Beginning with Behavior:

As you begin looking at a student's behavior in depth, you may begin trying different strategies with him/her to assist them with making progress and being successful. As you meet with your grade level team, you will want to create a Positive Behavior Plan, or PBP. A PBP looks at a student's behavior(s) and then things that you are currently doing to help him/her. There is a data component, as well as a review component, but it does NOT require parent permission.

Positive Behavior Plan
ELECTRONIC Positive Behavior Plan

Identifying Behavior:

A very important step in identifying problem behaviors and looking for ways to "fix" or change that behavior is to first identify the behavior. When you identify the behavior, it is important to be as specific as possible. This means that we need to identify what EXACTLY the behavior is by systematically describing it- what it looks like, sounds likes, how many times it occurs, when it occurs and how long it lasts. A target behavior must be clearly defined and has to be something that we can observe and measure.

Specific Behaviors:
Sally Sue is aggressive.
When presented with independent work, Sally Sue begins swinging her arms quickly to move materials off of table and may make contact with peers nearby.
Mikah Moe yells out.
When Mikah Moe is at stations, he begins yelling at the peers nearby and refuses to share. He will put his face directly in front of another peer and yell as loudly as possible. Typically,
Jackson Joe runs.
Jackson Joe elopes from the classroom when it is time to transition to lunch.


Another important part of changing behavior is that we must collect and review data. Data looks at how often a behavior occurs, when it occurs, and how long it occurs. It is the measurement feature of behavior change and will help us identify if behaviors change and students make progress with the implementation of different interventions. The following page will help us understand the importance of data collection and review: