Addressing Individual Challenging Behavior through
Function-based Support: Tiers 2 and 3
George SugaiOSEP Center on PBIS
Center for Behavioral Education & Research
University of ConnecticutApril 6 2010
www.pbis.org www.cber.org www.swis.org
PURPOSE
Provide overview of defining
features of function-based
approach to addressing
behavior.
• Prerequisites review• FBA basics• Tier 2 & 3 audit & planning
SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students(Zins & Ponti, 1990)
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based
•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based
•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)
•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)
•High efficiency•Rapid response
Universal Interventions•All students
•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Responsiveness to Intervention
Academic Systems Behavioral Systems
Circa 1996
Continuum of Support for ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Continuum of Support for
ALL
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
~80% of Students
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
~15%
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
Non-validated Interventions for Students with EBD
EXAMPLES
• Sensory re-integration or stimulation
• Facilitated communication
• Introspective psychoanalytic therapies
• Rebirthing therapies
•
CONCERNS
• Poor ecological (school) validity
• Redirected specification of actual causal factors
• Adverse side effects
• False hopes & expectations
• Inefficient use of resources & opportunities
• Lack of empirical support
•
Outcomes (“Answers”)
• Supporting context
– Effective SWPBS
• Features & requirements of function-based approach to behavior support
– Process
• Behavioral description of “function”
– Get or escape/avoid
• Steps in function-based approach to behavior intervention planning
– Behaviorally competent team
Behavior Support Elements
Problem Behavior
Functional Assessment
Intervention & Support Plan
Fidelity of Implementation
Impact on Behavior & Lifestyle
*Response class*Routine analysis*Hypothesis statement*Function *Alternative behaviors
*Competing behavior analysis *Contextual fit*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions
*Implementation support*Data plan
*Continuous improvement*Sustainability plan
• Team-based• Behavior competence
Function-based support is all about…
Re-design & improvement of learning & teaching environments
– Attention to environment & function
– Not re-design of individuals
– Change in behavior of plan implementers
What is function based support?
• Foundations in behavioral theory, applied behavior analysis, & pbs
• Attention to environmental context
• Emphasis on “purpose” or function of behavior
• Focus on teaching behaviors
• Attention to implementers (adult behaviors) & redesign of teaching & learning environments.
SWPBS Conceptual Foundations
Behaviorism
ABA
PBS
SWPBS
Laws of Behavior
Applied Behavioral Technology
Social Validity
All Students
Only 2 Basic FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Pos Reinf Neg Reinf
Existing
aversive
condition
identified
Non-examples of Function-Based approach
“Function” = outcome, result, purpose, consequence
• “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”
• “Phloem, I’m taking your book away because you obviously aren’t ready to learn.”
• “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”
% Intervals w/ P.B. for Bryce
0
10
20
30
40
50
60
70
80
90
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41
Sessions**Data points with arrows indicate no medication
% I
nte
rva
ls w
/ P
.B.
Baseline
Contra-IndicatedIndicatedContra-
IndicatedIndicated
Ingram, Lewis-Palmer, & Sugai, 2005
% Intervals w/ P.B. for Carter
0
10
20
30
40
50
60
70
80
90
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27
Sessions
% In
terv
als
w/ P
.B.
Baseline IndicatedIndicated Indicated Modified
Contra-ndicated
Contra-Indicated
Defining behaviorMust result in clear, measurable, & objective descriptions of individual, groups, or sequences of related behaviors
• Any observable or measurable action or act.
• Observable beginning & end
• Has measurable dimension(s)
• Frequency, duration, latency, force, topography, locus
Consider behavior dimensions:– Topography/shape
– Frequency
– Duration
– Latency,
– Intensity or force
– Locus
Non- v. Observable
(-) hyperactivity
(+) initiates 5 different tasks within 2 minutes
(+) leaves room at least 3 times during a 30 minute lesson
(+)….
Consider response class
Set of topographically different behaviors with similar or related purpose or function
– Hit, spit, runaway, yell…
• Escape difficult task request
– Cry, hit, whine, raise hand, spit…..
• Obtain adult attention
Consider response chains
• Predictable sequence of behaviors
• Possibly different functions at beginning & end of chains
Ex1. Behavior Chain
Given doable task, student…
1. Whispers that work is stupid,
2. Writes on papers,
3. Says work is stupid,
4. Throws paper in waste basket, &
5. Leaves room.
What is function of behavior? (Test)
Ex2. Given difficult task, student…
1. Says this work is stupid,
2. Pokes student at next table,
3. Argues with student,
4. Tells teacher to butt out,
5. Threatens teacher
6. Runs away from teacher who chases.
What is function of behavior? (Test)
What is FBA?
A systematic process for developing statements about factors that– contribute to occurrence & maintenance
of problem behavior, &
– more importantly, serve as basis for developing proactive & comprehensive behavior support plans.
When has FBA been done?
1. Clear & measurable definition of problem behaviors.
2. Complete testable hypothesis or summary statement is provided.
• Statement of function (purpose) of behavior
3. Data (direct observation) to confirm testable hypothesis.
4. Behavior intervention plan based on testable hypothesis
• Contextually appropriate supports for accurate implementation
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Class
Testable Hypothesis“Basic Unit”
• “Best guess” about behavior & conditions under which it is observed
• Represents basic working unit of FBA
• Directly guides development of BIP
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Class
Testable Hypothesis“Basic Unit”
Following events that
maintain behaviors of concern
Preceding events that trigger or occasion
Set of related
behaviors of concern
Infrequent events that affect value
of maint. conseq.
When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful.
Setting event Antecedent Response Consequence
Misses 12:30medication
Teachersmake
multipletask demands
Sequoia makesnegative self-statements &
writes profanelanguage
Teacher sendsSequoia to
office for beingdisrespectful
What function?Avoid difficult tasks
Setting event Antecedent Response Consequence
Caesar isteased severaltimes about his
hair by his friends before
class
His teacherstares at his hair in class
Caesar askshis teacher what she’sstaring at
His teachersends him to
in-school detention
Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention.
What function?Escape adult &peer attention
Setting event Antecedent Response Consequence
Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day.
New student Studentapproaches &
speaks inEnglish
Cleo turns away
Other student walks
away
What function?Escape peer attention
Setting event Antecedent Response Consequence
When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment.
None Teacher askswhat capitolcity of countryis
Napoleongive correctanswer
Teacher givesverbal praise & time to workwith a friend
What function?Access peer &adult attention
Setting event Antecedent Response Consequence
As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”
?? Look at him.“What’s up!”
“Who yalookin’ at?”“Ya wantSome?” “Yatalkin’ to me?
Kids shakeheads & call him “weirdo”
What function?Access OR escape
peer attention?
How do you know?How do you know?Assess?
Setting event Antecedent Response Consequence
WRITE TESTABLE HYPOTHESIS: As Veloce is walking, other kids look at him & say “what’s up?” He looks back and says: “Who ya lookin’ at?!” “Ya want some of this?!” “Ya talkin’ to me?!” Kids shake their heads & all him “weirdo.”
?? Look at him.“What’s up!”
“Who yalookin’ at?”“Ya wantSome?” “Yatalkin’ to me?
Kids shakeheads & call him “weirdo”
Example 1: Different behaviors with different functions
• Kirsten’s teachers agree that she has two behaviors that interfere with her social success at school, & develop two testable hypotheses:
Setting Event
Antecedent Event
Behavior
Consequence Event
None
Teacher presents multiple
step request.
Verbal protest,
non-complianc
e, foot stomping.
Teacher repeats
request 4 to 5 times & threatens
after school suspension.
Setting Event
Antecedent Event
Behavior
Consequence Event
None
Peers play game &
have conflict.
Pushes peers
away, uses profanity,
throws rocks.
Peers stop playing with
Kirsten.
Get ad
ult at
tentio
n
Escap
e pee
r soc
ial
Example 2: Same behaviors with different functions
• Amy teachers have noticed two different conditions when Amy displays same problem behaviors. They developed following two testable hypotheses:
Setting Event
Antecedent Event
Behavior
Consequence Event
None
Peers try to engage Amy in
con-versations.
Turns eyes away, does not comply verbally,
pulls sweater over his head.
Peers move away.
Setting Event
Antecedent Event
Behavior
Consequence Event
None
Teachers give Amy corrective feedback about her
work.
Turns eyes away, does not comply verbally,
pulls sweater over his head.
Teachers sit down next to her, rub her shoulders, &
say comforting
words.
Avoid
peer
atten
tion
Get ad
ult so
cial
Functional Assessment Checklist for Teachers “FACTS”
STEP 1: Student/ Grade: _____Clarence/5th grade_____ Date: ____January 11___________
Interviewer: ___________Sugai________ Respondent(s): ____Thomas_____
STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school.
C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. He’s academically competent and seems to be moving smoothly and successfully through the school curriculum.
STEP 3: Problem Behavior(s): Identify problem behaviors
___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injury
Describe problem behavior:C. may have one of the shortest fuses I’ve seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to “enjoy” the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.
25
STEP 4: Routine Analysis
Schedule(Times)
Activity Likelihood of Problem Behavior Specific Problem Behavior
8:00 Waiting to enter buildingLow High1 2 3 4 5 6
See escalation described above
8:15 Advisory & Planning 1 2 3 4 5 6
Mostly teasing and touching property of others. Doesn’t escalate much further
9:15 Language Arts 1 2 3 4 5 6Occasional name
calling/teasing
10:15 Recess 1 2 3 4 5 6See escalation described
above
11:30 Math 1 2 3 4 5 6 Occasional teasing
12:00 Lunch 1 2 3 4 5 6See escalation described
above
12:35 Earth Science 1 2 3 4 5 6 Minor verbal harassment
1:15 Art or Phy Ed 1 2 3 4 5 6See escalation described
above
2:00 Reading 1 2 3 4 5 6 Rarely a problem
2:50 Waiting for bus 1 2 3 4 5 6See escalation described
above
Fundamental Rule!
“You should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior” (O’Neill et al., 1997, p. 71).
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
DesiredAlternative
AcceptableAlternative
TypicalConsequenceSummary Statement
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Lack of peercontact in 30
minutes.
Do difficultmath
assignment.
Noncompliance,profanity,physical
aggression,
Avoid task,remove from
class.
DesiredAlternative
TypicalConsequence
Points,grades,
questions,more work.
Do workw/o
complaints.
Summary Statement
AcceptableAlternative
Ask forbreak,ask forhelp.
Why is function important?
Because consequences compete!!
Function
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
DesiredAlternative
TypicalConsequenceSummary Statement
AcceptableAlternative
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Lack of peercontact in 30
minutes.
Do difficultmath
assignment.
Noncompliance,profanity,physical
aggression,
Avoid task,remove from
class.
DesiredAlternative
TypicalConsequence
Points,grades,
questions,more work.
Do workw/o
complaints.
Summary Statement
AcceptableAlternative
Ask forbreak,ask forhelp.
Why is function important?
Because consequences compete!!
Function
Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
Teach options to problem behavior:1. Ask for break2. Ask for help3. Turn in assignment as is.
Teach missing math skills
Arrange for peer interaction before math class
Provide positive adult contact
Sit with preferred peer
Introduce review type problem before difficult tasks
Remind of alternative behaviors
Do first problem together
Immediately reinforce entering class.
Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes)
Give break & help
Sit with preferred peer when done
Setting Events TriggeringAntecedents
MaintainingConsequences
ProblemBehavior
Rides citybus
Teachercorrectspeers
ProfanityVerbal
protests
Teacherattention
DesiredAlternative
TypicalConsequence
Delayedteacher
attention.
Ignore &problem
solvelater
Summary Statement
AcceptableAlternative
Discussin
private
Why is function important?
Because consequences compete!!
Function
Setting EventManipulations
AntecedentManipulations
ConsequenceManipulations
BehaviorManipulations
Teach J. how, when, & where to express verbal protest, & how to walk away from problem situations in transitions.
On days city bus ridden, check in with counselor to review days schedule & walk with counselor to classroom
Give >3 positive acknow-ledgements per min. to peers during transitions.
Give private & quiet corrections to peers.
Remind J. of acceptable & desired replacement behaviors
When J. engages in problem behavior immediately disengage from him, & engage peers.
When J. engages in replacement behaviors provide adult attention (discussion)
BIP Guidelines
1. Design antecedent strategies to make triggering antecedents irrelevant….so they no longer serve as triggers.
2. Design behavior teaching strategies to make problem behaviors inefficient….so more acceptable behaviors are easier to do.
3. Design consequence strategies to make maintaining consequences ineffective…so they no longer are present or are less reinforcing.
4. Design setting event strategies to eliminate or neutralize effects of setting events…so they have less impact on routines & reinforcers.
Process Guidelines
1. Conducted by team• Behaviorally competent
• Student-knowledgeable
2. Led by behavior specialist
3. Link behavioral strategies to summary statement
4. Ensure that implementers are fluent
5. Monitor continuously & evaluate early
FBA Team Process Steps
1. Collect information.
2. Develop testable hypothesis or summary statement.
3. Collect direct observation data to confirm summary statement.
4. Develop “competing pathways” summary statement.
5. Develop BIP.
6. Develop details & routines for full implementation of BSP.
7. Develop strategies for monitoring & evaluating implementation of BSP.
Common Secondary Intervention Features
• Regular function-based screening
• Direct student orientation, training, practice, & review
• Link to SW expectations, routines, etc.
• Link to academic programming & expectations
Secondary – cont.
• Daily-weekly monitoring, review, & evaluations with adult
• Regular, overt, & frequent opportunities for positive reinforcement
• Individualized academic & behavioral targets, & accommodations
Secondary – cont.
• Daily-weekly home-school communications
• Behavioral contracting
• Self-management strategies
Examples…
“Behavior Education Program” – Fern Ridge Middle School, OR
“Check-in Check-out”– Bethel School District, OR
“H.U.G.”– Tualatin Elementary School, OR
• “Social Skills Club”– Missouri
• “Think Time”– University of Nebraska
Example: FRMS Behavior Education Plan (BEP)
• SW system of behavior support in place
• Relatively small # (~10-20%) students not responding to SW
• Need for efficient specialized support system
FRMS Behavior Education Plan (BEP)
(Hawkin, Horner, & March, 2002)
Weekly BEP Meeting
9 Week Graph Sent
Program Update
EXIT
BEP Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
Referral, Assessment, & Orientation
Behavior Education PlanDaily Progress Report
Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8
Be respectful
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Be responsible
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Keep Hand & Feet to Self
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Follow Directions
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Be There – Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Name: ____________________________ Date: ________________Please indicate whether the student has met the goal during the time period indicated:
Meets = 2 pts So, so = 1 point Doesn’t meet = 0 ptsHUG Daily Goal _____/_____ HUG Daily Score _____/_____Teacher Comments: Please state briefly any specific behaviors or achievements that demonstrate the student’s progress.
GoalsAM to
RecessAM
RecessAM Recess to Lunch
Lunch Recess PM
Be Safe
Be Kind
Be Responsible
Total Points
Teacher Initials
Parent’s Signature ___________________________________Parent’s Comments ___________________________________________________________________________________________________________________________________
H.U.G.(Hello, Update, Goodbye)
H.U.G. ProgramWHAT AND WHY?
• The H.U.G. Program is a means to respond positively to students who need extra support with their behavior. On a daily basis, staff can teach them appropriate behaviors and provide them with opportunities to practice as they move from activity to activity. Additionally, the H.U.G. Program provides for reinforcement and positive attention from adults. The H.U.G. Program also provides for daily communication between a student and his/her teacher and between the school and parents. Additionally, data is collected to determine whether the program is successful or whether changes need to be made.
• The H.U.G. Program was designed to facilitate positive interactions between at-risk students and significant adults, teach good behavior skills, and provide a means for home-school communication. The H.U.G. check-in creates a safe space for these students; they come to trust and respect the adults who are consistently there for them. The program does not include negative consequences or punishment, just encouragement and positive attention. Parents are asked to provide reinforcement at home when the H.U.G. goal is met and consistently offer feedback and encouragement to their sons or daughters.
HOW?
• The H.U.G. Program consists of a plan and process that allow students to:
• Check-in with a significant adult before school
• Carry a tracking form
• Ask their teacher to rate their behavior
• Check-out at the end of each day
• Take the form home to parents
• Return the H.U.G. form the next morning
“Hello” - Morning
All H.U.G. students will check in at counselor’s office between 8:00 & 8:30 each morning. At that time they will receive following:
• Positive, sincere greeting
• Check to see if they are prepared for day (lunch ticket, materials, etc.)
• Check to learn how they are feeling (any morning conflicts?)
• Collection of returned H.U.G. form signed by parents
• Verbal reinforcement for returning signed form possibly accompanied by sticker or small reward
• New H.U.G. form
“Update” - During Day
Student: give H.U.G. form to his or her teacher on arrival to class
Teacher will rate student’s behavior at times indicated on form & offer brief, positive comment to student about rating.
Adults in other setting, such as PE, Music, & recess, etc., will complete ratings for time period they have students.
“Goodbye” - End of Day• Students will return with their H.U.G. forms to counselor’s
room at 2:25 each day: • Students will again receive positive, sincere greeting• Counselor or H.U.G. assistant will check to see whether
student met his/her goal. – If so, student will receive small reward.
– If not, student will receive encouragement to try again tomorrow along with problem-solving discussion of what they might do differently.
• Students will put their H.U.G. forms into their backpacks to take home to share with their parents.
• Parents are asked to also give positive feedback to their children. Parents then sign form & put it in student’s backpack for return to school.
H.U.G. Participant Responsibilities
H.U.G. Coordinator
• Sign H.U.G. Contract Agreement.
• Facilitate the check-in and check-out process.
• Provide H.U.G. participants with positive, constructive feedback and small tangible rewards.
• Instruct involved staff members on the use of the HUG form.
• Collect, summarize, and report H.U.G. data each week.
Teachers
• Sign H.U.G. Contract Agreement.
• Accept H.U.G. Report Form daily from students.
• Evaluate student behaviors and complete the form.
• Offer constructive and positive feedback to students.
Parents of H.U.G. Participants
• Sign H.U.G. Contract Agreement.
• Review H.U.G. Progress Report with child daily.
• Provide positive and constructive feedback.
• Communicate with the school when there are concerns or celebrations regarding the student’s behavior.
H.U.G. Student Participants
• Follow all H.U.G. Program Guidelines.
• Sign H.U.G. Contract Agreement.
• GIVE IT YOUR BEST!!!!
H.U.G Program Contract Agreement
I have read the H.U.G. Team Members’ Responsibilities Form. I understand that my signature indicates that I am willing to participate in the H.U.G. Program and fulfill all my responsibilities.
• Student signature: ___________________ Date ______
• Parent(s) signature(s): _________________ Date ______
• Teacher signature: ____________________ Date ______
• Administrator signature: ________________ Date ______
• H.U.G. Coordinator signature: _____________Date ______
Copies will be given to all H.U.G. participants. Thank you for your participation and support!!!
GOALS: 8:30 9:30 10:30 11:30 12:30 1:30
1. RESPECT OTHERS 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
2. MANAGE SELF 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
3. SOLVE PROBLEMS RESPONSIBLY
2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
Name____________________ Date ____________
Rating Scale2 = Great1 = Ok0 = Goal Not Met
Goal _____Pts Possible _____Pts Received_____% of Pts _____Goal Met? Y N
Check In/Out Pt Card
0
10
20
30
40
50
60
70
80
90
100 BL CI/CO
CI/CO +75%
CI/CO +80%
CI/CO +90%
Helena
School Days
Per
cen
t of
Int
erva
ls E
nga
ged
in P
robl
em
B
ehav
ior
0
10
20
30
40
50
60
70
80
90
100
Jade
0
10
20
30
40
50
60
70
80
90
100
Farrell
Began meds.
Class B Results
0
10
20
30
40
50
60
70
80
90
100 BL CI/CO
CI/CO +75%
CI/CO +80%
CI/CO +90%
Helena
0
10
20
30
40
50
60
70
80
90
100
Jade
0
10
20
30
40
50
60
70
80
90
100
Farrell
Began meds.
School Days
Per
cen
t of
Int
erva
ls E
nga
ged
in P
robl
em
Beh
avi
or
Class B Results + Composite Peers
Peer
Peer
Peer
0
10
20
30
40
50
60
70
80
90
100
Ben
0
10
20
30
40
50
60
70
80
90
100
Marcellus
BL CI/CO
CI/CO75%
CI/CO80%
FB plan
FB plan 2
0
10
20
30
40
50
60
70
80
90
100
Blair
0
10
20
30
40
50
60
70
80
90
100
Olivia
Per
cen
t of
Int
erva
ls E
nga
ged
in P
robl
em
Beh
avi
or
Study 2 Results
School Days
Summary Statement of Problem Behavior Contingencies across Students
Setting Events
Antecedents Behavior(s) of Interest
Consequences
Marcellus N/A (a) Easy unstructured activities(b) Difficult math and writing tasks
(a) Out of seat & making faces(b) Talk outs, out of seat, &work not completed
(a) Peer attention(b) Escape work
Blair N/A Independent work time
Out of seat &talking to peers
Peer & adult attention
Ben N/A Teacher-led instructionWhen given direction.
Non-compliance, talk outs, making jokes
Peer & adult attention
Olivia Thinking about the loss of her sibling
During teacher- led instruction
Playing with things, not looking at teacher, & not following directions
Teacher attention
0
10
20
30
40
50
60
70
80
90
100
Olivia
0
10
20
30
40
50
60
70
80
90
100
Marcellus
BL CI/CO
CI/CO75%
CI/CO80%
FB plan
FB plan 2
0
10
20
30
40
50
60
70
80
90
100
Ben
0
10
20
30
40
50
60
70
80
90
100
Blair
School Days
Per
cen
t of
Int
erva
ls E
nga
ged
in P
robl
em
Beh
avi
or
Peer
Peer
Peer
Peer
Study 2 Results + Composite Peer