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Review Positive Behavioral Interventions and Supports (http://www.pbis.org/) and Positive Behavior Support Plan (Essential Elements)

(http://www.pbhsolutions.org/pubdocs/upload/documents/Positive%20Behavior%20Support%20Plan%20Essential%20Elements%289%2010%29.pdf)

Thomas was fourth grader at a local elementary school who was diagnosed with the Down syndrome as well as received specially designed instruction as defined on his IEP. Thomas had been attending school since first grade and knew many of the other students. He received most of his instruction in separate special education class which was situated in the general population. Thomas' teachers described his problem behaviors as off task and disruptive to instruction and other activities which included excessive talking, prolonged waving and pointing at peers, and excessively long transitions between activities. Thomas has as well been sent home several times for touching peers in private areas. The teachers have reported that when there're five or more students per teacher the majority of problems arise. Thomas really likes getting teacher's attention, high-fives, and getting calls home to say he is doing the great job.

In brief answer the following problems:

What would you select as the one target behavior which needs to be modified? Which differentiated response would you select to employ to modify the behavior and why? How will you teach this new skill? What will you use as reward? What will you use as negative reinforcer? What are two short-term goals (1 month each) you can employ to achieve your long term goal? What is your long-term goal (at the conclusion of six months)? How will you teach him to generalize this goal?

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