Step 1: Individualized Behavior Rating Scale Tool (IBRST) Student: School: Teacher(s): Target Behavior Date 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 KEY: Problem Behavior : Definition Time/Routine: All day Specific Time/Routine: 5 = Terrible day 4 = Typical bad day 3 = So-so day 2 = Good day 1 = Fantastic day Replacement/Alternate Desired Behavior; Definition Time/Routine: All day Specific Time/Routine: 5 = Fantastic day 4 = Good day 3 = So-so day 2 = Typical bad day 1 = Terrible day
___ Yes List the specific transitions:___________________________________________________ ___ No 5. Does ((problem behavior)) get you to avoid or delay a non-preferred (difficult, boring, repetitive) task or activity? ___ Yes List the specific non-preferred tasks or activities__________________________________ ___ No 6. Does ((problem behavior)) get you away from a non-preferred classmate or adult? ___ Yes List the specific classmates or adults________________________________________________ ___ No What behaviors could you do that would help you meet your academic and future goals? Select 3-5 behaviors that would allow you to participate in class, make passing grades, and get credits toward graduation. Study skills Socially engage (e.g., working cooperatively with peers, cooperate) Participate, persist, and be engaged Study skills Socially engage (e.g., working cooperatively with peers, cooperate) Participate, persist, and be engaged Study skills Socially engage (e.g., working cooperatively with peers, cooperate) Participate, persist, and be engaged Others: __________________________________________________________________________ Additional comments not addressed above in the Teach Component.
___ Social interaction with adults ___ Social interaction with classmates ___ Teacher or office assistant ___ Going to media center ___ Sensory activity (specify) ____________________ ___ Given leadership opportunities ___ Listening to music ___ Being outside ___ Going for a walk ___ Reading ___ Extra PE time ___ Extra free time ___ Doing art ___ Using the computer ___ Video/electronic games/apps ___ Watching TV/DVD/Movie ___ Objects (Specify) ___________________ __________________________________ ___ Food (Specify) _____________________ __________________________________ Other(s):_______________________________________________________________________________ Additional comments not addressed above in the Reinforce Component.
Step 2: PTR Functional Behavior Assessment Summary Table: “Cheat Sheet” Student: ____________________________ School: ___________________________________ Date: _____________________ Behavior Prevent (Antecedent) Data Function (Teach) Data Consequences (Reinforce) Data Problem behavior Name of problem behavior Include information from the Prevent component of the PTR assessment (items #1a, 2a, 3a, 4, 5, 6) Include information from the Teach component of the PTR assessment (items #1 through #6) Include information from the Reinforce component of the PTR assessment (items #1 & 4) Appropriate behavior Name of pro-social or replacement behavior Include information from the Prevent component of the PTR assessment (items #1b, 2b, 3b) Include information from the IBRST or other sources that provide the replacement behaviors; (if student PTR used, items #7, 8, 9). Include information from the Reinforce component of the PTR assessment (items #2, 3, & 5) Possible Hypotheses When…. He/she will….. As a result, he/she …… Problem Behavior Include the relevant data from the problem behavior prevent data above Behavior being evaluated Function (from problem behavior teach data) Replacement Behavior Copy what you have in the row above (problem behavior when) Write in the new behavior/skill or, replacement behavior Copy what you have in the row above (problem behavior function).
Step 3: PTR Intervention Checklist/Elementary Student: School: Date: Completed by: Hypothesis: Prevention Interventions Teaching Interventions Reinforcement Interventions Providing Choices **Replacement Behavior (What appropriate behavior will be taught?) Functional Equivalent Alternate Skill (desired) **Reinforce Replacement Behavior (Write in the function of the problem behavior from the hypothesis) ** Function Additional Transition Supports Specific Academic Skills ** Discontinue Reinforcement of Problem Behavior Environmental Supports Problem Solving Strategies Curricular Modification (eliminating triggers) General Coping Strategies Stay Close (positive caring, comments) Specific Social Skills Classroom Management Teacher Pleasing Behaviors Increase Non-Contingent Reinforcement Learning Skills Strategies Setting Event Modification Self-Management (self-monitoring) Opportunity for Pro-Social Behavior (peer support) Independent Responding Peer Modeling or Peer Reinforcement Increased Engaged Time Does the severity or intensity of the student’s problem behavior pose a threat to self or others? Yes No If yes, is a crisis intervention plan needed? Yes No **All asterisked interventions need to be selected and included in the student’s PTR Intervention Plan
Tier 3 FBA/BIP Coach/Facilitation Innovation Configuration Map Component Level Criteria: 1 = Ideal Application 2 = Acceptable Application 3 = In need of additional support/practice 4 = Inadequate Application Component: Scoring Level 1 Level 2 Level 3 Level 4 1.1 Interpersonal Communication Skills The facilitator clearly communicates purposes of each step/process and provides explanations that are jargon free. The facilitator uses interpersonal communication skills that include at least 80% of the following when appropriate Active listening Questioning Greater proportion of open ended or choice questions than closed questions Paraphrasing Empathizing Synthesizing/integrating Summarizing The facilitator clearly communicates purposes of each step/process and provides explanations that are jargon free. The facilitator uses interpersonal communication skills that include most (>50%) of the following when appropriate: Active listening Questioning Greater proportion of open ended or choice questions than closed questions Paraphrasing Empathizing Synthesizing/integrating Summarizing The facilitator rarely communicates purposes of each step/process and provides explanation that are jargon free. The facilitator uses interpersonal communication skills that include few (<50%) of the following when appropriate: Active listening Questioning Greater proportion of open ended or choice questions than closed questions Paraphrasing Empathizing Synthesizing/integrating Summarizing Fails to clearly communicate through the use of interpersonal communication skills. 1.2 Collaborative Process The facilitator successfully develops and maintains a collaborative process with a diverse group of professionals The facilitator successfully develops and maintains a collaborative process with a diverse group of professionals that The facilitator seldom develops and maintains a collaborative process with a diverse group of Fails to develop and maintain a collaborative process
that includes at least 80% of the following (when appropriate). Uses active listening, open ended questions, and choice-offerings when guiding teams in the process. The facilitator uses questions at a greater proportion than “expert” statements Use of teaming processes to actively engage all meeting/team participants Provides feedback, comments, and questions in a nonjudgmental way Uses teaming processes to assist the team in reaching consensus including brainstorming, ranking, voting, surveying includes most (>50%) of the following (when appropriate) Uses active listening, open ended questions, and when guiding teams in the process. The facilitator uses questions at a greater proportion than “expert” statements Use of teaming processes to actively engage all meeting/team participants Provides feedback, comments, and questions in a nonjudgmental way Uses teaming processes to assist the team in reaching consensus including brainstorming, ranking, voting, surveying professionals. Meetings include <50% of the following (when appropriate): Uses active listening, open ended questions, and choice-offerings when guiding teams in the process. The facilitator uses questions at a greater proportion than “expert” statements Use of teaming processes to actively engage all meeting/team participants Provides feedback, comments, and questions in a nonjudgmental way Uses teaming processes to assist the team in reaching consensus including brainstorming, ranking, voting, surveying 2.1 Facilitates the team to identify, define, and prioritize behaviors targeted for intervention and developing a daily tool Successfully facilitates at least 80% of the following Step 1 behaviors as appropriate: Facilitates active participation of each team member to identify the behaviors to be decreased and to be increased Determines the roles and responsibilities of each team member Successfully facilitates most (>50%) of the following Step 1 behaviors as appropriate: Facilitates active participation of each team member to identify the behaviors to be decreased and to be increased Determines the roles and responsibilities of each team member Guides the team to operationally define the monitoring Facilitates a few (<50%) of the following Step 1 behaviors as appropriate: Facilitates active participation of each team member to identify the behaviors to be decreased and to be increased Determines the roles and responsibilities of each team member Fails to facilitate the team in identifying, defining, and prioritizing problem behaviors targeted for intervention and developing a daily progress monitoring tool.
Guides the team to operationally define the behaviors and differentiate distinct behaviors Uses collaborative process to guide the team in prioritizing and coming to consensus on a minimum of one behavior to target for the FBA and one behavior that could be a potential replacement behavior Guides the team through questioning strategies in the development of a daily progress monitoring system that collects data on the specific behaviors targeted for the FBA and for replacement. The daily progress monitoring system identifies the criteria for successful performance of each targeted behavior Provides practice to the team/teacher in using the daily progress system behaviors and differentiate distinct behaviors Uses collaborative process to guide the team in prioritizing and coming to consensus on a minimum of one behavior to target for the FBA and one behavior that could be a potential replacement behavior Guides the team through questioning strategies in the development of a daily progress system that collects data on the specific behaviors targeted for the FBA and for replacement. The daily progress monitoring system identifies the criteria for successful performance of each targeted behavior Provides practice to the team/teacher in using the daily progress monitoring system Guides the team to operationally define the behaviors and differentiate distinct behaviors Uses collaborative process to guide the team in prioritizing and coming to consensus on a minimum of one behavior to target for the FBA and one behavior that could be a potential replacement behavior Guides the team through questioning strategies in the development of a daily progress monitoring system that collects data on the specific behaviors targeted for the FBA and for replacement. The daily progress monitoring system identifies the criteria for successful performance of each targeted behavior Provides practice to the team/teacher in using the daily progress monitoring system 3.1 Developing a hypothesis linked to FBA data Successfully integrates FBA data collected from all team members into a hypothesis that links back to the data, is Successfully integrates FBA data collected from all team members into a hypothesis that links back to the data, is clear and detailed so Successfully integrates FBA data collected from all team members into a hypothesis that links back to the data, is Fails to integrate FBA data into a hypothesis that links to the data and/or fails to attain consensus from the team.
intervention plan strategies from which the team/teacher can select: A minimum of one prevention intervention that modifies the context so that problem behavior is irrelevant A minimum of one replacement behavior strategy (FERB or alternate skill) that is a socially valid behavior A reinforcement strategy that provides the functional outcome for the replacement behavior that was obtained for problem behavior Uses questioning techniques to ensure match of the interventions selected to the hypothesis and guides the team to selection of alternate strategies when the link is absent. Uses questioning methods to ask the which the team/teacher can select: A minimum of one prevention intervention that modifies the context so that problem behavior is irrelevant A minimum of one replacement behavior strategy (FERB or alternate skill) that is a socially valid behavior A reinforcement strategy that provides the functional outcome for the replacement behavior that was obtained for problem behavior Uses questioning techniques to ensure match of the interventions selected to the hypothesis and guides the team to selection of alternate strategies when the link is absent. Uses questioning methods to ask the teacher/implementer how the behavior strategy selected will be implemented in the classroom Provides enough questioning so that the teacher/implementer describes the sequence of steps strategies from which the team/teacher can select: A minimum of one prevention intervention that modifies the context so that problem behavior is irrelevant A minimum of one replacement behavior strategy (FERB or alternate skill) that is a socially valid behavior A reinforcement strategy that provides the functional outcome for the replacement behavior that was obtained for problem behavior Uses questioning techniques to ensure match of the interventions selected to the hypothesis and guides the team to selection of alternate strategies when the link is absent. Uses questioning methods to ask the
teacher/implementer how the behavior strategy selected will be implemented in the classroom Provides enough questioning so that the teacher/implementer describes the sequence of steps (e.g., task analysis) of the intervention as it will be implemented. Keeps the development of the plan visible to the team/teacher by seating arrangement or using technology so that everyone can view the plan as it is being developed. Evaluates the teacher’s/implementer’s comfort and competency at various points during the development of the plan by asking questions Summarizes the plan once developed, identifies the items that need to be completed in order to implement the plan, and assigns responsibilities in a way so that the teacher is not solely responsible (e.g., task analysis) of the intervention as it will be implemented. Keeps the development of the plan visible to the team/teacher by seating arrangement or using technology so that everyone can view the plan as it is being developed. Evaluates the teacher’s/implementer’s comfort and competency at various points during the development of the plan by asking questions Summarizes the plan once developed, identifies the items that need to be completed in order to implement the plan, and assigns responsibilities in a way so that the teacher is not solely responsible for doing all of the activities Ends the meeting by scheduling a time to train/coach the teacher/implementer in the behavior plan teacher/implementer how the behavior strategy selected will be implemented in the classroom Provides enough questioning so that the teacher/implementer describes the sequence of steps (e.g., task analysis) of the intervention as it will be implemented. Keeps the development of the plan visible to the team/teacher by seating arrangement or using technology so that everyone can view the plan as it is being developed. Evaluates the teacher’s/implementer’s comfort and competency at various points during the development of the plan by asking questions Summarizes the plan once developed, identifies the items that need to be completed in order to implement the plan, and assigns responsibilities in a way so that the teacher is not solely responsible
for doing all of the activities Ends the meeting by scheduling a time to train/coach the teacher/implementer in the behavior plan for doing all of the activities Ends the meeting by scheduling a time to train/coach the teacher/implementer in the behavior plan 4.2 the behavior intervention plan Successfully coaches/trains the teacher/implementer in the behavior intervention plan. The coaching/training includes at least 80% of the following: Develops a coaching/training checklist that includes the primary adult behaviors that would be observed for each strategy if implemented with 100% accuracy/quality/dosage Provides the teacher/implementer with an introduction/explanation on the goals of coaching and the methods of coaching Makes sure that the teacher/implementer has a copy of the behavior intervention plan and the coaching/training checklist. Successfully coaches/trains the teacher/implementer in the behavior intervention plan. The coaching/training includes MOST (>50%) of the following: Develops a coaching/training checklist that includes the primary adult behaviors that would be observed for each strategy if implemented with 100% accuracy/quality/dosage Provides the teacher/implementer with an introduction/explanation on the goals of coaching and the methods of coaching Makes sure that the teacher/implementer has a copy of the behavior intervention plan and the coaching/training checklist. Uses effective instruction to train the teacher/implementer in the plan that includes: Having the teacher explain, discuss, describe strategies Coaches/trains the teacher/implementer in the behavior intervention plan. The coaching/training includes FEW (<50%) of the following: Develops a coaching/training checklist that includes the primary adult behaviors that would be observed for each strategy if implemented with 100% accuracy/quality/dosage Provides the teacher/implementer with an introduction/explanation on the goals of coaching and the methods of coaching Makes sure that the teacher/implementer has a copy of the behavior intervention plan and the coaching/training checklist. Fails to coach/train the teacher/implementer to do the behavior intervention plan.
Uses effective instruction to train the teacher/implementer in the plan that includes: Having the teacher explain, discuss, describe strategies Asking the teacher questions about the strategies that ensures understanding Conducting role plays that includes the facilitator modeling the steps of the plan and the teacher the steps of the plan. Provides feedback on teacher/implementer performance that includes positive comments related to successful performance and guided questions about steps/strategies in which performance was below the criterion. If performance met criteria, identified who else needed to be trained (including the student) Asking the teacher questions about the strategies that ensures understanding Conducting role plays that includes the facilitator modeling the steps of the plan and the teacher the steps of the plan. Provides feedback on teacher/implementer performance that includes positive comments related to successful performance and guided questions about steps/strategies in which performance was below the criterion. If performance met criteria, identified who else needed to be trained (including the student) and made plans for how that training would occur Uses effective instruction to train the teacher/implementer in the plan that includes: Having the teacher explain, discuss, describe strategies Asking the teacher questions about the strategies that ensures understanding Conducting role plays that includes the facilitator modeling the steps of the plan and the teacher the steps of the plan. Provides feedback on teacher/implementer performance that includes positive comments related to successful performance and guided questions about steps/strategies in which performance was below the criterion. If performance met criteria, identified who else needed to be trained (including the student)
and made plans for how that training would occur and made plans for how that training would occur 4.3 Provided support to the Successfully provides in-class support to the teacher/implementer in implementing the behavior intervention plan that includes at least 80% of the following when appropriate: A goal or criteria for initial successful performance Feedback provides objective description of the teacher/implementer’s performance in relation to the criteria Feedback is provided in a timely manner following observed performance or receiving self-assessments Feedback is provided positively and is treated as a formative process focused on improving performance or adjusting/modifying interventions to match skillset and acceptability of implementer while remaining linked to functional behavior assessment hypothesis. Successfully provides the in-class support to the teacher/implementer that incorporates MOST (>50%) of the following when appropriate: A goal or criteria for initial successful performance Feedback provides objective description of the teacher/implementer’s performance in relation to the criteria Feedback is provided in a timely manner following observed performance or receiving self-assessments Feedback is provided positively and is treated as a formative process focused on improving performance or adjusting/modifying interventions to match skillset and acceptability of implementer while remaining linked to functional behavior assessment hypothesis. Provides in-class support to the teacher/implementer that incorporates FEW (<50%) of the following when appropriate: A goal or criteria for initial successful performance Feedback provides objective description of the teacher/implementer’s performance in relation to the criteria Feedback is provided in a timely manner following observed performance or receiving self-assessments Feedback is provided positively and is treated as a formative process focused on improving performance or adjusting/modifying interventions to match skillset and acceptability of implementer while remaining linked to functional behavior assessment hypothesis. Fails to use the behaviors to provide in-class support to the teacher/implementer
the reasons for low fidelity, brainstorm strategies, and select a strategy to use that will improve fidelity that can include one or more of the following: Re-coach the Modify the interventions so that they will be more feasible for the teacher to implement Select different interventions that are linked with the hypothesis and are feasible/acceptable to the teacher If fidelity is adequate and student outcomes have not changed, guides the team to analyze the reasons, brainstorm strategies, and select a strategy to use to address the problem that can include one or more of the following: Intensify interventions Add additional intervention fidelity that can include one or more of the following: Re-coach the teacher/implementer Modify the interventions so that they will be more feasible for the teacher to implement Select different interventions that are linked with the hypothesis and are feasible/acceptable to the teacher If fidelity is adequate and student outcomes have not changed, guides the team to analyze the reasons, brainstorm strategies, and select a strategy to use to address the problem that can include one or more of the following: Intensify interventions Add additional intervention strategies that are linked with the hypothesis Reexamine the FBA data and modify the hypothesis if applicable and develop new interventions to match the revised hypothesis fidelity, brainstorm strategies, and select a strategy to use that will improve fidelity that can include one or more of the following: Re-coach the Modify the interventions so that they will be more feasible for the teacher to implement Select different interventions that are linked with the hypothesis and are feasible/acceptable to the teacher If fidelity is adequate and student outcomes have not changed, guides the team to analyze the reasons, brainstorm strategies, and select a strategy to use to address the problem that can include one or more of the following: Intensify interventions Add additional intervention strategies that are
strategies that are linked with the hypothesis Reexamine the FBA data and modify the hypothesis if applicable and develop new interventions to match the revised hypothesis Gather more data and/or conduct another more comprehensive FBA or a functional analysis If student outcomes/trajectory shows desired change, guides the team to use the data to make next-step decisions that can include one or more of the following: Maintaining the intervention Fading components of the intervention Increasing criteria for target behavior performance Shaping behavior Gather more data and/or conduct another more comprehensive FBA or a functional analysis If student outcomes/trajectory shows desired change, guides the team to use the data to make next-step decisions that can include one or more of the following: Maintaining the intervention Fading components of the intervention Increasing criteria for target behavior performance Shaping behavior Generalizing the intervention Schedules a follow-up meeting for progress-monitoring and making data-based decisions linked with the hypothesis Reexamine the FBA data and modify the hypothesis if applicable and develop new interventions to match the revised hypothesis Gather more data and/or conduct another more comprehensive FBA or a functional analysis If student outcomes/trajectory shows desired change, guides the team to use the data to make next-step decisions that can include one or more of the following: Maintaining the intervention Fading components of the intervention Increasing criteria for target behavior performance Shaping behavior Generalizing the intervention
Coach/Coachee Planning Form and Checklist Facilitator/Coachee: Master Facilitator/Coach: Meeting date: Goal: (# of steps the coachee will do) Score: Total # of Yesses/Total # of Yes/No’s = __% Facilitator Activity Assignment Yes No N/A Notes Goal Setting/Daily Progress Monitoring (Step 1) Opened the meeting with a positive comment. Described purpose of meeting and expected outcomes by end of meeting. Confirmed that team included all relevant team members (at secondary, consider inclusion of the student) If additional team members were needed, developed an action plan for who will contact the person and by what date (action plan can be verbal) Obtained input from each team member on behaviors to be decreased. Guided team to clearly define each behavior identified in observable and measurable terms. Reached consensus on primary problem behavior(s) to be targeted Obtained input from team on behaviors to be increased that would replace the problem behavior(s) identified as targets. Guided team to clearly define each behavior identified in observable and measurable terms. Reached consensus on primary replacement behavior(s) to be targeted Guided the team to develop the Individualized Behavior Rating Scale Tool (IBRST) (see Guiding Questions for Developing the Behavior Rating Scale) or an alternate daily progress monitoring tool that specifically measures the behaviors to be targeted. Provided a practice opportunity for the teacher and any other staff member (if applicable) to use the IBRST or other progress monitoring tool. Established a start date for using the IBRST or other progress monitoring tool. Scheduled a day/time to observe the student..
FBA/BIP Coaching Guide for Evaluating Competency (Products) Product FBA/BIP Component Criteria for Competency Fidelity Comments INDIVIDUALIZED BEHAVIOR RATING SCALE TOOL/Progress monitoring tool Yes a progress monitoring tool was developed No progress monitoring tool was developed Identifying and defining the target behaviors One problem behavior identified & clearly defined (measurable and objective terms) Yes No N/A One appropriate behavior identified & clearly defined Yes No N/A Behaviors selected are socially valid. Yes No N/A Measurement tool is measuring the behaviors selected in 1 and 2 above Yes No N/A Measurement tool is feasible for daily use by teacher and provides quick snapshot of child performance on target behaviors. Yes No N/A Progress Monitoring Tool Score (# of Yes boxes checked) /5 FBA ASSESSMENT SUMMARY Yes a summary of the FBA information was developed No summary was developed Development of Hypothesis Hypothesis developed is linked to the information from FBA Yes No N/A Hypothesis provides a description of the predictors (antecedents), the behavior targeted (from #1 above), and a valid function. Yes No N/A FBA Assessment Summary Score (# of Yes boxes checked) /2