Utah's Least Restrictive Behavioral Interventions Guidelines

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XI.E. Supplemental Resources 91
Components of a Successful Classroom In Place Somewhat in Place Not in Place Components Are the classroom rules/expectations posted (3-5 rules, positively stated)? Have the rules/expectations been systematically taught and reviewed? Are there positive consequences/rewards (more than verbal praise)? Are there procedures to address students who are not following classroom expectations posted and consistently implemented? Is a daily class schedule posted large enough for all students to see? Does the teacher refer to/explain daily schedule and any schedule changes? Is there at least a 4:1 ratio of positive to negative consequences for academic and behavioral responses implemented? Examples of positive: verbal praise (e.g., good job finishing your work), thumbs up, points on point chart, and classroom bucks Examples of negative: redirection, verbal reprimand, school detention, and response cost Have classroom routines been established and systematically taught (i.e., entering the classroom, procedures to go to the bathroom, get help from the teacher, and sharpen your pencil)? Are transitions between activities structured (i.e. moving from one activity to the next)? Is unstructured time kept to a minimum, and are students engaged through high opportunities to respond and check for understanding? Is the academic material presented at the students’ instructional level? How do you know? Is students’ academic and behavioral performance monitoring done by circulating among students (e.g., moving around the room while students are working in groups or independently, vs. standing/sitting at the front of the room)? Is there an attention signal to get students on task in less than 5 seconds (e.g. “May I have your attention please?” “One, two, three – eyes on me.”)? Is the classroom environment arranged to effectively support students (i.e., students can transition easily from area to area; things posted on walls are not overly distracting; materials, chairs, tables are organized)? Are there mechanisms established for frequent parent communication particularly for positive events that occur (i.e., good note home, “caught you being good,” phone calls)? ABC-UBI is a statewide initiative to support the implementation of Response to Intervention (RtI) for academic and social behavior, supported by the Utah Personnel Development Center and the Utah State Office of Education. http://www.updc.org/ubi 92
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LEAST RESTRICTIVE BEHAVIORAL RESTRI
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Table of Contents Table of Contents
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I. Introduction I.A. Purpose of the
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II. Effective Classroom Management
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likelihood that they will continue
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I.B. Checklist for Classroom Manage
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The RtI Model is a three-tiered sys
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IV. Data Collection IV.A. Data-Base
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Baseline Data Baseline data are col
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IV.C. Classroom Data Behavior Data
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V. Functional Behavior Assessment (
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Behavior Intervention Plan (BIP) Us
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VI.C Emergency Contact Form If an e
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VII. Responsibilities VII.A. Respon
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Selecting Interventions Classroom p
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VIII. Intervention Procedures: Over
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IX.A. Universal Interventions for P
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Name of Strategy Description for Im
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Name of Strategy A-6. Differential
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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
Page 79 and 80: Name of Strategy F-7. Mechanical Ha
Page 81 and 82: Name of Strategy F-10. Satiation Ad
Page 83 and 84: Name of Strategy F-13. Visual Scree
Page 85 and 86: with at least one of the student’
Page 87 and 88: 4. If the LEA, the parent, and rele
Page 89 and 90: XI. Appendix XI.A. ABC Model ABC/UB
Page 91: The third condition is knowledge of
Page 95 and 96: Implementation Leadership Team Self
Page 97 and 98: Designing Functional Interventions
Page 99 and 100: ll. Functional Behavioral Assessmen
Page 101 and 102: 6 FUNCTION OF PROBLEM BEHAVIOR FUNC
Page 103 and 104: Functional Behavioral Assessment Te
Page 105 and 106: Student: __________________________
Page 107 and 108: Student:___________________________
Page 109 and 110: Student: __________________________
Page 111 and 112: BEHAVIORAL GRAPHING Student Name: _
Page 113 and 114: OFFICE DISCIPLINE CHECKLIST Conside
Page 115 and 116: DETAILED PROCEDURE FOR DEALING WITH
Page 117 and 118: XII. Frequently Asked Questions (FA
Page 119 and 120: Questions If the offense involved s
Page 121 and 122: Diagnostic assessment Assessment co
Page 123 and 124: Positive behavioral support The app
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Utah's Least Restrictive Behavioral Interventions Guidelines

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