Testimonials
"The services A Plus Consulting provided our students and staff were invaluable in ensuring that our emotional support students received the additional behavioral supports they needed in order to be successful."
-
Katie Little
Principal for an Elementary School in Allegheny County
"I have found A Plus Consulting an invaluable resource to my Learning Support program. They have assisted in finding the most effective strategies to modify individual behaviors. Together we have been able to develop successful positive behavioral plans that consistently deal with specific behaviors throughout the school day."
-Valerie Mastandrea, Special Education Teacher, Pittsburgh PA
Read More Testimonials
Teacher Resources
Behavior Intervention Program for Jacob
The following information will outline a plan that will provide academic and behavior support for Jacob. It is hoped that over the 4-week course of this plan, Jacob will begin to see success and then maintain that success.
The plan will be designed in two parts. There will be an academic piece and a behavior piece. Each piece will be outlined on a weekly basis with the proposed outcome clearly identified.
Behavior: Week 1
The expectations for Jacob during this week will be the following:
- Arrive at school on time by 7:45A. This means that Jacob will be in the cafeteria with his breakfast ready to go to room 213 to start his days. This must occur 4 out of the 5 days of school.
- Homework completion. This means that Jacob will return all homework completed to his teacher the following day after it was assigned. This will need to occur each time home work is assigned.
- Classroom participation: It will be expected that Jacob will actively participate in 75% of the classroom activity. This means that Jacob will verbally participate in the lesson, and then complete follow work that is connected to the lesson. This does not mean that he must get all of his work correct rather he will put forth an effort to be engaged and remain engaged in the learning process.
- Dealing with work frustration: Jacob will attempt the classroom assignments that are provided to him. If he is beginning to feel frustrated, Jacob will need to either ask for a break (Can I have a break?) or positively respond to the verbal prompt provided to him by the classroom staff to take a break at his seat or move to the time-out area. If he is able to positively respond to this intervention, there will be no point loss in the classroom. Jacob will be expected to show his ability to manage his frustration due to work in a positive manner (taking a break himself, or responding to the verbal prompt to take a break provided by the classroom staff) 3 out of the 5 times that work frustration occurs.
- If Jacob is able to meet these goals outlined, he will be rewarded with the opportunity of beginning his school day by meeting with Mrs. Kunicky and reviewing his daily goals. This would be the reward for meeting his behavior goal for the 1st week.
Behavior: Week 2
The expectations for Jacob during week 2 will be the ones listed above with the following adaptations.
- Arrive at school on time , meet with the school counselor and report to room 213 by 8:15A. This will occur 5 days out of 5.
- Homework completion. This means that Jacob will return all homework completed to his teacher the following day after it was assigned. This will need to occur each time home work is assigned
- Classroom participation: It will be expected that Jacob will actively participate in 85% of the classroom activity. This means that Jacob will verbally participate in the lesson, and then complete follow work that is connected to the lesson. This does not mean that he must get all of his work correct rather he will put forth an effort to be engaged and remain engaged in the learning process.
- Dealing with work frustration: Jacob will attempt the classroom assignments that are provided to him. If he is beginning to feel frustrated, Jacob will need to either ask for a break (Can I have a break?) or positively respond to the verbal prompt provided to him by the classroom staff to take a break at his seat or move to the time-out area. If he is able to positively respond to this intervention, there will be no point loss in the classroom. Jacob will be expected to show his ability to manage his frustration due to work in a positive manner (taking a break himself, or responding to the verbal prompt to take a break provided by the classroom staff) 4 out of the 5 times that work frustration occurs.
- If Jacob is able to meet these goals as outlined, he will be reinforced with the opportunity to be a “helper” within the school building. This will be defined by Mrs. Fitzpatrick and other school persons. The possibilities may be to assist in the morning with the duties assigned to staff. Being stationed with a staff person in the building and directing the students to their classroom.
Behavior : Week 3
The expectations for Jacob during week 3 will be the ones listed above with the following adaptations.
- Arrive at school on time , meet with the school counselor and report to room 213 by 8:15A. This will occur 5 days out of 5.
- Homework completion. This means that Jacob will return all homework completed to his teacher the following day after it was assigned. This will need to occur each time home work is assigned
- Classroom participation: It will be expected that Jacob will actively participate in 95% of the classroom activity. This means that Jacob will verbally participate in the lesson, and then complete follow work that is connected to the lesson. This does not mean that he must get all of his work correct rather he will put forth an effort to be engaged and remain engaged in the learning process.
- Dealing with work frustration: Jacob will attempt the classroom assignments that are provided to him. If he is beginning to feel frustrated, Jacob will need to either ask for a break (Can I have a break?) or positively respond to the verbal prompt provided to him by the classroom staff to take a break at his seat or move to the time-out area. If he is able to positively respond to this intervention, there will be no point loss in the classroom. Jacob will be expected to show his ability to manage his frustration due to work in a positive manner (taking a break himself, or responding to the verbal prompt to take a break provided by the classroom staff) 5 out of the 5 times that work frustration occurs.
- If Jacob is able to meet these goals as outlined, he will be reinforced by having the opportunity to spend a specific time period in his assigned classroom, 215. His responsibilities of “helper” will also continue.
Behavior:Week 4
The expectations for Jacob during week 4 will be the ones listed above with the following adaptations.
- Arrive at school on time , meet with the school counselor and report to room 213 by 8:15A. This will occur 5 days out of 5.
- Homework completion. This means that Jacob will return all homework completed to his teacher the following day after it was assigned. This will need to occur each time home work is assigned
- Classroom participation: It will be expected that Jacob will actively participate in 95% of the classroom activity. This means that Jacob will verbally participate in the lesson, and then complete follow work that is connected to the lesson. This does not mean that he must get all of his work correct rather he will put forth an effort to be engaged and remain engaged in the learning process.
- Dealing with work frustration: Jacob will attempt the classroom assignments that are provided to him. If he is beginning to feel frustrated, Jacob will need to either ask for a break (Can I have a break?) or positively respond to the verbal prompt provided to him by the classroom staff to take a break at his seat or move to the time-out area. If he is able to positively respond to this intervention, there will be no point loss in the classroom. Jacob will be expected to show his ability to manage his frustration due to work in a positive manner (taking a break himself, or responding to the verbal prompt to take a break provided by the classroom staff) 5 out of the 5 times that work frustration occurs.
- If Jacob is able to meet these goals as outlined, he will be reinforced by having the opportunity to spend an extended time period in his assigned classroom, 215. His responsibilities of “helper” will also continue.
[Back to Teacher's Resources]