Modified Beeper System Classroom Reinforcement System
The following behavior plan was developed and implemented in a preschool special education
classroom. The teacher had requested assistance with one student who displayed frequent
episodes of defiance and aggression in the classroom. A Functional Behavior Assessment
indicated that problem behaviors served to gain attention and escape, and possible sensory
input. However, an individualized student reinforcement system based on these functions was
not effective. Therefore a group reinforcement system was developed and implemented with
the hope that the student in question would be negatively reinforced by seeing his peers gain
access to reinforcement that he was denied (due to problem behaviors).
The plan was developed as follows:
Phase 1: No demands were placed on the student. ALL instructions were phrased as invitations
rather than demands (i.e. “It’s time for art. (STUDENT) you can join us if you’d like”).
During daily group circle, the teacher introduced her (new) classroom rules, and taught
examples of appropriate classroom behavior. There were 3 classroom rules; Be Safe (hands
and feet to self, etc.), Be a Good Student (listen to teacher, do your work, etc.), and Be a Good
Friend (share, use nice words, etc.).
Phase 2: A Classroom Chart was introduced consisting of a Smiley Face
above
each student’s name and picture. As long as each student was following the Classroom Rules,
their Smiley Face stayed on the chart. If at any time they engaged in a behavior that violated a
rule, the teacher simply stated “Oops (STUDENT) wasn’t Being ____ (Safe, A good Student, A
Good Friend) and turned the Smiley Face around where an
X
was displayed instead.
Any further rule violations were ignored to the greatest extent possible. A time was set to go off
every 8 minutes. At the sound of the timer, the teacher would reinforce everyone who still had a
Smiley Face. Reinforcement varied between small edible treats, a short break outside, a short
game, a few minutes on the ipad, etc.
During Phase 2 the target student was given the same directions as all students.
Phase 3: The length of time between beeps was gradually lengthened.
Results:
The target student was initially referred to the districts behavior team during the 2011-2012
school year. Multiple interventions were attempted without success. He was again referred to
the behavior team in September of the 2012-2013 school year. Baseline data on aggression,
using a 5-point scale where 5=severe aggression and 1= No aggression, showed aggression
steadily at 1 “5”.
During Phase 1, where demands were removed, aggression dropped significantly, leveling out
at “1”. When Phase 2 was introduced, a light spike in aggression occurred for the first 2 days of
implementation, and dropped quickly to a “1”. A slight spike was seen again surrounding the 2week Christmas break, and leveled off to a “1” again for the remainder of the year. During
Phase 3 the teacher was able to gradually reduce the frequency of beeper intervals to 30
minutes.
The following was included in his IEP in May 2013:
(STUDENT) is able to enter the classroom and follow the entering routine including hanging up
his back pack, washing his hands, signing himself in, and obtaining a book. He sits
independently at circle time and attends to instruction. He participates throughout circle
including singing songs, counting peers, and finishing routine phrases in a story.
(STUDENT) has a history of behavioral outbursts in the classroom and had been monitored by
the school district behavioral interventionist. His behaviors included; high activity levels, not
completing teacher request and behavior outbursts including hitting and kicking teachers.
His current behavior plan has been very effective and has modified his behavior greatly. The
Plan includes: All of the students in the class are on a chart with a happy face under their
picture. There are three class rules. If a rule is broken the student’s happy face is changed to a
X. There is a class timer that rings, and if the student has a happy face they receive a tangible
reward (Ipad time, candy, sticker). When the program started the timer went off every 8 minutes
resulting in a card turned 2 to 3 times per day. Now the duration has been increased to 30
minutes. (STUDENT’s) card is turned approximately 2 times per week. It is very upsetting to
him and he is starting to work through the frustration, the time on the timer is often decreased so
that rewards can be administered and he can start over. (STUDENT) does very well with high
structure and predictable routines).
This teacher made sure to vary the rewards so that sometimes the student only lost a sticker
rather than ipad time, and varied reinforces well.
(See the PTR Rating Scale Sample attached which shows the data on aggression for this
student from October 2012 – April 2013.