Functional Behavioral Assessment and Behavior Intervention Plan ...

Gloversville Enlarged School District
Functional
Behavioral
Assessment
and
Behavior
Intervention Plan
Procedures

Table of Contents
Prologue ……………………………………………………………………… 2
Three-Tiered Model for Prevention & Intervention ……………………… 3
Procedures …………………………………………………………………… 4
Behavior Problem Flowchart ……………………………………... 5
Consents ……………………………………………………………………… 7
Consent for Special Education Student …………………………… 8
Consent for Non-classified Student ……………………………… 11
Functional Behavioral Assessment Forms ………………………………… 14
FBA form …………………………………………………………. 15
FBA/BIP Worksheet …………………………………………….. 25
Behavior Intervention Plan Form …………………………………………. 26
BIP Form …………………………………………………………. 27
BIP Planning Worksheet …………………………………………. 34
BIP Monitoring Form …………………………………………….. 35
Guidelines ……………………………………………………………………. 36
FBA/BIP Hints/Guidelines ………………………………………... 37
Definitions ………………………………………………………… 38
Intensity of Behaviors Guidelines ………………………………… 39
Resources …………………………………………………………………….. 40
Parental Involvement Worksheet …………………………………. 41
Behavior Intervention Data Collection ABC Form ………………. 42
Motivational Assessment Scale II ………………………………… 43
Functional Student Interview Guidelines ………………………… 49
Forced Choice Reinforcement Menu …………………………….. 50
Preschool-Elementary Reinforcer Checklist ……………………… 54
Middle-High School Reinforcer Checklist ……………………….. 55
Problem Behavior Questionnaire …………………………………. 56
ABC Observation Form …………………………………………... 58
Check-N-Connect Contract ………………………………………. 59
Daily Chart ……………………………………………….............. 60
Behavior Tracking Form …………………………………………. 61
Student Daily Schedule …………………………………………… 63
Scatter Plot ……………………………………………………….. 64
Student-Directed Functional Assessment Interview ……………… 65
Document of Level 1 Behavioral Interventions …………………… 66
Behavioral Analysis Recording Form ……………………………...67
BIP Checklist ……………………………………………………. 68
Functional Assessment Observation Form ………………………. 69
Behavior Incident Observation Form …………………….............. 70
AABC Observation Form …………………………………. …….. 72
Example of Behavior Support Plan/Competing Behavior Pathway. 73
1

PROLOGUE
This document is designed to assist our Gloversville Enlarged School
District educators in creating and using Functional Behavioral Assessments
(FBAs) to develop successful Behavior Intervention Plans (BIPs) for
students with behavior problems. This document presents an overview of
their components and provides concrete steps for effective implementation.
FBAs and BIPs are best viewed as a single, continuous process rather than
two separate procedures.
Today’s schools face an increasing number of students whose behavior
interferes with the success of daily classroom instruction. Fortunately, our
schools are usually able to rely on positive behavioral supports, solid
teaching practices, clear rules and expectations, and praise which encourages
positive behaviors. These Positive Behavioral Interventions and Supports
(PBIS) are a proactive approach to support positive student behavior and
create healthy learning environments. Much like Response to Intervention
(RTI) which focuses primarily on providing academic/instructional support,
PBIS follows a three-tiered prevention system (See Figure 1). At Tier I, all
students receive supports in order to prevent behavior problems and teach
pro-social behaviors. If the behavior of individual students is not responsive,
more targeted behavioral supports are provided at Tier II. Unfortunately the
strategies offered in Tiers 1 and 2 may fail to help a small number of
students who require more intensive and/or highly individualized supports to
improve their behavior. These more intensive supports are provided at
Tier III. For these students, the use of the process known as FBA/BIP to
develop positive behavior intervention plans is essential.
What is an FBA? It is a problem-solving process for ultimately
understanding “why” a behavior is occurring, determining relationships
between the environment and problem behavior, and directly and logically
linking interventions to the problem behavior.
What is a BIP? It is a plan that focuses on the prevention of the problem
behavior, as well as the teaching of alternative/replacement behaviors.
The FBA-BIP process is a systematic approach to identifying and changing
behavior by manipulating the antecedents (things that happen before) and
the consequences (things that happen after) the behavior.
2

Three-Tiered Model for Prevention and Intervention:
Behavior Supports Academics
Academic Systems
Behavioral Systems
Tier III:
Intensive Interventions
•Small groups/individual students
•Reduce complexity and severity
of academic problems
Tier II:
Targeted Interventions
•Groups of students/at risk
•Reduce academic problems
1-5% 1-5%
5-10% 5-10%
Tier III:
Intensive Interventions
•Small groups/individual students
•Reduce complexity and severity
of behavior problems
Tier II:
Targeted Interventions
•Groups of students/at risk
•Reduce behavior problems
Tier I:
Universal Interventions
•All settings, all students
•Prevent academic problems
80-90% 80-90%
Tier I:
Universal Interventions
•All settings, all students
•Prevent behavior problems
Figure 1
BASIC BELIEFS ABOUT BEHAVIOR
1. Behavior serves a purpose or ‘function”, such as “gaining attention”
or “avoiding tasks”.
2. Behavior is related to the context (where and under what conditions it
occurs).
3. Behavior is a complex response to a dynamic relationship between
many variables: people, places, and events.
4. If the positive behaviors expected from students are taught, the
amount, frequency and intensity of problem behavior can be
decreased or minimized (Positive Behavior Support Model).
5. If a problem behavior can be defined, explained, and predicted, there
is likelihood that it can be prevented.
3

Procedures
4

BEHAVIOR PROBLEM
FLOWCHART
Implement and Monitor Universal Strategies
TIER I
Classroom behavior program, positive reinforcement (notes home,
stickers, positive postcards), preferential seating & proximity, use of
sensory strategies (humor, music, movement) verbal warnings, clear
routines and procedures, parent contact, etc.
Continue strategies
No
Behavior
Continues?
Yes
Targeted Interventions
TIER II
Behavior contracts, parent collaboration, time away, loss of privileges,
counselor intervention, student meeting, team meeting, re-teach desired
behavior, etc
Continue strategies
No
Pattern of
problem
behavior?
Yes
FBA/BIP Process
TIER III
Data Collection, Parent Permission, Student meeting, FBA/BIP Development
WHO is involved? Counselors, psychologist, social worker, nurse, teacher, administration
Characteristics: Present danger, Extremely disruptive to educational environment, at risk of
more intensive setting, Superintendent’s Hearing, etc.
Continue intervention(s)
Review criteria for fading
Maintenance plan
Yes
Somewhat
effective?
No
Review BIP
Revise and adjust BIP
Assess with data
Yes
Continued Follow-up
Behavior Monitoring Form
Review of Data and modify as needed
5

Functional Behavioral Assessment and Behavior Intervention Plan Procedures
1. Get Consent
For a special education student the Special Education Office
will be contacted and consent for FBA will be requested.
For a regular education student whose behavior is impeding
learning a designated person (teacher, psychologist, school
counselor, social worker) will call the parent to explain that
consent will be coming home to sign in order to assess their
child’s behaviors.
2. Information Gathering
All individuals who work with the child should have input,
especially those who seem to be having less difficulty with the
child’s behavior.
Contact should be made with the child and the child’s parent to
get their perspective on the behavior problems and current
difficulties. Parental and student intervention should be
documented.
Determinations of responsibility should be made about data
collection procedures and the use of the Motivation Assessment
Scale, Student Interview and other information gathering tools.
3. Team Meeting
Meet to gather information and complete the FBA and BIP
planning Worksheet and the BIP.
Assign data collection duties to determine intervention
effectiveness.
Determine how information will be provided to concerned
individuals.
4. Share Information
A copy of the FBA/BIP will be provided to the student’s
parents, administrators and teachers.
A copy of the FBA/BIP will be provided to the Special
Education Office if the student has an educational disability.
6

Consents
7

GLOVERSVILLE ENLARGED SCHOOL DISTRICT
COMMITTEE ON SPECIAL EDICATION
234 LINCOLN STREET
GLOVERSVILLE, NY 12078
Parents
Gloversville, NY 12078
Dear Parent or Guardian of ________________
Prior Written Notice
(Notice of Recommendation)
*FOR SPECIAL EDUCATION STUDENT*
Date: 03/14/2012
Student’s DOB: 03/14/2012 Local ID Number: 0000000000
The purpose of this notice is to inform you, in writing, of the school district’s recommendation(s)
regarding the identification, evaluation, educational placement and/or provision of special
education services to your child.
SUBJECT OF THIS NOTICE:
REQUEST FOR CONSENT TO CONDUCT A
FUNCTIONAL BEHAVIOR ASSESSMENT
DESCRIPTION OF ACTION PROPOSED OR REFUSED:
Our district is proposing to conduct a functional behavioral assessment (FBA) to determine why
your child is engaging in particular behaviors that impede his or her learning and how those
behaviors relate to the environment. It is our plan to identify those behaviors so that an
individual behavioral intervention plan (that includes positive behavioral supports/services) can be
developed to assist your child in school.
EXPLANATION OF WHY THE ACTION IS PROPOSED OR REFUSED:
Your child appears to be engaging in persistent behaviors that impede his or her learning or that
of others, despite consistently implemented general school-wide or classroom-wide interventions.
DESCRIPTION OF EACH EVALUATION PROCEDURE, ASSESSMENT, RECORD, OR
REPORT USED IN DECISION TO PROPOSE OR REFUSE THE ACTION:
The FBA must, as appropriate, be based on multiple sources of data (such as structured
interviews, behavior rating scales, standardized assessments, checklist) and must include, but is
not limited to:
* Information obtained from direct observation of the student.
* Information from the student, the student’s teacher(s), and/or related service provider(s);
and
* A review of available data and information from the student’s record and other sources
including any relevant information provided by the student’s parent.
The FBA cannot be based solely on the student’s history of presenting problem behavior.
8

FOR A REEVALUATION – DESCRIPTION OF THE PROPOSED REEVALUATION AND THE
USES TO BE MADE OF THE INFORMATION:
Not Applicable
DESCRIPTION OF ANY OTHER OPTIONS CONSIDERED AND THE REASONS WHY THOSE
OPTIONS WERE REJECTED:
Not Applicable
DESCRIPTION OF OTHER FACTORS THAT ARE RELEVANT TO THE PROPOSED OR
REFUSED ACTION:
The FBA must include, but is not limited to:
1. Identification of the problem behavior;
2. Definition of the behavior in concrete terms;
3. Identification of the contextual factors that contribute to the behavior (including cognitive
and affective factors); and
4. Formulation of a hypothesis regarding the general conditions under which a behavior
usually occurs and probable consequences that serve to maintain it.
YOU HAVE PROTECTION UNDER THE PROCEDURAL SAFEGUARDS OF THE
REGULATIONS OF THE COMMISSIONER OF EDUCATION.
A copy of the Procedural Safeguards Notice may be obtained by accessing the district’s website
at http://www.gloversvilleschools.org/SpecialEducation/ProceduralSafeguardsNotice 3.pdf or by
calling the Special Education Office at 775-5796
SOURCES YOU MAY CONTACT TO OBTAIN ASSISTANCE IN UNDERSTANDING THE
SPECIAL EDUCATION PROCESS:
You may contact a school district person such as the CSE/CPSE chairperson, Rosanne
Plumadore, or the Director of Student Support Services, Colleen Ulrich, at 775-5796. You may
also call Paulette Blackmon, Parent Member, at 725-4310 Ext. 122.
ADDITIONAL INFORMATION RELATED TO THE SUBJECT OF THE NOTICE:
Your written consent to the proposed evaluation is requested and a consent form is
enclosed.
You have the right to address the Committee, either in person or in writing, on the
appropriateness of the Committee’s recommendations. If you have any questions or would like to
request a meeting to further discuss information contained in this notice, please contact Rosanne
Plumadore at 775-5796.
Enclosures:
Consent to Evaluate (FBA)
Sincerely,
Rosanne Plumadore
Committee Chairperson
9

GLOVERSVILLE ENLARGED SCHOOL DISTRICT
COMMITTEE ON SPECIAL EDUCATION
234 LINCOLN STREET
GLOVERSVILLE, NY 12078
CONSENT TO CONDUCT A FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA)
STUDENT: ______________________
______ I GIVE my permission to have a Functional Behavior Assessment (FBA) conducted on
my child to determine why he/she is engaging in particular behaviors that impede his or her
learning and how those behaviors relate to the environment.
I understand that if and when a Behavior Intervention Plan is developed for my child, it will be
based on the results of the FBA. I further understand that the results of the FBA must also be
considered at meetings of the CSE for the development of my child’s Individual Education
Program (IEP).
DATE: ____________________
SIGNATURE: _________________________________
RELATIONSHIP TO CHILD: ______________________
*Please return this form to:
Rosanne Plumadore
CSE/CPSE Chairperson
Gloversville Enlarged School District
234 Lincoln Street
Gloversville, NY 12078
10

GLOVERSVILLE ENLARGED SCHOOL DISTRICT
234 LINCOLN STREET
GLOVERSVILLE, NY 12078
Prior Written Notice
(Notice of Recommendation)
*FOR “NON-CLASSIFIED” STUDENT*
Date: _________________
Dear Parent or Guardian of _______________________________
Grade: __________
Student’s DOB: __________
The purpose of this notice is to inform you, in writing, of the school district’s recommendation(s)
regarding the need for a Functional Behavioral Assessment and Behavior Intervention Plan for
your child.
SUBJECT OF THIS NOTICE:
REQUEST FOR CONSENT TO CONDUCT A FUNCTIONAL
BEHAVIOR ASSESSMENT
DESCRIPTION OF ACTION PROPOSED OR REFUSED:
Our district is proposing to conduct a functional behavioral assessment (FBA) to determine why
your child is engaging in particular behaviors that impede his or her learning and how those
behaviors relate to the environment. It is our plan to identify those behaviors so that an
individual behavioral intervention plan (that includes positive behavioral supports/services) can be
developed to assist your child in school.
EXPLANATION OF WHY THE ACTION IS PROPOSED OR REFUSED:
Your child appears to be engaging in persistent behaviors that impede his or her learning or that
of others, despite consistently implemented general school-wide or classroom-wide interventions.
DESCRIPTION OF EACH EVALUATION PROCEDURE, ASSESSMENT, RECORD, OR
REPORT USED IN DECISION TO PROPOSE OR REFUSE THE ACTION:
The FBA must, as appropriate, be based on multiple sources of data (such as structured
interviews, behavior rating scales, standardized assessments, checklist) and must include, but is
not limited to:
* Information obtained from direct observation of the student.
* Information from the student, the student’s teacher(s), and/or related service provider(s);
and
* A review of available data and information from the student’s record and other sources
including any relevant information provided by the student’s parent.
The FBA cannot be based solely on the student’s history of presenting problem behavior.
11

FOR A REEVALUATION – DESCRIPTION OF THE PROPOSED REEVALUATION AND THE
USES TO BE MADE OF THE INFORMATION:
Once a plan is developed the Behavioral Committee will meet periodically to assess the
effectiveness of the plan and make revisions as needed.
DESCRIPTION OF ANY OTHER OPTIONS CONSIDERED AND THE REASONS WHY THOSE
OPTIONS WERE REJECTED:
Your child has been receiving interventions within the classroom as part of the school wide
discipline and positive behavior support plan as applied to all students. Unfortunately, these
measures have not been effective in creating positive behavior in your child. Further action is
required to meet your child’s specific needs.
DESCRIPTION OF OTHER FACTORS THAT ARE RELEVANT TO THE PROPOSED OR
REFUSED ACTION:
The FBA must include, but is not limited to:
1. Identification of the problem behavior;
2. Definition of the behavior in concrete terms;
3. Identification of the contextual factors that contribute to the behavior (including cognitive
and affective factors); and
4. Formulation of a hypothesis regarding the general conditions under which a behavior
usually occurs and probable consequences that serve to maintain it.
YOU HAVE PROTECTION UNDER THE PROCEDURAL SAFEGUARDS OF THE
REGULATIONS OF THE COMMISSIONER OF EDUCATION.
A copy of the Procedural Safeguards Notice may be obtained by accessing the district’s website
at http://www.gloversvilleschools.org/SpecialEducation/ProceduralSafeguardsNotice 3.pdf or by
calling the Special Education Office at 775-5796
SOURCES YOU MAY CONTACT TO OBTAIN ASSISTANCE IN UNDERSTANDING THE
SPECIAL EDUCATION PROCESS:
You may contact a school district person such as the CSE/CPSE chairperson, Rosanne
Plumadore, or the Director of Student Support Services, Colleen Ulrich, at 775-5796. You may
also call Paulette Blackmon, Parent Member, at 725-4310 Ext. 122.
ADDITIONAL INFORMATION RELATED TO THE SUBJECT OF THE NOTICE:
Your written consent to the proposed evaluation is requested and a consent form is
enclosed.
You have the right to address the Child Study Committee, either in person or in writing, on the
appropriateness of the Committee’s recommendations. If you have any questions or would like to
request a meeting to further discuss information contained in this notice, please contact your
school personnel.
Thank you.
Enclosures:
Consent to Evaluate (FBA)
12

GLOVERSVILLE ENLARGED SCHOOL DISTRICT
234 LINCOLN STREET
GLOVERSVILLE, NY 12078
CONSENT TO CONDUCT A FUNCTIONAL BEHAVIORAL ASSESSMENT (FBA)
Student: ______________________________
School: ______________________
Grade: _______
Teachers: ____________________________________________
______ I GIVE my permission to have a Functional Behavior Assessment (FBA) conducted on
my child to determine why he/she is engaging in particular behaviors that impede his or her
learning and how those behaviors relate to the environment.
I understand that if and when a Behavior Intervention Plan is developed for my child, it will be
based on the results of the FBA. I further understand that the results of the FBA must also be
considered at meetings of the CSE for the development of my child’s Individual Education
Program (IEP).
DATE: ____________________
SIGNATURE: _________________________________
RELATIONSHIP TO CHILD: ______________________
Please return this form to: ______________________________________________________
13

Functional
Behavioral
Assessment
Forms
14

Gloversville Enlarged School District
FUNCTIONAL BEHAVIORAL ASSESSMENT
Student
Name:
Teacher:
School:
Person completing
Form:
Name
Date of Birth:
Grade:
Date of
Report:
Participants in Functional Analysis:
Title/Relationship to Student
Assessment techniques
Interview of student
Direct behavioral observation
Interview of teacher
Review of behavior monitoring logs
Interview of parent
Forced-Choice Reinforcement Menu
Problem Behavior Questionnaire
Review of Records
Data Collection:
What are the student’s strengths? Include when appropriate; social, academic, interests.
15

First Target/Challenging Behavior
A. Description of Behavior: What does the problem look like in specific and observable
terms? Include results of data collection: ie, talks out 3x per period, kicks peers 1x per
month, refuses to do work 3 out of 5 presentations, etc.
B. Setting(s) in which behavior occurs:
Classroom Library Physical Education
Art Cafeteria Playground
Music Bus Hallway
Computer Lab
Bathroom
Other:
When did the behavior occur:
Arrival
Before Lunch (morning)
Before Lunch (afternoon)
Dismissal
Other:
With whom does the behavior occur?:
Teacher:
Teacher aide:
Describe:
During a particular subject:
During a particular activity:
Specific days:
Principal
Peers
Setting(s), times of day and with whom does the behavior not occur:
C. Frequency of the behavior (how often does the behavior occur):
Times an hour/period
Times a day
Other:
Times a week
Times a month
D. Duration of the behavior (how long does the behavior last):
Minutes
Hours
Other:
How long does it take the student to recover from the behavior and reengage in classroom
activities?
Minutes
Hours/periods
Explain:
E. Intensity of the behavior: (See chart with definitions): How violent, damaging, or
16

disruptive?
F. Antecedents/Consequences (Circumstances that set off the challenging behavior)
Antecedents: What happens directly before the behavior occurs? State in clear, observable
terms.
What happens directly after the behavior occurs? (verbal reprimand, removal, reaction
from peers)
Who usually intervenes when the behavior occurs?
G. The following individual triggers (setting events) were identified as factors that appear to
set up or contribute to the occurrence of the interfering behavior:
Emotional Reactivity: (Identify the emotional factors: anger, anxiety, depression, poor selfesteem,
that play a role in organizing or directing the behavior.)
Cognitive Distortions: (Identify distorted thoughts, inaccurate attributions, negative self
statements, and miss interpretation of events that play a role in the problem behavior.)
Physiological/Constitutional: (Identify physiological and/or personality characteristics,
developmental factors, and temperament, that play a role in the problem behavior.)
Family Issues: (Identify family issues or stressors that play a part in the problem behavior.)
H. What is the functional intent of the behavior?: What is the student trying to get out of
the behavior? IE: Attention, power, work avoidance, removal from school. Include the
results of the Motivation Assessment Scale.
I. Provide a summary statement (global hypothesis) that describes the influence of life
circumstances, medical issues, and learning history on the student’s behavior.
17

Provide a hypothesized statement regarding the functional intent of the behavior:
When _____________________, _____________________ will _________________________
(Student)
_____________________________________ in order to _______________________________
______________________________________________________________________________
Example: When given a math assignment Jason will put his head on the desk and become unresponsive in order to avoid work
and disguise his lack of understanding the material.
J. Describe interventions made in an attempt to reduce the occurrence of challenging
behavior:
K. What has been the outcome of those efforts; what has worked and what has not?
L. Recommendations for behaviors that could serve as a functional alternative:
18

Second Target/Challenging Behavior
M. Description of Behavior: What does the problem look like in specific and observable
terms. Include results of data collection: ie, talks out 3x per period, kicks peers 1x per
month, refuses to do work 3 out of 5 presentations, etc.
N. Setting(s) in which behavior occurs:
Classroom Library Physical Education
Art Cafeteria Playground
Music Bus Hallway
Computer Lab
Bathroom
Other:
When did the behavior occur:
Arrival
Before Lunch (morning)
Before Lunch (afternoon)
Dismissal
Other:
With whom does the behavior occur?:
Teacher:
Teacher aide:
Describe:
During a particular subject:
During a particular activity:
Specific days:
Principal
Peers
Setting(s), times of day and with whom does the behavior not occur:
O. Frequency of the behavior (how often does the behavior occur):
Times an hour/period
Times a day
Other:
Times a week
Times a month
P. Duration of the behavior (how long does the behavior last):
Minutes
Hours
Other:
How long does it take the student to recover from the behavior and reengage in classroom
activities?
Minutes
Hours/periods
Explain:
Q. Intensity of the behavior: (See chart with definitions): How violent, damaging, or
19

disruptive?
R. Antecedents/Consequences (Circumstances that set off the challenging behavior)
Antecedents: What happens directly before the behavior occurs? State in clear, observable
terms.
What happens directly after the behavior occurs? (verbal reprimand, removal, reaction
from peers)
Who usually intervenes when the behavior occurs?
S. The following individual triggers (setting events) were identified as factors that appear to
set up or contribute to the occurrence of the interfering behavior:
Emotional Reactivity: (Identify the emotional factors: anger, anxiety, depression, poor selfesteem,
that play a role in organizing or directing the behavior.)
Cognitive Distortions: (Identify distorted thoughts, inaccurate attributions, negative self
statements, and miss interpretation of events that play a role in the problem behavior.)
Physiological/Constitutional: (Identify physiological and/or personality characteristics,
developmental factors, and temperament, that play a role in the problem behavior.)
Family Issues: (Identify family issues or stressors that play a part in the problem behavior.)
T. What is the functional intent of the behavior?: What is the student trying to get out of the
behavior? IE: Attention, power, work avoidance, removal from school. Include the results
of the Motivation Assessment Scale.
U. Provide a summary statement (global hypothesis) that describes the influence of life
circumstances, medical issues, and learning history on the student’s behavior.
20

Provide a hypothesized statement regarding the functional intent of the behavior:
When _____________________, _____________________ will _________________________
(Student)
_____________________________________ in order to _______________________________
______________________________________________________________________________
Example: When given a math assignment Jason will put his head on the desk and become unresponsive in order to avoid work
and disguise his lack of understanding the material.
V. Describe interventions made in an attempt to reduce the occurrence of challenging
behavior:
W. What has been the outcome of those efforts; what has worked and what has not?
X. Recommendations for behaviors that could serve as a functional alternative:
21

Third Target/Challenging Behavior
Y. Description of Behavior: What does the problem look like in specific and observable
terms. Include results of data collection: ie, talks out 3x per period, kicks peers 1x per
month, refuses to do work 3 out of 5 presentations, etc.
Z. Setting(s) in which behavior occurs:
Classroom Library Physical Education
Art Cafeteria Playground
Music Bus Hallway
Computer Lab
Bathroom
Other:
When did the behavior occur:
Arrival
Before Lunch (morning)
Before Lunch (afternoon)
Dismissal
Other:
With whom does the behavior occur?:
Teacher:
Teacher aide:
Describe:
During a particular subject:
During a particular activity:
Specific days:
Principal
Peers
Setting(s), times of day and with whom does the behavior not occur:
AA. Frequency of the behavior (how often does the behavior occur):
Times an hour/period
Times a day
Other:
Times a week
Times a month
BB. Duration of the behavior (how long does the behavior last):
Minutes
Hours
Other:
How long does it take the student to recover from the behavior and reengage in classroom
activities?
Minutes
Hours/periods
Explain:
CC. Intensity of the behavior: (See chart with definitions): How violent, damaging, or
22

disruptive?
DD. Antecedents/Consequences (Circumstances that set off the challenging behavior)
Antecedents: What happens directly before the behavior occurs? State in clear, observable
terms.
What happens directly after the behavior occurs? (verbal reprimand, removal, reaction
from peers)
Who usually intervenes when the behavior occurs?
EE. The following individual triggers (setting events) were identified as factors that appear
to set up or contribute to the occurrence of the interfering behavior:
Emotional Reactivity: (Identify the emotional factors: anger, anxiety, depression, poor selfesteem,
that play a role in organizing or directing the behavior.)
Cognitive Distortions: (Identify distorted thoughts, inaccurate attributions, negative self
statements, and miss interpretation of events that play a role in the problem behavior.)
Physiological/Constitutional: (Identify physiological and/or personality characteristics,
developmental factors, and temperament, that play a role in the problem behavior.)
Family Issues: (Identify family issues or stressors that play a part in the problem behavior.)
FF. What is the functional intent of the behavior?: What is the student trying to get out of
the behavior? IE: Attention, power, work avoidance, removal from school. Include the
results of the Motivation Assessment Scale.
GG. Provide a summary statement (global hypothesis) that describes the influence of life
circumstances, medical issues, and learning history on the student’s behavior.
23

Provide a hypothesized statement regarding the functional intent of the behavior:
When _____________________, _____________________ will _________________________
(Student)
_____________________________________ in order to _______________________________
______________________________________________________________________________
Example: When given a math assignment Jason will put his head on the desk and become unresponsive in order to avoid work
and disguise his lack of understanding the material.
HH. Describe interventions made in an attempt to reduce the occurrence of challenging
behavior:
II. What has been the outcome of those efforts; what has worked and what has not?
JJ. Recommendations for behaviors that could serve as a functional alternative:
Additional Information
Student preferences for reinforcers:
Student input:
Parent input:
(If applicable) Outside Community Agency Input:
Data summary attached for:
1 st target behavior 2 nd target behavior 3 rd target behavior
24

FBA/BIP Worksheet
Desired Behavior
Antecedents
Desired Behavior Maintaining Consequences
Challenging Behavior
Maintaining Consequences
Acceptable Behavior
25

Behavioral
Intervention Plan
Forms
26

Gloversville Enlarged School District
BEHAVIOR INTERVENTION PLAN
Student Name:
Teacher:
School:
Person completing form:
Name
Date of Birth:
Grade:
Date of Plan:
Participants in development of Plan:
Title/Relationship to Student
What are the student’s strengths?
27

First Target/Challenging Behavior
Target Behavior:: (Describe problem behavior and current levels; intensity, duration) from
FBA
What is the function of the behavior? (global and specific hypothesis from FBA
What is the goal? (Anticipated behavior changes)
Long Term Goal:
Short Term Goal:
Intervention strategies for competing behavior model
Strategies to address individual triggers:
Antecedent Strategies/Preventing: How will you change the situations (who, what, when,
and where) that seem to be associated with the problem? (Describe any environmental
modifications made in an attempt to change target behaviors). Indicate plan for supporting any
deficit areas.
Teaching Replacement Behaviors: What other behaviors/skills will you teach the student
which will meet the need in a more acceptable way? Describe interventions to strengthen
alternative, more appropriate behaviors.
Consequence Strategies
Reinforcement that will be given when student exhibits a replacement behavior:
(Remember these do not have to be tangibles. They can include homework pass, computer time,
brief break, etc.) These provide reinforcement for doing the new behavior.
Consequences for target behaviors:
28

Describe data collection procedures and methods of monitoring interventions.
Data to be collected
Is plan being
implemented?
Procedure for
Collection
Person Responsible
Timeline
Is plan making a
difference?
29

Second Target/Challenging Behavior
Target Behavior:: (Describe problem behavior and current levels; intensity, duration) from
FBA
What is the function of the behavior? (global and specific hypothesis from FBA
What is the goal? (Anticipated behavior changes)
Long Term Goal:
Short Term Goal:
Intervention strategies for competing behavior model
Strategies to address individual triggers:
Antecedent Strategies/Preventing: How will you change the situations (who, what, when,
and where) that seem to be associated with the problem? (Describe any environmental
modifications made in an attempt to change target behaviors). Indicate plan for supporting any
deficit areas.
Teaching Replacement Behaviors: What other behaviors/skills will you teach the student
which will meet the need in a more acceptable way? Describe interventions to strengthen
alternative, more appropriate behaviors.
Consequence Strategies
Reinforcement that will be given when student exhibits a replacement behavior:
(Remember these do not have to be tangibles. They can include homework pass, computer time,
brief break, etc.) These provide reinforcement for doing the new behavior.
Consequences for target behaviors:
30

Describe data collection procedures and methods of monitoring interventions.
Data to be collected
Is plan being
implemented?
Procedure for
Collection
Person Responsible
Timeline
Is plan making a
difference?
31

Third Target/Challenging Behavior
Target Behavior:: (Describe problem behavior and current levels; intensity, duration) from
FBA
What is the function of the behavior? (global and specific hypothesis from FBA
What is the goal? (Anticipated behavior changes)
Long Term Goal:
Short Term Goal:
Intervention strategies for competing behavior model
Strategies to address individual triggers:
Antecedent Strategies/Preventing: How will you change the situations (who, what, when,
and where) that seem to be associated with the problem? (Describe any environmental
modifications made in an attempt to change target behaviors). Indicate plan for supporting any
deficit areas.
Teaching Replacement Behaviors: What other behaviors/skills will you teach the student
which will meet the need in a more acceptable way? Describe interventions to strengthen
alternative, more appropriate behaviors.
Consequence Strategies
Reinforcement that will be given when student exhibits a replacement behavior:
(Remember these do not have to be tangibles. They can include homework pass, computer time,
brief break, etc.) These provide reinforcement for doing the new behavior.
Consequences for target behaviors:
32

Describe data collection procedures and methods of monitoring interventions.
Data to be collected
Is plan being
implemented?
Procedure for
Collection
Person Responsible
Timeline
Is plan making a
difference?
33

Strategies to Address
Individual Triggers
Behavior Intervention Planning
Antecedent Strategies
Teaching Strategies
Consequence Strategies
34

Behavior Intervention Plan (BIP) Monitoring Form
Student Name ________________________________ Date of Original BIP __________
Staff Completing Review
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Analysis of Data and Interventions (include relationship to the frequency, duration and
intensity of targeted behavior):
Recommendations/Changes/Modifications:
Person Completing Form ______________________________
Date of Next Review Meeting __________________________
Review Coordinator __________________________________
35

Guidelines
36

FBA/BIP Worksheet: Hints/Guidelines
Note: When we get to this point, regular school
consequences have not worked with this student.
They are already “getting their needs met in
inappropriate ways”!
*Consequences can be negative or positive.
Desired Behavior
*What is our goal behavior,
what do we want the student
to do?
-This needs to be realistic,
do not set them with a higher
expectation than the average
peer
Maintaining
Consequences
*What will the student
obtain as a result of the
desired behavior?
ie: feels safe speaking in
front of others, feels
capable of work, builds
confidence, able to make
and keep friends
Setting Events/Individual
Triggers
*What things in the student’s
life make it more likely for them
to have difficulties?
ie: didn’t complete hw,
disorganized, bad mood, lack of
sleep
Antecedents
*What will trigger the
behavior?
ie: requests for reading
aloud, directive from
adults, changing for gym
class, written tasks,
unstructured time with a
specific student
Challenging Behavior
*What is the problem
behavior?
ie: skipping class, yells at
teacher, refusal to do work
(head on desk), pushing
students in the hallway
Maintaining
Consequences
*What does the student
“get” by challenging
behavior?
ie: work avoidance by
removal from room or
ignored, attention from
peers
Acceptable Behavior
*What will the acceptable
/replacement behavior be
while we transition the
student to our desired
behavior..ie: work with a
peer, choose alternative
assignment, teach the
appropriate use of avoidance
with a “pass”
Function of the Behavior
37

Common Definitions
Measurable:
Observable:
Intensity:
Frequency:
Duration:
Latency:
Baseline Data:
Antecedents:
Consequences:
Reinforcement:
Positive
Reinforcement:
Negative
Reinforcement:
Reinforcers:
Positive
Reinforcers:
Negative
Reinforcers:
Punishments:
Replacement
Behavior:
Shaping:
The target behavior can be counted, or in some way kept track of.
The target behavior can be seen, heard, or felt by anyone.
The severity or degree of damage associated with the behavior.
How often the behavior occurs.
How long the target behavior continues.
The time from the stimulus to the behavior occurring.
Initial data taken on a target behavior prior to any intervention.
Activities that occur prior to the onset of the behavior (latency time
not a factor)
The positive or negative outcomes of behavior.
A consequence that follows a behavior that attempts to increase the
likelihood of that behavior happening in the future.
To increase the chance that a behavior will reoccur the desired
behavior is followed by the removal of an appealing stimulus.
To increase the chance that a behavior will reoccur the desired
behavior is followed by the removal of an undesirable stimulus.
Events or stimulus that can increase the likelihood of a behavior
occurring again in the future.
The appealing (wanted) stimulus that occur after a behavior.
The removal of an unappealing (unwanted) stimulus that occurs
after a behavior.
A stimulus used or introduced during an unwanted behavior and a
decrease in the behavior. (If the behavior does not decrease the
stimulus is not a punishment but an aversive.)
A more desirable behavior that is taught to a student to replace an
undesirable behavior.
Shaping adds behaviors to a student’s repertoire. It is used when
the target behavior does not yet exist. In shaping, what is
reinforced is some approximation of the target behavior.
38

1
Mild
Behavior is confined only to the
observed student
Ex: Refusal to follow directions,
scowling, crossing arms, pouting.
Distracting
Loud noises, noncompliance
Intensity of Behaviors
Degrees of Severity
2
3
Moderate
Behavior disrupts
others in the student’s
immediate area
Behavior disrupts
everyone in the class
Ex: slamming book
closed, dropping book
on floor, name calling,
using inappropriate
language.
Ex: throwing objects,
yelling, open defiance
of teacher directions,
leaving room
Degree of Intensity
Disruptive
Disturbs materials, provokes others
4
5
Severe
Behavior disrupts
other classrooms or
common areas of
school
Behavior causes or
threatens to cause
physical injury to the
student or others
Ex: throwing objects,
open defiance of school
personnel’s directions,
leaving the building
Ex: display of weapons,
assault on others
Destructive
Hitting, hurting people and/or property
39

Resources
40

Parental Involvement Worksheet
Student: _________________________________
Parent: __________________________________
Contact Numbers: _________________________
Consent for FBA obtained? ______ yes ______ no
Describe the attempts to contact student’s parents. Provide dates:
What are the concerns discussed?
Parent input regarding student’s behavior:
41

BEHAVIOR INTERVENTION DATA COLLECTION – ABC FORM
Student Name: Date:
Rater Name: Day:
Time Period
Context/
Activity
Antecedent/
Setting Events
Identified Target
Behavior
Consequences/
Outcome
Student Reaction
Intensity
From- To
The student’s
environmental
surroundings
(people,
places, events)
Describe exactly
what occurred in
the environment
just before the
targeted
behavior was
exhibited
List the observable
and measurable
behaviors
displayed during
the incident – Be
specific
What happened in
the environment
immediately after the
behavior was
exhibited?
How did the
student react
immediately
following the
initial consequence
being delivered?
Was the behavior
mild, moderate, or
severe? Was the
behavior
destructive,
disruptive, or
distracting?
a. small group
a. transition a.
a. choice given a. stopped
a. mild
b. stations
b. choice given b.
b. redirection
b. continued
b. moderate
c. individual time c. redirection c.
c. discussion of behavior c. intensified c. severe
d. large group
d. large group d.
d. personal space given d. slept
d. destructive
e. reading
e. reading
e.
e. time out
e. yelled
e. disruptive
f. math
f. math
f. change activity f. cried
f. distracting
g. social studies g. social studies
g. peer attention g. moved away
h. science
h. science
h. verbal reprimand h. self stimulatory
i. free time
j. lunch/recess
i. teacher attn others
h
j. close proximity
i. physical prompt
i. became physical
j. hid/withdrew
k. special area
k. interaction
k. became engaged
42

Motivational Assessment Scale II
Test Version
Name: ______________________________________________ Age: _______________
Rater: ________________________________________Today’s Date: ______________
Behavior Description: _____________________________________________________
Setting Description: _______________________________________________________
Frequency Description: (circle only one): More than once per day;
Year Month Week Day Hour
Name:
Rater:
Enter the name of the individual with the problem behavior.
Enter the name of the person filling out the scale or being interviewed.
Behavior Description:
Enter a specific behavior (e.g., hit his head) rather than a more general
description of the individual’s behavior (e.g., he gets upset.)
Setting Description:
Specify the situation where the behavior is a problem (e.g., at home after
dinner, during lunch, during one-on-one teaching.)
INSTRUCTION TO RATERS
Rate each of the items on the following pages by circling the number that corresponds to
about how often the individual engages in the behavior indicated, in the setting which has
been selected.
43

MOTIVATIONAL ASSESSMENT SCALE – II
TEST EDITION
ITEM
Never
Almost
Never
RESPONSE
Seldom
Half
the
Time
Usually
Almost
always
Always
1. Would the behavior occur continuously, over
and over, if this person was left alone for long
periods of time? (For example, several hours.)
2. Does the behavior occur following a request to
perform to him or her?
3. Does this behavior occur when others are
attending to him or her?
4. Does the behavior occur in response to your
talking to other persons in the room?
5. Does the behavior ever occur to get a toy,
food, or activity that this person has been told
that he or she cannot have?
6. Would the behavior occur repeatedly, in the
same way, for very long periods of time, if no
one was around? (For example, rocking back and
forth for over an hour.)
7. Does the behavior occur when any request is
made of this person?
8. Does the behavior occur when there are many
people around?
9. Does the behavior occur whenever you stop
paying attention to this person?
10. Does the behavior occur when you take away
a favorite toy, food, or activity?
11. Does it appear to you that this person enjoys
performing the behavior? (It feels, tastes, smells,
and/or sounds pleasing?)
12. Does this person seem to do the behavior to
upset or annoy you when you are trying to get
him or her to do what you ask?
13. Does the behavior stop occurring when he or
she is left alone?
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
44

ITEM
RESPONSE
Never
Almost
Never
Seldom
Half
the
Time
Usually
Almost
always
Always
14. Does this person seem to do this behavior to
upset or annoy you when you are not paying
attention to him or her? (For example, if you are
sitting in a separate room, interacting with
another person?)
15. Does the behavior stop occurring shortly
after you give this person the toy, food, or
activity, he or she has requested?
16. When the behavior is occurring, does this
person seem calm and unaware of anything else
going on around him or her?
17. Does this person seem to do the behavior to
get people to stop paying attention to him or her?
18. Does the behavior seem to occur when this
person has been told that he or she cannot do
something he or she had wanted to do?
19. Does this person ignore others when
engaging in this behavior?
20. Does the behavior stop occurring shortly
after (one to five minutes) you stop working or
making demands of this person?
21. Do others try and prevent this behavior by
not attending to him/her?
22. Does this person seem to do the behavior to
get you to spend some time with him/her?
23. Does this person always have access to a
particular food, item, or activity in an effort to
avoid this behavior?
24. Does it seem that this behavior occurs most
often during “down time”, when there is not
much activity going on in the classroom/work
setting?
25. Is this person not asked to do certain tasks
because of this behavior?
26. Do others try and “prevent” this behavior by
talking to or paying attention to him/her?
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
45

ITEM
27. Does this behavior occur when he or she
seems bored?
28. Does the behavior allow the person to “get
out of” doing what you ask of him/her?
29. Does this person spend much time alone, in
an effort by others to stop this behavior?
30. Does this person always seem to have oneon-one
attention from others in an effort to
prevent this behavior?
31. Do others use items like a toy, food, or an
activity to convince him or her to do certain
things?
32. Does this behavior stop when he or she is
performing an activity and then start again as
soon as the activity is completed?
33. Does the behavior rarely occur when he or
she is sitting by him or herself?
34. Would this behavior occur if he or she is
sitting by him or herself?
35. Does engaging in this behavior seem to make
him or her happy, content, or less frustrated?
36. Does the behavior stop if you let him/her
take a break from whatever is going on?
37. Does the behavior seem to occur most often
when other try to interact with him/her?
38. Does the presence of other people make this
behavior less likely to occur?
39. Would giving him or her a favorite object,
food or other item stop the behavior?
40. Do others have to ask him or her to stop this
behavior before they can ask him or her to do
anything else?
41. Are requests not made of this person for fear
they will engage in the behavior?
42. Does this person seem to enjoy his or her
time alone?
RESPONSE
Never Almost Seldom Half Usually Almost Always
Never
the
Time
always
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
46

ITEMS
43. Does this behavior occur when everyone
seems to be busy and not able to attend to him or
her?
44. Do others try and “prevent” this behavior by
giving him or her something to do, eat or play
with?
45. Would the behavior occur continuously, over
and over, if this person in an unstructured setting
(ie., no demands, little attention) for long periods
of time? (For example, several hours)
46. Does it seem that this behavior occurs most
often during group activities?
47. Would the behavior occur repeatedly, in the
same way, for very long periods of time? (For
example, rocking back and forth for over an
hour?)
48. Do others try and “prevent” this behavior by
limiting expectations of him/her?
49. Does the person seem to do the behavior to
upset or annoy you when you are interacting
with him or her?
50. Does this person seem to like having other
people around him or her?
51. Does saying “no” to a request start to make
him or her upset?
52. Does this behavior occur when he or she is
expected to work independently?
53. Does it seem this behavior most often occurs
during instructional periods?
54. Does the behavior stop occurring shortly
after (one to five minutes) you leave him or her
alone?
55. Does the behavior stop when you pay
attention to this person?
56. Does the behavior occur when you indicate
that it is time to move to a new activity?
57. Does this person seem “driven” to complete
the behavior?
RESPONSE
Never Almost Seldom Half Usually Almost Always
Never
the
Time
always
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
47

SCORING
Transfer the numeric Response for each Item to the blanks below. Scores are
organized into columns by type of motivation. Total each column of numbers
(Total) and calculate the Mean (Total divided by the number of questions in that
column) for each motivation. Determine the Ranking for each motivation by
assigning the number “1” to the motivation with the highest Mean score, “2” to the
motivation with the second highest Mean score, and so forth.
Sensory Escape Escape Attention Tangible
Demands Attention
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
11. 12. 13. 14. 15.
16. 20. 17. 22. 18.
19. 25. 21. 26. 23.
24. 28. 29. 30. 31.
27. 36. 33. 38. 34.
32. 41. 37. 43. 39.
35. 48. 42. 50. 44.
40. 53. 46. 55. 51.
45. 49. 56.
47. 54.
52.
57.
Total
Mean
Rank
V. Mark Durand 1997
48

Functional Interview with a Student
In addition to interviews conducted with adults, interviews with students may be useful in
identifying how they perceive the situation and what causes them to act (or react) in the way that
they do. What follows is an example of a functional interview conducted with Mandy:
Q: “Is there anything that is happening outside of school lately that bothers you?”
A: “No.”
Q: “Is there something new that is happening to you?”
A: “Not really… Well, we just got a new foster kid.”
Q: “Does it bother you?”
A: “No, I like playing with him and I get to feed him sometimes too.”
Q: “What was the lesson about that was being taught right before you made the comments
that made you classroom laugh?”
A: “I don’t know, something about tocks, I think.”
Q: “What was your teacher doing?”
A: “We were discussing our homework reading assignment.”
Q: “Do you remember what you were thinking right before you made the comments?”
A: “It was just so boring!”
Q: “How do you feel about getting homework in science?”
A: “Frustrated. The book is hard to read and so I get real confused.”
Q: “Can you tell me what Mr. Smith was expecting of you during science class?”
A: “He wants us to talk about the homework, answer questions…you know, that kind of stuff.”
Q: “When you make the funny comments in class, what usually happens afterward?”
A: “Everyone laughs and looks at me. Sometimes, even Mr. Smith cracks up.”
Q: “How does that make you feel?”
A: “Pretty good. I guess I like it when the other kids notice me. I don’t know…”
49

APPENDIX C
FORCED-CHOICE REINFORCEMENT MENU
Name: _________________________________________________________________
In order to identify possible classroom reinforcers, it is important to go directly to the source,
namely, you the student. Below is a paragraph that provides instructions for completing a series
of “controlled choice” survey items about individual reinforcement preferences. Please read the
following paragraph carefully:
“Let’s suppose that you have worked hard on an assignment and you think that you have
done a super job on it. In thinking about a reward for your effort, which one of the two
things below would you most like to happen? Please choose one from each pair that you
would like best and mark an “X” in the blank that comes in front of it. Remember, mark
only one blank for each pair.”
1. _____ Teacher writes “100” on your paper. (A)
_____ Be first to finish your work. (CM)
2. _____ A bag of chips. (CN)
_____ Classmates ask you to be on their team. (P)
3. _____ Be free to do what you like. (I)
_____ Teacher writes “100” on your paper. (A)
4. _____ Classmates ask you to be on their team. (P)
_____ Be first to finish your work. (CM)
5. _____ Be free to do what you like. (I)
_____ A bag of chips. (CN)
6. _____ Teacher writes “100” on your paper. (A)
_____ Classmates ask you to be on their team. (P)
7. _____ Be first to finish your work. (CM)
_____ Be free to do what you like. (I)
8. _____ A bag of chips. (CN)
_____ Teacher writes “100” on your paper. (A)
9. _____ Classmates ask you to be on their team. (P)
_____ Be free to do what you like. (I)
10. _____ Be first to finish your work. (CM)
_____ A bag of chips. (CN)
11. _____ Teacher writes “A” on your paper. (A)
_____ Be the only one that can answer a question. (CM)
50

12. _____ A candy bar. (CN)
_____ Friends ask you to sit with them. (P)
13. _____ Be free to go outside. (I)
_____ Teacher writes “A” on your paper. (A)
14. _____ Friends ask you to sit with them. (P)
_____ Be the only one that can answer a question. (CM)
15. _____ Be free to go outside. (I)
_____ A candy bar. (CN)
16. _____ Teacher writes “A” on your paper. (A)
_____ Friends ask you to sit with them. (P)
17. _____ Be the only one that can answer a question. (CM)
_____ Be free to go outside. (I)
18. _____ A candy bar. (CN)
_____ Teacher writes “A” on your paper. (A)
19. _____ Friends ask you to sit with them. (P)
_____ Be free to go outside. (I)
20. _____ Be the only one that can answer a question. (CM)
_____ A candy bar. (CN)
21. _____ Teacher writes “Perfect” on your paper. (A)
_____ Have only your paper shown in class. (CM)
22. _____ A can of soda. (CN)
_____ Classmates ask you to be class leader. (P)
23. _____ Be free to play outside. (I)
_____ Teacher writes “Perfect” on your paper. (A)
24. _____ Classmates ask you to be class leader. (P)
_____ Have only your paper shown to the class. (CM)
25. _____ Be free to play outside. (I)
_____ A can of soda. (CN)
26. _____ Teacher writes “Perfect” on your paper. (A)
_____ Classmates ask you to be class leader. (P)
27. _____ Have only your paper shown to the class. (CM)
_____ Be free to play outside. (I)
28. _____ A can of soda. (CN)
_____ Teacher writes “Perfect” on your paper. (A)
51

29. _____ Classmates ask you to be class leader. (P)
_____ Be free to play outside. (I)
30. _____ Have only your paper shown to class. (CM)
_____ A can of soda. (CN)
31. _____ Teacher writes “Excellent” on your paper. (A)
_____ Have your paper put on the bulletin board. (CM)
32. _____ A pack of gum. (CN)
_____ Friends ask you to work with them. (P)
33. _____ Be free to work on something you like. (I)
_____ Teacher writes “Excellent” on your paper. (A)
34. _____ Friends ask you to work with them. (P)
_____ Have your paper put on the bulletin board. (CM)
35. _____ Be free to work on something you like. (I)
_____ A pack of gum. (CN)
36. _____ Teacher writes “Excellent” on your paper. (A)
_____ Friends ask you to work with them. (P)
37. _____ Have your paper put on the bulletin board. (CM)
_____ Be free to work on something you like. (I)
38. _____ A pack of gum. (CN)
_____ Teacher writes “Excellent” on your paper. (A)
39. _____ Friends ask you to work with them. (P)
_____ Be free to work on something you like. (I)
40. _____ Have your paper put on the bulletin board. (CM)
_____ A pack of gum. (CN)
Other suggestions about classroom rewards:
Thank you for taking the time to complete this survey.
52

Reinforcement Inventory
Scoring Key
__________
__________
__________
Adult Approval (A)
Competitive Approval (CM)
Peer Approval (P)
__________ Independent Rewards (I)
__________
Consumable Rewards (CN)
Modified by Gable, R. A. (1991) from:
Cartwright, C. A., & Cartwright, G. P. (1970). Determining the motivational systems of individual children.
TEACHING Exceptional Children. 2:3, 143-149.
53

Child’s Name: __________________________________________________________________
DOB: ___________________________
Date Completed: _________________________
Preschool – Elementary Reinforcer Checklist
Circle the items/activities that your child prefers.
(Review/revise this form periodically as desirable items tend to change frequently.)
Social Reinfocers Sensory Reinforcers Activity Reinforcers
Adult attention Roll up in a blanket Puzzles
Hugs Vibrating toys Drawing
Kisses Blowing bubbles Painting
Sit in adult’s lap Swinging Dress up
High five Being held Computer
Verbal praise Squeezes Riding toys
Thumbs up sign Back rub Water toys
Group cheers Shoes off Books
Applause Being brushed Sand play
Eye contact Twirl around Musical toys
Tickles Jumping Going for a walk
Hand shakes Warm/Cold sensations Other:
1-1 time with preferred person Visual reinforcers Other:
Other:
Olfactory (smell)
Other:
Other:
Music: List preferred songs
________________________________________________________________________
Toys: List preferred toys
________________________________________________________________________
Outdoor activities: List favorite
________________________________________________________________________
Areas of Interest Tangible Reinforcers Things the child does NOT like
Animals Foods: Foods: ______________________
Dinosaurs
____________________________
Trucks Drinks: Drinks: ______________________
Cars
____________________________
Numbers TV Shows: TV Shows: ___________________
Alphabet
____________________________
Tools Cartoon Characters: Cartoon Characters: ____________
Sports
____________________________
Trains Movies: Movies: _____________________
Shapes
____________________________
Weather Restaurant: ____________________________
Other:
____________________________
54

Child’s Name: __________________________________________________________________
DOB: ___________________________
Date Completed: _________________________
Middle-High School Reinforcer Checklist
Circle the items/activities that your child prefers.
(Review/revise this form periodically as desirable items tend to change frequently.)
Social Reinfocers Sensory Reinforcers Activity Reinforcers
Adult attention Music/Headset/IPOD Puzzles
Friend Time Snacks Drawing/Painting
Walk around the building Handheld games(PSP, DS) Arts & Crafts
Take a break Water fountain Magazines
High five Cooking Computer
Verbal praise Lotion Card games
Privileges Exercise Board games
Group cheers Shoes off Books
Applause Textured papers TV/Movies
Eye contact Warm/cold objects Hair/makeup
Go to preferred Olfactory (smells) Going for a walk
Hand shakes Visual reinforcers Nail polish
1-1 time with preferred person Other: Writing/journaling
Other:
Other:
Music: List preferred songs
________________________________________________________________________
Toys: List preferred toys
________________________________________________________________________
Outdoor activities: List favorite
________________________________________________________________________
Areas of Interest Tangible Reinforcers Things the child does NOT like
Pop culture Foods: Foods: ______________________
Music
Drinks: ______________________
TV shows Drinks: People/Peers: _________________
Cars
____________________________
Movies TV Shows: Noises: ______________________
Pets/Animals
Activities: ___________________
Tools Magazines/Books: Animals: ____________________
Sports
Subjects/Classes: ______________
Current Events Movies: Materials/Textures: ____________
Clothes/Fashion
Hobbies/Sports: _______________
Weather Restaurant: Locations: ___________________
Hobbies:
Other: _______________________
55

PROBLEM BEHAVIOR QUESTIONNAIRE
Respondent Information
Student ____________________________DOB ___________Grade_____ Sex: M F IEP: Y N
Teacher_________________________________ School ________________________________
Telephone __________________________ Date__________________
STUDENT BEHAVIOR: Please briefly describe the problem behavior(s)
Directions: Keep in mind a typical episode of the problem behavior, circle the frequency at which each of
the following statements are true.
PERCENT OF THE TIME
1. Does the problem behavior occur and persist
when you make a request to perform a task?
2. When the problem behavior occurs do you
redirect the student to get back to task or follow
rules?
3. During a conflict with peers, if the student
engages in the problem behavior do peers leave
the student alone?
4. When the problem behavior occurs do peers
verbally respond or laugh at the student?
5. Is the problem behavior more likely to occur
following a conflict outside the classroom?
6. Does the problem behavior occur to get your
attention when you are working with other
students?
7. Does the problem behavior occur in the
presence of specific peers?
8. Is the problem behavior more likely to
continue to occur throughout the day following
an earlier episode?
9. Does the problem behavior occur during
specific academic activities?
10. Does the problem behavior stop when peers
stop interacting with the student?
11. Does the behavior stop when peers are
attending to other students?
Never 10% 25% 50% 75% 90% Always
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
56

12. If the student engages in the problem
behavior do you provide one-on-one instruction
to get student back on task?
13. Will the student stop doing the problem
behavior if you stop making requests or end an
academic activity?
14. If the student engages in the problem
behavior, do peers stop interacting with the
student?
15. Is the problem behavior more likely to occur
following unscheduled events or disruptions in
classroom routines?
Never 10% 25% 50% 75% 90% Always
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
0 1 2 3 4 5 6
Source: Lewis, T.J., Scott, T.M., and Sugai, G. (1994). The problem behavior questionnaire: A teacher-based
instrument to develop functional hypotheses of problem behavior in general education settings.
Diagnostique, 19, 103-115. Reprinted with permission.
57

ABC Observation Form
(Very Poor Grasp of Behavior)
Student Name: _____________________________ Observation Date: ____________
Observer: _________________________________ Time: _______________________
Activity: __________________________________ Class Period: _________________
ANTECEDENT BEHAVIOR CONSEQUENCE
58

CHECK-N-CONNECT CONTRACT
I agree to work on these things this year:
1.
2.
3.
I will check in with _________________________________(my CNC mentor) twice a
day to keep track of my progress, before and after school.
I will earn points on my behavior card for meeting my goals of up to 50 points per week.
I understand that a lost card equals no points for that day.
At the end of the week, if I have received 35-50 points, I will receive one of these three
rewards:
Homework pass
Computer time
Student store coupon
If I receive a score of 34 or less, I will complete a “Think Sheet”.
I will try my best to meet these goals each day.
Student Signature
CNC Mentor
Parent
59

DAILY CHART FOR MONITORING CLASSROOM RULES
Date:
Student’s Name:
Teacher’s Name:
CLASSROOM RULES AM PM
Do What Your Teacher Asks
Talk and Leave Seat only with Permission
Have All Necessary Supplies and Materials
(Books, Pencils, Papers)
Complete and Hand in All Homework and Class Work
Key – Specify the maximum number of points that can be earned and how to earn them.*
*Teachers assign each student a designated number of points for compliance with each
rule in the AM and PM. For younger students, 1 point for each may be the most
appropriate. As students get older and understand concepts such as degree of
compliance, the teacher may want to establish a rubric, which reflects these ranges.
60

BEHAVIOR TRACKING FORM
Student Name:______________________________________ Week of: _____________
Instructions:
1. The student carries this form to selected settings each day.
2. The teacher in each selected setting completes the ratings and initials the form at the end of each tracking period in the appropriate
box.
3. Additional teacher comments may be made on the back of this form.
4. The student reviews this form each day with ___________________________, who initials the bottom of this form.
Target Behavior (TB) 1: ___________________________________________________________________________
Target Behavior (TB) 2: ___________________________________________________________________________
Target Behavior (TB) 3: ___________________________________________________________________________
Rating:
1 – Fair
2 – Average
3 – Outstanding
Setting TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
Setting TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
Setting TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
Setting TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
Setting TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
Setting TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
Setting TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
Reviewed By:
Monday Tuesday Wednesday Thursday Friday
TB 1: 1 2 3 TB 1: 1 2 3 TB 1: 1 2 3 TB 1: 1 2 3
TB 2: 1 2 3 TB 2: 1 2 3 TB 2: 1 2 3 TB 2: 1 2 3
TB 3: 1 2 3 TB 3: 1 2 3 TB 3: 1 2 3 TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
TB 1: 1 2 3
TB 2: 1 2 3
TB 3: 1 2 3
61

Then I can have the student graph this progress and I can analyze the trend line as well as identify
a goal line, so it would look like this:
Ed’s Behavior Card
12
10
8
6
4
2
0
Monday
Tuesday
Wednesday
Hands Feet
Objects to Self
On
Time/Prepared
Appropriate
Language
Followed
Directions
I may also want to randomly select two students from this class to identify what would be
a behavioral local norm and mean for performance on these rules. By doing this, I have
discovered that an average of 8 is considered the mean for sixth grade students in this
class. You can do an average of the week the same way (by literally averaging the scores
of each daily card and transferring it to this kind of chart). Look at the data that you have
to work with!
Name
Weekly Reporting
Date
Student followed teacher’s
directions first time given
Student kept hands, feet,
objects and other body parts
to self
Student completed and
turned in work on time
Student was on time and
prepared
Student used respectful
language
Teacher
Never Sometimes Always Comments
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
62

Student Daily Schedule
Place an “X” in each column to show the times and classes where you have difficulty with the
behaviors we talked about. If you have a lot of difficulty during a period, place an “X” on or near
the 6. If you have little difficulty during the class or hall time, place the “X” on or near the 1.
We can practice on a couple together before we start.
Subject
Before
School
1 st period Hall 2 nd period Hall 3 rd period Hall 4 th period Lunch
Teacher
Most Difficult
6
5
4
3
2
Least Difficult
1
Subject
5 th period Hall 6 th period Hall 7 th period Hall 8 th period After school
Teacher
Most Difficult
6
5
4
3
2
Least Difficult
1
63

SCATTER PLOT
(Frequency Counts: Must know what behavior you are looking for)
Name: __________________________________________________________________
From: / / to / /
Behavior:
TIME M T W Th F M T W Th F M T W Th F M T W Th F
8:30 – 9:00
9:00 – 9:30
9:30 – 10:00
10:00 – 10:30
10:30 – 11:00
11:00 – 11:30
11:30 – 12:00
12:00 – 12:30
12:30 – 1:00
1:00 – 1:30
1:30 – 2:00
2:00 – 2:30
2:30 – 3:00
Behavior:
TIME M T W Th F M T W Th F M T W Th F M T W Th F
8:30 – 9:00
9:00 – 9:30
9:30 – 10:00
10:00 – 10:30
10:30 – 11:00
11:00 – 11:30
11:30 – 12:00
12:00 – 12:30
12:30 – 1:00
1:00 – 1:30
1:30 – 2:00
2:00 – 2:30
2:30 – 3:00
Behavior:
TIME M T W Th F M T W Th F M T W Th F M T W Th F
8:30 – 9:00
9:00 – 9:30
9:30 – 10:00
10:00 – 10:30
10:30 – 11:00
11:00 – 11:30
11:30 – 12:00
12:00 – 12:30
12:30 – 1:00
1:00 – 1:30
1:30 – 2:00
2:00 – 2:30
2:30 – 3:00
64

STUDENT – DIRECTED FUNCTIONAL ASSESSMENT INTERVIEW
Student Name: ________________________________ Interviewer: _____________________
Referring Teacher: ________________________________________ Date: _______________
I. Opening. “We are meeting today to find ways to change school so that you like it more. This
interview will take about 30 minutes. I can help you best if you answer honestly. You
will not be asked anything that might get you in trouble.”
Assist the student to identify specific behaviors that are resulting in problems in the school or
classroom. Making suggestions or paraphrasing statements can help the student clarify his or her
ideas. You should have a list of behaviors nominated by the referring teacher.
II. Define the behaviors of concern. * “What are the things you do that get you in trouble or are
a problem?” (Prompts: Late to class? Talk out in class? Don’t get work done? Fighting?)
Behavior
Comment
1.
2.
3.
4.
5.
III. Complete student schedule. Use the “Student Daily Schedule” matrix to identify the times
and classes in which the student performs problem behavior. Focus the interview on those times
that are most likely to result in problem behavior.
*You will use the numbers to the left as codes for the identified behaviors as you complete the
rest of the interview.
65

Documentation of Behavioral Interventions
Level I. Worksheet
Student Name: ______________________________________ Date: _______________
Teacher Name: ______________________________________
Classroom Intervention Components
I. Prevntative / Proactive Components ( check all that apply)
o Clearly posted rules; frequently revisited
o Instructional level/methods appropriate for the child
o Predictable routine-posted and reviewed each day
o Classroom setting / schedule set up to promote positive behavior
o Behavior monitoring system in place; frequent feedback given to all students for positive and
negative behavior
o Other ___________________________________________________________________
List or attach classroom rules / expectations posted in the classroom
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
List motivators / incentives for positive behavior (free time, privileges, etc.)
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
II. Consequences: What is the teacher’s typical response to negative behaviors
Non-compliance (failure to follow a reasonable request)
___________________________________________________________________________________
___________________________________________________________________________________
Physical aggression (hitting, kicking, etc.)
___________________________________________________________________________________
___________________________________________________________________________________
Other
___________________________________________________________________________________
66

BEHAVIOR ANALYSIS RECORDING FORM
Target Behavior
#1
A
Target Behavior
#2
A
Target Behavior
#3
A
C
A
C
A
C
A
C
A
C
A
C
A
C
A
C
A
C
A
C
A
C
A
C
A
C
A
C
A
C
A
C
A
C
A
C
A
C
C
C
*A – antecedents
*C – consequence
Time and duration of observation ____________________
Date ___________________
67

BEHAVIOR INTERVENTION PLAN CHECKLIST
Child’s Name:
DOB:
CSE/CPSE Meeting Date:
FBA Completed By
FBA Date Completed:
Child’s Education Team:
(List all service providers, teaching staff, and outside agencies/ providers)
Are triggers identified and modified?
Are problem settings modified?
Are deficit area supported adequately?
What are the changes in the support of those deficit
areas?
Are those changes implemented properly and across
team members and all settings?
Are consequences altered or changed to teach
positive replacement behaviors?
Are positive replacement behaviors in plan?
Are rewards, incentives, and motivational tools
utilized?
Is there a goal?
Has a crisis plan been developed?
Yes No Reason (if no)
68

FUNCTIONAL ASSESSMENT OBSERVATION FORM
Child’s Name: _____________________________ Date: ______________ Day of Week: ___________
Describe target behavior(s) clearly and specifically __________________________________________
____________________________________________________________________________________
Appropriate ____ Inappropriate ____
Behaviour
What, where,
how long, who
else is involved
Antecedents
What you were doing, what
other children were doing
(request, task, transition, no
attention, peer attention)
Consequences
What you did and
What other children
did after the behavior
(redirect, obtain
object, stop activity)
Setting Events
What happened before
the antecedents (late
arrival, noisy room,
hungry)
Function
What child got from the behavior
Time
Activity
Obtain
Avoid
More/less
Simulation
Observer
Initials
69

BEHAVIOR INCIDENT/OBSERVATION FORM
School District _______________________________________________ Date______________________
Student Name _______________________________________________ Student ID ________________
School ______________________________________________________ Date of Birth ______________
Observer Name ___________________________________________ Position _____________________
Relative Time, Setting and Location of Incident/Observation:
Before School Morning Lunch Afternoon After school Other: _______________
Individual Sm group Lg group Transition Subject: ______________ Other: _______________
Classroom Hallway Cafeteria Restroom Bus Other: _______________
Person(s) Involved:
Teachers Paraeds Admin. Peers Bus driver Other: _____________
Details of Involvement/Other:
Description of Behavior: (Use objective, measurable terms,; include frequency, intensity and duration)
Behavior Category: (Circle one)
Assault Drug violation Physical aggression Self stimulation Threats
Defiance of authority Inappropriate language Physical manifestation Sexual behavior Truancy
Destruction of property Loss of self-control Psychotic symptoms Social skills Violation of school rules
Diminished participation No problems observed Self-injury Stealing Weapons violation
Disruption
Non-compliance
70

Antecedents:
Directive/Request Difficult task Transition Interruption
Alone/No adult supervision Peer provocation Social interaction Alone/No peer attention
Unstructured setting Redirection None observed Other: __________________
Details of Antecedents/Other:
Responses:
ADULT
Ignore Redirect Time out Reprimand Response cost Office Referral Other: _________________
PEER
Ignore Approval Disapproval Retaliation Other:_______________
Details of Responses/Other:
Functions:
Get adult attention Get desired item/activity Avoid activity Escape setting
Get peer attention Imitation Retaliation Communication
Avoid person Avoid demand /request Sensory input Other: ____________________
Details of Responses/Other:
71

AABC OBSERVATION FORM
Student:
Observer:
Date of observation:
Time:
Behavior being observed:
ACTIVITY ANTECEDENT BEHAVIOR CONSEQUENCE
72

PART FOUR
BEHAVIOR SUPPORT PLAN: COMPETING BEHAVIOR PATHWAY
Student Name: ___________________________________________________________
Desired Behavior
Tolerate attention
given to others. Ask
for what she needs.
Gain positive attention
from adults and peers.
Consequence
Earn 1:1
attention with
adult. Praise for
asking for what
she needs.
Setting Event
Enters in the
morning in
turmoil.
Antecedent
Teacher gives
attention to
another student
and she becomes
angry.
Problem Behavior
Bullies other students.
Physically aggressive
toward peers.
Constant attention
seeking.
Consequence
-Loss of
privileges.
-Removed away
from interaction
with others
within the room.
Function
To fulfill a need
for attention and
control over her
environment.
Alternative Behavior
Express her feelings
verbally rather than act
them out. Ask for
what she needs. Seek
positive attention.
(Make problem behavior irrelevant)
(Make problem behavior inefficient) (Make problem behavior ineffective)
Setting Event Strategies Antecedent Strategies Behavior Teaching Consequence Strategies
Strategies
1. Loss of privileges.
1. When Alexis arrives in
1. Alexis can earn 1:1 time
the morning she will have a
with Mrs. K. or Mrs. C. 2. Removal, within the room,
5 minute 1:1 time with her
when she has been able to to an isolated area away from
interaction with adults and
teacher to preset the day.
control her responses 80%
peers.
of the time.
2. Alexis will be given
“jobs” to do upon entry
into the classroom. These
will be brief such as
passing out papers, taking
attendance to office, do
lunch count, etc.
1. Alexis will be given a
chart on her desk with
numbers 1-4 on it. She
will be allowed to answer
or make up to four
comments during an
activity. After each
comment she will mark off
that number. This is to
help her feel assured that
she will get attention but in
a controlled way.
2. To address jealousy
when others gain attention
Alexis will be given a
stuffed animal to hold as a
way to calm herself and
feel nurtured.
2. Alexis will be able to
read a book to the class
after she has been able to
interact appropriately
during a group activity.
3. Alexis will be able to
play during free time with
another student and an
adult in order to help her
learn appropriate
cooperative play.
3. Adults will tell her what
her behavior was that was
inappropriate, what she needs
to do next time and then leave
her for a period of 10 minutes.
4. She will be allowed to
return to the group but if the
behavior happens again she
will again be removed with
the same discussion.
5. If the behavior occurs a 3 rd
time she will be removed
from the classroom.
73