Lesson Plan
Breakthrough Behavior Map
Help the student recognize frustration triggers and develop coping strategies by co-creating a personalized behavior contract, practicing key skills, and engaging in guided reflection.
Outbursts can disrupt learning and relationships. This individualized plan builds self-awareness, ownership, and practical coping techniques to foster lasting positive behavior change.
Audience
Individual Student
Time
40 minutes
Approach
Contract, modeling, reflective practice
Prep
Teacher Preparation
10 minutes
- Review the Personal Behavior Contract template.
- Familiarize yourself with reflection prompts in Reflection Cycle Dialogue.
- Study success criteria in the Breakthrough Success Rubric.
- Prepare copies of the Reflection Response Guide for student use.
Step 1
Introduction & Rapport
5 minutes
- Greet the student and explain that today’s goal is to collaboratively reduce frustration outbursts.
- Emphasize a safe, non-judgmental environment for honest discussion.
Step 2
Review Current Behavior & Goals
5 minutes
- Discuss recent frustration incidents and their impact.
- Use the Breakthrough Success Rubric to highlight strengths and areas for growth.
Step 3
Behavior Contract Negotiation
10 minutes
- Present the Personal Behavior Contract and explain each section.
- Collaboratively set 2–3 specific, measurable behavior goals.
- Define clear rewards for success and agreed-upon supports for challenges.
Step 4
Skill Modeling & Practice
10 minutes
- Introduce key coping strategies (e.g., deep breathing, counting, pausing).
- Model each strategy while student observes.
- Have the student practice each skill and offer targeted praise tied to rubric criteria.
Step 5
Reflection Cycle Exercise
5 minutes
- Guide the student through structured questions using Reflection Cycle Dialogue.
- Student records insights and action steps on the Reflection Response Guide.
Step 6
Wrap-Up & Next Steps
5 minutes
- Summarize the agreed contract and practiced strategies.
- Schedule a follow-up session to review progress.
- Reinforce confidence by praising specific efforts and remind student to use the Reflection Guide daily.
Project Guide
Personal Behavior Contract
Name: _________________________ Date: ________________
1. My Specific Behavior Goals
I will:
- ________________________________________________
- ________________________________________________
- ________________________________________________
2. Rewards for Meeting My Goals
When I consistently meet these goals, I will earn:
- ________________________________________________
3. Supports and Strategies I’ll Use When I Face Challenges
When I notice frustration building, I will use:
- ________________________________________________
- ________________________________________________
Signatures
Student: _________________________ Date: ________________
Teacher: _________________________ Date: ________________
Discussion
Reflection Cycle Dialogue
Use these guided questions to help the student analyze their frustration outburst, recognize triggers, and plan for future success. Encourage open, non-judgmental discussion.
1. Recall the Moment
Teacher Prompt: “Can you walk me through what happened just before you felt frustrated?”
Follow-Up:
- “Where were you and who was around?”
- “What was the task or situation?”
Student Response:
2. Identify Thoughts and Feelings
Teacher Prompt: “What were you thinking and feeling in that moment?”
Follow-Up:
- “Did anything in particular trigger that feeling?”
- “How strong was your frustration on a scale of 1–5?”
Student Response:
3. Describe Your Actions
Teacher Prompt: “What did you do right after you noticed your frustration?”
Follow-Up:
- “Which coping strategy, if any, did you try?”
- “How long did you wait or pause before responding?”
Student Response:
4. Evaluate What Worked and What Didn’t
Teacher Prompt: “How effective was your response in reducing frustration?”
Follow-Up:
- “What felt helpful or unhelpful?”
- “What would you keep or change next time?”
Student Response:
5. Plan Next Steps
Teacher Prompt: “Based on what we discussed, what strategy will you try first when you feel frustrated again?”
Follow-Up:
- “How will you remind yourself to use this strategy?”
- “What support do you need from me or others?”
Student Response:
Teacher Closing: Praise the student’s insights, reinforce confidence, and remind them to record key points in the Reflection Response Guide. Schedule a brief check-in to review progress.
Rubric
Breakthrough Success Rubric
Use this rubric to assess the student’s progress in reducing frustration outbursts, applying coping strategies, and engaging in reflection. Circle the level that best describes performance for each criterion.
| Criterion | 4 – Exemplary | 3 – Proficient | 2 – Developing | 1 – Beginning |
|---|---|---|---|---|
| Behavior Goal Adherence | Consistently meets all agreed goals without reminders. | Meets most goals with minimal prompts. | Meets some goals but needs frequent reminders. | Rarely meets goals despite prompts. |
| Trigger Recognition | Immediately identifies triggers and articulates them in detail. | Identifies most triggers when prompted. | Recognizes some triggers but with limited detail. | Struggles to recognize or name triggers. |
| Coping Strategy Use | Independently selects and applies appropriate strategies effectively. | Applies strategies with occasional prompting; mostly effective. | Attempts strategies but requires teacher support and follow-through. | Seldom tries or abandons strategies when frustrated. |
| Reflection Depth | Provides thoughtful, detailed insights and clear action steps. | Gives solid reflections with sensible next steps. | Offers basic reflection; action steps are vague or incomplete. | Reflection is superficial or missing; no clear plan for next time. |
| Consistency & Effort | Demonstrates sustained effort and improvement across sessions. | Shows regular effort and some evidence of growth. | Effort is inconsistent; progress is limited. | Little to no effort; progress is minimal or absent. |
Scoring Guide:
- 16–20 = Outstanding Progress: Celebrate and maintain momentum.
- 11–15 = Good Progress: Continue support and encourage consistency.
- 6–10 = Moderate Progress: Reinforce strategies and revisit contract.
- 5 or below = Minimal Progress: Reassess goals and supports; adjust plan.
Answer Key
Reflection Response Guide
Use this guide to record your responses from the Reflection Cycle Dialogue and turn them into a clear, actionable plan.
Name: _________________________ Date: ________________
1. Recall the Moment
What happened just before you felt frustrated? Describe the situation and context.
Student Response:
2. Identify Thoughts and Feelings
What were you thinking and feeling at that moment?
Student Response:
3. Describe Your Actions
What did you do immediately after noticing your frustration? Which coping strategy, if any, did you try?
Student Response:
4. Evaluate What Worked and What Didn’t
How effective was your response in reducing frustration? What helped you, and what could you improve?
Student Response:
5. Plan Next Steps
a) Which coping strategy will you use first next time?
Student Response:
b) How will you remind yourself to use this strategy?
Student Response:
c) What support or reminders do you need from your teacher or others?
Student Response:
6. My Action Plan Summary
Write a concise list of 2–3 steps you will follow when you notice frustration returning.
- ____________________________________________________
- ____________________________________________________
- ____________________________________________________
Teacher Check-In Date: ___________________
Teacher Comments: