1) Liam, a 17-year-old student with ADHD, frequently gets out of his seat without permission in his history class, distracting others and interrupting lessons. 2) His teacher, Mr. Jones, collected data on Liam's behavior and found it was worse after his parents' divorce and occurred when activities were boring or difficult. 3) Mr. Jones created a plan to give Liam replacement behaviors like a stress ball to use in his seat, along with a scheduled break, in an effort to reduce unwanted out-of-seat time to zero occurrences per class.

1. INDIVIDUAL POSITIVE
BEHAVIORAL
SUPPORTS PLAN
By: Brittany Dyer

2. The Student
‘Liam’ parents are getting
17 Years old divorce
male strengths in math and
sports
a student with ADHD
weaknesses in writing
receives special
education services likes his laptop

3. The Setting
junior History classroom
teacher is Mr. Jones
no furniture other than desks and one book shelf
“POD” community set up
15 students ages 16-17
one other student receiving services

4. Target Behavior
Starts off fidgetting in class
gets out of his seat multiple times in a class
without teacher permission
goes to bathroom/nurse/locker
visually distracting to students and teacher
interrupts lesson

5. Operational Definition
Any time Liam removes himself from his seat without a
verbal prompt or direction from the teacher.

6. FBA Checklist
Functional Assessment Checklist for Teachers and Staff
(FACTS)
behavior got worse after parents’ divorce started to
become an issue
bored when activity was too long or difficult
getting peer or adult attention and fulfilling need to
move
stress and boredom are looking like inattention and
hyperactivity

7. Data Collection
checklist max: 4 whole class/
frequency average: 6.6 80 mins
min: 2 no pattern check marks
Student: Liam Smith Target Behavior: Any Time Liam is out of his seat
Date: March 7- 11 without a verbal prompt or direction from the teacher.
Data Collector: Mr. Jones
X = Target Behavior occurs
Monday Tuesday Wednesday Thursday Friday
Day 1 Day 2 Day 3 Day 4 Day 5
Language Arts
XXXXXX XXXXXX
Class XXXXXX XXXXX XXXX
9:00-10:30 XXXX XX
Total 6 10 5 4 8

8. Baseline Data
# of Occurrences of Target Behavior per Day
10
8
# of Occurances
6 Goal Line
4
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Days

9. Antecedent Behavior Consequence
bored or get out of teacher tells him
stressed and seat without to stop, receives
behaviors are direction peer attention,
not fulfilling from teacher and fulfills need
anymore to move

10. Target Replacement Desired
Behavior Behavior Behavior
Any time Liam
One 5 minute For Liam to
removes
break in the actively
himself from
middle of class participate in
his seat without
class without
verbal prompt
Participate in removing
or direction
other active, in himself from
from the
seat activity his seat
teacher

11. Goal
Mr. Jones decided that he wanted to conduct an intervention with
Liam in order to get Liam to reach the desired behavior of 0
occurrences of getting out of his seat without teacher direction
per class period.
Mr. Jones would like to do this by giving Liam a choice of another
self medicating activity that Liam can do in his seat that will not
cause a distraction from the class. Liam will learn the new
techniques to curb his boredom and inattention, and use the
techniques in order to minimize the amount of time that he is
restless and needs to get out of his seat.

12. Plan: Step 1
teach replacement behavior
during study hall
stress ball
silly putty
ball chair

13. Plan: Step 2
explain the break plan to Liam
5 minute break at 9:45/middle of class
Liam and Mr. Jones have a stop watch
start stopwatch when he leaves the room
must be in room before 5 minutes is up
can only leave classroom one more time for bathroom
or nurse after raising hand and getting permission from
Mr. Jones

14. Plan: Step 3
positive reinforcement plan
sticker sheet 4 X 8
1 sticker each day for having
only scheduled break and
bathroom break
1 sticker for getting back into class before 5 min is up
When he receives 16 stickers, gets 5 minutes of laptop
time at end of that class.

15. Plan: Step 4
practice
implement

16. Intervention Data
Day # of Occurrences
1 6
2 10
3 5
4 4
5 8
6 1
7 1
8 0
9 0
10 0
11 5
12 3
13 0
14 0
15 0
16 0
17 2
18 0
19 0
20 0

17. Data
Baseline Intervention
# of Occurrences or Target Behavior per Day
10 Baseline Intervention
Value # of Occurance
8 Trend Line
6
Goal Line
4
Trend Line
2
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Days

18. Data Analysis
plan worked
# of occurrences were more than 0 on days that Liam
used the silly putty or the stress ball
trend continued to go down
mean is 0.8
significant change in level
latency of change: change seen after 3 days
percentage of overlapping data is 93.33%

19. Reflections and
Recommendations and
Reflections
Plan did work, but the antecedent modifications need to be changed.
Tweaking of the plan needs to happen sometimes.
successful because Mr. Jones knew student personally
Find help from co-workers and classmates for excel.
Use what you see.
a lot of planning time
would like to try next year, always have students like Liam