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Classroom-Wide Positive Behavior SupportPlan (PBSP)Prevention
and Intervention strategies for
Preventative Strategies
When working with the students:
- Gain the students attention before presenting a demand or
asking aquestion. Try to do so at the childs physical level within
close proximity toensure that you are heard clearly. Avoid shouting
directions from acrossthe room or not within the childs sight.
- Keep directions/demands concise and as clear as possible;
avoidwordiness, jargon, slang, or sarcasm
- Give the children 3-5 seconds to process demands before
prompting
- Use least intrusive prompts as possible following prompting
hierarchy (i.e.verbal reminder before physical prompt; gesture
before verbal reminder)
- Differentially reinforce the students for appropriate
responses the betterthe response, the higher the reinforcement.
- Immediately and frequently reinforce good behaviors (i.e.
Catch embeing good!)
- Quickly fade the use of adult prompts to allow the children to
haveindependence and to avoid prompt dependency or learned
helplessness
- Give the children opportunities to scan their environment,
assess thesituation, and make decisions. Try not to always give
them the expectedresponse or reaction. Step in as needed when that
attempt is notsuccessful.
- Present the students with choices whenever possible to allow
them to
regain some control over their environment. List your choices in
a waythat is on your terms, but appear to be child-led choices.
(i.e.Its time forcircle, do you want the red chair or blue chair?
or Want to hop like afrog or fly like a bird to the potty?)
- Use visuals paired with language to communicate choices,
expectations, ordemands. Have visual schedules, first-then boards,
and pictures of choices
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Classroom-wide PBSP Page 2
for foods, activities, and materials available to the
children.
Interventions
When students engage in inappropriate behaviors:
- Avoid labeling the behaviors (i.e. try not to sayNo
hitting)
- Instead, use positive language such as Hands to yourself
please.
- Teach socially appropriate skills to replace the functions of
theinappropriate behaviors. For example, if a student hits another
child inorder to obtain a toy, prompt him to use the appropriate
language thatcould gain access to the toy (i.e. My turn or Train
please.)
- When students engage in attention-seeking behaviors:o If you
are giving the child special times of individual attention
throughout the day, not just when they engage in
problembehaviors, refer to that time when the student engages in
behaviorsto gain attention (i.e. Sit nicely for circle so we can
work on oursticker book later or You can get hugs/tickles later if
you sitnicely for circle now.)
o Ignore the actual behavior (unless it is harmful) and redirect
thechilds attention to the task at hand.
o Offer reminders of what is expected.
o Long term strategy: Allow attention-seeking children to
havespecial jobs or be helpers for certain activities. For example,
if astudent seeks attention during circle, consider having him be
theone to tell the class that its circle time, set up the chairs,
use thepointer with the calendar, pass out materials, etc. Verbal
remindersthat he is the important helper and needs to show the
class what todo may curb engagement in behaviors that seek
attention.
- When students engage in escape behaviors:o Refrain from
overusing a time-out or break area.
o Encourage the appropriate use of language to request a break,
andset a timer. When time is up, return to and complete
allunfinished/delayed activities.
o For non-verbal children, teach the use of a break card as a
means ofrequesting a break
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Classroom-wide PBSP Page 3
o Long term strategy: If a child is repeatedly engaging in
escapebehaviors for the same activities, reevaluate that particular
activity.Look for ways to modify it to be more appealing and keep
the childsattention. It may be too difficult, or too easy and
boring. Considerways to make it less frustrating and in turn more
enjoyable.
- When students engage in non-compliance behaviors:o Reinforce
strong attending behaviors and appropriate direction
following when applicable.
o Encourage follow through with demands; use visuals paired
withstrong reinforcers when possible (i.e. First art, then ride
bikes but we need to finish art first.)
- When students engage in sensory-based behaviors:o Incorporate
sensory-based activities into the schedule each day,
such as heavy work, large motor movement, tactile play,
deeppressure, etc.
o Give sensory input to a child who is seeking it prior to
engagingthem in an activity where they are required to sit quietly
or be still.
o Use compression vests, bumpy cushions, or lap weights to help
with
attending (when applicable or suggested by the
OccupationalTherapist never try without first consulting the
OT).
o Interrupt all inappropriate self-stimulatory behaviors and
redirectthe childs actions to engage in a more functional activity
(i.e. Ifchild is waving or shaking a toy, give him a maraca to
shake in anappropriate manner). When a child is stimming on a toy,
modelhow to play with it appropriately. Remove the toy when the
childdoes not play with it as it was designed.
Prepared by:
Meredith L. MillerEarly Childhood Behavior SpecialistBucks
County Intermediate Unit #22(215) 348-2940
[email protected]
