Behavior Intervention - Problem

Behavior Intervention Problem Solving Process
Tier Three Responsibilities
Tier Two Responsibilities
Tier One Responsibilities
A Guide to Ensure “All Other Means of Correction” Have Been Utilized
• Review Core Behavior Instruction — Staff collaborate to ensure the behavior standards are
taught in all classrooms
y Universal Expectations — Be Safe, Be Responsible, Be Respectful
y Expectations By Location — Hallways, Office, Quad/Playground, etc.
y Classroom Survival Skills* — Following Instructions, Staying on Task, etc.
• Review Data to Identify Team-wide Concerns — Teams review data to determine if
multiple students are failing to demonstrate expectations and/or social skills
y Identify skill deficits using Low Level & Office Referral data
y Re-teach, practice, acknowledge, and correct identified skills at a greater frequency
• Review Data to Identify Individual Student Concerns — Teams review data to identify
individual students who are failing to demonstrate expectations and/or social skills
y Ensure team-wide procedures which encourage pro-social behavior are in place and consistently applied
y Address academic deficits which may be contributing to student misbehavior
y Address social interactions which may be contributing to student misbehavior — staff/student, student/student
y Identify individual social skill deficits for the purpose of alerting Tier Two
• Provide Targeted Behavior Skill Development (minimum 8 week session) —
Teacher/team collaborates with the counselor to provide necessary level of skill development
y Skill Set Group: 8 social skills in 8 weeks (group setting — no more than 12 students)
y Focused Group: 2 social skills in 8 weeks (small group setting — no more than 8 students)
y Individual Skill Development: 1 social skill in 8 weeks (individual)
• Analyze and Respond to Progress Monitoring Data — Teacher/team/counselor meet
weekly to evaluate intervention effectiveness and monitor the generalization of learned skill
(group→classroom→common areas)
y Skill Set Group: Low Level Referrals, Office Referrals, counselor attendance/records
y Focused Group: Daily Progress Monitoring Cards, counselor attendance/records, team meeting minutes
y Individual Skill Development: Daily Progress Monitoring Cards, counselor attendance/records, weekly observations
• Conduct Observations to Identify Contributing Environmental Factors —
Administrator, counselor, and/or program specialist observe student in multiple settings
y Complete Fact Finding Worksheet: Identifying Environmental Factors
y Meet to problem-solve findings
y Make necessary environmental modifications
• Conduct Observations to Identify Contributing Functional Factors—
Administrator, counselor, and/or program specialist observe student in multiple settings
y Complete Fact Finding Worksheet: Identifying Functional Factors
y Meet to problem-solve findings
y Develop a Behavior Contract and assign a mentor to monitor student progress toward the established goal
• Implement a Behavior Support Plan to Teach a Functionally Equivalent
Replacement Behavior (FERB) — Administrator, teacher(s), counselor, parent implement
an individualized behavior plan to formally address: Environmental predictors and modifications, Functionally
Equivalent Replacement Behaviors (FERBs), Curriculum modifications, Reinforcement system, Reactive strategies,
Behavior goal(s), Communication systems
• Analyze and Respond to Progress Monitoring Data — Teacher/team/counselor meet
weekly to evaluate student progress toward individualized goals
y Daily Progress Monitoring Card
y Attendance: daily by period, skill group, mentor meetings, etc.
y Low Level, Office Referrals, suspensions
y Formal observation records
• Consider Alternative Placements —
Contact the Student Services Division for placement options
• Consider a Formalized Individual Assessment —
Contact the Special Education Department for further information
*Classroom Survival Skills adapted from Teaching Social Skills to Youth: Boys Town Press
SBCUSD Progressive Discipline Matrix
Page 8
Documentation of Behavior Intervention
Name: _________________________ ID Number: ________ Grade: ____ Date: ___/___/___
Team Members: ____________________________________ School: ___________________
Intervention
Team Action Taken
Evidence
Behavioral
Curriculum
Review
Behavioral curriculum taught:
□ School-wide Expectations
□ 16 Classroom Survival Skills
□ I Can Problem Solve (K-2), Skillstreaming in the
Elementary (3-6), Skillstreaming the Adolescent (6-8)
□ When and by whom?
□ When and by whom?
□ When and by whom?
Team Data
Review
Analyze team LLR and Referral data:
□ Identify behavioral patterns and trends
□ Re-teach skills needed
□ Meeting Date: ____/____/____
□ Skills Identified:
1. ____________ Re-taught: ___/___/____
2. ____________ Re-taught: ___/___/____
3. ____________ Re-taught: ___/___/____
4. ____________ Re-taught: ___/___/____
5. ____________ Re-taught: ___/___/____
Student Data
Review:
□ Rule out Environmental Factors
□ Rule out academic skill deficits
□ Attach Student Data Review, pg. 1a
□ Completed ___/___/____
Behavioral
Skill
Development
□ Assign to Tier Two Classroom Survival Skills small group
instruction
□ Collect behaviorally specific progress monitoring data
□ Meet to discuss student progress every 2 weeks
□ Conduct History Home Survey (preferably a home visit)
□ Monitor student behavior 6-8 weeks
□ Classroom Survival Skills group leader:
____________________________________
□ Classroom Survival Skills group: ___ sessions
held from ___/___/___ to ___/___/____
□ Attach Daily Progress Monitoring Card, pg. 2a
□ Attach History Home Survey, pg. 2b conducted
on ___/___/____, by: ___________________
Behavior
Contract
□ Conduct a Student Observation
□ Conduct an Environmental & Functional Factors Analysis
□ Develop a Behavior Contract
□ Assign to a mentoring program
□ Monitor student behavior 6-8 weeks
□ Attach Student Observation, pg. 3a
□ Attach Analysis pg. 3b
□ Attach Behavior Contract, pg. 3c
□ Attach Mentoring Program Documentation,
pg. 3d
Behavior
Support Plan
□ Develop and ensure implementation of Behavior Support
Plan (BSP)
□ BSP Developed ___/___/____
□ Attach the BSP, pg. 4a
Alternative
Setting and/or
Additional
Assessment
If the interventions have not been successful at altering or
improving student behavior, consideration for an alternative
setting or additional assessments may be necessary
□ Alternative setting recommended
o Opportunity
o Community Day School
o Other: _______________
□ Attendees:
o Parent
o Student
o Team Members:
□ Target skills identified for continued focus:
1. __________________
2. __________________
3. __________________
Student Data Review:
Environmental Factors & Academic Skill Deficit Analysis
Student: _____________________ Date: ___/___/___ Grade: ____ Track/Team: ______
Rule Out Environmental Factors:
WHEN is the interfering behavior most likely to occur?
□ On way to school
□ On way home
□ Morning
□ Afternoon
□ Breakfast/Lunch
□ Sunrise/CAPS
□ Start/End of period
□ Recess/Passing period
□ Other (specify):
WHERE is the interfering behavior most likely to occur?
□ Bus/Bus area
□ Regular Ed classrooms
□ Special Ed classrooms
□ Cafeteria/Quad
□ Hallways
□ PE area
□ Off school grounds
□ OCD/OCS
□ Other (specify):
During what SUBJECT/ACTIVITY is the interfering behavior most likely to occur?
□ Academic subject (specify):
□ Oral instructions by teacher
□ Individual seat work
□ Unstructured time
□ Directions to begin task
□ Group work
□ PE/Elective
□ Transitions in class
□ Other (specify):
What PEOPLE are most likely to be present, or contribute to, the interfering behavior?
□ Teacher (specify):
□ Peers in/out of class
□ Administration (specify):
□ Guest teacher
□ Recreation/Teacher’s Aide:
□ Other (specify):
What INTERACTIONS are most likely to be present, or contribute to, the interfering
behavior?
□ Adult request/directives
□ Teasing from peers
□ Peer request/directive
□ Accepting criticism/consequence
□ Changes to routine/schedule
□ Other (specify):
Rule Out Academic Concerns:
Reading Assessment Data: (Complete all that apply)
□ AIMSweb Fluency: ________
AIMSweb Comprehension: ________
Date: ___/___/_____
□ Read 180 SRI Lexile score: ________
Date: ___/___/_____
□ STAR reading GE level: ________
Date: ___/___/_____
□ Common assessment results (attach results)
□ Benchmark assessments (attach results)
□ ELA CST test results: { Advanced { Proficient { Basic { Below Basic { Far below Basic
□ Reading intervention/support class : ___________________________________________________________________
Math Assessment Data: (Complete all that apply)
□ STAR math GE level: ________
Date: ___/___/_____
□ Common assessment results (attach results)
□ Benchmark assessments (attach results)
□ MDTP assessment (attach results)
□ Math CST test result: { Advanced { Proficient { Basic { Below Basic { Far below Basic
□ Math intervention/support class: ______________________________________________________________________
SBCUSD Behavior Intervention: Problem Solving Process
1a
History & Home Study
Student: __________________
DOB:________
ID:________
Parent / Guardian: ________________________________
Date: _______
Phone: _______________
Household members living with student:
Name
Relationship
to Student
Age
If school-age,
list school name
Developmental History:
Length of pregnancy: (in months) ___________
Child’s birth weight: _________________
Any complications before/during/after birth? _______________________________________
_________________________________________________________________________
Crawled (at age): _________
Walked (at age): _________
First words spoken: _________
Describe any concerns the family had regarding the child’s development _____________________
_________________________________________________________________________
_________________________________________________________________________
Physical Health:
Date of last physical exam: _____/_____/_____
Doctor’s Name/Location: ___________________
_________________________________________________________________________
Vision:
Last screening date: _____/_____/_____
Results: __________________________
Hearing:
Last screening date: _____/_____/_____
Results: __________________________
Medication(s): _____________________________________________________________
Medical/health concerns: _____________________________________________________
Hospitalizations/accidents: ____________________________________________________
Trouble eating or sleeping: _____________________________________________________
SBCUSD Behavior Intervention Problem-Solving Process
2b
Social /Emotional Health:
Student has: x many friends
x some friends
x a couple of friends
x one friend
x no friends
Participates in community organizations (please list): __________________________________
Concerns regarding the child’s behavior (please describe): ______________________________
________________________________________________________________________
Current or prior diagnosis of mental health problems (please list): _________________________
________________________________________________________________________
Current or prior counseling or therapy (location & dates): _______________________________
________________________________________________________________________
Speech and Language:
Language spoken in the home: ______________
Language student prefers: ___________
Understands others:
x well
x adequately
x poorly
Communicates with others:
x well
x adequately
x poorly
Other speech concerns (stutters, delayed speech, etc.): __________________________________
Motor Development:
Any large movement difficulties (walking, running, etc.): _________________________________
Any small movement difficulties (tying shoes, writing, etc.): _______________________________
Enjoys the following sports/games: _____________________________________________
Other motor problems (clumsiness, delays, etc.): ______________________________________
Additional Information:
Please list your child’s strengths: _______________________________________________
Please mark all of the boxes which apply to your child:
x
bathes independently
x dresses self
x feeds self
x
completes home chores
x tells time
x likes school
x
gets along with siblings
x gets along with friends
x gets along with adults
Any relatives who had difficulty learning in school: ___________________________________
Please describe any other concerns you may have regarding your child’s academic progress:
________________________________________________________________________
________________________________________________________________________
SBCUSD Behavior Intervention Problem-Solving Process
2b
Historial y estudio del hogar
Alumno: __________________ fec. nac.: ________ identificación: ________ fecha: _______
Padre/tutor legal: ________________________________
núm. telefónico: _______________
Miembros de la familia viviendo con el alumno:
Nombre
Relación al alumno
Edad
Si es de edad escolar,
liste el nombre de la escuela
Historial del desarrollo:
Duración del embarazo: (en meses) ___________
peso del niño al nacer: ______________
¿Hubo complicaciones antes/durante/después del parto? ___________________________
_________________________________________________________________________
Gateó (a la edad): ______
caminó (a la edad): ______
habló sus primeras palabras: ________
Describa cualesquiera inquietudes que la familia tuvo respecto al desarrollo del niño ____________
_________________________________________________________________________
_________________________________________________________________________
Salud física:
Fecha del último examen físico: _____/_____/_____
nombre/ubicación del médico: _________
_________________________________________________________________________
Visión:
fecha de la última evaluación: _____/_____/_____
resultados: __________________
Audición:
fecha de la última evaluación: _____/_____/_____
resultados: __________________
Medicamento(s): _____________________________________________________________
Inquietudes médicas/de salud: ___________________________________________________
Hospitalizaciones/accidentes: ___________________________________________________
Dificultad en comer o dormir: ____________________________________________________
SBCUSD Behavior Intervention Problem-Solving Process
2b
Salud social/emocional:
El alumno tiene: x muchos amigos
x algunos amigos
x un par de amigos
x un amigo
x ningún amigo
Participa en organizaciones comunitarias (favor de listar): ________________________________
Inquietudes sobre el comportamiento del niño (favor de describir): __________________________
_________________________________________________________________________
Diagnostico previo o actual de los problemas de salud mental (favor de listar): _________________
________________________________________________________________________
Terapia o asesoramiento previos o actuales (ubicación y fechas): ___________________________
________________________________________________________________________
Habla e idioma:
Idioma que se habla en casa: ______________ idioma que prefiere el alumno: ___________
Él entiende a otros:
x bien
x adecuadamente
x poco
Se comunica con otros:
x bien
x adecuadamente
x poco
Otras inquietudes en el habla (tartamudea, retraso en el habla, etc.): __________________________
Desarrollo motor:
Alguna dificultad con movimientos grandes (caminar, correr, etc.): __________________________
Alguna dificultad con movimientos pequeños (amarrarse las cintas, escribir, etc.): ________________
Disfruta jugar los siguientes deportes/juegos: ________________________________________
Otros problemas motores (torpeza, retrasos, etc.): ______________________________________
Información adicional:
Favor de listar los puntos fuertes de su hijo: __________________________________________
Favor de marcar todas las casillas que le aplican a su hijo:
x
se baña independientemente
x se viste solo
x se da de comer solo
x
termina los quehaceres del hogar
x sabe decir la hora
x le gusta la escuela
x
se lleva bien con sus hermanos
x se lleva bien con sus amigos x se lleva bien con adultos
Algún pariente que tuvo dificultad con el aprendizaje en la escuela: _________________________
Favor de describir cualquier otra inquietud que pueda tener respecto al progreso académico de su hijo:
________________________________________________________________________
________________________________________________________________________
SBCUSD Behavior Intervention Problem-Solving Process
2b
Student Observation
Student: __________________ Date: ___/___/___ Grade: ____ Track/Team: _____
Observations completed by: _____________________ Position: __________________
Behavior of main concern:
□ Following Instructions
□ Accepting Criticism and/or
a Consequence
□ Accepting ‘No’ for an Answer
□ Staying On Task
□ Getting Teacher’s Attention
□ Disagreeing Appropriately
□ Other:
1st Student Observation:
Date &
Time
Location
on campus
Staff
supervising
student
Behavior of
concern
observed
□ No
□ Yes:
____ times
__/__/__
:
Correction
received by staff
Student
response to
correction
□ No
□ Yes, explain:
2nd Student Observation
Date &
Time
Location
on campus
Staff
supervising
student
Behavior of
concern
observed
□ No
□ Yes:
____ times
__/__/__
:
Correction
received by staff
Student
response to
correction
□ No
□ Yes, explain:
3rd Student Observation
Date &
Time
__/__/__
:
Location
on campus
Staff
supervising
student
Behavior of
concern
observed
□ No
□ Yes:
____ times
Correction
received by staff
Student
response to
correction
□ No
□ Yes, explain:
Summary: _________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
SBCUSD Behavior Intervention: Problem Solving Process
3a
Environmental & Functional Factors Review
Student: __________________ Date: ___/___/___ Grade: ___ Track/Team: ______
The student’s behavior has resulted in _____ Office Referrals and _____ Suspensions,
totaling _____ days missed from school.
BEHAVIOR OF CONCERN:
x Following Instructions
x Disagreeing Appropriately
x Getting the Teacher’s Attention
x Other:
x Accepting “No” for an Answer
x Accepting Criticism or a Consequence
x Staying On-Task
FREQUENCY OF MISBEHAVIOR:
How Often - The identified behavior(s) occur ______ times per day/week/month.
When - The identified behavior(s) occur:
x Before/After school
x Mornings
x Specific to subject/teacher
x Recess/passing period
x Multiple subjects/teachers
x Other:
x Afternoons
x Lunch
ENVIRONMENTAL FACTORS: Discipline data identified the following predictors:
x Adult request/directive
x Group work
x Classroom transitions
x Changes to routine
x Assembly:
x Peer request/directive
x Oral instruction
x Teasing from peers
x Managing materials
x Other:
x Individual seat work
x External interruptions
x Unstructured time
x Guest Teacher
FUNCTIONAL FACTORS: Discipline data identified the following motivations:
GAIN/OBTAIN -
x Peer attention
x Activity
x Social status
x Adult attention
x Freedom
x Empowerment
x Item
x Control
x Other:
x Adult interaction
x Working with peers
x Embarrassment
x Subject
x Working with adult
x Unstructured time
AVOID -
x Peer interaction
x Independent seat work
x Sensory overload
x Other:
TEAM MEMBERS PRESENT:
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
SBCUSD Behavior Intervention: Problem Solving Process
3b
Behavior Contract
Student: __________________ Date: ___/___/___ Grade: ____ Track/Team: ____
Behavior Contract written: ____/____/_____
Behavior Contract reviewed: ___/___/____, ___/___/____, ___/___/____, ___/___/____
While reviewing the FBA the team must determine:
1) What is the behavioral skill deficit of main concern?
3) What is the contributing environmental factor(s)?
4) What is the contributing functional factor(s)?
5) Write student goal:
Goal Option 1: Increase Positive Behavior
Who
At what level of
By When
Will DO what
proficiency
(Student)
Under what
conditions
Measured by
whom and how
Documented on the
Daily Progress
Monitoring Card
Goal Option 2: Decrease Problem Behavior
Who
At what level of
By When
Will NOT DO what
proficiency
(Student)
Under what
conditions
Measured by
whom and how
Documented on the
Daily Progress
Monitoring Card
6) Based on the above, the team recommends the following behavior supports:
… Targeted behavior skill development w/ specific progress monitoring
mechanism (form series pg. 2a)
… Environmental modifications, explain:
… Teach student replacement behavior, explain:
… Assign a trained adult mentor (Mentoring Program Documentation pg. 3c)
… Other:
Signatures of all involved:
____________________
____________________
____________________
Student
Parent
Mentor
____________________
____________________
____________________
Administration
Counselor
Teacher
____________________
____________________
____________________
Teacher
Teacher
Other
SBCUSD Behavior Intervention: Problem Solving Process
3c
Acuerdo sobre el comportamiento
Alumno: __________________ fecha: ___/___/___ grado: ____ sesión/equipo: ____
Se escribió el acuerdo sobre el comportamiento el: ____/____/_____
Se revisó el acuerdo sobre el comportamiento el: ___/___/____, ___/___/____, ___/___/____, ___/___/____
Mientras se revisaba la Evaluación funcional del comportamiento (FBA) el
equipo debe determinar:
1) ¿Cuál es el déficit en las habilidades de comportamiento que es de más preocupación?
3) ¿Cuál(es) es(son) el(los) factor(es) contribuyente(s) del entorno?
4) ¿Cuál(es) es(son) el(los) factor(es) funcional(es) contribuyente(s)?
5) Escriba una meta para el alumno:
Opción meta 1: aumentar el comportamiento positivo
Quién
Para
A qué nivel de
Bajo qué
HARÁ qué
cuándo
competencia
circunstancias
(alumno)
Medido por
quién y cómo
Documentado en la
Tarjeta para seguir el
progreso diariamente
Opción meta 2: reducir el comportamiento problemático
Quién
Para
A qué nivel de
Bajo qué
No HARÁ qué
cuándo
competencia
circunstancias
(alumno)
Medido por
quién y cómo
Documentado en la
Tarjeta para seguir el
progreso diariamente
6) Basándose en lo antedicho, el equipo recomienda la siguiente ayuda de comportamiento:
… Desarrollo de habilidades de comportamiento seleccionado con mecanismos
específicos de seguimiento del progreso (series del formulario de la página 2a)
… Modificaciones al entorno, explique:
… Enseñar al alumno el comportamiento de reemplazo, explique:
… Asignar un mentor adulto capacitado (Documentación del Programa de Mentores
pg. 3c)
… Otra:
Firmas de todos los participantes:
____________________
____________________
____________________
alumno
padre
mentor
____________________
____________________
____________________
administración
consejero
____________________
____________________
maestro
maestro
SBCUSD Behavior Intervention: Problem Solving Process
maestro
____________________
otro
3c
Mentoring Program Documentation
Mentee (Student Name):
Mentor:
ID Number:
Team/Track:
Initial Meeting Date: ___/___/___
Targeted Behavioral Skill:
□
□
□
□
Following Instructions
Staying On Task
Accepting ‘No’ for an Answer
Accepting Criticism/Consequence
□ Getting Teacher’s Attention
□ Disagreeing Appropriately
□ Other
Goal Behavior:
Option 1: Increase Positive Behavior
By
When
Who
(Student)
Will DO what
At what level of
proficiency
Under what
conditions
Measured by
whom and how
Documented on
the Daily Progress
Monitoring Card
Option 2: Decrease Problem Behavior
By
When
Who
(Student)
Will NOT DO what
At what level of
proficiency
Under what
conditions
Measured by
whom and how
Documented on
the Daily Progress
Monitoring Card
Sample Goal Behavior – Increase Positive Behavior:
By April 15, 2011 Dawn will participate in group/class activities at 75% proficiency every time group of
class participation is required as measured by the teacher and documented on Dawn’s Daily Progress
Monitoring Card)
□ Issued Daily Progress Monitoring Card on ___/___/___
□ Collect and issue Progress Monitoring Cards Daily
□ Meet weekly with mentee to discuss progress
□ Meet with team in 6-8 weeks to discuss student progress –
Date of scheduled team meeting: ___/___/____
SBCUSD Behavior Intervention: Problem Solving Process
3d
SBCUSD Mentoring Program Log
Date of
Meeting
Time
SBCUSD Behavior Intervention: Problem Solving Process
Discussion Points
3d
San Bernardino City Unified School District
Behavior Support Plan
For Behavior Interfering with Student’s Learning or the Learning of His/Her Peers
This BSP attaches to:
IEP date:
504 plan date:
Student Name
Team meeting date:
Today’s Date
Next Review Date
1. The behavior impeding learning is (describe what it looks like)
2. It impedes learning because
3. The need for a Behavior Support Plan
early stage intervention
moderate
serious
extreme
4. Frequency or intensity or duration of behavior
reported by
and/or
observed by
This BSP to be coordinated with other agency’s service plans?..........................................................................................
YES
NO
Person responsible for contact between agencies
Observation &
Analysis
ENVIRONMENTAL FACTORS & NECESSARY CHANGES: Modifying the Environment to Prevent the Interfering Behavior
What are the predictors for the behavior? (Situations in which the behavior is likely to occur: people, time, place, subject, etc.)
(Relate to lines 6 & 8).
5.
What supports (reinforces) the student using the problem behavior? (What is missing in the environment/curriculum or what
is in the environment curriculum that needs changing?) (Relate to lines 5 & 7). 6.
Intervention
Remove student’s need to use the problem behavior
• To achieve the goal behavior, are curriculum accommodations/modifications necessary? z YES
• Are environmental supports/changes necessary?
z YES
z NO
z NO
What environmental changes, structure and supports are needed to remove the student’s need to use this behavior?
(Changes in Time/Space/Materials/Interactions to remove likelihood of behavior) (Relate to line 6). 7.
Who will establish?
Who will monitor?
Frequency
Observation &
Analysis
FUNCTIONAL FACTORS AND NEW BEHAVIORS TO TEACH AND SUPPORT
Team believes the behavior occurs because: (Function of behavior in terms of getting, protest, or avoiding something) (Relate
to lines 5 & 9).
8.
Accept only replacement behaviors that meets SAME need
What team believes the student should do INSTEAD of the problem behavior? (How should the student escape/protest/avoid
or get his/her need met in an acceptable way?) (Relate to lines 8 & 10). 9.
• To achieve the goal behavior, are curriculum accommodations/modifications necessary? z YES
z NO
What teaching Strategies/Necessary Curriculum/Materials are needed? (List successive teaching steps for student to learn
replacement behavior/s) (Relate to line 9). 10.
Who will establish?
Who will monitor?
Frequency
Adapted from Diana Browning Wright, Behavior / Discipline Trainings
SBCUSD Behavior Intervention Problem-Solving Process
4a
What are reinforcement procedures to use for establishing, maintaining, and generalizing the replacement behavior(s)?
11.
Selection of reinforcer based on:
reinforcer for using replacement behavior
reinforcer for general increase in positive behaviors
By whom?
Frequency?
REACTIVE STRATEGIES: Devising an effective reaction plan should the interfering behavior reoccur
What strategies will be employed if the problem behavior occurs again? (1.Prompt student to switch to the replacement behavior,
2. Describe how staff should handle the problem behavior if it occurs again, 3. Positive discussion with student after behavior ends, 4.
Any necessary further classroom or school consequences) 12.
Personnel?
BEHAVIORAL GOAL(s): Defining the Behavior Support Plan goal(s)
Behavioral Goal(s) 13.
The above behavioral goal(s) are to:
Increase use of replacement behavior and may also include:
Reduce frequency of problem behavior
Develop new general skills that remove student’s need to use the problem behavior
COMMUNICATION PROVISIONS: Formalizing a plan of communication for the BSP team members
Manner and content of TWO-WAY communication 14.
Between?
Frequency?
PARTICIPANTS IN PLAN DEVELOPMENT
Parent/Guardian: _________________________________
Other (specify): __________________________________
Student: ________________________________________
Other (specify): __________________________________
Administrator: ____________________________________
Other (specify): __________________________________
Educator/Title: ___________________________________
Other (specify): __________________________________
Educator/Title: ___________________________________
Other (specify): __________________________________
Adapted from Diana Browning Wright, Behavior / Discipline Trainings
SBCUSD Behavior Intervention Problem-Solving Process
4a