currently in place
 Identify behavior, develop goals, create rewards, reevaluate
 Incorporate more technology based incentives
 Have student be more of a partner in coming up with the plan
 How do they think the plan can help them?
 What format of plan would be best for them?
 Provide students with greater opportunities for self reflection

17. +
Benefits
 Help improve students behavior plans
 Students will want to follow the plan
 Students are able to see their own progress and reflect upon it
 Benefits for classroom teacher as well

18. +
Resources
"Behavior Intervention Plan (BIP)." PBIS World RSS. Web.
<http://www.pbisworld.com/tier-3/behavior-intervention-plan-bip/>.
"Emotional/Behavioral Disorders." Emotional/Behavioral Disorders.
Web.
<http://www.gallaudet.edu/clerc_center/information_and_resources/i
nfo_to_go/educate_children_%283_to_21%29/students_with_disabil
ities/emotionalbehavioral_disorders.html>.
"IDEA - Building The Legacy of IDEA 2004." IDEA - Building The
Legacy of IDEA 2004. Web.
<http://idea.ed.gov/explore/view/p/%252Croot%252Cregs%252C300
%252CA%252C300%25252E8%252Cc%252C4%252C>.
"Why a Functional Assessment of Behavior Is Important." Why a
Functional Assessment of Behavior Is Important. Web.
<http://cecp.air.org/fba/problembehavior/necessary.htm>.