Positive Behavior Plan for Students with Emotional Behavior Disorder
This paper develops a positive behavior intervention plan (PBIP) for a student with an emotional and behavioral disorder (EBD) who struggles with peer relationships, low self-esteem, and academic engagement. Drawing on functional behavioral assessment principles, the paper identifies the function of the student's disruptive behaviors—primarily avoidance of academic work and peer interaction—and proposes evidence-based classroom strategies including clear rule-setting, teacher praise, performance feedback, and co-teaching. The roles of parents, para-educators, and school leadership in supporting the plan are also examined. The paper concludes that individualized positive behavioral supports, combined with family collaboration and special education services, are essential for improving outcomes for students with EBD.
- Introduction: Student profile, EBD context, and behavioral function
- Positive Behavior Intervention Plan: Statement of the behavior plan for the student
- Solving and Intervention for Emotional and Behavioral Disorder: Classroom strategies, praise, feedback, and academic support
- Supports for Implementing the Behavior Plan: Co-teaching, para-educators, and school leadership roles
- Role of Parents in the Positive Behavior Plan: Parent communication, student profiles, and home-school collaboration
- Functional Behavioral Assessment: FBA process steps and monitoring procedures
- Conclusion: Summary of EBD challenges and value of individualized supports
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What makes this paper effective
- The paper grounds its intervention recommendations in behavioral theory, clearly distinguishing between positive and negative reinforcement and connecting these principles to the student's specific behavioral function.
- It integrates multiple stakeholder perspectives — teachers, parents, para-educators, and school leaders — giving the behavior plan a realistic, team-based structure rather than treating it as a single-teacher responsibility.
- The use of a concrete, anonymized case study throughout keeps the discussion applied and practical, preventing the paper from becoming purely theoretical.
Key academic technique demonstrated
The paper demonstrates applied case analysis: it introduces a specific student profile, diagnoses the behavioral function using a recognized framework (functional behavioral assessment), and then systematically maps evidence-based strategies onto that diagnosis. This technique — moving from observation to function identification to targeted intervention — mirrors the professional process used in special education settings and shows how academic literature can be translated into actionable plans.
Structure breakdown
The paper opens with a student profile and behavioral context, then states the behavior plan and identifies its function. Subsequent sections address classroom-level interventions, institutional supports (co-teaching, para-educators), parental collaboration, and the formal functional behavioral assessment process. The conclusion synthesizes how these elements collectively address the student's EBD. Each section builds logically on the previous one, moving from problem identification to multi-layered solution.
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
Statement of the Behavior 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.
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.
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