new.apbs.org · Web viewAsk the teacher if you should model the intervention with the student prior ... you repeat the same procedures above and substitute the appropriate metric

PTR TOOLS

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Table of Contents

Fidelity Checklist for Individualized (FBA) Implementation Process 3-4PTR Process-Specific Activities for Each Step 5-10STEP 1: GOAL SETTING AND PROGRESS MONITORING 11-19

Step 1 Goal Setting Forms 11-16Step 1: Individualized Behavior Rating Scale Tool (IBRST) 17Step 1: Guiding Questions to Set up the IBRST 18-19

STEP 2: FUNCTIONAL BEHAVIOR ASSESSMENT AND HYPOTHESIS 20-51Step 2: PTR FBA Elementary 20-25Step 2: PTR FBA Secondary-Multiple Teachers 26-32Step 2: PTR FBA Secondary-One Teacher 33-38Step 2: PTR FBA Student Version-Multiple Teachers 39-44Step 2: PTR FBA Student Version-One Teacher 45-49Step 2: PTR FBA Summary Table Cheat Sheet 50Step 2: PTR FBA Summary Table Blank Form 51

STEP 3: PTR BEHAVIOR INTERVENTIONS AND COACHING/FIDELITY 52-63Step 3: PTR Intervention Checklist-Elementary 52Step 3: PTR Intervention Checklist-Secondary 53Step 3: PTR Intervention Checklist-Student 53Step 3: PTR Intervention Checklist-Scoring Table Elementary 55-56Step 3: PTR Intervention Checklist-Scoring Table Instructions Secondary 57Step 3: PTR Behavior Intervention Plan Template 58-59Step 3: PTR Coaching/Training/Fidelity Checklist Option A 60-61Step 3: PTR Coaching/Training/Fidelity Checklist Option B Example 62Step 3: PTR Coaching/Training/Fidelity Checklist Option B Blank 63

STEP 4: PROGRESS MONITORING/DATA-BASED DECISION-MAKING 64-65Step 4: Guidance for making data-based decisions 64-65

OPTIONAL FORMS 67-72Teacher/Consultant Alliance Scale 67PTR Classroom Team Survey 68-69PTR Teacher Work Style Survey 70PTR Paraeducator Work Style Survey 71PTR Work Style Score Comparison Sheet 72

COACHING TOOLS 74-114FBA/BIP Innovation Configuration Map 74-86Coach/Coachee Planning Form/Checklist 87-96FBA/BIP Product Review 97-99FBA/BIP Technical Adequacy Tool for Evaluation (TATE) 100-103FBA/BIP Technical Adequacy Tool for Evaluation Scoring Guide 104-114

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Prevent-Teach-Reinforce

Fidelity Checklist for Individualized (FBA) Implementation Process

Instructions: Indicate whether or not the following activities occurred in the development of intervention strategies to address your student’s problem behaviors.

1. Was a team (defined as at least one other person other than the teacher) formed to discuss the behavior and develop plans for intervention?

YES NO

2. Did the team include the student or was student input considered at each step of the process?

YES NO

3. Did the team identify and define a minimum of one problem behavior to be decreased?

YES NO

4. Did the team identify and define a minimum of one appropriate/alternative behavior to be increased?

YES NO

5. Did the team come to consensus on the behaviors identified, the definitions, and the progress-monitoring method?

YES NO

6. Was a daily progress-monitoring data system established to measure occurrence of problem and appropriate behaviors identified for decrease and increase?

YES NO

7. Did the data measure have a minimum of 3 days of baseline data? YES NO

8. Did the teacher and the student provide input on the functional behavior assessment?

YES NO

9. Did the functional behavior assessment result in a hypothesis statement or summary that included the target behavior and the triggers (antecedents) and the function based on consequences that follow problem behavior?

YES NO

10. Did the team come to consensus on the hypothesis statement? YES NO

11. Did the behavior intervention plan include at least one strategy that YES NO

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prevented the behavior from occurring by addressing the antecedent in the hypothesis?

12. Was the prevention strategy written in sufficient detail so that another adult who was not at the meeting could implement the strategy?

YES NO

13. Did the behavior intervention plan include at least one strategy that taught the student a new, appropriate behavior that would replace the problem behavior?

YES NO

14. Was the replacement behavior strategy written in sufficient detail so that another adult who was not at the meeting could implement the strategy?

YES NO

15. Did the behavior intervention plan include at least one strategy that reinforced the replacement behavior and no longer reinforced the problem behavior, linking back to the consequences/function in the hypothesis?

YES NO

16. Was the reinforcement strategy written in sufficient detail so that another adult who was not at the meeting could implement the strategy?

YES NO

17. Did the teacher and the student (if applicable) come to consensus on the plan strategies?

YES NO

18. Did another school-based consultant/team member train the teacher and the student to do the plan?

YES NO

19. Was in-class support provided to the teacher after the plan began to be implemented?

YES NO

20. Was there a plan for collecting behavior plan implementation fidelity? YES NO

21. Was there a follow-up meeting to review the fidelity and the progress-monitoring data to determine whether the behavior plan was effective?

YES NO

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PTR Process—Specific Activities for Each Step

Check or N/A

Step Comments

MEETING 1. OPTIMAL SCENARIO—Steps 1 and 2 are completed Step 1: Goal Setting(Tools/Forms: Identifying the Problem Table, Individualized Behavior Rating Scale)

1. Confirm that team included all relevant team members (at secondary, consider inclusion of the student)

2. If additional team members are needed, develop an action plan for who will contact the person and by what date (action plan can be verbal)

3. Obtain input from team on behaviors to be decreased. :

4. Clearly define each behavior identified in observable and measurable terms.

5. Reach consensus on primary problem behavior(s) to be targeted

6. Obtain input from team on behaviors to be increased that would replace the problem behavior(s) identified as targets.

7. Clearly define each behavior identified in observable and measurable terms.

8. Develop the Individualized Behavior Rating Scale Tool (IBRST) (see Guiding Questions for Developing the Behavior Rating Scale)

9. Ensure person who will be recording the IBRST understands how to use it.

10. Established a start date for using the IBRST.

11. If you have not yet done an observation of the student, schedule a day/time to do one.

12. For each problem behavior identified, make a plan for completing the PTR Assessment

Complete at meeting—If you have time left to do the PTR Assessment (FBA), decide if (a) time will be given during the meeting for each team member to individually complete a PTR assessment on each of the problem behavior(s) targeted OR (b) a group interview will be conducted.

Homework—If time is running out, decide if each team member who knows the child and the performance of the behavior well to complete a PTR Assessment or other FBA form prior to next meeting. Or, if the team does not choose to do the PTR Assessment as homework, decide how they will do it at the next meeting (see bullet above—complete at meeting).

13. Confirm date and time for Meeting 2 if the meeting is concluded with Step 1. If continuing with the meeting, go to Step 2-item 1.

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Check or N/A

Step Comments

Step 2: PTR Assessment (Functional Behavior Assessment)Tools: PTR Assessment (one completed for each problem behavior), PTR Assessment Organization TablePrior to meeting: Complete the PTR Assessment Summary Table and the hypothesis statement prior to the meeting if the PTR Assessment was completed as homework.

1. If this is meeting 2, review IBRST recordings (data). Determine if (a) IBRST is working for the teacher; and (b) Targeted behaviors are still of concern.

If the IBRST is not working as intended, make any necessary modifications to improve its functionality.

2. Option A—If PTR Assessment was done as homework, provide team members with the Assessment Organizational Summary Table and the draft hypothesis(es)Option B—IIf PTR Assessment was not done as homework, either give each team member ~ 15 minutes to complete it in the meeting or do a group interview for each problem behavior targeted. Complete the Assessment Organization Summary Table during the meeting (if time permits).

3. Review information on Summary Table and get clarification on antecedents, functions, consequences.

4. Add, remove, or adapt information on Summary Table as needed after clarifications.

5. Gain team consensus on hypothesis(es).

6. If consensus obtained, skip to item 7. If consensus not obtained, determine next steps: Additional information needed? If yes, schedule classroom observation Additional measures needed? If yes, determine measures and provide Schedule brief follow-up meeting to review additional information and/or

measures (if applicable)7. If time allows, provide each team member with a PTR Intervention Checklist

and intervention fact sheets or document describing interventions OR specific intervention fact sheets that may work well with the hypothesis. Ask them to rank order interventions (between 2-4 in Prevent; must teach replacement skill/behavior, must reinforce replacement behavior with functional equivalence)

8. If time allows, review intervention rankings, ensure match to hypothesis, and come to consensus on a minimum of one prevent, one way to teach replacement behavior, and one reinforce (providing same function as hypothesis).

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Check or N/A

Step Comments

MEETING 2 (In Ideal World):Step 3: Behavior Intervention Plan Tools: PTR Intervention Checklist, PTR Intervention Scoring Table, Blank Support Plan templates (or electronic version)

1. If this is a new meeting, review IBRST recordings (data). Determine if (a) IBRST is working for the teacher; and (b) Targeted behaviors are still of concern.

If the IBRST is not working as intended, make any necessary modifications to improve its functionality.

2. Provided a visual of the PTR Intervention Scoring Table. If not used (e.g., only one team member is making intervention selections), go to Item 3.

3. Discussed the rankings and interventions selected by team members in each category (prevent-teach-reinforce)

4. Reached consensus on top ranked interventions from each category to be included in behavior intervention plan.

5. Ensure that the interventions selected from each category match the hypothesis information.

6. Ensured that the top ranked interventions selected were also selected by the teacher (or other intervention agent).

7. If top interventions were not the ones selected by the teacher: Ensure that the teacher is willing to do the interventions selected by

the team If the teacher is not willing, ask the other team members if it is

agreeable to go with the interventions selected by the teacher.

8. Take each intervention selected by the team and begin to write the support plan:

Ask the team for a description of how they wish to use the intervention If the team is unable to describe the intervention in the required detail,

provide some examples of how the intervention might work and/or ask guiding questions to help determine the specific steps of the intervention

Write each step down (task analysis) so that the behavior intervention could be clearly understood and implemented by anyone working with the student

9. Once the plan is completed, review the steps of the interventions to make sure they are accurate

10. Determine who will be doing the interventions and the materials/resources that are needed (if necessary).

If interventions need to be constructed or purchased, determine who will be responsible

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11. Schedule a time to train the teacher (or intervention agent) in the intervention plan.

12. Schedule a time for a follow-up meeting to review data (within 3 weeks of behavior plan implementation).

Step 3b: Coaching

Tools: Coaching/Fidelity Checklist (option 1 or Option 2), Fidelity Development Guide

1. Prepare a Coaching/Fidelity Checklist/Measure for each intervention

2. Provide the teacher and other intervention agents with a copy of the checklist/measure

3. Review each step of the interventions with the teacher. Review/training can be through discussion and/or Q & A. If the teacher is willing, role play implementing the interventions

4. For each step on the Coaching/Fidelity Checklist, record whether the teacher could or could not role play or describe the behavior.

5. If there are any steps not performed or described accurately, provide additional review/activities for practice.

6. If the teacher appears comfortable with the interventions and showed competent performance on most of the plan (e.g., 80% or more), schedule first date of implementation with the student.

7. Determine with the teacher if the student needs to be trained to do the intervention. If yes, ask the teacher who would be best to train the student—you or the teacher. If the teacher will be training the student, try to be present or have someone from the team be present, if possible.

8. Ask the teacher if you should model the intervention with the student prior to the teacher implementing it.

9. If the teacher appeared to have difficulties performing the behaviors required to do the interventions during your coaching/training session (e.g., scored less than 80%):

Ask the teacher if the interventions need to be modified so that they can be implemented accurately.

If the teacher cannot implement the intervention, go back to the interventions selected/rank ordered and select another intervention from the appropriate category as a replacement. Schedule another time to train the teacher in the new intervention (if applicable).

At times, you may decide to go ahead and have the teacher try to implement the intervention in the classroom with the student and determine after that time if modifications or changes need to be made. (Teachers may not be comfortable with role-playing or they may do better with the student when it is the “real” performance).

Check or N/A

Step Comments

10. Determine how fidelity will be measured. If self-assessment will be the method, determine the frequency of the teacher completing a self-assessment of implementation.

11. If applicable, schedule one observation for fidelity. If the teacher is implementing with adequacy (e.g., 80%), self-assessments can be completed by the teacher. .

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12. If the teacher is having difficulties implementing the interventions, one or more of the following can occur:

Review the performance with the teacher and ask for their input on the features of the intervention that make it difficult for them to implement

Ask the teacher if they wish to modify the intervention to make it easier for implementation or if they wish to replace the intervention.

Schedule another fidelity observation13. Schedule due dates/method for receiving fidelity self-assessments and IBRST

recordings. Upon review of the documents, ensure that the teacher is implementing with fidelity and that the student is making the desired behavior changes (trend line is going in the desired direction).

14. Additional observations can be conducted if the teacher appears to be implementing with low fidelity and/or the student is not changing in the desired direction.

MEETING 3 or 4 Step 4: EvaluationTools: Individualized Behavior Rating Scales, Graphs (optional), Fidelity Scores, Social Validity Scale, Teacher/Consultant Alliance Scale (Optional)

1. Review all data including implementation fidelity, Behavior Rating Scales, and Graphs.

a. If desired, Excel graphs can be created with the IBRST data. If graphs are not made, ensure that the points on the Behavior Rating Scale are connected and that a vertical line is drawn on the date showing when the intervention began.

2. Determine decision rules for:a. Adequate fidelity scoreb. Adequate behavior change

3. Discuss with the team the impact of the intervention.

4. If the student is improving, determine the next steps. Possible actions can include:

a. Expanding/generalizing the intervention: If the teacher is implementing the intervention in one routine, other routines can be selected. Or if the intervention may be implemented in a new setting or by a different person. If the intervention is generalized, determine if new people will be implementing the intervention and the training needs.

b. Parts of the intervention may be faded (e.g., the schedule of reinforcement, the amount of prompting, moving to student self-management). If fading is indicated, this should be done in a systematic fashion.

c. New goals can be established. (e.g., IBRST measures for each rating on 5 point scale can be adjusted to raise the bar or another behavior can be targeted for intervention).

5. If the student is not improving, determine first if the intervention has been implemented with fidelity (fidelity scores). If yes, the following options can be considered:

a. The hypothesis may be incorrect. If this is suspected, decide if more data are needed or if the interventions need to be adjusted to fit a revised hypothesis.

b. If more data are needed, determine the method in which it will be collected (e.g., another group interview, observations, etc.)

c. If a new hypothesis is generated, go back to Step 3 and repeat through Step 5.

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6. If social validity is desired, ask teacher to complete social validity scale.

7. Schedule another follow-up meeting to review plan extensions/generalization or new plan.

YOU DID IT!!!!! PAT YOURSELF ON THE BACK!

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Step 1: Broad Goal-Setting

Goals for: ____________________________(Student’s Name)

Behavioral Social Academic

PTR Form 3b

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Step 1: Simplified Goal Setting—Version 2 Modified

____________________________(Student’s Name)

Behavior

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Step 1: Structured Goal Setting

Student Name: __________________________________

BEHAVIORS TO DECREASE

Target Behavior: Operational Definition:

BEHAVIORS TO INCREASE

Target Behavior: Operational Definition:

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Step 1: Structured Goal Setting (Version 3)

Student Name:

Directions: In the left column, list between ONE to THREE behaviors you wish to see less of and more of from the student.

Behaviors to DECREASE (see less)

Target Behavior Definition (clear and observable)

1.

2.

3.

Behaviors to INCREASE (see more) Definition (clear and observable)

1.

2.

3.

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Step 1: Goal Setting

Student Version

1. What is your dream? What do you want to be doing 3-5 years from now?

2. What could help you reach your dream? What could school, family, or other people do and what could you do? What opportunities are already available that could help?

3. What is keeping you from your dream? What are the challenges that are making it hard? What are some of your fears if you don’t get to reach your dream?

4. Choices are very important for everyone. Examples of big choices most people have is the type of work they will do for money, the type of fun activities they do in the evenings and weekends, where and when they go for shopping or fun activities, friends to do things with, etc. Some smaller choices most people have each day is what they wear, the clothes they buy, what they eat for breakfast, lunch, and dinner, etc. What choices do you get to make most days? What choices do you wish you could make most days?

5. Who are the most important people in your life? They can include people from school, people from your family, friends, girlfriends or boyfriends, people who live in the city or other important people who may live further away? Are there any people you wish could be included as important people?

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Step 1: Goal Setting-Student Version

Student Name: __________________________________

WHAT BEHAVIORS DO YOU WISH YOU WOULDN’T DO SO MUCH IN SCHOOL?

Target Behavior(s): Definition:

WHAT BEHAVIORS DO YOU WISH YOU WOULD DO MORE IN SCHOOL? WHAT BEHAVIORS WOULD YOU LIKE TO DO MORE THAT WOULD LET YOU MEET YOUR GOALS?

Target Behavior(s): Definition:

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Step 1: Individualized Behavior Rating Scale Tool (IBRST)

Student: School: Teacher(s):

Target Behavior Dat

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KEY: Problem Behavior : Definition Time/Routine: All day Specific Time/Routine: 5 = Terrible day 4 = Typical bad day 3 = So-so day 2 = Good day 1 = Fantastic day

Replacement/Alternate Desired Behavior; Definition Time/Routine: All day Specific Time/Routine: 5 = Fantastic day 4 = Good day 3 = So-so day 2 = Typical bad day 1 = Terrible day

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Step`1: Guiding Questions to Set Up the Individualized Behavior Rating Scale Tool

After your team reaches consensus on the top 2-5 goals of intervention, you are ready to set up the behavior rating scale for them to use each day. The following questions will help you in guiding the team to determine the anchors for each behavior.

Prior to setting up the IBRST, ensure that you have done the following two activities:1. Clearly defined a minimum of one problem behavior to be decreased and one appropriate behavior to be increased.

If your team identified more than 5 behaviors to be targeted, guide them to prioritize one or two behaviors to be targeted for the interventions.

2. Attempt to find out whether the team will be interested in tracking behavior occurrence throughout the entire school day, by problematic routine, by period/subject, etc. Some teachers and paraprofessionals will be overwhelmed and may just want to concentrate on a routine in which the behavior occurs (or does not occur) on a consistent basis.

Guiding Questions for EACH behavior that will be targeted:If the behavior is one that the child may not have the same number of opportunities to perform each day (e.g., initiate social interactions appropriately, communicate the need to chill out), consider using %age of time.

1. Starting with the top ranked problem behavior, determine the appropriate metric (frequency, duration, intensity, latency) by asking the following questions:

a. What concerns you the most about the problem behavior (e.g., hitting, kicking, screaming, yelling out, throwing pencil down, etc.)? Is it (how often, how many times, the number of behavioral episodes), etc.? Or is it how long the behavior or behavioral episode lasts? Or is it how strong or intense the behavior or behavioral episode is?

i. (Only ask the following question if the behavior of concern is related to following instructions or starting work when requested) Or is it how long it takes before the student engages in the requested behavior?

2. Once you have established the metric, you can now ask them questions to help set up the 5-point Likert scale. For problem behaviors, ask the following questions related to the time period over which the team stated they would track the behavior (e.g., whole day, routine specific, time specific, activity specific, etc.):

Frequency metric questionsa. Think back over the last month. What would you consider to be a typical bad day? How many times would

you estimate that (the student) (specific behavior) during the (day or specific routine)?i. The response provided can be set at Rating 4.

b. Then a terrible day would be more than X times (put in the top number team suggested in “a.”.i. The response can be set at Anchor 5.

c. What would be a fantastic day for (the student)? How many times would you like to see the behavior occur to consider it a fantastic day?

i. The response can be set at Anchor 1d. What would be a good day?

i. The response would be set at Anchor 2e. What would be a so-so day (not good but not really bad)?

i. The response would be set at Anchor 3.

Duration, intensity, latency metricsTo set the anchors for other metrics, you repeat the same procedures above and substitute the appropriate metric word (e.g., duration—how long the behavior lasts, the amount of time the child does the behavior in one episode; intensity—how hard, loud, far, etc. does the child do the behavior).

Appropriate behaviorYour team has a choice. Because the behavior rating scale allows a team to graph the data points, it makes the most sense for problem behaviors to decrease (line trend goes down) and appropriate behaviors to increase (line goes up). If your team prefers this traditional method of graphing behavior, you would use the same guiding

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questions for appropriate behavior anchors and “flip” the order of the anchors. That is, the typical bad day for an appropriate behavior would be set at anchor ‘2’ rather than 4, the terrible day would be ‘1’ rather than ‘5’, the fantastic day would be ‘5’ rather than ‘1’, and the good day would be a ‘4’ rather than a ‘2’. The constant would be the ‘3’ (a so-so day).

The other option would be to keep the scales consistent. That is, the 5, 4, 3, 2, and 1 ratings would indicate the same types of day. For example, a 5 would be a terrible day for both problem and appropriate behavior.

Other tips:1. The anchors do not have to be even (same # of data points within each anchor). For example, you can have a

team say that on a typical or average day, the behavior occurs about 8 or 9 times (anchor 4), a really bad day is more than 10 times (anchor 5), a really good day (goal-anchor 1) is 0-1 times, an okay day (anchor 3) is 5-6 times, and an almost good day (anchor 2) is about 3 or 4 times. Your goal here is to set up the scale in a format that will allow the teacher to use the entire scale in recording the occurrence and nonoccurrence of behavior. If you prefer to have every possible number included, you can use ranges (e.g., in the above example, 2 times isn’t represented. You can increase the range for anchor 1 to 0-2 times or you could increase the range for anchor 2 to 2-4 times. If you will be doing this, always ask the team what would be most accurate for them when recording the behaviors.

2. Each behavior can have a different metric. That is, your team may have 2 or 3 behaviors they are targeting. One could be frequency, one could be duration, and another could be percentage of time or some other metric. This is determined by the behavior and the responses to the guiding questions.

3. Occasionally, you may have a team who is concerned about 2 different metrics for the same behavior. For example, a team may be concerned by both how often a child hits and its intensity. If the team would like to track both metrics, you would have one row of the Behavior Rating Scale be Hitting-frequency and one row Hitting-duration.

Training the teacherThe easiest and best way to train the teacher to use the IBRST is to ask them to use it immediately after development. If your meeting is at the beginning of the school day, once the IBRST is developed, say, “Let’s test this out. Think about the student’s behavior yesterday. What would you rate (problem behavior #1) for yesterday?” After the teacher gives the response, ask them “why did you select that rating?” If it appears that the teacher is comfortable with how to rate the behavior and they seem to understand how to use the tool, repeat the practice for all other behaviors on the IBRST.

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Student ________________ Responder __________________ Behavior _____________

Step 2: PTR Functional Behavior Assessment-Elementary

Directions:1. The following PTR Functional Behavior Assessment is comprised of three sections,

Prevent, Teach, and Reinforce, and is 4-pages in length. 2. Complete one PTR Functional Behavior Assessment for each problem behavior

targeted on the Behavior Rating Scale. For example, if both ‘hitting others’ and ‘screaming’ are listed on the BRS, two PTR Functional Behavior Assessments will be completed.

3. Do not complete the assessment on any prosocial/desired behaviors targeted on the Behavior Rating Scale

4. List the problem behavior on the top of each assessment form to ensure responses are given for that behavior only.

5. Answer each question by checking all the appropriate areas that apply, or by writing the response(s) that best describe events related to the problem behavior specified.

Student ________________ Responder __________________ Behavior ___________________

PTR Functional Behavior Assessment: Prevent Component

1a. Are there times of the school day when problem behavior is most likely to occur? If yes, what are they?___ Morning___ Afternoon

___ Before meals

___ During meals ___ After meals

___ Arrival ___ Dismissal

Other:_________________________________________________________________________

1b. Are there times of the school day when problem behavior is very unlikely to occur? If yes, what are they?___ Morning___ Afternoon

___ Before meals ___ During meals ___ After meals ___ Arrival ___ Dismissal

Other: ___________________________________________________________________________

2a. Are there specific activities when problem behavior is very likely to occur? If yes, what are they?

___ Reading/LA___ Independent work___ One-on-one___ Free time___ Worksheets, seatwork

___ Writing___ Small group work___ Computer___ Peer/cooperative work

___ Math___ Large group work ___ Recess___ Centers___ Specials (specify) ____________

___ Science___ Riding the bus___ Lunch___ Discussions/Q&A___ Transitions (specify) ________________

Other: ____________________________________________________________________________

2b. Are there specific activities in which problem behavior is very unlikely to occur? What are they?

___ Reading/LA___ Independent work___ One-on-one___ Free time___ Worksheets, seatwork

___ Writing___ Small group work___ Computer___ Peer/cooperative work

___ Math___ Large group work ___ Recess___ Centers___ Specials (specify) ____________

___ Science___ Riding the bus___ Lunch___ Discussions/Q&A___ Transitions (specify) ________________

Other: _______________________________________________________________________________

3a. Are there specific classmates or adults whose proximity is associated with a high likelihood of problem behavior? If so, who are they?___ Peers___ Teacher(s)___ Paraprofessional(s)___ Other school staff

Specify:______________________Specify: ______________________Specify: ______________________Specify_______________________

___ Bus driver___ Parent___ Other family member (Specify)_______________

Other: _______________________________________________________________________________

3b. Are there specific classmates or adults whose proximity is associated with a high likelihood of problem behavior not being exhibited? If so, who are they?

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___ Peers___ Teacher(s)___ Paraprofessional(s)___ Other school staff

Specify:______________________Specify: ______________________Specify: ______________________Specify: ______________________

___ Bus driver___ Parent___ Other family member (Specify) __________________________

Other: _______________________________________________________________________________

4. Are there specific circumstances in which the problem behavior is very likely to occur? Please indicate the top 3-5 circumstances that are the most likely to trigger the problem behavior.___ Request to start task___ Being told work is wrong___ Reprimand or correction___ Told “no”___ Seated near specific peer___ Peer teasing or comments ___ Change in schedule

___ Task too difficult___ Task too long___ Task is boring___ Task is repetitive (same task daily)___ Novel task

___ Transition___ End of preferred activity ___ Removal of preferred item___ Start of non- preferred activity

___ Student is alone___ Unstructured time___ ‘Down’ time (no task specified)___ Teacher is attending to other students

Other: _________________________________________________________________________________If the problem behavior happens most often during academic time/work, does the student have the skills to do the work being requested? Yes No 5. Are there specific circumstances in which the problem behavior is very unlikely to occur?

6. Are there conditions in the physical environment that are associated with a high likelihood of problem behavior? For example, too warm or too cold, too crowded, too much noise, too chaotic, weather conditions….___ Yes (specify) ______________________________________________________________________ No7. Are there circumstances unrelated to the school setting that occur on some days but not on other days that may make problem behavior more likely? ___ Illness___ Allergies___ Physical condition___ Hormones or menstrual cycle

___ No medication___ Change in medication___ Hunger___ Parties or social event___ Change in diet

___ Drug/alcohol abuse___ Bus conflict___ Fatigue___ Change in routine___ Parent not home

___ Home conflict___ Sleep deprivation___ Stayed with non- custodial parent

Other:__________________________________________________________________________________Additional comments not addressed above in the Prevent Component.

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PTR Functional Behavior Assessment: Teach Component

1. Does the (problem behavior) seem to be exhibited in order to gain attention from peers?

___ Yes List the specific peers: _____________________________________________________ ___ No2. Does the (problem behavior) seem to be exhibited in order to gain attention from adults? If so, are there particular adults whose attention is solicited?

___ Yes List the specific adults: _____________________________________________________

___ No3. Does the (problem behavior) seem to be exhibited in order to obtain items or preferred activities (games, electronics, materials, food) from peers or adults?

___ Yes List the specific objects: _____________________________________________________

___ No

4. Does the (problem behavior) seem to be exhibited in order to avoid or delay a transition from a preferred activity to a non-preferred activity?

___ Yes List the specific transitions:___________________________________________________

___ No

5. Does the (problem behavior) seem to be exhibited in order to avoid or delay a non-preferred (difficult, boring, repetitive) task or activity?

___ Yes List the specific non-preferred tasks or activities__________________________________

___ No6. Does the (problem behavior) seem to be exhibited in order to get away from a non-preferred classmate or adult?

___ Yes List the specific peers or adults________________________________________________ ___ No7. What behaviors could the student be taught to do that would help meet academic goals? Select 3-5 behaviors that would academically enable the student to participate and meet academic goals.

Recognize the need for help Socially engage (e.g., working

cooperatively with peers, cooperate)

Participate, persist, and be engaged

Make positive comments Organizational strategies Ask for help Self-regulation (controls

temper, obeys rules, copes with stress and anxiety)

Learning strategies Time management Attend school regularly Appropriately communicate

needs

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Additional comments not addressed above in the Teach Component.

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PTR Functional Behavior Assessment: Reinforce Component

1. What responses (consequences) typically occur after the student engages in the problem behavior? Identify the top 3-5 responses that adults or peers almost always do immediately after the student does the problem behavior.___ Sent to time-out___ Chair time-out___ Head down___ Sent to office___ Sent home___ Calming/soothing

___ Gave personal space___ Sent to behavior specialist/counselor___ Assistance given___ Verbal redirect___ Delay in activity___ Activity changed___ Activity terminated

___ Verbal reprimand___ Stated rules___ Physical prompt___ Peer reaction___ Physical restraint___ Removal of reinforcers___ Natural consequences (Specify) ___________________

Other:______________________________________________________________________________

2. Does the student enjoy praise from teachers and other school staff? Does the student enjoy praise from some teachers more than others?___ Yes List specific people ___________________________________________________________________ No3. What is the likelihood of the student’s appropriate behavior (e.g., on-task behavior; cooperation; successful performance) resulting in acknowledgment or praise from teachers or other school staff?___ Very likely ___ Sometimes ___ Seldom ___ Never

4. What is the likelihood of the student’s problem behavior resulting in acknowledgment (e.g., reprimands, corrections) from teachers or other school staff?___ Very likely ___ Sometimes ___ Seldom ___ Never

5. What school-related items and activities are most enjoyable to the student? What items or activities could serve as special rewards?___ Social interaction with adults___ Social interaction with peers___ Playing a game___ Helping teacher___ Line leader ___ Going to media center___ Sensory activity (specify) ____________________

___ Music___ Puzzles___ Going outside___ Going for a walk___ Reading___ Extra PE time___ Extra free time

___ Art activity___ Computer___ Video games___ Watching TV/video___ Objects (Specify) ___________________ _____________________________________ Food (Specify) _____________________ __________________________________

Other(s):_______________________________________________________________________________

Additional comments not addressed above in the Reinforce Component.

25


Step 2: PTR Functional Behavior Assessment/Secondary Multiple teachers-Prevent Component

1a. Are there times of the period/class when (problem behavior) is most likely to occur? If yes, what are they?

___ Upon entry into the class___ Beginning of the class

____ Last half of the class____ End of class/Dismissal

Other:_________________________________________________________________________

1b. Are there times of the period/class when (problem behavior) is least likely to occur? If yes, what are they?

___ Upon entry into the class___ Beginning of the class___ Midpoint of the class


Other: ___________________________________________________________________________2a. Are there specific activities within the class/subject when (problem behavior) is very likely to occur? If yes, what are they?___ Large group Work___ Independent work___ One-on-one___ Free time

___ Writing tasks___ Small group work___ Computer___ During announcements

___ Hands-on tasks___ Discussions/Q&A___ Other (specify) ___ Peer or cooperative work

Other: ____________________________________________________________________________

2b. Are there specific activities or subjects when (problem behavior) is very unlikely to occur? What are they? ___ Large group Work___ Independent work___ One-on-one___ Free time



Other:

26


_______________________________________________________________________________

27


3a. Are there specific classmates or adults whose proximity is associated with a high likelihood of (problem behavior)? If so, who are they?



___ Bus driver___ Parent___ Other family member (Specify)___________________ Other person (specify)_______________________

3b. Are there specific classmates or adults whose proximity is associated with a high likelihood of (problem behavior) not being exhibited? If so, who are they?



___ Bus driver___ Parent___ Other family member (Specify) _____________________________ Other person (specify)______________________________

4. Are there specific circumstances that are associated with a high likelihood of (problem behavior)?

___ Request to start work___ Telling student work is wrong___ Reprimanding or correcting___ Told “no”___ Seated near specific peer___ Peer teasing or comments ___ Change in schedule




Other: _________________________________________________________________________________

If academic demands are associated with (problem behavior)s, does the student possess the skills to engage in the academic activity without assistance? ____________________________________________________________________________

28


5. Are there specific circumstances in which (problem behavior) is very unlikely to occur? Please specify.

6. Are there conditions in the physical environment that are associated with a high likelihood of (problem behavior)? For example, too warm or too cold, too crowded, too much noise, too chaotic, weather conditions….

___ Yes (specify) ___________________________________________________________________

___ No7. Are there circumstances unrelated to the school setting that occur on some days and not on other days that may make (problem behavior) more likely?

___ Illness___ Allergies___ Physical condition___ Hormones or menstrual cycle


___ Drug/alcohol abuse___ Bus conflict___ Fatigue___ Change in routine___ Parent not home___ Conflict with girlfriend or boyfriend

___ Home conflict___ Stayed with non- custodial parent___ Conflict with parents___ Conflict with friends

Other: _____________________________________________________________________________________

Additional comments not addressed above in the Prevent Component.

29


PTR Functional Behavior Assessment Secondary: Teach Component






___ No



___ No




___ Yes List the specific peers or adults________________________________________________ ___ No7. What behaviors could the student be taught to do that would help meet academic goals? Select 3-5 behaviors that would academically enable the student to participate and meet academic goals.

Study skills Socially engage (e.g., working



Homework completion Organizational strategies Attend class Self-regulation (controls

temper, obeys rules, copes with stress)

Work productively (complete and turn in assignments)

Time management Arrive to class on time

30



31


PTR Functional Behavior Assessment Secondary: Reinforce Component

1. What consequence(s)/responses of others typically happen immediately after the student’s (problem behavior)? Select the top 3-5 that adults and/or peers almost always do immediately after the problem behavior.

___ Sent to time-out___ Sent to crisis room___ Asked to put head down___ Sent to office/ODR___ ISS___ OSS___ Ignored

___ De-escalation (e.g., LSCI or other)___ Sent to behavior specialist/counselor___ Assistance given___ Allowed to delay activity___ Changed the activity___ Ended the activity___ Calmed/soothed

___ Verbally reprimanded___ Verbally redirected___ Stated rules___ Physically prompted___ Peers react (laugh, make comments)___ Physically restrained___ Removed reinforcers___ Natural consequences (Specify) ___________________

Other:______________________________________________________________________________

2. Does the student enjoy praise from teachers and other school staff? Does the student enjoy praise from some teachers more than others?

___ Yes List specific people ___________________________________________________________________ No3. What is the likelihood of the student’s appropriate behavior (e.g., on-task behavior; cooperation; successful performance) resulting in acknowledgment or praise from teachers or other school staff?

___ Very likely ___ Sometimes ___ Seldom ___ Never

4. What is the likelihood of the student’s (problem behavior) resulting in acknowledgment (e.g., reprimands, corrections) from teachers or other school staff?


5. What school-related items and activities are most enjoyable to the student? What items or activities could serve as special rewards?

___ Social interaction with adults___ Social interaction with peers___ Teacher or office assistant___ Going to media center___ Sensory activity (specify) _______________________ Given leadership opportunities

___ Listening to music___ Being outside___ Going for a walk___ Reading___ Extra PE time___ Extra free time

___ Doing art___ Using the computer___ Video/electronic games/apps___ Watching TV/DVD/Movie___ Objects (Specify) ___________________ _____________________________________ Food (Specify) _____________________ __________________________________

Other(s):_______________________________________________________________________________

32



33


Step 2: PTR Functional Behavior Assessment/Secondary (One teacher)-Prevent Component

1a. Are there times of the school day when (problem behavior) is most likely to occur? If yes, what are they?___ Before first class___ Morning___ Afternoon

___ Before Lunch___ Between Classes

___ During lunch___ Homeroom

___ After lunch

___ Arrival Time___ Dismissal Time

Other:_________________________________________________________________________

1b. Are there times of the school day when (problem behavior) is least likely to occur? If yes, what are they?___ Morning___ Afternoon

___ Before lunch___ Between classes

___ During lunch

___ After lunch


Other: ___________________________________________________________________________

2a. Are there specific activities or subjects when (problem behavior) is very likely to occur? If yes, what are they?___ Core subjects (specify) __________________________ Independent work___ One-on-one___ Free time___ Extra-curricular ___ During announcements

___ Writing tasks___ Small group work___ Computer___ Peer or cooperative work

___ Large group Work___ At locker___ After school activities (specify)_________________ Electives (specify)________________

___ Hands-on tasks___ On the bus___ Discussions/Q&A___ Between classes/transitions (specify) ____________________

Other: ____________________________________________________________________________

2b. Are there specific activities or subjects when (problem behavior) is very unlikely to occur? What are they? ___ Core subjects (specify) __________________________ Independent work___ One-on-one___ Free time___ Extra-curricular ___ During announcements

___ Writing tasks___ Small group work___ Computer___ Peer or cooperative work



Other: _______________________________________________________________________________

34


35


3a. Are there specific classmates or adults whose proximity is associated with a high likelihood of (problem behavior)? If so, who are they?___ Peers___ Teacher(s)___ Paraprofessional(s)___ Other school staff



3b. Are there specific classmates or adults whose proximity is associated with a high likelihood of (problem behavior) not being exhibited? If so, who are they?___ Peers___ Teacher(s)___ Paraprofessional(s)___ Other school staff



4. Are there specific circumstances that are associated with a high likelihood of (problem behavior)? ___ Request to start work___ Telling student work is wrong___ Reprimanding or correcting___ Told “no”___ Seated near specific peer___ Peer teasing or comments ___ Change in schedule




Other: _________________________________________________________________________________

If academic demands are associated with (problem behavior)s, does the student possess the skills to engage in the academic activity without assistance? ____________________________________________________________________________

5. Are there specific circumstances in which (problem behavior) is very unlikely to occur? Please specify.

6. Are there conditions in the physical environment that are associated with a high likelihood of (problem behavior)? For example, too warm or too cold, too crowded, too much noise, too chaotic, weather conditions….

36


___ Yes (specify) ___________________________________________________________________

___ No

37


7. Are there circumstances unrelated to the school setting that occur on some days and not on other days that may make (problem behavior) more likely? ___ Illness___ Allergies___ Physical condition___ Hormones or menstrual cycle


___ Drug/alcohol abuse___ Bus conflict___ Fatigue___ Change in routine___ Parent not home___ Conflict with girlfriend or boyfriend

___ Home conflict___ Stayed with non- custodial parent___ Conflict with parents___ Conflict with friends

Other: _____________________________________________________________________________________


38


PTR Functional Behavior Assessment Secondary: Teach Component






___ No



___ No




___ Yes List the specific peers or adults________________________________________________ ___ No6. What behaviors could the student be taught to do that would help meet academic goals? Select 3-5

behaviors that would academically enable the student to participate and meet academic goals.




Homework completion Organizational strategies Attend class Self-regulation (controls

temper, obeys rules, copes with stress)



39



40


PTR Functional Behavior Assessment Secondary: Reinforce Component

1. What consequence(s)/responses of others typically happen immediately after the student’s (problem behavior)? Select the top 3-5 that adults and/or peers almost always do immediately after the problem behavior. ___ Sent to time-out___ Sent to crisis room___ Asked to put head down___ Sent to office/ODR___ ISS___ OSS___ Ignored


___ Verbally reprimanded___ Verbally redirected___ Stated rules___ Physically prompted___ Peers react (laugh, make comments)___ Physically restrained___ Removed reinforcers___ Natural consequences (Specify) ___________________

Other:______________________________________________________________________________

2. Does the student enjoy praise from teachers and other school staff? Does the student enjoy praise from some teachers more than others?___ Yes List specific people ___________________________________________________________________ No

3. What is the likelihood of the student’s appropriate behavior (e.g., on-task behavior; cooperation; successful performance) resulting in acknowledgment or praise from teachers or other school staff?___ Very likely ___ Sometimes ___ Seldom ___ Never

4. What is the likelihood of the student’s (problem behavior) resulting in acknowledgment (e.g., reprimands, corrections) from teachers or other school staff?___ Very likely ___ Sometimes ___ Seldom ___ Never

5. What school-related items and activities are most enjoyable to the student? What items or activities could serve as special rewards?___ Social interaction with adults___ Social interaction with peers___ Teacher or office assistant___ Going to media center___ Sensory activity (specify) _______________________ Given leadership opportunities



Other(s):_______________________________________________________________________________


41


Step 2: PTR FBA/Student Version-Multiple Teachers-Prevent Component

1a. Are there times of the (period/class/subject) when you are most likely to do (problem behavior)? If yes, what are they?

___ Upon entry into the class___ Beginning of the class


Other:_________________________________________________________________________

1b. Are there times of the (period/class/subject) when you are least likely to do (problem behavior)? If yes, what are they?

___ Upon entry into the class___ Beginning of the class___ Midpoint of the class


Other: ___________________________________________________________________________2a. Are there specific activities within the class/subject when you are most likely to do (problem behavior)? If yes, what are they?___ Large group Work___ Independent work___ One-on-one___ Free time



Other: ____________________________________________________________________________

2b. Are there specific activities within the class/subject when you are least likely to do ((problem behavior))? What are they? ___ Large group Work___ Independent work___ One-on-one___ Free time



42


Other: _______________________________________________________________________________

43


3a. Are there specific classmates or adults who, when they are around you, result in you more likely doing ((problem behavior))? If so, who are they?

___ Classmate___ Teacher(s)___ Paraprofessional(s)___ Other school staff



3b. Are there specific classmates or adults who, when they are around, result in you not doing ((problem behavior))? If so, who are they?

___ Classmate___ Teacher(s)___ Paraprofessional(s)___ Other school staff



4. Are there specific circumstances that result in you being more likely to do the ((problem behavior))?

___ Asked to start work___ Being told work is wrong___ Being reprimanded or corrected___ Told “no”___ Seated near specific classmate___ Classmates teasing or making comments ___ Schedule changed

___ Work too difficult___ Work is too long___ Work is boring___ Work is repetitive (same task daily)___ New work___ Between activities

___ Between classes___ End of preferred activity ___ Teacher takes away preferred item___ Start of non- preferred activity

___ Alone time___ Unstructured time___ ‘Down’ time (no task specified)___ Teacher is attending to other students

Other: _________________________________________________________________________________

If the ((problem behavior)) happens most often during academic time/work, do you think you are able to do the work being asked of you without help? Yes No (explain) ______________________________________________________________________

44


5. Are there specific circumstances that result in it being very unlikely that you do the (problem behavior))? Please specify.

45


6. Are there conditions in the physical environment that make it more likely for you to do (problem behavior)? For example, too warm or too cold, too crowded, too much noise, too chaotic, weather conditions….

___ Yes (specify) ___________________________________________________________________

___ No7. Are there things that are unrelated to the school setting that happen on some days but not on other days that may make ((problem behavior)) more likely?

___ When ill___ Days allergies are bad___ Hormonal or during menstrual cycle

___ Didn’t take medication___ Changed medication___ Hungry (missed meals)___ Went to a party___ Diet changed

___ Drugs/alcohol___ Fight/argument on bus___ Fatigued___ Routine changed___ Parent not home___ Fight with girlfriend or boyfriend

___ Problems at home___ Stayed with non- custodial parent___ Fight with parents___ Fight with friends

Other: _____________________________________________________________________________________


46


PTR Functional Behavior Assessment/Student: Teach Component

1. Does ((problem behavior)) get you attention from classmates?

___ Yes List the specific classmates: _____________________________________________________ ___ No2. Does ((problem behavior)) get you attention from adults? ___ Yes List the specific adults: _____________________________________________________

___ No3. Does ((problem behavior)) get you items or preferred activities (games, electronics, materials, food) from classmates or adults?

___ Yes List the specific objects or preferred activities: ___________________________________________________ ___ No

4. Does ((problem behavior)) get you to avoid or delay a transition from a preferred activity to a non-preferred activity?


___ No

5. Does ((problem behavior)) get you to avoid or delay a non-preferred (difficult, boring, repetitive) task or activity?


___ No6. Does ((problem behavior)) get you away from a non-preferred classmate or adult?

___ Yes List the specific classmates or adults________________________________________________ ___ No7. What behaviors could you do that would help you meet your academic and future goals? Select 3-5

behaviors that would allow you to participate in class, make passing grades, and get credits toward graduation.


cooperatively with peers, cooperate) Participate, persist, and be

engaged



engaged

Study skills Socially engage (e.g.,

working cooperatively with peers, cooperate)


Others: __________________________________________________________________________

47



48


PTR Functional Behavior Assessment/Student: Reinforce Component

1. What typically happens immediately after you do ((problem behavior))?

___ Sent to time-out___ Sent to crisis room___ Asked to put head down___ Sent to office/ODR___ ISS___ OSS___ Ignored


___ Verbally reprimanded___ Verbally redirected___ Stated rules___ Physically prompted___ Classmates react (laugh, make comments)___ Physically restrained___ Removed reinforcers___ Natural consequences (Specify) ___________________

Other:______________________________________________________________________________

2. Do you enjoy praise from teachers and other school staff? Do you enjoy praise from some teachers more than others?

___ Yes List specific people ___________________________________________________________________ No3. When you do appropriate behavior (e.g., on-task behavior; cooperation; successful performance), how likely is it that a teacher or someone in school praises or gives you a positive comment?


4. When you ((problem behavior)), how likely is it that a teacher or someone in school responds to you (e.g., reprimands, corrections)?


5. What school-related items and activities are most enjoyable to you? ___ Social interaction with adults___ Social interaction with classmates___ Teacher or office assistant___ Going to media center___ Sensory activity (specify) _______________________ Given leadership opportunities



Other(s):_______________________________________________________________________________


49


Step 2: PTR Functional Behavior Assessment/Student Version (1 teacher)-Prevent Component

1a. Are there times of the school day when you are most likely to do ((problem behavior))? If yes, what are they?___ Before first class___ Morning___ Afternoon

___ Before lunch

___ During lunch___ Homeroom

___ After lunch

___ Arrival Time___ Dismissal Time

Other:_________________________________________________________________________

1b. Are there times of the school day when you are least likely to do ((problem behavior))? If yes, what are they?___ Morning___ Afternoon

___ Before lunch___ Between classes

___ During lunch

___ After lunch


Other: ___________________________________________________________________________

2a. Are there specific activities or subjects when you are most likely to do ((problem behavior))? If yes, what are they?___ Core subjects (specify) __________________________ Independent work___ One-on-one___ Free time___ Extra-curricular ___ During announcements

___ Writing tasks___ Small group work___ Computer___ Classmate or cooperative work



Other: ____________________________________________________________________________

2b. Are there specific activities or subjects when you are least likely to do ((problem behavior))? What are they? ___ Core subjects (specify) __________________________ Independent work___ One-on-one___ Free time___ Extra-curricular ___ During announcements

___ Writing tasks___ Small group work___ Computer___ Classmate or cooperative work



Other: _______________________________________________________________________________

50


51


3a. Are there specific classmates or adults who, when they are around you, result in you more likely doing ((problem behavior))? If so, who are they?___ Classmate___ Teacher(s)___ Paraprofessional(s)___ Other school staff



3b. Are there specific classmates or adults who, when they are around, result in you not doing ((problem behavior))? If so, who are they?___ Classmate___ Teacher(s)___ Paraprofessional(s)___ Other school staff



4. Are there specific circumstances that result in you being more likely to do the ((problem behavior))? ___ Asked to start work___ Being told work is wrong___ Being reprimanded or corrected___ Told “no”___ Seated near specific classmate___ Classmates teasing or making comments ___ Schedule changed

___ Work too difficult___ Work is too long___ Work is boring___ Work is repetitive (same task daily)___ New work___ Between activities

___ Between classes___ End of preferred activity ___ Teacher takes away preferred item___ Start of non- preferred activity

___ Alone time___ Unstructured time___ ‘Down’ time (no task specified)___ Teacher is attending to other students

Other: _________________________________________________________________________________

If the ((problem behavior)) happens most often during academic time/work, do you think you are able to do the work being asked of you without help? Yes No (explain) ______________________________________________________________________

5. Are there specific circumstances that result in it being very unlikely that you do the ((problem behavior))? Please specify.

6. Are there conditions in the physical environment that make it more likely for you to do ((problem behavior))? For example, too warm or too cold, too crowded, too much noise, too chaotic, weather conditions….

52


___ Yes (specify) ___________________________________________________________________

___ No

53


7. Are there things that are unrelated to the school setting that happen on some days but not on other days that may make ((problem behavior)) more likely? ___ When ill___ Days allergies are bad___ Hormonal or during menstrual cycle

___ Didn’t take medication___ Changed medication___ Hungry (missed meals)___ Went to a party___ Diet changed

___ Drugs/alcohol___ Fight/argument on bus___ Fatigued___ Routine changed___ Parent not home___ Fight with girlfriend or boyfriend

___ Problems at home___ Stayed with non- custodial parent___ Fight with parents___ Fight with friends

Other: _____________________________________________________________________________________


54


PTR Functional Behavior Assessment/Student: Teach Component

1. Does ((problem behavior)) get you attention from classmates?

___ Yes List the specific classmates: _____________________________________________________ ___ No2. Does ((problem behavior)) get you attention from adults? ___ Yes List the specific adults: _____________________________________________________

___ No3. Does ((problem behavior)) get you items or preferred activities (games, electronics, materials, food) from classmates or adults? ___ Yes List the specific objects or preferred activities: ___________________________________________________

___ No

4. Does ((problem behavior)) get you to avoid or delay a transition from a preferred activity to a non-preferred activity?___ Yes List the specific transitions:___________________________________________________

___ No

5. Does ((problem behavior)) get you to avoid or delay a non-preferred (difficult, boring, repetitive) task or activity? ___ Yes List the specific non-preferred tasks or activities__________________________________

___ No6. Does ((problem behavior)) get you away from a non-preferred classmate or adult? ___ Yes List the specific classmates or adults________________________________________________ ___ No8. What behaviors could you do that would help you meet your academic and future goals? Select 3-5 behaviors that

would allow you to participate in class, make passing grades, and get credits toward graduation. Study skills Socially engage (e.g., working


engaged

Homework completion Organizational strategies Attend class Self-regulation (controls temper,

obeys rules, copes with stress)



Others: __________________________________________________________________________

55


PTR Functional Behavior Assessment/Student: Reinforce Component

1. What typically happens immediately after you do ((problem behavior))? ___ Sent to time-out___ Sent to crisis room___ Asked to put head down___ Sent to office/ODR___ ISS___ OSS___ Ignored


___ Verbally reprimanded___ Verbally redirected___ Stated rules___ Physically prompted___ Classmates react (laugh, make comments)___ Physically restrained___ Removed reinforcers___ Natural consequences (Specify) ___________________

Other:______________________________________________________________________________

2. Do you enjoy praise from teachers and other school staff? Do you enjoy praise from some teachers more than others?___ Yes List specific people ___________________________________________________________________ No

3. When you do appropriate behavior (e.g., on-task behavior; cooperation; successful performance), how likely is it that a teacher or someone in school praises or gives you a positive comment?___ Very likely ___ Sometimes ___ Seldom ___ Never

4. When you ((problem behavior)), how likely is it that a teacher or someone in school responds to you (e.g., reprimands, corrections)?___ Very likely ___ Sometimes ___ Seldom ___ Never

5. What school-related items and activities are most enjoyable to you? ___ Social interaction with adults___ Social interaction with classmates___ Teacher or office assistant___ Going to media center___ Sensory activity (specify) _______________________ Given leadership opportunities



Other(s):_______________________________________________________________________________


56

Facilitator Form

Step 2: PTR Functional Behavior Assessment Summary Table: “Cheat Sheet”

Student: ____________________________School: ___________________________________Date: _____________________

Behavior Prevent (Antecedent) Data Function (Teach) Data Consequences (Reinforce) Data

Prob

lem

beh

avio

r

Nam

e of

pro

blem

be

havi

or

Include information from the Prevent component of the PTR assessment (items #1a, 2a, 3a, 4, 5, 6)

Include information from the Teach component of the PTR assessment (items #1 through #6)

Include information from the Reinforce component of the PTR assessment (items #1 & 4)

App

ropr

iate

be

havi

or

Nam

e of

pro

-soc

ial

or

repl

acem

ent

beha

vior

Include information from the Prevent component of the PTR assessment (items #1b, 2b, 3b)

Include information from the IBRST or other sources that provide the replacement behaviors; (if student PTR used, items #7, 8, 9).

Include information from the Reinforce component of the PTR assessment (items #2, 3, & 5)

Possible Hypotheses

When…. He/she will….. As a result, he/she ……

Prob

lem

B

ehav

ior Include the relevant data from the problem

behavior prevent data aboveBehavior being evaluated Function (from problem behavior

teach data)

Rep

lace

men

t B

ehav

ior

Copy what you have in the row above (problem behavior when)

Write in the new behavior/skill or, replacement behavior

Copy what you have in the row above (problem behavior function).

57

Step 2: PTR Functional Behavior Assessment Summary Table

Student: ____________________________ School: ___________________________________ Date: _____________________

Behavior Antecedent (Prevent Data) Function (Teach) Data Consequences (Reinforce) Data

Prob

lem

beh

avio

rAp

prop

riate

beh

avio

r

Possible Hypotheses

When…. He/she will….. As a result, he/she ……

Prob

lem

Be

havio

rRe

plac

emen

t Be

havio

r

58

Step 3: PTR Intervention Checklist/Elementary

Student: School: Date: Completed by: Hypothesis:

PreventionInterventions

TeachingInterventions

ReinforcementInterventions

Providing Choices **Replacement Behavior (What appropriate behavior will be taught?)

Functional Equivalent Alternate Skill (desired)

**Reinforce Replacement Behavior (Write in the function of the problem behavior from the hypothesis)

** Function Additional

Transition Supports Specific Academic Skills ** Discontinue Reinforcement of Problem Behavior

Environmental Supports Problem Solving Strategies

Curricular Modification (eliminating triggers) General Coping Strategies

Stay Close (positive caring, comments) Specific Social Skills

Classroom Management Teacher Pleasing Behaviors

Increase Non-Contingent Reinforcement Learning Skills Strategies

Setting Event Modification Self-Management (self-monitoring)

Opportunity for Pro-Social Behavior (peer support)

Independent Responding

Peer Modeling or Peer Reinforcement Increased Engaged Time

Does the severity or intensity of the student’s problem behavior pose a threat to self or others? Yes NoIf yes, is a crisis intervention plan needed? Yes No

**All asterisked interventions need to be selected and included in the student’s PTR Intervention Plan

59

Step 3: PTR Interventions Checklist-SECONDARY VersionStudent: _________________ School:_________________ Date:_______ Behavior:_______________ Completed by:________ Hypothesis:_____________________________________________________________________________________________________________________________________________________________________________________________________________


TeachingInterventions (behaviors that will help

meet academic goals)


Providing Choices **Replacement Behavior Functional Equivalent Alternate skill (desired)

**Reinforce Replacement Behavior ** Function Additional

Transition Interventions/Planning Study Skills/Test-taking Strategies **Discontinue Reinforcement of Problem Behavior

Visual Cues/Tools Social Problem Solving Strategies

Curricular/Assignment Modification/Flexibility General Coping Strategies

Opportunities to Respond Cognitive Behavior Therapy

Classroom Management Learning Strategy Instruction

Setting Event Modification Self-Management

Increase Non-Contingent Reinforcement Basic Academic Skills

Peer Support/Cooperative Grouping Activities Specific Social Skills Training

Does the severity or intensity of the student’s problem behavior pose a threat to self or others? Yes NoIf yes, is a crisis intervention plan needed? Yes No

**All asterisked interventions need to be selected and included in the student’s PTR Intervention Plan

60

Step 3: PTR Interventions Checklist-SECONDARY Version-Student

Student: _________________ School: __________________ Date: _______ Behavior: _______________ Completed by: ________

Directions: Under each category, check 2-4 interventions you think would work and would be okay with you to try.


TeachingInterventions (behaviors that will

help you reach your goals)


Given Choices **Replacement Behavior _______________________

**Reinforce Replacement Behavior Escape, avoid, delay Get attention, specific activity/item

Helping with transitions between classes/activities Study Skills/Test-taking Strategies **Having the teacher not let me escape or get attention for my problem behavior

Visual reminders/checklists Social Problem Solving Strategies

Change tasks/activities to make less difficult, more interesting

General Coping Strategies

Get More Opportunities to Respond and Get Positive Comments

Cognitive Behavior Therapy

Whole Classroom Management Plan Learning Strategy Instruction

Interventions that address the days that I come to school angry/unhappy because of things that have happened at home or with friends

Self-Management

Have more positive comments from your teacher(s)

Basic Academic Skills

Classmate Support/Cooperative Grouping Activities

Specific Social Skills Training

When you do (problem behavior) can it hurt you or others (teachers, classmates)? Yes NoIf yes, do you need a crisis management plan? Yes No

61

Facilitator Form

Step 3: Intervention Scoring Table—Elementary

Directions: 1. Gather all completed PTR Intervention Checklists.2. List the interventions selected number 1 by each team member.3. List the intervention selected number 2 by each team member and so on until all interventions are listed. 4. Determine the mean rank of all interventions selected.5. List the interventions in order of rank.6. Place an asterisk next to the interventions selected as number 1 by the teacher. 7. As a team, discuss the ranked interventions and come to a consensus on at least one Prevent, one Teach, and one Reinforce

strategy.

62

Facilitator Form

Step 3: Intervention Scoring TableStudent: ______________________ School:_______________________ Date:________ Completed by: ______________________ Hypothesis:______________________________________________________________________________________________________________________________________________________________________________________________________________

Prevent Ran

k

Teach Ran

k

Reinforce Ran

k

1. 1. Replacement behavior Functional Equivalent Alternate Skill

1. Reinforce replacement behavior Functional Additional

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. - 6. 6.

7. 7. 7.

A replacement behavior must be included in the student’s behavior intervention plan.

63

Facilitator Form

Step 3: Intervention Scoring Table—SecondaryDirections:

1. Gather all completed PTR Intervention Checklists (Teacher(s), student)2. List the interventions selected number 1 in each category by each team member.3. List the intervention selected number 2 in each category by each team member and so on until all interventions are listed. 4. Review the interventions ranked by the primary/core teacher and the student.5. Highlight/mark the highest ranked intervention that is on both the teacher’s and the student’s list (i.e., in common with both).6. Determine if the intervention selected is linked with the hypothesis.7. As a team, discuss the interventions in agreement with the teacher and the student and come to a consensus.8. Develop the strategy into a task analyzed sequence of steps.

64

Facilitator/Team Form

Step 3: Behavior Intervention Plan

Hypothesis:

PREVENT InterventionsIntervention

StrategyDescription and Steps Comments

TEACH Interventions

Intervention Strategy

Description and Steps Comments

REINFORCE Intervention

65

Facilitator/Team Form

Intervention Strategy

Description and Steps Comments

66

Step 3: Coaching/Training Checklist

Directions for developing the form: 1. Select an intervention and write its name under the appropriate category (e.g., Prevent, Teach,

Reinforce).2. As a team, use the specific, step-by-step behavior intervention plan to identify the core adult behaviors

that would be observed during implementation of the intervention. Write one step in each line under the correct category (e.g., Prevent, Teach, Reinforce).

3. Repeat steps 1 & 2 for the remaining interventions.

Directions for completing the form:1. Conduct training during a time when students are not present.2. As a team, discuss the steps of implementation3. Next, select methods that will be used to have teachers practice each step (e.g., discussion, Q & A, role

play). 4. Circle the Y if the teacher/person implementing the plan correctly implements step(s).5. Circle the N if the teacher/person implementing the plan does not correctly implement step(s).6. Calculate the percent score.7. If the percent score is less than 100%, the team should discuss if further training is needed or develop a

plan to ensure the weak steps are addressed during technical assistance.

67

Step 3: Coaching/Intervention Training Checklist

Student: _______________________________________________________________________

Name of person(s) implementing intervention: _________________________________________

Date of Training: ________________________________________________________________

Core Adult Behavior Components of Intervention

Did the implementer complete the

step?PREVENT Component

1. Yes No2. Yes No3. Yes No4. Yes No5. Yes No6. Yes No

TEACH Component1. Yes No2. Yes No3. Yes No4. Yes No5. Yes No6. Yes No

REINFORCE Component1. Yes No2. Yes No3. Yes No4. Yes No5. Yes No6. Yes No

TOTAL (# Yes / # Total)

Percent Score

68

Step 3: PTR Plan Assessment (Fidelity)—Example

Teacher: Student: Date: Observation Self-Assessment

Interventions

PREVENT

Implemented

Impact(1 = no

impact; 5 = great impact)

Transition Supports—visual checklist Visual checklist provided to Isaiah Choice of reinforcement presented and described on checklist

Y / N / NAY / N / NA

1 2 3 4 5

TEACHReplacement behavior—academic engagement

Checklist reviewed during study skills class Goal set Gave 1 minute at end of class for Isaiah to self-assess Reviewed Isaiah’s self-assessment and gave feedback

Replacement behavior—escape by asking to be excused Prior to non-preferred activity, provided a verbal prompt/cue to remind Isaiah

that he can ask to be excused.

Y / N / NAY / N / NAY / N / NAY / N / NA

Y / N / NA

1 2 3 4 5

1 2 3 4 5

REINFORCEReinforce academic engagement

Presented choice reinforcement menu to Isaiah when goal met Provided verbal praise Provided reinforcement for surpassing goal

Reinforce asking to be excused Provide 1 minute break each time Isaiah asks to be excused

Discontinue reinforcement of problem behavior Got Isaiah’s attention and used agreed upon signal when Isaiah stops Waited for Isaiah’s attending response Tapped activity on teacher copy of checklist to remind Isaiah to be engaged Sidebar in hallway if Isaiah stops again

Y / N / NAY / N / NAY / N / NA

Y / N / NA

Y / N / NAY / N / NAY / N / NAY / N / NA

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Behavior Plan Assessment Implementation: Total # of Y/Y + N total

69

Step 3: PTR Plan Assessment (Fidelity)

Teacher: Student: Date: Observation Self-Assessment

Interventions

PREVENT

Implemented Did it have the desired impact on behavior?

(1 = no impact; 2 = some impact; 3 = great impact)

Prevention Intervention (Name)Y / N / NA 1 2 3

TEACHReplacement behavior

Y / N / NA 1 2 3

REINFORCEReinforce replacement behavior

Y / N / NA 1 2 3

Behavior Plan Assessment: Y/Y + N total

70

Step 4: Monitoring/Follow-Up

Set a date for follow-up meeting (within 3 weeks) to evaluate effectiveness of behavior intervention plan

Date and time

Data-Based Decision Making Points

1. Was the intervention successful – did behavior meet criterion levels? If yes, jump to question 5 below. YES NO

2. NO, intervention not successful: Was the plan implemented as intended? What were the fidelity scores? _______________________ YES NO

3. NO, intervention not successful; YES, plan was implemented as intended. Determine next step:

(a) Give the plan more timeDate of next follow-up meeting (no more than 3 weeks) ____________

(b) Modify the planDate of meeting to develop modified plan ________________Date to train the teacher in the modified plan ______________Date of next follow-up meeting (no more than 3 weeks) _____________

(c) Conduct a more comprehensive FBATeam/facilitator conducting FBA: _________________Date by when FBA will be completed: _____________Date of meeting to develop hypothesis and plan (no more than 3 weeks)_______________

4. NO, intervention not successful: NO, plan was NOT implemented as intended.

(a) Retrain the teacher (b) Modify the plan to make more feasible

a. Date of meeting to develop modified plan ____________b. Date of next follow-up meeting (no more than 3 weeks) __________________

(c) Select new interventions that are more acceptable and match the hypothesisa. Date of meeting to develop new plan ________________b. Date of next follow-up meeting (no more than 3 weeks) ___________________

5. YES, intervention effective and YES, plan implemented as intended.

(a) Extend the plan by implementing in another problematic routine or with other people(b) Establish new goal/increase criterion(c) Teach a new skill(d) Fade out parts of the plan(e) Other (specify) ___________________________________

Date and time 2nd follow-up meeting

1. Was the intervention successful – did behavior meet criterion levels? If yes, jump to question 5 below YES NO

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2. NO, intervention not successful: Was the plan implemented as intended? What were the fidelity scores? ______________________ YES NO

3. NO, intervention not successful; YES, plan was implemented as intended. Determine next step:

(a) Give the plan more timeDate of next follow-up meeting (no more than 3 weeks) ____________

(b) Modify the planDate of meeting to develop modified plan ________________Date to train the teacher in the modified plan ______________Date of next follow-up meeting (no more than 3 weeks) _____________

(c) Conduct a more comprehensive FBATeam/facilitator conducting FBA: _________________Date by when FBA will be completed: _____________Date of meeting to develop hypothesis and plan (no more than 3 weeks)_______________

4. NO, intervention not successful: NO, plan was NOT implemented as intended. Determine next step.

(a) Retrain the teacher (b) Modify the plan to make more feasible

a. Date of meeting to develop modified plan ____________b. Date of next follow-up meeting (no more than 3 weeks) __________________

(c) Select new interventions that are more acceptable and match the hypothesisa. Date of meeting to develop new plan ________________

Date of next follow-up meeting (no more than 3 weeks) ___________________

5. YES, intervention effective and YES, plan implemented as intended. Determine next step.

(a) Extend the plan by implementing in another problematic routine or with other people(b) Establish new goal/increase criterion(c) Teach a new skill(d) Fade out parts of the plan

Other (specify) ___________________________________

72

Optional Forms

73

Teacher/Consultant Alliance Scale

Name: School:

Date: Role: Teacher Consultant (circle one)

Teacher/Consultant with whom you have been working:

Directions: Circle the appropriate descriptor that best represents your experience with the

teacher or consultant with whom you have been working.

1 = Never 2 = Seldom 3 = Sometimes 4 = Other 5 = Always

1. The teacher/consultant and I agree on the most important

goals for intervention.

1 2 3 4 5

2. I feel confident of the teacher/consultant’s ability to help the

situation.

1 2 3 4 5

3. The teacher/consultant communicates effectively. 1 2 3 4 5

4. The teacher/consultant and I trust one another. 1 2 3 4 5

5. The teacher/consultant is approachable. 1 2 3 4 5

6. The teacher/consultant and I are working together

collaboratively to improve the situation.

1 2 3 4 5

7. I feel satisfied with the utility and practicality of the

suggestions and ideas provided by the teacher/consultant.

1 2 3 4 5

8. The teacher/consultant followed through with commitments

and responsibilities.

1 2 3 4 5

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9. Overall, the teacher/consultant has shown a sincere desire to

understand and improve the situation.

1 2 3 4 5

10. The time spent working with the teacher/consultant was

effective and productive.

1 2 3 4 5

75

PTR Classroom Team Survey

School: _______________________ Student: _________________________

Complete this survey if the team meets on a regular basis for planning purposes.

1. Our team meets for planning purposes:Rarely Monthly Bimonthly Weekly Daily 0 1 2 3 4

2. Our team plans daily classroom activities collaboratively:Rarely Occasionally Frequently Usually Almost Always0 1 2 3 4

3. Our team plans collaboratively around implementing IEP objectives and making adaptations and modifications for children in the classroom:

Rarely Occasionally Frequently Usually Almost Always0 1 2 3 4

4. Our team communicates well and problem solves collaboratively: Strongly Disagree Disagree Neutral Agree Strongly Agree0 1 2 3 4

5. We interact and work with children across developmental domains and disciplines:Rarely Occasionally Frequently Usually Almost Always0 1 2 3 4

6. Professional roles and responsibilities are shared across team members members:Strongly Disagree Disagree Neutral Agree Strongly Agree0 1 2 3 4

7. Parents play an active role on their child’s team regarding the identification of goals, supports and services, modifications and adaptations.

Strongly Disagree Disagree Neutral Agree Strongly Agree0 1 2 3 4

8. Our team has access to additional resources (e.g., technology, personnel, classroom materials, etc.) to help us work with children in the classroom.

None Limited Adequate Good Excellent0 1 2 3 4

PTR Form 2a

76

Please answer the following questions:

1. List some strengths of the Team.

2. What challenges face the Team?

3. What are the most pressing needs of the team?

4. What might help to enhance the team’s productivity?

PTR Form 2a

77

PTR Teacher Work Style Survey

Directions: Circle the number that indicates your level of agreement / disagreement with each statement.

Disagree Agree 1. I supervise paraeducators closely...................................................................1 2 3 4 5 N/A

2. I prefer a flexible work schedule. ..................................................................1 2 3 4 5 N/A

3. I let paraeducators know exactly what is expected........................................1 2 3 4 5 N/A

4. I provide (or at least determine) all the materials that will be used...............1 2 3 4 5 N/A

5. I provide a written work schedule..................................................................1 2 3 4 5 N/A

6. I expect the paraeducator to think ahead to the next task..............................1 2 3 4 5 N/A

7. I determine the instructional methods that will be used.................................1 2 3 4 5 N/A

8. I encourage the paraeducator to try new activities independently.................1 2 3 4 5 N/A

9. I give explicit directions for each task...........................................................1 2 3 4 5 N/A

10. I always do several things at one time.........................................................1 2 3 4 5 N/A

11. I like working with paraeducators that willingly take on new challenges... 1 2 3 4 5 N/A

12. I like taking care of details...........................................................................1 2 3 4 5 N/A

13. I require the paraeducator to be punctual.....................................................1 2 3 4 5 N/A

14. I like to get feedback on how I can improve as a supervisor.......................1 2 3 4 5 N/A

15. I like to bring problems out in the open.......................................................1 2 3 4 5 N/A

16. I like to give frequent performance feedback to the paraeducator...............1 2 3 4 5 N/A

17. I like to discuss activities that do not go well..............................................1 2 3 4 5 N/A

18. I like working with other adults...................................................................1 2 3 4 5 N/A

19. I encourage paraeducators to think for themselves......................................1 2 3 4 5 N/A

20. I am a morning person.................................................................................1 2 3 4 5 N/A

21. I speak slowly and softly..............................................................................1 2 3 4 5 N/A

22. I work best alone with little immediate interaction......................................1 2 3 4 5 N/A

23. I need a quiet place to work without distractions.........................................1 2 3 4 5 N/A

24. I prefer that no one else touches my things..................................................1 2 3 4 5 N/A

25. I prefer to work from a written plan.............................................................1 2 3 4 5 N/A

PTR Form 2b

78

PTR Paraeducator Work Style Survey

Directions: Circle the number that indicates your level of agreement / disagreement with each statement.

Disagree Agree1. I like to be supervised closely........................................................................1 2 3 4 5 N/A

2. I prefer a flexible work schedule....................................................................1 2 3 4 5 N/A

3. I like to know exactly what is expected.........................................................1 2 3 4 5 N/A

4. I prefer to decide which materials to use.......................................................1 2 3 4 5 N/A

5. I like having a written work schedule.........................................................1 2 3 4 5 N/A

6. I need time to think ahead on the next task....................................................1 2 3 4 5 N/A

7. I like to determine the instructional methods I use........................................1 2 3 4 5 N/A

8. I like to try new activities independently.......................................................1 2 3 4 5 N/A

9. I like to be told how to do each task..............................................................1 2 3 4 5 N/A

10. I like to do several things at one time..........................................................1 2 3 4 5 N/A

11. I like to take on challenges and new situations............................................1 2 3 4 5 N/A

12. I like taking care of details...........................................................................1 2 3 4 5 N/A

13. I like to be very punctual..............................................................................1 2 3 4 5 N/A

14. I like to give feedback on how I prefer to be supervised.............................1 2 3 4 5 N/A

15. I like to bring problems out in the open.......................................................1 2 3 4 5 N/A

16. I like to get frequent feedback on my performance.....................................1 2 3 4 5 N/A

17. I like to discuss when activities do not go well............................................1 2 3 4 5 N/A

18. I like working with other adults...................................................................1 2 3 4 5 N/A

19. I like to think things through for myself......................................................1 2 3 4 5 N/A

20. I am a morning person.................................................................................1 2 3 4 5 N/A

21. I like to speak slowly and softly...................................................................1 2 3 4 5 N/A

22. I like to work alone with little immediate interaction..................................1 2 3 4 5 N/A

23. I need a quiet place to work without distractions.........................................1 2 3 4 5 N/A

24. I prefer that no one else touches my things..................................................1 2 3 4 5 N/A

25. I prefer to work from a written plan.............................................................1 2 3 4 5 N/A

PTR Form 2c

79

PTR Work Style Score Comparison Sheet

Directions: Transfer scores from the Teacher and Paraeducator Work style forms to this form. Look for areas of agreement and disagreement. However, there are no ‘right’ or ‘wrong’ responses. Determine areas of concern and solutions in light of the areas of agreement and disagreement.

Paraeducator Teacher Disagree Agree Item Content Disagree Agree

1 2 3 4 5 N/A . . . . . . . . . . ..1. Closeness of supervision...........................1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . 2. Flexibility of work schedule......................1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . ..3. Preciseness of expectations.......................1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . 4. Decisions on materials to use....................1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . 5. Written work schedule..............................1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . .6. Time to think ahead...................................1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . .7. Decisions on instructional methods .........1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . .8. Trying new activities independently.........1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . .9. Specifying how to do each task.................1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . 10. Doing several things at one time..............1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . 11. Taking on challenges ...............................1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . 12. Taking care of details...............................1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . 13. Punctuality................................................1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . 14. Giving/getting feedback on supervision...1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . 15. Dealing with problems out in the open....1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . 16. Giving/getting feedback...........................1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . 17. Discussing activities that do not go well..1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . 18. Working with other adults........................1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . 19. Thinking things through for myself.........1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . .20. Morning person.......................................1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . 21. Speak slowly and softly...........................1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . 22. Working alone - little interaction.............1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . 23. Quiet place to work/no distractions..........1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . 24. Touching others' things............................1 2 3 4 5 N/A

1 2 3 4 5 N/A. . . . . . . . . . . 25. Working from a written plan....................1 2 3 4 5 N/A

PTR Form 2d

80

COACHING TOOLS

81

Tier 3 FBA/BIP Coach/Facilitation Innovation Configuration Map

Component Level Criteria:1 = Ideal Application2 = Acceptable Application3 = In need of additional support/practice4 = Inadequate Application

Component: ScoringLevel 1 Level 2 Level 3 Level 4

1.1 Interpersonal

Communication Skills

The facilitator clearly communicates purposes of each step/process and provides explanations that are jargon free. The facilitator uses interpersonal communication skills that include at least 80% of the following when appropriate Active listening Questioning

o Greater proportion of open ended or choice questions than closed questions

Paraphrasing Empathizing Synthesizing/integrating Summarizing

The facilitator clearly communicates purposes of each step/process and provides explanations that are jargon free. The facilitator uses interpersonal communication skills that include most (>50%) of the following when appropriate: Active listening Questioning



The facilitator rarely communicates purposes of each step/process and provides explanation that are jargon free. The facilitator uses interpersonal communication skills that include few (<50%) of the following when appropriate: Active listening Questioning



Fails to clearly communicate through the use of interpersonal communication skills.

1.2 Collaborative

Process

The facilitator successfully develops and maintains a collaborative process with a diverse group of professionals

The facilitator successfully develops and maintains a collaborative process with a diverse group of professionals that

The facilitator seldom develops and maintains a collaborative process with a diverse group of

Fails to develop and maintain a collaborative process

82

that includes at least 80% of the following (when appropriate). Uses active listening, open

ended questions, and choice-offerings when guiding teams in the process. The facilitator uses questions at a greater proportion than “expert” statements

Use of teaming processes to actively engage all meeting/team participants

Provides feedback, comments, and questions in a nonjudgmental way

Uses teaming processes to assist the team in reaching consensus including brainstorming, ranking, voting, surveying

includes most (>50%) of the following (when appropriate) Uses active listening, open





professionals. Meetings include <50% of the following (when appropriate): Uses active listening, open





2.1 Facilitates the team to

identify, define, and prioritize

behaviors targeted for intervention

and developing a daily

progress-monitoring tool

Successfully facilitates at least 80% of the following Step 1 behaviors as appropriate: Facilitates active

participation of each team member to identify the behaviors to be decreased and to be increased

Determines the roles and responsibilities of each team member

Guides the team to

Successfully facilitates most (>50%) of the following Step 1 behaviors as appropriate: Facilitates active participation

of each team member to identify the behaviors to be decreased and to be increased


Guides the team to operationally define the behaviors and differentiate

Facilitates a few (<50%) of the following Step 1 behaviors as appropriate: Facilitates active

participation of each team member to identify the behaviors to be decreased and to be increased


Guides the team to operationally define the

Fails to facilitate the team in identifying, defining, and

prioritizing problem behaviors targeted for intervention and developing a daily progress

monitoring tool.

83

operationally define the behaviors and differentiate distinct behaviors

Uses collaborative process to guide the team in prioritizing and coming to consensus on a minimum of one behavior to target for the FBA and one behavior that could be a potential replacement behavior

Guides the team through questioning strategies in the development of a daily progress monitoring system that collects data on the specific behaviors targeted for the FBA and for replacement. The daily progress monitoring system identifies the criteria for successful performance of each targeted behavior

Provides practice to the team/teacher in using the daily progress monitoring system

distinct behaviors Uses collaborative process to

guide the team in prioritizing and coming to consensus on a minimum of one behavior to target for the FBA and one behavior that could be a potential replacement behavior



behaviors and differentiate distinct behaviors

Uses collaborative process to guide the team in prioritizing and coming to consensus on a minimum of one behavior to target for the FBA and one behavior that could be a potential replacement behavior



3.1 Developing a hypothesis

linked to FBA data

Successfully integrates FBA data collected from all team members into a hypothesis that links back to the data, is clear and detailed so that a behavior plan can be

Successfully integrates FBA data collected from all team members into a hypothesis that links back to the data, is clear and detailed so that a behavior plan can be generated, and achieves consensus

Successfully integrates FBA data collected from all team members into a hypothesis that links back to the data, is clear and detailed so that a behavior plan can be

Fails to integrate FBA data into a hypothesis that links to the data and/or fails to attain consensus from the team.

84

generated, and achieves consensus from the team. The facilitator uses at least 80% of the following: Provides all of the data

from FBA (including observation) into a summary table that is shared with the team

Asks clarifying questions about any ambiguous, incomplete, unclear data

Uses consensus building and collaborative processes to reach consensus on the primary data that best explains the relation between the student’s problem behavior and the environmental context

Uses consensus building and collaborative processes to reach consensus on the final hypothesis statement.

from the team. The facilitator uses MOST (>50%) of the following: Provides all of the data from

FBA (including observation) into a summary table that is shared with the team




generated, and achieves consensus from the team. The facilitator uses FEW (<50%) of the following: Provides all of the data

from FBA (including observation) into a summary table that is shared with the team




4.1 Facilitates development of a hypothesis-linked, multi-

component behavior

intervention plan

Successfully facilitates the development of behavior intervention plan that includes at least 80% of the following: Provides a menu/choice

list of intervention strategies from which the team/teacher can select:

o A minimum of one

Successfully facilitates the development of behavior intervention plan that includes MOST (>50%) of the following: Provides a menu/choice list of

intervention strategies from which the team/teacher can select:

o A minimum of one

Facilitates the development of behavior intervention plan that includes FEW (<50%) of the following: Provides a menu/choice

list of intervention strategies from which the team/teacher can select:

o A minimum of one

Fails to facilitate the development of a multi-component behavior intervention plan that links to the hypothesis.

85

prevention intervention that modifies the context so that problem behavior is irrelevant

o A minimum of one replacement behavior strategy (FERB or alternate skill) that is a socially valid behavior

o A reinforcement strategy that provides the functional outcome for the replacement behavior that was obtained for problem behavior

Uses questioning techniques to ensure match of the interventions selected to the hypothesis and guides the team to selection of alternate strategies when the link is absent.

Uses questioning methods to ask the teacher/implementer how the behavior strategy selected will be





Uses questioning methods to ask the teacher/implementer how the behavior strategy selected will be implemented in the classroom

Provides enough questioning so that the teacher/implementer describes the sequence of steps (e.g., task analysis) of the intervention as it will be implemented.

Keeps the development of the





Uses questioning methods to ask the teacher/implementer how the behavior strategy selected will be

86

implemented in the classroom


Keeps the development of the plan visible to the team/teacher by seating arrangement or using technology so that everyone can view the plan as it is being developed.

Evaluates the teacher’s/implementer’s comfort and competency at various points during the development of the plan by asking questions

Summarizes the plan once developed, identifies the items that need to be completed in order to implement the plan, and assigns responsibilities in a way so that the teacher is not solely responsible for doing all of the activities

Ends the meeting by scheduling a time to

plan visible to the team/teacher by seating arrangement or using technology so that everyone can view the plan as it is being developed.



Ends the meeting by scheduling a time to train/coach the teacher/implementer in the behavior plan

implemented in the classroom


Keeps the development of the plan visible to the team/teacher by seating arrangement or using technology so that everyone can view the plan as it is being developed.



Ends the meeting by scheduling a time to

87

train/coach the teacher/implementer in the behavior plan

train/coach the teacher/implementer in the behavior plan

4.2 Coaching/training the behavior

intervention plan

Successfully coaches/trains the teacher/implementer in the behavior intervention plan. The coaching/training includes at least 80% of the following: Develops a

coaching/training checklist that includes the primary adult behaviors that would be observed for each strategy if implemented with 100% accuracy/quality/dosage

Provides the teacher/implementer with an introduction/explanation on the goals of coaching and the methods of coaching

Makes sure that the teacher/implementer has a copy of the behavior intervention plan and the coaching/training checklist.

Uses effective instruction to train the teacher/implementer in the plan that includes:

o Having the teacher

Successfully coaches/trains the teacher/implementer in the behavior intervention plan. The coaching/training includes MOST (>50%) of the following: Develops a coaching/training

checklist that includes the primary adult behaviors that would be observed for each strategy if implemented with 100% accuracy/quality/dosage




o Having the teacher explain, discuss, describe strategies

o Asking the teacher questions about the strategies that ensures understanding

Coaches/trains the teacher/implementer in the behavior intervention plan. The coaching/training includes FEW (<50%) of the following: Develops a

coaching/training checklist that includes the primary adult behaviors that would be observed for each strategy if implemented with 100% accuracy/quality/dosage




o Having the teacher

Fails to coach/train the teacher/implementer to do the behavior intervention plan.

88

explain, discuss, describe strategies


o Conducting role plays that includes the facilitator modeling the steps of the plan and the teacher demonstrating/practicing the steps of the plan.

Provides feedback on teacher/implementer performance that includes positive comments related to successful performance and guided questions about steps/strategies in which performance was below the criterion.

If performance met criteria, identified who else needed to be trained (including the student) and made plans for how that training would occur




explain, discuss, describe strategies





4.3 Provided in-class support to

the

Successfully provides in-class support to the teacher/implementer in

Successfully provides the in-class support to the teacher/implementer that incorporates MOST (>50%)

Provides in-class support to the teacher/implementer that incorporates FEW (<50%) of

Fails to use the behaviors to provide in-class support to the teacher/implementer

89

teacher/implementer

implementing the behavior intervention plan that includes at least 80% of the following when appropriate: A goal or criteria for

initial successful performance

Feedback provides objective description of the teacher/implementer’s performance in relation to the criteria

Feedback is provided in a timely manner following observed performance or receiving self-assessments

Feedback is provided positively and is treated as a formative process focused on improving performance or adjusting/modifying interventions to match skillset and acceptability of implementer while remaining linked to functional behavior assessment hypothesis.

of the following when appropriate: A goal or criteria for initial

successful performance Feedback provides objective

description of the teacher/implementer’s performance in relation to the criteria



the following when appropriate: A goal or criteria for

initial successful performance

Feedback provides objective description of the teacher/implementer’s performance in relation to the criteria



5.1 Facilitates progress

monitoring meetings and data-based

decision making

Successfully facilitates data-based decision making by including at least 80% of the following: Assists the team in

determining criteria for successful performance

Successfully facilitates data-based decision making by including MOST (>50%) of the following: Assists the team in

determining criteria for successful performance including level at which

Facilitates data-based decision making by including SOME (<50%)of the following: Assists the team in

determining criteria for successful performance including level at which

Fails to facilitate progress monitoring meetings and make decisions based on data.

90

including level at which fidelity is considered adequate and level at which student outcomes are considered successful

Guides the team in reviewing implementation fidelity data and making decisions on whether the interventions were implemented with fidelity

Guides the team in reviewing student outcome data and making decision on whether the behavior plan was having its intended effect on student behavior change.

Provides graphic or other visual display that assists the team in viewing data and making decisions

Uses guided questioning to identify and analyze problems

If fidelity is inadequate, guides the team to analyze the reasons for low fidelity, brainstorm strategies, and select a strategy to use that will improve fidelity that can include one or more of the following:

o Re-coach the

fidelity is considered adequate and level at which student outcomes are considered successful






o Re-coach the teacher/implementer

o Modify the interventions so that they will be more feasible for the teacher to implement

fidelity is considered adequate and level at which student outcomes are considered successful






o Re-coach the teacher/implement

91

teacher/implementer

o Modify the interventions so that they will be more feasible for the teacher to implement

o Select different interventions that are linked with the hypothesis and are feasible/acceptable to the teacher

If fidelity is adequate and student outcomes have not changed, guides the team to analyze the reasons, brainstorm strategies, and select a strategy to use to address the problem that can include one or more of the following:

o Intensify interventions

o Add additional intervention strategies that are linked with the hypothesis

o Reexamine the FBA data and modify the hypothesis if



o Intensify interventionso Add additional

intervention strategies that are linked with the hypothesis

o Reexamine the FBA data and modify the hypothesis if applicable and develop new interventions to match the revised hypothesis

o Gather more data and/or conduct another more comprehensive FBA or a functional analysis

If student outcomes/trajectory shows desired change, guides the team to use the data to

ero Modify the

interventions so that they will be more feasible for the teacher to implement



o Intensify interventions

o Add additional intervention strategies that are linked with the hypothesis

o Reexamine the FBA data and modify the hypothesis if applicable and

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applicable and develop new interventions to match the revised hypothesis


If student outcomes/trajectory shows desired change, guides the team to use the data to make next-step decisions that can include one or more of the following:

o Maintaining the intervention

o Fading components of the intervention

o Increasing criteria for target behavior performance

o Shaping behavioro Generalizing the

intervention Schedules a follow-up

meeting for progress-monitoring and making data-based decisions

make next-step decisions that can include one or more of the following:





intervention Schedules a follow-up meeting

for progress-monitoring and making data-based decisions

develop new interventions to match the revised hypothesis


If student outcomes/trajectory shows desired change, guides the team to use the data to make next-step decisions that can include one or more of the following:





intervention Schedules a follow-up

meeting for progress-monitoring and making data-based decisions

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Score: Number of components with a score of Level 1 Total (# of components X 1) Number of components with a score of Level 2 Total (# of components X 2) Number of components with a score of Level 3 Total (# of components X 3) Number of components with a score of Level 4 Total (# of components X 4)

Mean (Sum/4)

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Coach/Coachee Planning Form and Checklist

Facilitator/Coachee: Master Facilitator/Coach:

Meeting date:

Goal: (# of steps the coachee will do) Score: Total # of Yesses/Total # of Yes/No’s = __%

Facilitator Activity Assignment Yes No N/A NotesGoal Setting/Daily Progress Monitoring (Step 1)

22. Opened the meeting with a positive comment.23. Described purpose of meeting and expected

outcomes by end of meeting.24. Confirmed that team included all relevant team

members (at secondary, consider inclusion of the student)

25. If additional team members were needed, developed an action plan for who will contact the person and by what date (action plan can be verbal)

26. Obtained input from each team member on behaviors to be decreased.

27. Guided team to clearly define each behavior identified in observable and measurable terms.

28. Reached consensus on primary problem behavior(s) to be targeted

29. Obtained input from team on behaviors to be increased that would replace the problem behavior(s) identified as targets.

30. Guided team to clearly define each behavior identified in observable and measurable terms.

31. Reached consensus on primary replacement behavior(s) to be targeted

32. Guided the team to develop the Individualized Behavior Rating Scale Tool (IBRST) (see Guiding Questions for Developing the Behavior Rating Scale) or an alternate daily progress monitoring tool that specifically measures the behaviors to be targeted.

33. Provided a practice opportunity for the teacher and any other staff member (if applicable) to use the IBRST or other progress monitoring tool.

34. Established a start date for using the IBRST or other progress monitoring tool.

35. Scheduled a day/time to observe the student..36. For each problem behavior identified, offered

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one or more of the following choices to complete the PTR Assessment.

Complete at meeting—If you have time left to do the PTR Assessment (FBA), decide if (a) time will be given during the meeting for each team member to individually complete a PTR assessment on each of the problem behavior(s) targeted.

If the team consists of one teacher, conduct as an interview

Homework—If time is running out, decide if each team member who knows the child and the performance of the behavior well to complete a PTR Assessment or other FBA form prior to next meeting. Or, if the team does not choose to do the PTR Assessment as homework, decide how they will do it at the next meeting (see bullet above—complete at meeting).

37. Asked the team for feasible deadlines if PTR assessment is being done as homework.

38. Scheduled day/time for next meeting/session and confirmed with team that master facilitator would be sending out confirmation email.

39. Summarized the outcomes of the meeting and activities to complete.

40. Ensured that no team member was assigned too many activities.

41. Offered to assist teacher/team to do specific activities.

42. Thanked team for their time and input.Total Fidelity Score (# of Yesses/# of Yesses + No’s)

97



Meeting date:


Facilitator Behavior/Action Assignment

Yes No N/A Notes

Functional Behavior Assessment (Step 2)1. Opened the meeting with a positive comment and

thanked team for completing assignments. 2. Described purpose of meeting and expected outcomes by

end of meeting.3. Asked team/teacher to review IBRST or alternate daily

progress monitoring tool to determine if the tool was functional for the teacher.

4. If the data tool is not functional, facilitated a discussion on refining/editing the tool.

5. If PTR Assessment was done as homework, provided team members with a visual (hard copy or LCD) of the Assessment Organizational Summary Table or Competing Behavior Pathway and the draft hypothesis(es)

6. If PTR Assessment was not done as homework, either gave each team member ~ 15 minutes to complete it in the meeting and completed the Assessment Organization Summary Table during the meeting (if time permits).

7. Reviewed information on Summary Table and asked questions to get clarification on antecedents, functions, consequences.

8. Added, removed, or adapted information on Summary Table as needed after clarifications.

9. Gained team consensus on hypothesis(es). 10. If consensus not obtained, guided the team to determine

next steps: Additional information needed? If yes, schedule

classroom observation Additional measures needed? If yes, determine

measures and provide Scheduled brief follow-up meeting to review

additional information and/or measures (if applicable)

11. Asked the team for feasible deadlines if PTR Intervention menu is being done as homework.

12. Scheduled day/time for next meeting/session and

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confirmed with team that master facilitator would be sending out confirmation email.

13. Summarized the outcomes of the meeting activities to be completed for next meeting (e.g., complete PTR Intervention Menu) and provided examples and clear explanation on how to complete the activity.

14. Ensured that no team member was assigned too many activities.

15. Offered to assist teacher/team to do specific activities.16. Thanked team for their time and input.

Total Fidelity Score (# of Yesses/# of Yesses + No’s)

99


Facilitator: Master Facilitator:

Meeting date:

Goal: (# of steps the coachee will do): Score: Total # of Yesses/Total # of Yes/No’s = __%

Facilitator Behavior/Action Assignment Yes No N/A NotesPTR Behavior Intervention Plan (Step 3a)

1. Opened the meeting with a positive comment and thanked team for completing assignments.

2. Described purpose of meeting and expected outcomes by end of meeting.

3. Asked team/teacher to review IBRST or alternate daily progress monitoring tool to determine if the tool was functional for the teacher.

4. If the data tool is not functional, facilitated a discussion on refining/editing the tool.

5. If Intervention Menu was not provided as homework, gave each team member a PTR Intervention Checklist and intervention fact sheets or document describing interventions OR specific intervention fact sheets that may work well with the hypothesis. Asked them to rank order interventions (between 2-4 in Prevent; must teach replacement skill/behavior, must reinforce replacement behavior with functional equivalence)

6. Provided a visual of the PTR Intervention Scoring Table with results.

7. Reviewed intervention rankings, ensured match to hypothesis, and came to consensus on a minimum of one prevent, one way to teach replacement behavior, one reinforce (providing same function as hypothesis), and one strategy changing the way of responding to problem behavior.

8. Discussed the rankings and interventions selected by team members in each category (prevent-teach-reinforce)

9. Reached consensus on top ranked interventions from each category to be included in behavior intervention plan.

10. Ensured that the interventions selected from each category match the hypothesis information.

11. Ensured that the top ranked interventions selected were also selected by the teacher or the person responsible for implementing the intervention.

12. If top interventions were not the ones selected by

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the teacher:a. Ensured that the teacher was willing to do

the interventions selected by the teamb. If the teacher was not willing, asked the

other team members if it is agreeable to go with the interventions selected by the teacher.

13. Developed each intervention selected by the team by:

a. Asking the team for a description of how they wish to use the intervention

b. If the team is unable to describe the intervention in the required detail, provided some examples of how the intervention might work and asked guiding questions to help determine the specific steps of the intervention

c. Wrote each step down (task analysis) so that the behavior intervention could be clearly understood and implemented by anyone working with the student.

14. Once the plan was completed, reviewed the steps of the interventions to make sure they are accurate and feasible.

15. Confirmed who on the team would be doing the interventions and the materials/resources that would be needed (if necessary).

a. If materials needed to be made, developed an action plan with the team to assign responsibilities.

16. Ensured that no team member was assigned too many activities

17. Scheduled a date and time to train the teacher) in the intervention plan.

18. Scheduled day/time for next meeting/session and confirmed with team that master facilitator would be sending out confirmation email.

19. Summarized the outcomes of the meeting activities to be completed for next meeting (e.g., complete PTR Intervention Menu) and provided examples and clear explanation on how to complete the activity.

20. Offered to assist teacher/team to do specific activities.

21. Thanked team for their time and input.Total Fidelity Score (# of Yesses/# of Yesses + No’s)

101


Facilitator: Master Facilitator:

Meeting date:

Goal: (# of steps the coachee will do): Score: Total # of Yesses/Total # of Yes/No’s = __%

Facilitator Behavior/Action Assignment Yes No N/A NotesPTR Coaching/Training the Plan (Step 3b)

1. Thanked the teacher for providing the time to do the training.

2. Described purpose of coaching and expected outcomes by end of meeting.

3. Provided the teacher with the detailed plan (if not already provided to the teacher) and the coaching/fidelity checklist.

4. Asked the teacher to describe/explain each strategy intervention in his/her own words.

5. After teacher explained interventions, asked key question about the interventions to ensure teacher understood.

6. Offered to model the intervention (role-play) and asked the teacher to play the role of the student.

7. Asked the teacher to demonstrate the interventions through a role play.

8. Recorded on coaching/fidelity checklist whether teacher did or did not do step correctly.

9. Provided positive feedback on the steps that the teacher did accurately.

10. Guided a discussion about any steps that the teacher did not do correctly.

11. If applicable, asked the teacher to role play specific interventions again.

12. For any interventions that were not role-played accurately, gave the teacher several options:

a. Revise the strategy so that it would be easier to implement

b. Select a different strategy from the menu that was selected by the teacher and would match the hypothesis

c. Continue with current plan as is and schedule a date to retrain.

d. Continue with current plan as is and schedule a date for implementation.

13. If teacher reached acceptable criteria,

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scheduled first data of implementation with student.

14. Asked teacher preference on how student would be trained to do the plan.

a. Facilitator can train the studentb. Facilitator and teacher can co-train the

teacher.c. Teacher can train the student.

15. Offered to model implementing the intervention with the student for teacher to observe.

16. Asked the teacher his/her preference on fidelity measurements. The options are:

a. Self-assessmentb. External observationc. Combination

17. Discussed with the teacher the frequency of fidelity measures and method of debriefing.

18. Thanked the teacher for his/her time.Total Fidelity Score (# of Yesses/# of Yesses + No’s)

103



Meeting date:


Facilitator Behavior/Action Assignment Yes No N/A NotesPTR Progress Monitoring/Next Steps (Step 4)

1. Opened the meeting with a positive comment and thanked team for completing assignments.

2. Described purpose of meeting and expected outcomes by end of meeting.

3. Guided the team to develop decision rules for:a. Adequate fidelityb. Adequate student behavior change

4. Guided the team to review fidelity data measures and provide input on the results.

5. Guided the team to review student outcome data. Provided summary/overview of baseline and post-intervention.

6. If fidelity was less than adequate and student outcome data showed no improvement, problem solved with the team and developed strategies to address fidelity.

7. Guided the team to determine next steps based on improved student outcome data.

a. Expanded/generalize the intervention (e.g., additional routines, classes, settings; additional people)

b. Faded parts of the intervention (e.g., schedule of reinforcement, amount of prompting, time delay, moving to student self-management, reduce number of steps)

c. Revised/shaped goals of intervention (e.g., IBRST measures for fantastic day can be raised)

8. Guided the team to determine next steps based on stable or worsening student outcome data.

a. Modified the intervention plan to make more intensive (greater frequency of reinforcement, greater dosage of intervention, additional prompting, etc.)

b. Reexamined the hypothesis and collect

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more FBA data to confirm.c. Selected different interventions from

menu that match hypothesis (scheduled a time to develop interventions and coach the teacher)

d. Expanded the team by bringing in expertise to do a functional analysis.

9. Scheduled a follow-up meeting to review data.10. Summarized the results of the meeting and

decisions that were made.11. Guided the team to assign activities to team

members.12. Ensured that no team member was

overwhelmed.13. Thanked the team for their time.

Total Fidelity Score (# of Yesses/# of Yesses + No’s)

Coach Name: Review by: Date: Case:FBA/BIP Coaching Guide for Evaluating Competency (Products)

Product FBA/BIP Component

Criteria for Competency Fidelity Comments

INDIVIDUALIZED BEHAVIOR RATING SCALE TOOL/Progress monitoring tool

Yes a progress monitoring tool was developed

No progress monitoring tool was developed

Identifying and defining the target behaviors

1. One problem behavior identified & clearly defined (measurable and objective terms)

Yes No N/A

3. One appropriate behavior identified & clearly defined

Yes No N/A

5. Behaviors selected are socially valid.

Yes No N/A

7. Measurement tool is measuring the behaviors selected in 1 and 2 above

Yes No N/A

9. Measurement tool is feasible for daily use by teacher and provides quick snapshot of child performance on target behaviors.

Yes No N/A

Progress Monitoring Tool Score (# of Yes boxes checked) /5FBA ASSESSMENT SUMMARY

Yes a summary of the FBA information was developed

No summary was developed

Development of Hypothesis

10. Hypothesis developed is linked to the information from FBA

Yes No N/A

12. Hypothesis provides a description of the predictors (antecedents), the behavior targeted (from #1 above), and a valid function.

Yes No N/A

FBA Assessment Summary Score (# of Yes boxes checked) /2

Coach Name: Review by: Date: Case:BEHAVIOR INTERVENTION PLAN

Yes a plan was developed

No plan was developed

Development of the function-based behavior intervention plan

13. Prevention intervention addresses the “when” (i.e., antecedents/predictors/triggers identified from the FBA) section of the hypothesis by modifying them so that they no longer trigger problem behavior.

Yes No N/A

14. The Prevention intervention has steps that are described in enough detail so that the intervention would be implemented consistently by anyone reading the plan.

Yes No N/A

15. There is a replacement behavior intervention that clearly addresses instruction of a new skill to replace the problem behavior.

Yes No N/A

16. The new skill being taught is (a) a functionally equivalent communicative replacement behavior, or (b) a physically incompatible behavior.

Yes No N/A

17. The replacement behavior intervention has steps that are described in enough detail so that the intervention would be implemented consistently by anyone reading the plan.

Yes No N/A

18. There is a reinforcement intervention that provides the same outcome (function) as the problem behavior (function identified in the hypothesis).

Yes No N/A

Coach Name: Review by: Date: Case:19. The reinforcement intervention

has steps that are described in enough detail so that the intervention would be implemented consistently by anyone reading the plan.

Yes No N/A

Behavior Intervention Plan Score (# of Yes boxes checked) /9

FIDELITY/COACHING

Yes No

20. There is evidence that the teacher was coached/trained to implement the plan.

Yes No N/A

21. For each intervention identified on the behavior intervention plan, the primary, observable components that would be performed by the implementer are listed.

Yes No N/A

22. The measure indicates the date, method (external observation/self-assessment), and whether each intervention component was implemented.

Yes No N/A

POST-INTERVENTION Progress monitoring

Yes, there is post-intervention progress monitoring data

No data provided

23. The post-intervention BRS shows behavior change moving in desired direction

Yes No N/A

Post-Intervention Progress Monitoring Score ((# of Yes boxes checked) /1

FBA and BIP Technical Adequacy Tool for Evaluation (TATE): Scoring Form

District/State Evaluator Date of Review IRR Yes No IRR Score: ID Date of FBA Date of BIP

Directions: Score each item using the Product Evaluation Scoring Guide.

Component Item Scoring Guide Score

Part I. FUNCTIONAL

BEHAVIOR ASSESSMENT

Data Gatheringand

HypothesisDevelopment

1. Input is collected from multiple people/sources to complete the functional behavior assessment. Check all that apply.

Student interview Parent interview Teacher interview Rating Scales Direct

Observations Team members participating listed Record Review Efficient FBA (team meeting, ERASE, etc.) Other

0 = unable to determine1 = 1 source/person or list of names with no detail2 = two or more sources with supporting details

2. Problem behaviors are identified and operationally defined. (Easily observable and measurable). If more than one behavior is identified, it is clear which behaviors will be the focus of the FBA

List problem behavior(s):

0 = no problem behavior identified; 1 = behaviors are identified but definitions are ambiguous or subjective 2 = ALL identified behaviors are operationally defined.

3. Baseline data on the problem behaviors are collected and detailed or summarized. The data are in addition to office discipline referrals (ODR), in-school suspension (ISS), and/or out of school suspension (OSS) data.

Target Behavior Method Time Frame Analysis

0 = unable to determine1 = data collected, but omits at least one of the essential details2 = data collected, AND includes all 4 essential details

4. Setting events (i.e., slow triggers; antecedent events that provide the context or “set the stage” for a higher likelihood of problem behavior) are considered, identified (if present) and the contingency to the problem behavior is described. List setting events (slow triggers):

Distant event Environmental, social, or physiological events

0 = unable to determine, OR no indication setting events were considered1 = identified, no contingency2 = identified, AND contingency described, OR clear indication no setting events exist

5. Antecedent events (immediate triggers) that precede and predict the occurrence of problem behavior are identified and specified.

List antecedents (triggers):

0 = none, OR not antecedents1 = identified, lacks detail2 = identified AND detailed

Iovannone, Christiansen,& Kincaid (Revised August 2015)


6. Antecedent events in which problem behavior is least likely to occur (or appropriate behavior is more likely to occur) are identified and specified. List antecedents:

0 = none, OR not antecedents1 = identified, lacks detail 2 = identified AND detailed

7. Consequences (i.e., how others respond immediately after problem behavior occurs) are identified.List consequence(s):

0 = none, OR not consequences1 = identified, lacks detail2 = identified AND detailed

8. An identifiable hypothesis or summary statement that includes three essential components (i.e., antecedent events, behavior, function) is present and linked to the antecedent events and consequences listed in the FBA.Check each component present in the hypothesis and the presence of its ink to the FBA data

Antecedent events Description of problem behavior Function of behaviorLink: Yes/No Link: Yes/No Link: Yes/No

0 = no identifiable hypothesis, OR only one component or no (zero) components linked to FBA data1 = identifiable hypothesis with 2 components linked to FBA data.2 = includes all 3 components AND all 3 components are linked

9. Function of behavior is one identified in research literature, provides specificity, and is linked to FBA data.

Positive reinforcement—To get/obtain (attention, tangible, sensory stimulation) Negative reinforcement—To escape/avoid/delay (tasks, attention,, tangibles;

painful/uncomfortable stimuli) Multiple functions (positive and negative reinforcement)

0 = no function identified, OR no hypothesis, OR function not in research literature1 = function identified in research literature, not linked to FBA data.2 = function identified in research literature, AND linked

FUNCTIONAL BEHAVIOR ASSESSMENT SCORE /18



II. BEHAVIORINTERVENTION

PLAN

10. Behavior plan is developed in a timely manner (e.g., within 30 days) upon completion of the FBA.

0 = no dates, OR >60 days 1 = >30 days 2 = <30 days

11. Hypothesis developed from the FBA is included or referenced on the behavior plan. 0 = no hypothesis, OR substantially different1 = similar (1-2 components)2 = identical (3 components)

12. A minimum of one strategy that directly addresses and modifies antecedent events listed in the “when” component of the FBA hypothesis (Item 8) is identified and described in enough detail for implementation.List antecedents in hypothesis List strategy(ies):

0 = none identified, OR no link with hypothesis, OR not antecedent strategies1 = identified, linked, NOT sufficient detail2 = identified, linked, AND sufficient detail

13. A minimum of one socially valid replacement behavior that will be taught to the student is identified, linked to FBA hypothesis (item 8), and described in enough detail for implementation. List replacement behavior(s) to be taught: List intervention strategies to teach replacement behavior

0 = none identified, different function, OR function not identified in research literature.1 = identified, linked, NOT sufficient detail2 = identified, linked, AND sufficient detail.

14. A minimum of one strategy that will reinforce the replacement behavior and provide the same outcome/function as did the problem behavior is identified, and described in enough detail to implement.

Function identified in hypothesis: List reinforcement strategy(ies):

0 = none identified, no link, OR no replacement behavior identified1 = identified, linked, NOT task analyzed2 = identified, linked, AND task analyzed

15. A minimum of one strategy that eliminates the maintaining consequences identified in the hypothesis is described with sufficient detail to implement (i.e., changes the way others respond to problem behavior).Function identified in hypothesis: List strategies:

0 = none identified, OR continue to provide same outcome1 = identified, linked, NOT sufficient detail2 = identified, linked, AND sufficient detail.



16. A need for a crisis plan is considered, justified, and described with sufficient detail if a need is indicated.

0 = not addressed OR need identified but no plan 1 = procedures unclear2 = specific procedures identified, OR no need indicated.

17. A specific plan for collecting monitoring data on both the problem and replacement behaviors following implementation of the behavior plan is included.

When/How often Who Method Review date

0 = no plan, OR unable to determine 1 = partial plan, lacks details, AND/OR does not address both problem and replacement behaviors2 = plan fully described AND addresses both problem and replacement behaviors.

18. A specific plan for collecting fidelity data on BIP implementation is included. When/How often Who Method Review date

0 = no plan, OR unable to determine1 = partial plan, lacks details 2 = plan fully described

BEHAVIOR INTERVENTION PLAN TOTAL SCORE/18

Feature Score Obtained Score Possible Percent Obtained

I. Functional Behavior Assessment 18

II. Behavior Intervention Plan 18

Total Product Score 36


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Functional Behavior Assessment/Behavior Intervention Plan Technical Adequacy Evaluation Tool-(TATE) Scoring Guide

Component 0 – Not Addressed 1 – Partially Addressed 2- Completely AddressedPart 1: Functional Behavior Assessment (Data Gathering and Hypothesis Development)

1. Input is collected from multiple people/sources to complete the functional behavior assessment.

*Note: If the FBA/BIP indicates that a brief process was used in alignment with a problem-solving meeting (e.g., PTR-Brief, ERASE) and at least two people were participants in the meeting, score this item as a 2. .

Unable to determine if input was collected from multiple people/sources OR FBA indicates that input was only gathered from one source.

Vague indication that input was collected from more than one person/source; details missing

Example: Checklist or list of names of people who

participated in the FBA but no explanation of how they participated.

Clear documentation that input was collected from more than one source with supporting details or the FBA/BIP used a brief process aligned with a problem-solving format (e.g., PTR-Brief, ERASE) and indicated that at least 2 people participated in the meeting.

Examples: Direct observation AND teacher/parent

rating scales indicated or checked. Statements such as, “The teacher(s)

and the parent(s) were interviewed.”

2. Problem behavior(s) are identified and operationally defined (easily observable and measurable). If more than one behavior is identified, it is clear which behavior(s) are/will be the focus of the FBA.

*Note: There needs to be a link between the behavior identified as the problem, the definition, and the behavior listed in the hypothesis to get full credit for this item.

No problem behavior(s) are identified OR Problem behaviors are identified and may

be defined, but none of the behaviors identified is the focus of the FBA.

Behaviors are identified but definitions are ambiguous or subjective and do not provide enough information so that a person who is unfamiliar with the student would agree, upon observation, that the behavior identified has started and stopped. OR

Behavior definitions are identified and defined in “dead man” terminology (i.e., a dead person could perform the behaviors).OR

Problem behavior(s) are checked from a stock or dropdown list with no further definitions. OR

Definition of target behavior includes a list of multiple problem behavior names or multiple unique behaviors

Examples:Ambiguous/subjective examples Talks to peersProblem behaviors selected from list: Expressing anger Hostility Off-task Defiant

ALL identified problem behaviors are operationally defined (observable and measurable; can be seen, heard, counted), AND

If more than one behavior is identified, it is clear which behavior(s) are the focus of the assessment

*Note: If the FBA only identifies one problem behavior the problem behavior is clearly defined and is the focus of the FBA, score ‘2’.*Note; There may not be a clear statement that indicates the behaviors that will be the focus of the FBA. If the antecedents, functions, and hypothesis in questions 4 through 8 clearly identify the behavior(s) of concern, the criterion has been met.*Note: Behaviors do not need to be broken down into discrete units (e.g., pushes until other person is moved 1.5 meters/inches), but behaviors are defined so that anyone can determine when the behavior starts and stops.

ExamplesIovannone, Kincaid, & Christiansen (Revised August 2015)

113

Non-compliant“Dead-man” description Not starting work Sits and does not work List of multiple problem behaviors or grouping of unique behaviors under one category/class or vague overall title or one function Inappropriate behaviors including

pouting, crying, cursing, throwing objects at peers and staff; hitting, kicking pushing, leaving assigned area, & verbally threatening staff with bodily harm and property destruction

Talks to peers without permission during independent work assignments

Disruption is defined as “hitting, kicking, and punching”

Inappropriate behavior definition: Student shouts negative comments to adults and peers which can escalate to (a) cussing at peers/adults, (b) throwing objects toward peers/adults; (c) getting up from assigned area and leaving the room while shouting out verbal threats.

Shouts out curse words at the teacher Off task is defined as “playing with

pencil, looking around the room, etc.” Not starting work is defined as “looks

around the room at peers, talks to peers sitting close to student about topics unrelated to task, or turns head toward window and remains in position for several minutes.”

3. Baseline data on the problem behaviors are collected and detailed or summarized. The data are in addition to office discipline referrals (ODRs), in-school suspension (ISS), and/or out of school suspension (OSS) data.

*note—the analysis does not need to be at a level a board certified behavior analysis would provide. It should include a summary of all the data that allows a team to determine how behavior occurred over the time period data were collected (e.g., statements such as 4 times a day on average, 10 times a week)

Unable to determine from FBA information if baseline data were collected in addition to school-wide sources (i.e. ODR, ISS, OSS), OR

Baseline data were collected on a behavior other than the one that is the focus of the FBA. OR

Data presented on targets that are not specific behaviors

Example: Data presented are on number of

time-outs, restraints, or duration of time-outs rather than data on the occurrence of targeted problem behavior.

Baseline data outcomes reported on “hitting” but target behavior for FBA is “cursing”.

Baseline data collected on a target behavior but omits at least one of the 4 essential details (e.g., method/format, time period data collected, specific target behavior on which data were collected, analysis of data). OR

Baseline data include all of the essential components but the time period of data collection ended more than 30 days prior to FBA date.

Examples: Daily; Weekly; Monthly boxes checked

from a list of options for data collection, etc. but no indication of the format data were collected, time period, or analysis.

Baseline data summary is provided for target behavior January – April 2014 but the current FBA date is October 3, 2014.

Baseline data collected on the specific behavior and description addresses the 4 essential details: (a) target behavior on which data were collected; (b) method/format (e.g., frequency, rating scale/DBR, ABC, duration, etc.), (c) the time period of the data collection (e.g., dates, statement such as “data collected over last 2 weeks), and (d) analysis of outcomes (e.g., average of 4 times a week). Data collected should be within 30 days of the FBA. Data may be provided in graphic, check box, or narrative format.

Example: Frequency data box checked, dates-

9/01/10-9/05/10, hitting averages 3 times a week, and hitting was the problem behavior targeted.

“Data collected over the last 3 weeks show that Jack curses 3-5 times a day.” (‘times’ indicates frequency format).

4. Setting events (i.e., slow triggers; antecedent events that provide

Unable to determine based on available FBA information. No indication setting

At least one potential setting event is identified, but fails to provide

At least one setting event is identified, the relation is described AND the

Iovannone, Kincaid, & Christiansen (Revised August 2015)

114

the context or “set the stage” for a higher likelihood of problem behavior) are considered, identified (if present) and the contingency to the problem behavior is described.

*Note: If the FBA identifies setting events, the hypothesis (item 8) should include the identified setting event(s).

events were considered in relation to the problem behavior, OR

Events listed are not setting events o(e.g., immediate triggers or antecedents, physical locations)

Example: Immediate antecedents such as “teacher

gives a non-preferred task” “Classroom” listed as the antecedent

information on how the setting event predicts occurrence of the problem behavior OR

A setting event is identified and relation between the event and behavior are described but the hypothesis (item 8) does not include the setting event.

Example: ‘flickering lights” is listed as a setting

event but no further explanation is given.

A box titled “medication” is checked but no further details on the relation of mediation to the behavior occurrence is given

setting event is included in the hypothesis (item 8), OR

Data clearly indicate no setting events exist.

Example: Sleep deprivation is checked with

further details—“When Jordan doesn’t get enough sleep and he is asked to do non-preferred tasks, the problem behavior happens more frequently.”

5. Antecedent events (immediate trigger) that precede and predict the occurrence of problem behavior are identified and specified.

No antecedent event most likely to trigger or predict the occurrence of problem behavior is identified, OR

Antecedent events listed would not be considered antecedents or are written in a way that is non-observable.

Examples: “Student gets upset.” “Joe slowly rocks in his seat and taps his

head”. “There is no clear trigger.” “Behavior happens throughout the day”

At least one antecedent event most likely to trigger or predict problem behavior is identified (written or through a checklist/drop-down menu), but lacks the detail to generate an intervention, OR

Multiple behaviors are identified in Item 2 but no clear indication of which specific antecedent events predict specific behavior(s).

Examples: ‘Transition’ is checked from a drop-

down list, but no further detail given on the type of transitions that trigger behaviors.

“Teacher demands” or “non-preferred activities” listed, but is lacking details such as the type of teacher demands or the tasks involved in the demands or the specific activities that are non-preferred, etc.

Three behaviors were targeted for the FBA-“yelling out”, “incompletion of tasks, teasing peers” and antecedents identified-difficult tasks, chaotic environments, new tasks, transitions from preferred to non-preferred, but no indication of which antecedents trigger

One or more antecedent events most likely to trigger or predict problem behavior are identified and includes enough detail or description to generate an intervention , AND

If more than one target behavior is listed, includes a clear description of which antecedent events predict each target behavior.

Examples: ‘”Teacher demand to complete written

assignments” Antecedent events for behavior 1

(fighting)—‘peers make teasing comments during independent work time’ Antecedents for behavior 2 (cussing)—‘teacher presents demand to do a non-preferred task such as academic related work’


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which behaviors.6. Antecedent events in which

problem behavior is least likely to occur (or appropriate behavior is more likely to occur) are identified and specified.

*Note: This item is determining whether the FBA identified the context in which there is an ABSENCE of the problem behavior.

No antecedent events most likely to trigger or predict the occurrence of appropriate behavior or absence of problem behavior are identified OR

Antecedent events listed would not be considered antecedents or are not written in a way that would be observable

Examples: When student is not frustrated

At least one antecedent event in which problem behavior is least likely to occur or appropriate behavior is more likely to occur is identified but lacks detail.

Examples: “Specials” is written or checked but no

further detail is provided. “Engaged in preferred activities (but no

further description of preferred activities).

One or more antecedent events in which problem behavior is least likely to occur or appropriate or pro-social behavior is most likely to occur identified, and includes some detail or descriptor.

Examples: When given hands-on activities to

complete like Art When allowed to work with a partner to

complete a written assignment; When doing preferred activities such as

recess outside.7. Consequences (i.e., how others

respond immediately after problem behavior occurs) are identified.

No events or consequences identified that occur immediately after problem behavior, OR

The events listed are not immediate consequences, OR

Consequences listed are long-term or are inferential emotional states of target student OR

The consequences indicated are functions of behavior (e.g., escapes, attention) with no listing of actual responses following problem behavior that could confirm the function

Examples: Token economy (not a consequence) “Student loses self-worth and sense of

accomplishment.” Failing grades “Increased stress and feeling

overwhelmed” “teacher attention” but does not describe

the nature of the attention (e.g., redirects, reprimands, calming/soothing)

Automatic access/escape (no further details explaining how the student gets automatic access or automatic escape.

At least one consequence identified that occurs immediately after problem behavior, but lacks details OR

Multiple target behaviors identified but no clear indication of which consequences follow specific target behaviors.

Example: ‘Proximity” is identified as a

consequence but no further descriptive detail

“Removed”-(lacks details) Two target behaviors were identified-

Hitting and Off-Task. Consequences were identified as “verbal redirect”, “sent to time-out”, “takes points away” “peers make comments” with no indication which responses followed which of the two target behaviors.

One or more consequences identified that occur immediately after problem behavior and includes some detail or descriptor, AND

If more than one target behavior is listed, clear description of the consequences that follow each target behavior is provided.

Example: Teacher moves next to the student

(decreases proximal distance) sent to the Guidance Counselor verbal reprimand redirects the student, peers laugh peers make comments to the student, PB1: Hitting-takes points away, sends

to office; PB2 Off Task: verbally redirects, peers make comments

8. An identifiable hypothesis or summary statement is present and includes three essential

No identifiable hypothesis statement is included on the FBA, OR

A hypothesis statement is written but only

Hypothesis written in an easily identifiable statement within the FBA but only has TWO of the three

Easily identifiable hypothesis written in one complete statement in the FBA, contains all three of the essential


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components (i.e., antecedent events, behavior, function that are linked to the antecedent events and consequences listed gathered in the FBA.

*Note: Score of 0 on this question results in a score of 0 on item 9.*Note: Score of 0 on this question results in a score of 0 on Items 12, 13, 14 and 15.

has one component linked to the FBA data A hypothesis statement is written but none

of the 3 components is linked to the FBA data.

A hypothesis statement is written with all 3 components, the antecedent and the consequences are linked to the FBA, but the behavior in the hypothesis is not the behavior that was the focus of the FBA for which data were gathered and no explanation of why the target behavior changed is provided.

*Note: Some school districts use the term “theory of behavior” rather than “hypothesis”. If the Theory is found in one complete statement, score this as the hypothesis.

Example: Hypothesis reads: “When Joe is presented

with a teacher demand to do an independent math task that involves a worksheet, he will engage in a tantrum. As a result, he delays/avoids doing the task”. The behavior identified and defined as the focus of the FBA was “Off-task: looks around the room, plays with materials on his desk, talks out to peers nearby, puts head down on desk.”.

Hypothesis reads: “When Susan has difficulty staying in her area, she will leave the area to talk with another student to avoid the non-preferred activity.” (The antecedent is not an actual antecedent and the FBA provided “teacher demand” as an antecedent. The function is escape but the FBA did not provide any data on the responses others make following student problem behavior that would provide support for an ‘escape’ function. The only component that is included is the behavior

The theory of behavior is primarily to get adult attention. (the attention function is linked to the FBA data, but is missing the antecedent and behavior components).

components linked to the FBA data.

Example: When student is frustrated, he displays

aggressive behavior to avoid doing work.(2 components present—behavior and function and are linked to FBA data; antecedent is not an antecedent)

When student is presented with a demand to do non-preferred tasks, he displays aggressive behavior because he is frustrated. (2 components present and linked-antecedent and behavior; function is not valid or linked).

When student is presented with a demand to do non-preferred tasks, he displays aggressive behavior to avoid doing work. (FBA data did not indicate demands as an antecedent).

components, the behavior listed in the hypothesis is the same one identified as the focus of the FBA and all three components are linked to the FBA data.

Examples of a Complete Hypothesis: When the student is given lengthy (one

page or more) writing assignment (antecedent), s/he will rip the assignment into pieces and throw it on the floor (description of problem behavior that is the same one identified as the focus of the FBA). As a result, the student is able to avoid completing the task. (function of behavior).

The student shows aggressive behavior when he is given a non-preferred task (e.g., academic tasks that are perceived difficult) which gets him an escape from the task.


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9. Function of behavior is one identified in research literature, provides specificity, and is linked to the FBA data (i.e., items 5-8).

*Note: Valid functions are positive reinforcement (access/obtain) or negative reinforcement (escape/avoid)and are observable*Note: Score of 0 on this question results in a score of 0 on Items 13, 14, and 15.

No function identified, OR No identifiable hypothesis, OR The function is not identified in research

literature

Examples Function is listed as revenge, vengeance,

control, power, status, frustration, autism, etc.

Function is present, and is identified in research literature but is not linked to FBA data

Example: Function is ‘attention from peer’ but no

FBA data indicate that problem behavior consequences result in peer attention.

Function is “escape from task” but FBA consequence data indicate that peers laugh and teacher provides verbal support.

Function is present, is identified in research literature, and is linked to FBA data.*Note: If the hypothesis lists multiple functions, at least one of the functions is valid and linked to FBA data.Example: Function is ‘attention from peers’ and

FBA data indicate that problem behavior consequences result in peer laughter, comments.


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Part II: Behavior Intervention Plan

10. Behavior plan is developed in a timely manner (e.g., within 30 days) upon completion of the FBA.

*Note: If the BIP being reviewed is an update to a previous FBA/BIP, to score a 2 the team must describe how they determined that the FBA information collected at a much earlier date is still accurate or provide a description of the FBA data they updated to confirm that the original hypothesis is still valid.

No dates included on FBA and BIP to determine time span between development, OR

BIP developed >60 days after FBA was completed, OR

BIP date occurs prior to the FBA date OR BIP is an update to an earlier FBA/BIP and

no description on how the original or preceding FBA hypothesis was confirmed for the updated BIP.

BIP developed >30 days but less than 60 days after FBA was completed based on dates provided on documents.

BIP developed < 30 days afterFBA was completed based on dates provided on documents.

Examples: Dates clearly visible on both the FBA

and BIP; OR There is only one date on the document

and it is clear that the FBA and BIP were developed at the same time (i.e. FBA/BIP occurred during one team meeting or report is a seamless narrative summary).

11. Hypothesis developed from the FBA is included or referenced on the behavior plan.

*Note: Score of 0 on 8 results in a score of 0 on this item.

No hypothesis is included or referenced on behavior intervention plan, OR

A hypothesis is included but is substantially different from the one included on the FBA (in all 3 components).with no explanation about the change. OR

The form is a continuous document; however, the BIP targets a different problem behavior than the one included in the FBA hypothesis (item 8).

Example: The behaviors identified in the FBA

hypothesis, item 8, were “cursing, disrespect, and arguing”. The behavior identified as the target problem behavior on the BIP was “physical aggression”.

Hypothesis is included or referenced on the behavior intervention plan and is similar to the one on the FBA (one or two components match), but not identical.Example:

The hypothesis on the FBA was “when presented with a demand to do non-preferred difficult writing tasks, the student engages in cursing to avoid doing the demand.” The hypothesis on the BIP was “when presented with academic demands, the student engages in cursing to escape.”

Hypothesis is included on the behavior intervention plan and is identical in all 3 components to the one on the FBA, OR

The BIP references the FBA hypothesis, OR

The BIP and FBA appear to be part of the same document (e.g., stapled together, page numbers are continuous; form numbers are sequential)

Example: The form is called FBA/BIP, the

numbers are sequential, and there was no observable change in any of the hypothesis components throughout the document.

12. A minimum of one strategy that directly addresses and modifies antecedent events listed in the “when” component of the FBA hypothesis (item 8) is identified and described in enough detail for implementation.

*Note: Score of 0 on Item 8 results in a score of 0 on this item.*Note: If the hypothesis (item 8) did not include the antecedents, but the

No antecedent identified in the hypothesis, OR

No direct link exists between antecedent strategies identified and hypothesis, OR

Strategies would not be considered antecedent strategies (e.g., teaching or consequential strategies rather than modifying antecedent events)

*Note: If the hypothesis (item 8) did not include the antecedents, but the BIP lists antecedent/prevention strategies that address

At least one antecedent strategy is identified and directly linked to the antecedent component of the hypothesis, but does not include enough detail about the intervention procedures that would allow another person to do the intervention correctly and completely

Examples: Boxes with names of antecedent

strategies checked but no additional

At least one antecedent strategy is identified, is clearly and directly linked to FBA hypothesis, both to the antecedent and the function, and includes enough detail describing the intervention so that it can be implemented (e.g., who is doing the intervention, when, related to the antecedent, the strategy is implemented and how-including verbal and motor behaviors of adult). The description is


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BIP lists antecedent/prevention strategies that address the events listed in Items 4 or 5, score this item..

the events listed in Items 4 or 5, score this itemExamples: “transition supports” identified as

antecedent strategy but FBA hypothesis does not identify transitions as an antecedent.

“Provide choice of reinforcement to be earned” is identified as an antecedent strategy but as described, does not directly modify the antecedent or event that triggers the problem behavior. Instead, it provides a description of how to select a reinforcement nor does it provide enough detail about reinforcement choices to determine if any provide the function that the problem behavior gets for the student.

details are offered. Antecedent strategy identified and

some details are provided, but essential details are missing for implementation (e.g., when to do the intervention, how to present it to the student, etc.)

Teach Joe to complete work first and then get reinforcement by saying “First do social studies, then get free time”. (the “when part” is vague—the description does not specify when the intervention is to be implemented in relation to the antecedent event listed on the hypothesis.

detailed enough that a stranger would be able implement the strategy with the student and/or multiple people would implement the strategy in the same way. The description should clearly describe the strategy as preventative; that is, the intervention is implemented prior to student performance of problem behavior.

Example: Immediately prior to presenting a

demand to do a non-preferred task (antecedent listed on hypothesis), the teacher will verbally present two choices to Jack. The choices will be which tool to use for writing (e.g., pen or pencil, red pen or blue pen) and/or where to do the task (e.g., desk or round table; in classroom or with Ms. Cool—co-teacher)

13. A minimum of one socially valid replacement behavior that will be taught to the student is identified, linked to the FBA hypothesis (item 8), and described in enough detail for implementation.

*Note: aScore of 0 on item 8 and 9 results in a score of 0 on this item.*Note: bScore of 0 on this item results in a score of 0 on Item 14.*Note: The replacement behavior can be one that is a functional equivalent (i.e., a behavior that directly asks for the function) or an alternate skill (e.g., pro-social/academically desirable) behavior

No replacement behavior is identified OR Replacement behavior identified but does

not serve the same function as the problem behavior or does not provide the same outcome (reinforcement) after student engages in replacement behavior or is an alternate/desired behavior that is not incompatible with the problem behavior, OR

The identified function is not one identified in the research literature (i.e. control, revenge, status, power, etc.), OR

No function identified in hypothesisExamples: Replacement behavior identified is to “raise

hand for attention”, but problem behavior (calling out) occurs to escape tasks

The identified replacement behavior is for the student to “raise hand” in order to “gain control”, not a research literature identified function.

At least one replacement behavior is identified and serves the same function as does the problem behavior or is incompatible with the problem behavior (e.g., alternate skill or desired behavior) but an intervention is not described with enough detail to be implemented.

Note: If the function listed in the hypothesis was unable to be confirmed by the consequence information (item 7), and the intervention described links to the function and is described in sufficient detail, the item can receive a score of “1”.

Examples: Replacement behavior is to “raise hand

for attention”, it matches the attention function but no clear description of how to implement the intervention is included, OR

Replacement behavior is “remain on task” (incompatible to problem behavior), but no clear description of

At least one replacement behavior is identified, serves the same function as the problem behavior or is incompatible with the problem behavior, and an intervention is described with enough detail to be implemented (i.e., a stranger would be able to implement the strategy). The detail should include the exact skill that will be taught, who will teach the skill, at what point related to the antecedent will the skill be prompted or practiced, and how the skill will be taught (instructional plan). The description is detailed enough that a stranger would be able implement the strategy with the student and/or multiple people would implement the strategy in the same way.

Example: Fred will be taught to “raise his hand” to

get teacher/adult attention. Prior to class discussions, an adult will review when and how Fred will raise his hand


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how to implement the intervention is provided.

Teach Tracy to complete work by using a First/Then format by saying, “First finish your assignment than get free time.”

to get attention. A pre-arranged signal (picture of raised hand) will be used for the times Fred forgets to raise his hand.”

14. A minimum of one strategy that will reinforce the replacement behavior and provide the same outcome/function as did the problem behavior is identified and described in enough detail to implement

*Note: aScore of 0 on Item 13 results in a score of 0 on this item.*Note: bScore of 0 on item 8 and/or 9 results in a score of 0 on this item.

No strategy identified on BIP, OR Reinforcement inventory/items checked off

from a list with no additional detail OR The strategy listed is not a reinforcement

strategy, OR, The reinforcement strategy is not linked to

the function of the problem behavior, OR No replacement behavior was identified in

Item 13, OR The only “reinforcement strategy” listed is

an aversive consequence, OR No function identified in hypothesisExamples: Reinforcement strategy identified is for

student to receive a sticker each time he/she raises hand, but problem behavior (calling out) occurs to escape tasks.

If Shawn continues to engage in disruptive behavior rather than ask for a break, use a “first-then” statement

At least one strategy is identified to reinforce use of replacement behavior and results in the same outcome/function as did the problem behavior, but does not include a task analysis or clear description of procedures for implementing the strategy.

Example: Reinforcement strategy identified is for student to receive teacher attention and a sticker each time he/she raises hand for attention, and student’s problem behavior (calling out) occurs to obtain teacher attention, but no detailed description of procedures is provided.

At least one strategy is identified on BIP to reinforce use of replacement behavior, results in the same outcome/function as the problem behavior and is described in enough detail so that a stranger would be able to implement the intervention with the student and/or multiple people would implement the strategy in the same way. The detail should include, at a minimum when the intervention is delivered and how the intervention is delivered

Example:“Each time Fred raises his hand, the teacher will provide prompt attention from the teacher by using a gesture (“thumbs up”) and deliver a sticker with positive praise (“way to go”). At the end of the day, the teacher will review the number of stickers Fred earned and provide him a choice of reinforcers in exchange for the stickers from the following: (a) being the teacher’s helper, (b) going to the office to talk with the principal, or (c) playing a game for 10 minutes with a peer of his choice.”

15. A minimum of one strategy that eliminates the maintaining consequences (i.e., function) identified in the hypothesis and is described with sufficient detail to implement (i.e., changes the way others respond to problem behavior).

*Note: Score of 0 on Item 8 and 9 results in a score of 0 on this item.

No strategies identified on BIP to minimize reinforcement of problem behavior, OR

Strategies are identified but continue to provide same outcome (function).

Example:The strategy is ‘If the student yells at the teacher, the teacher will remove the student to time-out’ and the function was identified as escape.

At least one strategy is identified on the BIP to minimize reinforcement of the problem behavior and is linked to the function, but is not described with enough detail to implement.

Examples: A box is checked from a list of possible

strategies. Planned ignoring is listed for a student

whose behavior resulted in attention, but no detail on how the strategy will be implemented is given.

At least one strategy is identified on the BIP to minimize reinforcement of the problem behavior, is linked to the function and is described with enough detail to implement. The description is detailed enough that a stranger would be able implement the strategy with the student and/or multiple people would implement the strategy in the same way.

Example: When the student calls out, the teacher will not respond (neutral facial expression, no verbal comments). If the student continues


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to call-out, the teacher will use a flat affect (monotone, minimal eye contact) to verbally redirect the student to use his replacement skill.

16. A need for a crisis plan is considered, justified and described with sufficient detail if a need is indicated.

No crisis plan developed although product indicated a need for a plan, OR

No evidence or documentation provided that showed team considered the need for crisis plan.

A crisis plan is provided, but it is a program-wide plan that is done with any student (i.e., no individualization or customization made to crisis plan. FBA not necessary for development of the crisis plan)

Need for crisis plan is indicated, but procedures are not described with sufficient detail.

Examples: Plan does not specify who, what, when

and how things will be done during a crisis situation.

Plan states “office will be called to escort student out of room” but does not provide additional details.

Need for crisis plan is indicated and procedures are described with sufficient detail OR

There is documentation that the team agreed that no crisis plan is needed.

The description is detailed enough that a stranger would be able implement the strategy with the student and/or multiple people would implement the strategy in the same way.

Examples: BIP indicates crisis plan is needed and

specifically outlines who, what, when and how things will be done during a crisis situation.

BIP indicates that no crisis plan is necessary (e.g., checks a box, or provides a statement).

17. A specific plan for collecting monitoring data on both the problem and replacement behaviors following implementation of the behavior plan is included.

No plan for collecting data on either problem or replacement behavior is included in the plan OR

Unable to determine if there is a plan

A partial plan is described for either the targeted problem behavior or the replacement behavior but only includes 1, 2, or 3 relevant details (e.g., who, how often, format/type, review date)

Example: Teacher will monitor (who) Frequency box is checked (how) Teacher will collect frequency data

daily.(who, how, when) Plan is included, but the data are

collected on a behavior that was not the focus of the FBA/BIP.

Graphs will be charted (no indication of who, how often, when it will be reviewed)

Plan states that teacher (who) will use point cards (format) but no further information provided.

Boxes checked from a possible list of evaluation options, without providing

A detailed and specific plan describing who, how often, the format, and the review date for collecting outcome data on both the problem and replacement behavior following implementation of the BIP is included and is linked to the target problem behavior on the intervention plan.

Example: Who: All teachers working with the studentWhen: Every day at the end of each class (math, art, etc.)Format: Rating each occurrence of the behaviorReview Date: Within two weeks.


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any specific details. Plan describes data collection

procedures for throwing pencils but the behavior addressed on the FBA/BIP was hitting peers.

18. A specific plan for collecting fidelity data on BIP implementation is included.

No plan included on BIP describing specific procedures for collecting fidelity of implementation data, OR

Follow-up fidelity mentioned but lacks details (who, data method, schedule of measurement, review), making plan difficult to replicate.

Statement or description provided, but does not address a way of measuring fidelity; rather provides vague descriptions of follow-up activities

Example: Statement suggesting fidelity, but lacking

specific details, e.g., Fidelity will be collected

Vague statement such as: Weekly communication between team members

Plan included on BIP describing procedures for collecting data on fidelity of implementation, but is missing two or more details (who, data method, schedule of measurement, review)

Example: Boxes checked from drop down lists

indicating who, method, schedule, and/or review dates

Statement suggesting fidelity will be evaluated but methods are lacking two or more details, e.g., “Fidelity will be evaluated once a week”.

Detailed and specific plan included on BIP describing procedures for collecting fidelity of implementation data (e.g., who, when, how, review).

Examples: The guidance counselor will observe

the plan being implemented once a week for 2 weeks and data will be reviewed in 3 weeks.

The teacher will complete a weekly self-assessment that will rate the degree of the plan’s implementation. Data will be reviewed within 3 weeks.


Documents

new.apbs.org · Web viewAsk the teacher if you should model the intervention with the student prior ... you repeat the same procedures above and substitute the appropriate metric