Positive Behavior Plan for Students with Emotional Behavior Disorder

Introduction

Mental health in children encompasses various emotional and behavioral disorders. The most common problems include obsessive-compulsive disorder, conduct disorder, and attention deficit hyperactivity disorder. Behavior is the most common form of communication, and most students learn that problem behavior is the most effective way to express their needs. One student — referred to here as [Student] — has an emotional and behavioral disorder. He lacks peer relationship skills, has poor self-esteem, and is approximately two grade levels behind in reading, though he performs at grade level in math computation. When assigned any group project in math class, [Student] participates minimally and makes distracting noises approximately five times during the thirty-minute group project period. He qualifies for IDEA services and has an individualized education program (IEP) addressing both learning and emotional support needs.

When his teacher was asked about [Student] and his behavior, she noted that he has a low math ability, struggles with directions and math vocabulary, but does well when examples are provided and demonstrates strong computation skills. [Student] lacks social skills, which leads him to prefer working alone. Research data showed that he was more agitated during Wednesday's class than on Mondays or Fridays.

The issue stems from a lack of social skills, health concerns, and class timing. [Student] has been taking medication for depression. According to behavioral principles, behavior has an increased likelihood of occurring in the future when a positive event follows it — this is known as positive reinforcement. Negative reinforcement occurs when a behavior increases in the future because an aversive event is avoided after the behavior occurs (Simonsen & Meyers, 2015). In [Student]'s case, the function of his behavior is avoidance — he avoids academic work and avoids associating with his peers.

[Student] fails to participate in the geometry project and makes noise during the lesson. This behavior serves a function: it allows him to avoid academic work and peer interaction. His negative thoughts are accelerated by his low self-esteem, which compounds the avoidance cycle.

Positive Behavior Intervention Plan

During the 30-minute geometry class, [Student] makes self-deprecating remarks about his ability. He remains disengaged within the group and annoys his peers with distracting noises an average of five times before his lunch period each day. This behavior pattern reflects his ongoing avoidance of academic work and resistance to associating with his peers.

Solving and Intervention for Emotional and Behavioral Disorder

Many teachers, parents, and peers play a significant role in shaping learner behavior. The evaluation of effective therapy strategies depends on a thorough review of existing evidence and the relationship with family and service providers, the broader cultural context, and the child's cognitive development and overall well-being. Managing and changing behavior in classrooms involves both classroom-based and individual child-based interventions.

One approach is implementing effective classroom strategies. Evidence-based classroom behavior management requires a great deal of planning and consistency (Parsonson, 2012). To improve classroom functioning, teachers should set clear rules and expectations by establishing routines, providing informational cues and signals about upcoming changes, and communicating consequences. Students are more likely to follow classroom guidelines when teachers model appropriate behavior and demonstrate the connection between classroom expectations and learning, thereby building mutual respect between teacher and student (Levin & Nolan, 2014, p. 174).

Frequent use of praise — both verbal and non-verbal — is another effective pattern. Giving recognition to students has positive effects not only on those receiving it but also on those nearby. Because [Student] struggles with self-deprecating thoughts, praise can help raise his self-esteem. The teacher can offer specific, descriptive verbal recognition, aiming for at least four instances of praise for every reprimand.

The teacher can also provide the class with regular opportunities for response and engagement in the learning environment, using student responses and questions to guide instruction. Teacher performance feedback provides teachers with guidelines and strategies to teach effectively, supplemented by written performance feedback. Many teachers use feedback gathered from student participation to adjust how they relate to students and manage behavior. Effective performance feedback helps teachers understand how well they are responding to behavioral challenges (Parsonson, 2012). Working with teachers to develop varied modes of interaction reduces challenges and increases on-task behavior. Teacher training is necessary to help educators create supportive environments and identify specific instructional targets.

Establishing clear rules for students during group activities is also beneficial. Providing the whole class with shared rules to follow during group work enables students to comply more easily and remain on task during the transition from direct instruction to group activity (Parsonson, 2012). [Student] can learn to follow these rules and adhere to them, reducing his tendency to make disruptive noises and negative comments. The system should be proactive, allowing teachers to reinforce expectations rather than merely reacting to those who do not follow them.

Another approach involves ensuring that [Student] engages in academic activities with appropriate support. He could benefit from having peers serve as academic aides. This approach encourages self-management skills and promotes personal responsibility. The teacher can also work to build a positive relationship with [Student] directly — for example, by greeting him at the door and offering positive comments — which research suggests can reduce disruptive behavior and increase his self-esteem (Levin & Nolan, 2014, p. 212). Teachers may also use their authority constructively to reinforce behavior change and provide academic support to help students overcome challenges they cannot solve independently.

Conclusion

There are many struggles that students with emotional behavioral disorders face at school. They have difficulty learning within a standard setting and difficulty building and maintaining good interpersonal relationships with peers and teachers. [Student] confronts internal emotional and behavioral disorders characterized by depression and the development of physical fears. Teachers faced with students in similar situations often spend more time on discipline than on instruction. Developing a positive behavior intervention plan provides the structured support these students need. [Student] is eligible for special education services as provided under federal law, and the individualized, team-based approach outlined in this plan offers a pathway toward improved academic engagement, peer interaction, and self-esteem.

References

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Billingsley, B., Brownell, M. T., Lewis, T. J., Maheady, L., & McLeskey, J. (2019). High leverage practices for inclusive classrooms. Routledge.

Levin, J., & Nolan, J. (2014). Principles of classroom management: A professional decision-making model (7th ed.). Pearson.

Parsonson, B. S. (2012). Evidence-based classroom behaviour management strategies. Kairaranga, 13(1), 16–23.

Simonsen, B., & Meyers, D. (2015). Chapter 5: Functional behaviour assessment. In 2017–2018 MO SW-PBS Tier Team Workbook (pp. 93–165).

Thompson, J. R., Meadan, H., Fansler, K. W., Alber, S. B., & Balogh, P. A. (2007). Family assessment portfolios: A new way to jumpstart family/school collaboration. Teaching Exceptional Children, 39(6), 19–25.