Utah's Least Restrictive Behavioral Interventions Guidelines

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Define the Problem Describe using objective, measureable terms What is the problem? Evaluate Review data Is it working? Problem Analysis Collect information from multiple sources and settings What seems to be causing the problem? Implement Plan Design, implement and monitor progress What can we do to help? Target Behavior The first step is to define the target behavior and method of data collection. Common questions to ask while defining the target behavior include (a) “What would we like the student(s) to demonstrate more frequently?” and (b) “What would we like the student(s) to demonstrate less frequently?” For example, a target behavior may be increased hand-raising and decreased verbal disruptions or talk-outs. It is important to determine whether the behavior is discrete or non-discrete. If a behavior is discrete, it will have a clear start and stop; for example, a student raising his/her hand to ask a question is a discrete behavior. A non-discrete behavior is any behavior for which it is difficult to determine the exact beginning and end. An example of a non-discrete behavior is off-task behavior, because the student may be doing a number of behaviors that are off task (e.g., out of seat, talking to neighbors, looking off into space, sleeping during instruction, working on things not related to the task). A clear definition of the target behavior and classifying the behavior as discrete or non-discrete will aid in choosing a method of data collection. The method of data collection chosen will be used in the baseline and intervention stages. Methods for collecting data are outlined in section III.B. 15
Baseline Data Baseline data are collected following definition of the target behavior and selection of a data collection method. Best practice dictates that baseline data be collected for at least three sessions. A “session” can be as short as 15 minutes or as lengthy as a whole school day. The target behavior and selected data collection method dictate what a session constitutes. For example, if the target behavior occurs several times a minute, three 15- minute sessions will probably yield adequate baseline data. Conversely, if the target behavior only occurs a few times a day or once or twice a week, your three sessions may be spread over several days. Baseline data are collected to assess the frequency and intensity of the target behavior prior to intervention. Data-Based Intervention Selection Once the behavior has been clearly defined and baseline data are collected, the next step is to choose an appropriate intervention or change in method of instruction. It is important to choose an intervention that has a strong evidence base demonstrating effectiveness and is in published, peer-reviewed research literature. To meet the criteria of research-based, an intervention should be represented in at least two wellconducted group-design research studies or multiple examples of single-subject research studies. The studies must include adequate controls, such as random assignment of subjects to treatment conditions for group models and multiple-baseline or reversal designs for single-subject models. In order to properly match intervention to student need, the studies must also include clear identification of the sample characteristics – for example, the behavior expressed or the diagnosis of the population. Implementing and Monitoring Implementation of evidence-based intervention requires attention to detail and consistent professional development and technical assistance. For example, a school may choose a point system for a student’s target behavior to reduce talk-outs and increase hand-raising behavior. Once the intervention is implemented, consistent data collection is needed to determine the effectiveness of the intervention and assess need for adjustment. It is suggested that within three to five days or sessions, the data will yield information regarding the effectiveness of the intervention. If the intervention is not working and the behavior is not improving or is getting to be more problematic, the instructional team should meet to discuss options for modifying and adjusting the intervention. This is also true of academic targets. For example, if reading fluency was determined to be the target behavior and an intervention is selected and implemented, then following collection of three progress monitoring data points, a team can determine whether the intervention is working or whether an adjustment is needed. 16
Page 1 and 2: LEAST RESTRICTIVE BEHAVIORAL RESTRI
Page 3 and 4: Table of Contents Table of Contents
Page 5 and 6: I. Introduction I.A. Purpose of the
Page 7 and 8: II. Effective Classroom Management
Page 9 and 10: likelihood that they will continue
Page 11 and 12: I.B. Checklist for Classroom Manage
Page 13 and 14: The RtI Model is a three-tiered sys
Page 15: IV. Data Collection IV.A. Data-Base
Page 19 and 20: IV.C. Classroom Data Behavior Data
Page 21 and 22: V. Functional Behavior Assessment (
Page 23 and 24: Behavior Intervention Plan (BIP) Us
Page 25 and 26: VI.C Emergency Contact Form If an e
Page 27 and 28: VII. Responsibilities VII.A. Respon
Page 29 and 30: Selecting Interventions Classroom p
Page 31 and 32: VIII. Intervention Procedures: Over
Page 33 and 34: IX.A. Universal Interventions for P
Page 35 and 36: Name of Strategy Description for Im
Page 37 and 38: Name of Strategy A-6. Differential
Page 39 and 40: Name of Strategy A-6(b). Differenti
Page 41 and 42: Name of Strategy A-6(f). Differenti
Page 43 and 44: Name of Strategy A-10. Group Reinfo
Page 45 and 46: Name of Strategy A-14. Instructiona
Page 47 and 48: Name of Strategy A-17. Parent Train
Page 49 and 50: Name of Strategy A-19(a) Continuous
Page 51 and 52: Name of Strategy A-20. Prompting/ C
Page 53 and 54: Name of Strategy A-24. Staff Traini
Page 55 and 56: IX.B. Targeted Interventions for At
Page 57 and 58: Name of Strategy S-1. Administrativ
Page 59 and 60: Name of Strategy S-4. Detention Bef
Page 61 and 62: Name of Strategy S-9. In-School Sus
Page 63 and 64: Name of Strategy S-12. Planned Igno
Page 65 and 66: Name of Strategy S-15. Response Cos
Page 67 and 68:
Name of Strategy S-19. Time Out, In
Page 69 and 70:
Name of Strategy o Description for
Page 71 and 72:
IX.C. Intensive, Individual Interve
Page 73 and 74:
Name of Strategy F-1. Contingent In
Page 75 and 76:
Name of Strategy F-1(b). Aromatics
Page 77 and 78:
Name of Strategy F-3. Extinction No
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Name of Strategy F-7. Mechanical Ha
Page 81 and 82:
Name of Strategy F-10. Satiation Ad
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Name of Strategy F-13. Visual Scree
Page 85 and 86:
with at least one of the student’
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4. If the LEA, the parent, and rele
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XI. Appendix XI.A. ABC Model ABC/UB
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The third condition is knowledge of
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Components of a Successful Classroo
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Implementation Leadership Team Self
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Designing Functional Interventions
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ll. Functional Behavioral Assessmen
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6 FUNCTION OF PROBLEM BEHAVIOR FUNC
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Functional Behavioral Assessment Te
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Student: __________________________
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Student:___________________________
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Student: __________________________
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BEHAVIORAL GRAPHING Student Name: _
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OFFICE DISCIPLINE CHECKLIST Conside
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DETAILED PROCEDURE FOR DEALING WITH
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XII. Frequently Asked Questions (FA
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Questions If the offense involved s
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Diagnostic assessment Assessment co
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Positive behavioral support The app
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Utah's Least Restrictive Behavioral Interventions Guidelines

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