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Teacher Tools: Behavior
Easy to use instructional tools created to assist teachers in the implementation of
research-based best practices in the classroom. Teachers are able to create
products for use in the classroom and have the ability to store them in a
personal portfolio.
Functional Behavior Assessment
Developed by Rachel Freeman, PhD, University of Kansas
- Functional Assessment Checklist
The functional assessment process should begin with person-centered planning (PCP) which is used by a group of people interested in helping a student build a lifestyle based upon his or her preferences, needs, and choices.
- Functional Assessment Team Meetings
Teams should involve the student, individuals who will be implementing the PBS plan, family members, people who know the student well, and a person who has experience using functional assessments and is familiar with the principles of behavior. Effective teams have critical features including a vision statement, ground rules for meetings, specific roles, agendas and minutes, data based decision-making, and evidence of dialogue and collaboration.
- Record Reviews
Record reviews provide important information about a student's medical background, past experiences, and behavioral and academic history.
- Functional Assessment Checklist for Teachers and Staff (FACTS)
FACTS is a two-page interview used by school personnel who are developing behavior support plans, and it is intended to be an efficient strategy for initial functional behavioral assessment (FBA).
- Scatter Plot
A scatter plot is an interval recording method that can help show patterns related to a problem behavior and specific time periods.
- Antecedent-Behavior-Consequence (ABC) Chart
An ABC Chart is a direct observation tool that can be used to collect information about the events that are occurring within a student's environment. "A" is the antecedent, event, or activity that immediately precedes a problem behavior, "B" refers to the observed behavior, and "C" is the consequence, or the event that immediately follows a response.
- Functional Assessment Direct Observation Tool
This tool combines elements of the scatter plot and ABC Chart. It enables one to record behavior(s), setting events, antecedents, and consequences observed during a session and keep track of possible functions as well as actual consequences.
- Measuring Behavior
The ability to define and measure behavior helps identify the function maintaining a problem behavior and evaluate the success of a positive behavior support (PBS) plan.
Positive Behavior Support Planning
Developed by Rachel Freeman, PhD, University of Kansas
- Creating an Implementation Plan
An implementation plan provides a management strategy to ensure effective communication for team-based positive behavior support planning by documenting the actions needed and who will be responsible for each task.
- Positive Behavior Support Self Assessment
A positive behavior support (PBS) checklist is a document that can be used to review whether a team has included the critical features of a functional behavioral assessment and PBS plan.
- Positive Behavior Support Planning Tool
A PBS planning tool is used by a student and his/her team to facilitate a session where team members identify and select intervention strategies. It helps the team focus on specific interventions that are directly linked to information from the functional behavioral assessment (FBA).
- Evaluating the Effectiveness of the Positive Behavior Support Plan
The evaluation of a PBS plan is a critical part of the PBS planning process. It is important to collect, analyze, and summarize information that allows the team to judge whether the plan is having a positive impact on the student's life, or if the plan needs to be changed.
- Writing a Positive Behavior Support Plan
The written PBS plan is a guide for the people who are supporting the student who is engaging in problem behavior. Its purpose is to help team members including staff, teachers, parents, etc. focus, establish accountability for completing tasks, ensure communication, and provide consistent implementation intervention.
- Embedding Positive Behavior Support into School Systems
Many students can benefit from positive behavior support. School or district positive behavior support includes interventions that address classroom, non-classroom, and school wide issues.
- Positive Behavior Support Interventions
Developed by Rachel Freeman, PhD, University of Kansas
- Antecedent Interventions
Antecedents are events, people, or things that immediately precede problem behavior. Once the antecedent is identified, interventions can be used that reduce the future occurrence of the problem behavior by eliminating the antecedent event, modifying the content, or by changing how the content is presented.
- Consequence Interventions
Consequence interventions are used to minimize reinforcement for problem behavior and increase reinforcement for desirable behavior. They also include redirecting a student toward alternative responses and providing crisis prevention strategies to ensure the safety of the student and others.
- Person-centered and Quality of Life Interventions
Interventions developed using person-centered planning (PCP) help increase the quality of a student's life with respect to learning, working, recreation, spirituality and social and community affiliations. They can focus on increasing a sense of belonging and inclusion, building friendship and relationship networks, enhancing a sense of dignity and respect, and designing strategies for encouraging self determination and empowerment.
- Setting Event Interventions
A "setting event" is an event that momentarily changes the value of reinforcers and punishers in a student's life. They can be physical, social, or biological. Interventions include minimizing or eliminating the setting event, neutralizing the setting event, adding more prompts for positive behavior, increasing the power of reinforcers temporarily, and promoting positive interactions.
- Teaching Communication Skills
Teaching communication skills in a structured and meaningful manner can provide a strategy for replacing a problem behavior.
- Teaching Self Management Skills
Self-management plans are used to teach students to independently complete tasks and take an active role in monitoring and reinforcing their own behavior.
Classroom and Group Support
Developed by Kaye Otten, PhD, University of Kansas Medical Center and Jodie Tuttle, M.Ed., Millard Public Schools
- Preventative Approaches
Preventative approaches include anything teachers implement to prevent undesirable behaviors. Using proactive techniques successfully can decrease the likelihood of problem behaviors and promote positive behavioral choices.
- Point and Level Systems
Point and level systems provide an organizational framework for managing student behavior. Students learn appropriate behavior through clearly defined behavioral expectations; rewards, privileges, and consequences are linked to those expectations. There are specific criteria for advancement to the next level where students enjoy more desirable contingencies.
- Positive Reinforcement
Positive reinforcement is anything that occurs after a behavior that increases the likelihood that the behavior will be repeated.
- Natural and Logical Consequences
Natural consequences are outcomes that are not planned or controlled and happen as a result of specific behavior. Teachers and/or administrators intentionally plan logical consequences.
- Self-Management
Self-management encompasses a range of internal and/or external activities in which a student may engage that increase or decrease the probability of appropriate behaviors occurring based on cognitive-behavioral theory.
- Peer-Assisted Interventions
In peer-mediated interventions, the teacher designs a program and trains a peer or peers to deliver needed social cues and the reinforcement that may follow targeted behavioral outcomes.
School-wide Environmental Support
List of all tools
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