The document describes the implementation of a positive behavior intervention plan for a 4-year old girl, Mikailah, exhibiting aggressive behaviors in her VPK program. Baseline data showed her aggressive episodes occurred twice daily for an average of 18 minutes. A team created a self-monitoring plan with princess stickers as rewards for good behavior. Data after the plan showed a reduction in aggressive episodes and duration to meeting the goals of the plan. The team will continue encouraging and rewarding good choices to further support Mikailah.

1. Implementation of a
Positive Behavior
Intervention Plan for a VPK
Student with
Social/Emotional Disorders
By Courtney Campbell

2. Meet the Student
Mikailah

4 year-old student in a piloting VPK program
an all---day free program for students who are not identified
as ESE, but that would typically fall behind in the general
education setting.
 When given the Battelle Developmental Inventory
Screener, she did poorly on the Personal-Social
domain. She exceeded the expectations for the
following domains: Adaptive, Motor, Communication,
and Cognitive.
 Due to her behavior, she must be picked up from
school at 11:30am, instead of 3:05 like the rest of the
class.

3. Meet the Behavior
Mikailah exhibits aggressive behavior:

Screaming

Hitting

Kicking

Spitting

Throwing classroom items
during non-preferred activities
when she cannot have what she wants,

door holder
 to be the helper for an activity in the classroom.
Mikailah refuses to participate and is often
removed from the group setting for the safety of
others

4. Baseline Data
Mikailah's Baseline of Aggressive Behavior
45
40
Duration in Minutes
35
30 Epsiode 1
25 Episode 2
20 Episode 3
15 Episode 4
10
5
0
2
12
2
12
2
01
01
01
20
20
/2
/2
/2
1/
3/
20
22
24
2
2
8/
8/
8/
8/
8/
Dates
The aggressive behavior occurs on average, twice a day, and typically lasts an
average of 18 minutes; with the shortest episode lasting 5 minutes and the longest
lasting 40 minutes.

5. Meet the Team
A team consisting of:

classroom teacher

classroom assistant

Pre-K resource teacher

Pre-K coordinator
 school psychologist
 school social worker

county-wide behavior specialist

and Mikailah’s mother
met to discuss Mikailah’s needs.
The team created a self-monitoring behavior plan
aligned with positive reinforcements to help Mikailah
become successful in the school and home settings.

6. Meet the Plan
Her day was divided up into each activity. For each activity that she did not
display aggressive behavior, she would give herself a princess sticker. She
would pick what her reinforcement would be, in this case, she was working
towards being able to help set up for the next activity. She would take this home
at the end of the day to show her mother her progress. In the beginning, her
goal was to earn at least 4. Once she got used to the process, her goal was
then to earn at least 6.

7. Data Showing Interventions
Mikailah's Aggressive Behavior with
Interventions
50
Duration in Minutes
40
Episode 1
30 Episode 2
20 Episode 3
10 Episode 4
0
27- 28- 29- 30- 31- 4- 5- 6- 7- 10-
Aug Aug Aug Aug Aug Sep Sep Sep Sep Sep
Dates
The last four days of data collection show that Mikailah has shown growth and has
met her goal of exhibiting no more than one incident of aggressive behavior a day.
However, she did not meet the duration goal which describes that the incident will last
no longer than 10 minutes in length

8. What now?
I will continue to encourage I took pictures of Mikailah
Mikailah to earn princess making good choices in the
stickers which give her special classroom and created her
time with an adult. own personal book that she
I involved Mikailah in the may read at any time.
collection of new items she  I will continue to support her to
gets to earn as her reward. make good choices so we can
add new pictures to the book.
 Hopefully by adding new,
exciting incentives that she When she fails to earn the
picked out, she will be more sticker, my assistant reads
motivated to earn the stickers social stories.
in the future.  Hands are Not for Hitting
 One that demonstrates asking
for a break