ComponentsofaSuccessfulClassroom

InPlace / Somewhatin
Place / NotinPlace / Components
Are the classroom rules/expectations posted (3-5 rules, positively stated)?
Have the rules/expectations been systematically taught and reviewed?
Are there positive consequences/rewards (more than verbal praise)?
Are there procedures to address students who are not following classroom expectations posted andconsistently implemented?
Is a daily classschedule posted large enough for all students to see? Does the teacher refer to/explain daily schedule and any schedule changes?
Is there at least a 4:1 ratio of positive to negative consequences for academic and behavioral responses implemented?
Examplesofpositive:verbalpraise(e.g.,goodjob
finishingyourwork),thumbsup,pointsonpointchart, andclassroombucks
Examplesofnegative:redirection,verbalreprimand, schooldetention,andresponsecost
Have classroom routines been established and systematically taught (i.e., entering the classroom, procedures to go to the bathroom, get help from the teacher, and sharpenyour pencil)?
Are transitions between activities structured (i.e. moving from one activity to the next)?
Is unstructured time kept to a minimum, andare students engaged through highopportunities to respond and checkfor understanding?
Is the academic material presented at the students’
instructional level? How do you know?
Is students’academic and behavioral performance monitoring done by circulating among students (e.g., moving aroundthe room while students areworking in groups or independently, vs.standing/sitting at the front of the room)?
Is there anattention signal to get students ontask in less than 5 seconds (e.g. “May I have your attention please?” “One, two, three – eyes on me.”)?
Is the classroom environmentarranged to effectively support students (i.e., students can transition easily from area to area; things posted on walls are not overly distracting; materials, chairs, tables are organized)?
Are there mechanisms established for frequent parent communicationparticularly forpositive events that occur
(i.e., good note home, “caught you being good,” phone calls)?

ABC-UBI is astatewide initiative to support the implementation ofResponse to Intervention (RtI) foracademic and social behavior,supportedby the UtahPersonnel Development Center and theUtah State Office of Education.

IMPLEMENTATIONANDPLANNINGSELF-ASSESSMENT1

Purposes: The self-assessment tool on the following pages has been designed to serve as a multi-level guide for (a) appraising the status of organizational systems necessary for implementing anew initiative such as PBIS or RTI, and (b)developing and evaluating an implementation action plan.

Guidelines for Use2:

 Form team to complete self-assessment

 Specify how self-assessment information will be used

 Consider existing related efforts,initiatives, and/or programs

 Review existing data (e.g., suspensions/expulsions,behavior incidents, discipline

referrals, attendance, achievement scores, dropout rates,statewide or district

assessmentdata)

Date:

Members of Team Completing Self-Assessment:

Level of Implementation Being Considered

 State-wide District-wide School-wide Other

1This tool is the PBIS implementation and planning self-assessment tool adaptedfor usewith implementation of either SW-PBIS or RTI.

2See PBISImplementers’Blueprintfor supporting definitions, descriptions, and guidelines for use with PBIS.

ImplementationLeadershipTeamSelf-AssessmentandPlanningTool

FEATURE / INPLACE STATUS
Yes / Partial / No
Leadership
Team / 1. Team is developed with representation from appropriate range of stakeholders (special education,regular education, families, mental health,etc.).
2. Team completes self-assessment that includes review of both practices and system supports in place and identifies missing components.
3. Team defines regular meetingschedule andmeeting process
(agenda, minutes, etc.).
4. Team reviewsavailable dataand determines priority needs.
5.Team adopts aframework for using dataand a tiered approach to the provision of interventions for addressing behavior and academic needs of all students. Where addressing social emotional needs is priority, the team uses the SW-PBIS framework andcore components. Where addressing academic improvement is a priority, the team uses thecritical components of RTI as the foundation for their framework.
Plan
Development / 6.Team determines selection criteria and number of schools tobe involved in theinitial effort.
7.Team completes a 3-5 year action plan that includes clearly identified outcomes, development of system supports, a training plan, and anevaluation plan.
Coordination / 8.Coordinator(s)is identified who has adequateFTE to manage day-to-day operations.
Funding / 9.Funding sources to cover activities for at least three years can be identified.
Visibility / 10.Dissemination strategies are identified and implemented to ensure that stakeholders are kept aware of activities and accomplishments (e.g.,website, newsletter, conferences, TV).
Facilitative Administration or Political Support / 11.Student social behavior is one of the top five goals for the political unit (state, district, etc.) and seen asintegral to academic achievement.
12.Leadership team reports to the political unitat least annually on the activities and outcomes related to student behavior goal.
13.A PBIS policy statement is developed and endorsed.
14.A framework for using dataand a tiered approachfor provisionof interventions for all students is printed and disseminated.
15.Participation and support byadministrator from political unit is evident.
Training
Capacity / 16.Leadership team has established a training/TA plan to build and sustain practices through an in-state training/TA infrastructure.
17.Leadership team has identified qualified trainers to meet the needs outlinedin the trainingplan.
Coaching
Capacity / 18.Leadership team has developed a coachingnetwork that builds and sustains behavioral and academic interventions.
19.A coach is available to meet atleast monthly with each emerging school team (emerging teamsare teams thathavenot met the implementation criteria), and at least quarterly with established teams.
Evaluation / 20.Leadership hasdeveloped anevaluation process for assessing (a) the extent to which team is using school-wide PBIS, (b) the impact of school-wide PBSonstudent outcomes, and (c) the extent to which the leadership team’s action plan is implemented.
21.School-based information systems (e.g., data collectiontools and evaluation processes) are in place.
22.Dissemination, celebration, and acknowledgement of outcomes and accomplishments at leastquarterly.

ABCObservationForm

Antecedent-Behavior-Consequence

Student:

Observer:

Date:

Time:

Activity:

Context of Incident:

Antecedent:

Behavior:

Consequence:

Comments/Other Observations:

ObservationStatement:

Fromtheinformationabove,writeabriefsummarystatementthatincludeswhatsetsoff thebehavior,thebehaviorin measurableterms,and whatthestudentgainsoravoids.

DesigningFunctionalInterventions

Setting Events

Predictors

Desired Behavior

Problem Behavior

Alternative Behavior with

Same Function

Desired Consequences

Maintaining

Consequences

Setting Events / Predictors / Behavior / Consequences
Setting Event
Strategies / Predictor Strategies / Teaching Strategies / Consequence
Strategies

O’Neil,R.E.,Honer,R.H.,Sprague,J.R.,StoreyandNewtow,J.S.(1995).Functionalassessmentandprogramsdevelopmentforproblem behavior:Apractical handbook(2ndedition),Brooks/ColePublishingCompany.

FUNCTIONALBEHAVIORASSESSMENT

Student:

Grade:

DOB:

School:

Teacher:

Date:

Thepurposeofthisformistodocument aFunctionalBehavioralAssessment(FUBA),for(1)studentswhoareexhibitingapatternof behavior resulting in schoolwide discipline, (2) students who are being considered for an interim alternative placement due to Safe School violations, or (3) requests for intensive individual interventions. This form should bekept in thestudent’s file.

l.SourcesofBackgroundInformation

The teamhas reviewed the following background information (fill out all that apply): Please attach forms/protocols.
Required / Brief Summary of Results / Other / Brief Summary of Results
Parent Information: / Behavior Checklist
Rating/Scale:
Name of Instruments:
Observations: / Previous Behavior
Interventions and
Effectiveness:
Other
Agencies/Sources:
Social Peers:
Student Interview: / Academic Assessments:
Name of Instruments:
Dates of Administration:
Past IEP Records:
Teacher Interview: / Administrator Interview:
Positive Reinforcement
System: / Psychological
Evaluation:

ll. FunctionalBehavioralAssessmentSummary

TheFUBAaddressestherelationshipamongprecipitatingconditions,thebehavioritsconsequences,andthe functionofthe behavior. TheFUBAalsoreflectsaconsiderationofallrelevantdatagathered,bothasbackgroundinformationandbyusing specific assessment techniques.

PrecipitatingConditions:(Identify one only)

(Setting,timeofday,orothersituations,withwhobehavioroccurs,activity,eventstypicallyoccurringbeforethebehavior,other issues, i.e.,illness, hunger, etc.)

Unstructured time in

Academic instruction in

When givenadirective to

When too closeto

When provoked or teased

Encouraged by

When unable to

Other

Alone/no attention

TargetBehaviorPattern:(Resulting in discipline)

Exactly what the student doesor does not do, i.e., talk out,threaten, (including frequency, intensity, duration, current baseline, etc.)

Consequences:(Events that typically follow the behavior)

Teacher attention

Removal from class

Peer attention

In-school suspension (length?)

Verbal warning/reprimand

Timeaway from seat

Loss of privilege (what kind?)

Remain after school

Avoids task

Other

FunctionoftheBehavior:(Identify one only) (Hypothesized purpose(s) that the behavior serves)

Escape/avoidance

Sensory stimulation

Gaining attention

Relief of fear/anxiety

Expression of anger

Accessto activity or item

Frustration

Other

Seeking of power/control

DesiredReplacementBehavior:(Identifyoneonly)(Whichcouldproducethesameconsequencesastheproblem behavior?)

Hand raising

Request help from staff

Short/time-out break

Other

Express frustration appropriately

Other

SummaryStatement:Fromtheinformationaboveonthisstudent,writeabriefsummarystatementthatincludeswhatsetsoff the behavior, the behavior itself, and what the student gains from the behavior. For example: When Jason is given an assignment, he will throw his pencil across the room in order to obtain attention from the teacher.

FUNCTIONALBEHAVIORALASSESSMENT(FBA)

Student:GradeSchool:Date:

Participants:

ThisFBAwillbeutilizedfor:ProgrammingpurposesIEPrequirements

1Describethebehavior/incidentinobservableterms:

2Iftheabovestatementaddressesmultiplebehaviors,identifythe

ONEBEHAVIORtobetargetedforintervention:

3Othermedical/mentalconditionsthatmaycontributetotargetbehavior:

4ANTECEDENTS

Whatislikelyto“setoff”orprecedetheproblembehavior? WHENistheproblembehaviormostlikelytooccur?

 Morning―approximatetime(s)

 Afternoon―approximatetime(s)

Before/afterschool Lunch/recess

Timeofdaydoesnotseemtoaffectthisbehavior

WHEREistheproblemmostlikelytooccur?

Reg.Ed.classroomSpec.Ed.classroom

HallwaysCafeteria

 

Locationdoesnotseemtoaffectthisbehavior

DuringwhatSUBJECT/ACTIVITYistheproblembehaviormostlikelytooccur?

 Subject(s)

UnconstructedactivitiesSeatwork

GroupActivitiesTransitions

LessonpresentationsTaskexplanations

 

Subject/activitydoesnotseemtoaffectthisbehavior

ThePEOPLEthatarepresentwhentheproblembehaviorismostlikelytooccurinclude:

TeacherClassmates

OtherStaffOtherpeers

 

Subject/activitydoesnotseemtoaffectthis

Behavior

ArethereOTHEREVENTSorCONDITIONSthatimmediatelyprecedetheproblembehavior?

Ademandorrequest

Unexpectedchangesinscheduleorroutine

Consequencesimposedforbehavior

Comments/teasingfromotherstudents

 

Whenisthestudentmostsuccessful?WhenDOESN’T

theproblembehavioroccur?

5CONSEQUENCES

What“payoff”doesthestudentobtainwhenshe/hedemonstratestheproblembehavior?

ThestudentGAINS:

Teacher/adultattention

Peerattention

Desireditemoractivity

Controloverothersorsituation

SelfStimulation

 

ThestudentAVOIDSorESCAPES:

Teacher/adultattention

Peerattention

Non‐preferredactivity,taskorsetting

Adifficulttaskorfrustratingsituation

 

Whathasbeentriedthusfartochangetheproblembehavior?

ThisisafirstoccurrenceandwillbeaddressedthroughthisFBAandBehaviorInterventionPlan.

Implementedrulesandconsequencesforbehaviorareposted.

Implementedbehaviororacademiccontract.

Implementedhome/schoolcommunicationsystem.

 Adaptedcurriculum―How?

 Modifiedinstruction―How?

 Adjustedschedule―How?

 Conferencewithparents ―Dates?

 Sentstudenttooffice―Dates?

FUNCTIONALBEHAVIORALASSESSMENT(FBA)

6 / FUNCTIONOFPROBLEMBEHAVIOR / 7 / REPLACEMENTBEHAVIOR
Afterreviewingthedataonantecedentsandconsequences,summarizetheinformationbelow:Considerthefollowingquestions…
Whyisthestudentactingthisway?Whatfunctionisbeingmetbythestudent’sbehavior?
When_
(summarizeantecedents)
Thisstudent
(Identifytheproblembehavior)
Inorderto
(Summarize“payoff”)
Examples:
1.Wheninthehallsbeforeschool,afterschoolandduringtransitions,thisstudent pushesotherstudentsandverballythreatenstobeatthemupinordertogain statusandattentionfrompeers.
2.Whenworkingonindependentseatworkduringhis/herregulareducationmath class,thisstudentputshis/herheadonhis/herdeskinordertoescapeworkthat istoodifficult/frustrating. / Identifythereplacementbehavior. RememberthatreplacementbehaviorisNOTanabsenceoftheproblembehavior(i.e.;donotwrite: “ratherthanhitting,Iwantthisstudenttokeeptheirhandstothemselves.”)Instead,areplacementbehaviorisadescriptionofthebehaviorthatthestudentwillperforminplaceoftheproblembehaviorwhichcouldincludesociallyappropriatealternativebehavior,copingskills,angermanagementskills,techniquestodealwithfrustratingsituations,selfadvocacy,aswellasmanyothers.
Ratherthan
(Identifytheproblembehavior)
Iwantthisstudentto:
(Definereplacementbehavior)
ThisdefinitionisObservable Measureable
Examples:
1.Ratherthanpushingstudentsandthreateningtobeatthemup,Iwantthisstudent towalkinhallswithhandsonhis/hersideandsay“hello”tothosewithwhom he/shewishestointeract.
2.Ratherthanputtinghis/herheadonhis/herdeskbecausehe/shedoesn’tknow howtodoaproblem,Iwantthisstudenttoraisehis/herhandforhelpandmove ontothenextproblemwhilewaitingformyassistance.

StudentName: Date:

School: Grade: DateofBirth:

WHENdoesthebehavioroccurthemost?(Whattime?)OTHEREVENTSORCONDITIONSoccurringrightbeforethebehavior

morningbefore/afterschoolteacherrequest

afternoonlunch/recessaconsequencehasbeenimposed

unexpectedschedulechange

WHEREdoesthebehavioroccurthemost? other

regularclassroom

cafeteria

hallwaysWHOispresentwhentheproblembehaviorismostlikelytooccur:

 other

teacher

peers

HOWOFTENdoesthebehaviortypicallyoccur?aides

 timesperday

 timesperweek

 other

other

MotivationAssessmentScale

Direction:ReadeachquestioncarefullyandcircletheONEnumberthatbestdescribesyourobservations:

AlmostHalftheAlmost

NeverNeverSeldomTimeUsuallyAlwaysAlways

1. / Wouldthebehavioroccurcontinuously,overandoverifthisstudentwereleftaloneforlongperiodsoftime? / 0 / 1 / 2 / 3 / 4 / 5 / 6
2. / Doesthebehavioroccurfollowingarequesttoperformadifficulttask? / 0 / 1 / 2 / 3 / 4 / 5 / 6
3. / Doesthebehaviorseemtooccurinresponsetoyourtalkingtootherstudentsintheroom? / 0 / 1 / 2 / 3 / 4 / 5 / 6
4. / Doesthebehavioreveroccurtogetatoy,foodoractivitythatthisstudenthasbeentoldhe/shecan’thave? / 0 / 1 / 2 / 3 / 4 / 5 / 6
5. / Wouldthebehavioroccurrepeatedly,inthesameway,forlongperiodsoftime,ifnoonewerearound? / 0 / 1 / 2 / 3 / 4 / 5 / 6
6. / Doesthebehavioroccurwhenanyrequestismadeofthestudent? / 0 / 1 / 2 / 3 / 4 / 5 / 6
7. / Doesthebehavioroccurwheneveryoustopattendingtothestudent? / 0 / 1 / 2 / 3 / 4 / 5 / 6
8. / Doesthebehavioroccurwhenyoutakeawayafavoritetoy,foodoractivity? / 0 / 1 / 2 / 3 / 4 / 5 / 6
9. / Doesitappearthatthisstudentenjoysperformingthebehavior? / 0 / 1 / 2 / 3 / 4 / 5 / 6
10. / Doesthisstudentseemtodothebehaviortoupsetorannoyyouwhenyouaretryingtogethim/hertodowhatyouask? / 0 / 1 / 2 / 3 / 4 / 5 / 6
11. / Doesthisstudentseemtodothebehaviortoupsetorannoyyouwhenyouarenotpayattentiontohimorher? / 0 / 1 / 2 / 3 / 4 / 5 / 6

MotivationAssessmentScale—Continued

Direction:ReadeachquestioncarefullyandcircletheONEnumberthatbestdescribesyourobservations:

AlmostHalftheAlmost

NeverNeverSeldomTimeUsuallyAlwaysAlways

12. / Doesthebehaviorstopoccurringshortlyafteryougivethisstudentthetoy,food,oractivityheorsherequested? / 0 / 1 / 2 / 3 / 4 / 5 / 6
13. / Whenthebehaviorisoccurring,doesthestudentseemcalmandunawareofanythingelsegoingonaroundhimorher? / 0 / 1 / 2 / 3 / 4 / 5 / 6
14. / Doesthebehaviorceaseshortlyafteryoustopmakingdemandsofthisstudent? / 0 / 1 / 2 / 3 / 4 / 5 / 6
15. / Doesthestudentseemtoinitiatethebehaviorinordertogetyoutospendsometimewithhimorher? / 0 / 1 / 2 / 3 / 4 / 5 / 6
16. / Doesthisbehaviorseemtooccurwhenthestudenthasbeentoldthatheorshecan’tdosomethinghe/shehadwantedtodo? / 0 / 1 / 2 / 3 / 4 / 5 / 6

Transferthenumericanswerforeachquestiontotheblanksbelow: Scoresareorganizedintocolumnsbytypeofmotivation.Addthetotalscoreandcalculatethemeanscoreforeachmotivation.Thendeterminetherelativerankingbyassigningthenumber“1”tothemotivationwiththehighestmeanscore,thenumber“2”tothemotivationwiththesecondhighestmeanscore,andsoforth.

Sensory / Escape / Attention / Tangible
1. / 2. / 3. / 4.
5. / 6. / 7. / 8.
9. / 10. / 11. / 12.
13. / 14. / 15. / 16.

TotalScore:

MeanScore:RelativeRanking:_

BEHAVIORINTERVENTIONPLAN

Student:

Grade:

DateofBirth:

School: Classification:

Teacher: DateDeveloped:

DateofCurrentIEP: DateImplemented:

SummaryStatementofProblemBehavior:

(TriggerandfunctionoftargetbehaviorbasedonFUBA)

BaselineDataofProblemBehavior:

(Frequency,intensity,duration,etc.)

TargetBehavior(s)/ProblemBehavior(s):

ReplacementBehavior:Whichcouldmeetthesamefunction/needastheproblembehavior?(Identifyoneonly)

Handraising/Askingforhelp/”SureIwill”

Shortbreak–i.e.breakcards/tickets,scheduledbreaks

Peerinteractionskills

Sensorybreak

Respondstochoices–i.e.choiceofworktasks,preferredactivitiesorinterests,offernegotiations

Expressfrustration/feelingsappropriately–i.e.cooldown,problemsolving(“I”messages),relaxation,diversion,re‐directintoactivity

Other

Other

Other

InstructionalInterventionsforteachingreplacementbehavior:
Whatwillbetaught? / When(frequency)? / Whowillteach? / Howskillswillbetaught/monitored
acrosssettings?

ProactivesupportstrategiesbasedontheAntecedent:

Antecedent/triggerStrategybasedonantecedent/trigger

ConsequenceIntervention–POSITIVE:ConsequenceIntervention–NEGATIVE:

Student:

Grade:

DateofBirth:

DataCollectionMethodofTargetand

Appropriate/PositiveBehavior:

DataNumber/PercentageindicatingIncrease/DecreaseinbothTarget

BehaviorandAppropriate/PositiveBehavior:

(TobefilledoutduringInitialBehaviorPlanReviewMeeting)

IntensiveIndividualInterventionsandPossibleSideEffects:

NotApplicable

ForcefulPhysicalGuidance:

Studentisphysicallyguidedthroughthepropermotionsdespitehis/herresistance.Studentmayvigorouslyresistbeing

touchedwhenforcedthroughthisprocedure.

SeclusionaryTime‐Out:

Studentisplacedinasupervisedsettingforaspecifiedperiodoftime.Studentmaybecomeaggressiveorinjurethemselvesorstaffwhenbeingtakentoatime‐outroom.

ManualRestraint:

Theminimumamountofforcenecessaryisusedtohold/restrainastudentonlyaslongasthestudentisadangertothemselves,others,orproperty.Riskofphysicallimbinjury,asphyxiation,possibledeath,internalinjuries,aspiration,

skeletalinjuries–especiallyifthestudentfightsorstruggles.

DataCollectionMethod:

NotApplicable

Time‐outBoothLogsandGraphs

ManualRestraintLogsGraphs

SummaryofIntensiveInterventiondatatobereviewedattheInitial

BehaviorPlanReviewMeeting:

SignatureTitleofIEPTeamandMeetingParticipants:DateofMeeting:

Parent:

Student:

SpecialEdTeacher:

RegularTeacher:

LEA:

Other:

Follow‐upandBehaviorPlanReviewDate:(within2weeks)

InitialBehaviorPlan–SummaryofChanges:(Summaryofchangesbasedoninterventiondata)

SignatureTitleofIEPTeamandMeetingParticipants:DateofMeeting:

Parent:

Student:

SpecialEdTeacher:

RegularTeacher:

LEA:

Other:

NextBehaviorPlanReviewDate:(reviewevery2weeksuntilprogress,thenreviewattheendofeveryterm)

UsetheSupplementalBehaviorPlanReviewForm

BEHAVIORINTERVENTIONPLAN(BIP)

Student:Grade:_School:Date:

Participants:

ThisBIPwillbeutilizedfor:ProgrammingPurposesIEPrequirements

1 / SettingInterventions / 2 / InstructionalInterventions
Preventativemeasuresthatwillbeputinplaceinhopesthattheadjustmentswillreducetheoccurrenceoftheproblembehavior. (RefertotheAntecedentcolumnonpage1oftheFUBA.) Mark“Yes”andfillinthestatementifthispreventativemeasureisneeded.
Yes Not
Needed
AdjustmentscouldbemadeastoWHENtheproblembehaviorislikelytooccurby:
AdjustmentscouldbemadeastoWHEREtheproblembehaviorislikelytooccurby:
AdjustmentscouldbemadeastoSUBJECT/ACTIVITYduringwhichtheproblembehaviorislikelytooccurby:_
AdjustmentscouldbemadeastothePEOPLEpresentwhentheproblembehaviorislikelytooccurby:
  Clarifyingand/orre‐teachingexpectations/routines.How?
  Modifytask/assignment/curriculum.How?
  Increasingsupervision. How?
  Utilizingspecialequipment. How? / SkillsthestudentwillneedtobetaughtinordertosuccessfullydemonstratetheREPLACEMENTBEHAVIOR(RefertotheReplacementBehaviorcolumnonpage2oftheFUBA.)
 SocialSkill(s)
 Communicationskills(s)
 StudySkill(s)
 AcademicSkill(s)
 
Howwilltheskillsbetaught?
 IndividualInstruction GroupInstruction
 Demonstration/modeling Roleplay
 GuidedPractice Independentpractice
Whowillprovidetheinstruction? Whenwilltheinstructiontakeplace? Wherewilltheinstructiontakeplace? Howoftenwilltheinstructiontakeplace? Howwillopportunitiesforpractice/rehearsalbeprovided?
Howwillthestudentbepromptedtoutilizehis/hernewlyacquiredskills?
3 / REINFORCEMENTPROCEDURES / 4 / CORRECTIONPROCEDURES / 5 / IMPLEMENTATIONDETAILS
What will be done to increasethe occurrenceof the replacementbehavior?
IDENTIFYPOTENTIONALREINFORCERS:Whatpreferreditems,activitiesorpeoplemightbeusedasincentivesinaninterventionforthisstudent?
ESTABLISHSPECIFICBEHAVIORCRITERIA:
What exactly must the student do to earn the above reinforcers?
_
DETERMINESCHEDULEOFREINFORCEMENT:
How frequently can the student earn the above reinforcers?
IDENTIFYREINFORCEMENTDELIVERYSYSTEM:
Whatinterventioncomponentswillbeusedtomonitorthestudent’s
behavioranddeliverreinforcement?
Self‐monitoringsystem Pointsystem
Behavioralcontract Tokeneconomy
Groupcontingency Beeptape
Homenotesystem Chartmoves
Lottery/raffletickets Trackingsystem / Whatcanbedonetodecreasetheoccurrenceoftheproblembehavior?
Alloccurrencesoftheproblembehaviorwillbeignored,whileattendingtotheappropriatebehaviorofotherstudents.
Whentheproblembehavioroccurs,thestudentwillbeverballyaskedtostopandthenredirectedby…
Utilizingprecisioncommands
Completingateachinginteraction
Sayingthefollowing…”
”
Other
Minimalconsequences/penaltieswillbeused…
Lossofincentive/privilege. Describe:
Lossofminutesof
Positivepractice. Describe:
Phonecalltoparent(s)
Timeawayfromtheopportunityforreinforcementwillbeused.Describe:
A level system including a hierarchy of consequences forappropriatebehaviorwillbeused. (Attachadescriptionofthelevelsystem.)
Acontractwillbewrittenwhichspecifiesreinforcersforpositivebehavior andconsequencesforoccurrencesoftheproblembehavior.(Attachthesignedcontract.)
Other: / Whatsystemwillbeusedtotrackthedeliveryofreinforcers,correction,proceduresandconsequences?
Include any other details/explanations not previously described toensurethatanyonecouldreadthisplanandimplementtheprogram.

6 / MonitoringSystem / DailyData
Days
DateofProjectedReviewMeeting:
ReviewMeetingDate:Participants:
Analysisofdatashows:
DesireddecreaseinproblembehaviorDesiredincreaseinreplacementbehavior
UndesiredincreaseinproblembehaviorUndesireddecreaseinreplacementbehavior
Actiontobetaken:ContinueplanModifyPlanPlanforgeneralization
Planofaction:
MethodofDataCollection
Frequencycountacrosstheday
 Frequencycountfrom to
timeofdaytimeofday
 Intervalrecordingevery
Secondsminutesacrosstheday
(circleone)
 Other:
Describeexactlyhowdatawillbecollected/recorded.

Student:

BEHAVIORALINTERVENTIONPLAN(BIP)

DailyData
Days
DateofProjectedReviewMeeting: / DateofProjectedReviewMeeting:
ReviewDate: Participants:
Analysisofdatashows:
Desireddecreaseinproblembehavior Desiredincreaseinproblembehavior
UndesiredincreaseinproblembehaviorUndesireddecreaseinproblembehaviorActiontobetaken:ContinueplanModifyplanPlanforgeneralizationPlanofaction: / ReviewDate: Participants:
Analysisofdatashows:
Desireddecreaseinproblembehavior Desiredincreaseinproblembehavior
Undesiredincreaseinproblembehavior UndesireddecreaseinproblembehaviorActiontobetaken:ContinueplanModifyplanPlanforgeneralizationPlanofaction:

SCATTERPLOTFORM

Student:

Observer:

StartingDate:

TargetBehavior:

HighrateofbehaviorLowrateofbehaviorNoneofthebehavior

Timein
5‐minute
intervals / Day1 / Day2 / Day3 / Day4 / Day5 / Day6 / Day7 / Day8 / Day9 / Day10

BEHAVIORALGRAPHING

StudentName:

Behavior:

School:

TrackingPeriod:

INCIDENTS:

INCIDENTS:

DURATIONDATARECORDINGFORM

Student:

Class:

TargetBehavior/Objective:

Date / Incident / Start/End / Duration / Initials
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

Notes/Observations:

OFFICEDISCIPLINECHECKLIST

Considereachofthefollowingwhendevelopingorevaluatingyourreferralform.

Isthereconsensuswithstaffregardingthepurposeofofficedisciplinaryreferrals? / Yes / No
Doesacleardistinctionbetweenproblembehaviorsthatare“reports”versus“referrals”exist? / Yes / No
Isyourformeasilytransportableandasinglesheetofpaper? / Yes / No
Doesyourformrequiremainlycheckmarks,asopposedtowriting? / Yes / No
Areallcategoriesclearlydefinedwithnooverlap? / Yes / No
Isthereconsensuswiththestaffregardingtheusageoftheform? / Yes / No
Consideryourcategories–doyouhavethefollowingrequiredcategories? / Yes / No
Studentname / Yes / No
Date / Yes / No
Timeofincident / Yes / No
Locationofincident / Yes / No
Problembehavior / Yes / No
Referringstaff / Yes / No
Consideryourcategories–doyouneedanyofthefollowingcategories? / Yes / No
Studentgradelevel / Yes / No
Othersinvolved / Yes / No
Consequences / Yes / No
Possiblemotivation(function) / Yes / No
General/specialeducation / Yes / No
Minority/non‐minority / Yes / No
Other / Yes / No
Dothecategoriesontheformmatchthedatabasecategories? / Yes / No
Areproceduresfortransferringdataintothedatabaseinplace? / Yes / No
Isthereadedicatedpersonidentifiedfordataentry? / Yes / No

ABC‐UBIisastatewideinitiativetosupporttheimplementationofResponsetoIntervention(RtI)foracademicandsocialbehavior,supportedbytheUtahPersonnelDevelopmentCenterandtheUtahStateOfficeofEducation.

GENERALPROCEDUREFORDEALINGWITHPROBLEMBEHAVIORS

FindaplacetotalkNo withstudent(s)

Is behavior major?

Yes

Ensuresafety

Problemsolve

Writereferral& escortstudentto office

Determine consequence

Problemsolve

Determine consequence

Followprocedure documented

Followdocumented procedure

Does Student have3 minors?

Follow throughwith consequences

Filenecessary documentation

Send referraltooffice

Filenecessary documentation

Followup with student withina week

DETAILEDPROCEDUREFORDEALINGWITHMAJORBEHAVIORINFRACTIONS

Observe problem behavior

Write behavior ticket

Callfrontoffice askfor administrator

YesNo

Is

infraction zero tolerance?

Givecompleted tickettoteacherorclip toteachermailbox

Escort student tooffice

Yes

No

Is

administrator available?

Escortstudent toneighboring class

Teacherconference withstudent

Call home

Studentcompletes follow‐up agreement

Administrator determines detentionorout

ofschoolsuspension

Is parent/guardian availableto

pickstudent up?

Teacherfollows throughwith consequence

Yes

Teacherphones

Noparents/guardians

Administrator contactsteacherfor followup conference agreement

Parent picksup student

Contact in‐school back‐up

Teacherfiles yellowcopy

File ticket/documentation white,totheoffice; yellow,totheteacher

Teacher

fileswhitecopyof behaviorticket withoffice

Each behavior ticket issummarized into a school-wide database.

Monthlyreports areshared school-wide;other reportscan be generated upon request.

SOCIALINTERACTIONRECORDINGFORM

Student:

Date:

Observer:

Time:

SocialEngagementwithPeers(PartialInterval,1minuteinlength)

X–Participation

O–NoParticipation

1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 0 / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 0 / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 0

SocialInitiationsandResponses(Event/FrequencyRecording)

Recordeachobservanceofaninitiationorresponseduringthe30‐minuteobservation.

SocialInitiations: / OpportunitiesforResponse:
SocialResponse:

Notes: