Target Behavior: Raising hand to speak to the class
Susie has trouble remembering to raise her hand before she speaks to the class and will frequently call out answers. The teacher has reminded Susie over and over again to raise her hand before she speaks but she never seems to remember. Susie is in second grade and on average raises her hand once a day before answering questions. Susie’s target behavior on her behavior plan is to raise her hand before speaking to the class.
Susie’s teacher decides to keep track of how many times Susie raises her hand before speaking, and provide a reward after she reaches a certain number of points. Susie can earn two points for raising her hand before speaking and one point if she remembers after she starts to speak and stops to raise her hand and wait for the teacher to call on her.
Susie’s teacher starts by splitting the day up per class. If Susie earns two points during each class, she can earn a small reward. Then at the end of the day, if Susie has earned at least 4 rewards out of a total of 8 possible rewards, then she gets to choose a larger reward.
After a week, Susie is doing much better and earns several class rewards each day. Her teacher decides to raise the requirements and tells Susie that she needs to earn 3 points per class in order to earn the reward. As time goes on, Susie will be required to earn four points per class, then, depending on the number of opportunities Susie has to raise her hand during each class period, the teacher can divide the day in half instead of per class.
These examples show two different methods of implementing an individual behavior plan for two different target behaviors. With consistency and student motivation, a behavior plan can help to mold any target behavior that a teacher wishes to see in a student.