Utah's Least Restrictive Behavioral Interventions Guidelines

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ABC Observation Form Antecedent-Behavior-Consequence Student: ______________________________________ Observer: ___________________________________ Date: _______________ Time: _______________ Activity: _____________________________________ Context of Incident: Antecedent: Behavior: Consequence: Comments/Other Observations: Observation Statement: From the information above, write a brief summary statement that includes what sets off the behavior, the behavior in measurable terms, and what the student gains or avoids. 95
Designing Functional <strong>Interventions</strong> Desired Behavior Desired Consequences Predictors Problem Behavior Setting Events Maintaining Consequences Alternative Behavior with Same Function Setting Events Predictors Behavior Consequences Setting Event Strategies Predictor Strategies Teaching Strategies Consequence Strategies O’Neil, R.E., Honer, R.H., Sprague, J.R., Storeyand Newtow, J.S. (1995). Functional assessment and programs development for problem behavior: A practical handbook (2nd edition), Brooks/Cole Publishing Company. 96
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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
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Name of Strategy A-6(f). Differenti
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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 and 92: The third condition is knowledge of
Page 93 and 94: Components of a Successful Classroo
Page 95: Implementation Leadership Team Self
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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