Module 3: PBSP Writing

The Positive Behavior Support Plan

◦ identifies the ANTECENDENTS of the targeted behavior

◦ Identifies the CONSEQUENCES maintaining the behavior of concern

◦ Identifies the perceived FUNCTION of the behavior of concern

Factors that influence the initiation of a targeted behavior of concern

Can be influenced by persons, setting events, task requirements/, sensenory stimulation

Can be viewed as both positive and negative influences

Teacher directive

Perceived view/opinion of others

Time of day

Verbal demands

• Factors that predict likelihood of a targeted behavior reoccurring

• Can be viewed as both negative and positive consequences

While not all behaviors can be eliminated, teaching of alternate, preferred behaviors is the ultimate goal

Requires direct teaching for the explicit demonstration of preferred behavior

Consequences determined for when the student engages in the targeted preferred behavior

Reinforcers need to be student centered/student specific◦ Related to availability, consistency, and location

for implementation of behavior plan

Student Specific

Driven by Data

Consistently Evaluated to determine effectiveness

Linked to promoting academic achievement

Implemented by ALL team members