Setting Event Strategies Seek Adult Attention Seek Peer Attention Access Tangible Avoid Attention Avoid Tasks Connect with a meaningful adult upon arrival to school Talk with the student about non-academic interests or positive things happening outside of school using the Review what the expected behaviors are at the beginning of the day (work, leisure). Help students prepare for the day (organize materials, check agenda, etc.) Connect with a peer buddy upon arrival to school For more information on peer buddy supports go to Consider seating proximity to desired items to minimize distractions Provide a quiet space for students upon arrival to school Quiet spaces can be set up in classrooms, libraries, or guidance offices Things to include in the quiet zone: Soft rug Comfy place to sit Books, magazines Relaxing music Visual timer Provide a visual schedule of the day’s activities * Clearly mark areas of the classroom (e.g. work, leisure) *
Antecedent Strategies Seek Adult Attention Seek Peer Attention Access Tangibles Avoid Attention Avoid Tasks Provide free, positive attention Increase opportunities to respond (OTR) Use proximity control—stand, but don’t hover near students Clarify expected behavior and provide precorrects Provide student jobs in the classroom Increase positive communication Provide daily check-in with students Increase opportunities for peer interaction Provide students a partner to go through transitions with Move seat to optimal learning area and visuals Allow student to sit away from non-preferred peer Provide choice of preferred activity prior to work session Use first/ then language and visuals Have more than one preferred item available Use a timer to structure access to preferred items Provide guidelines for use of preferred items Modify instructional delivery (e.g. reduce complexity of language, alter rate of speech, present instruction in preferred modality) Use positive tone when delivering instructions and feedback Supporting and Responding to Behavior – Page 12 Provide student’s choice of how they would like to receive feedback Behavioral Momentum (have student complete enjoyable or easier tasks before more difficult tasks) Use positive and direct statements when delivering task directions and feedback Provide high interest materials Adjust assignment length/difficulty Review assignments before taught in whole group instruction Provide warnings before transitions Provide students choices on the type of task/activity, order of completion, what materials to use, etc. Set short-term daily goals
Immediately recognize positive behaviors using behavior specific praise Provide attention for any appropriate behavior Give students time to “check-in” with one another after completion of work Acknowledge appropriate requests of items and to Behavior – Page 12 Provide opportunity to earn highly preferred items after a specified number of tasks are completed * * Provide nonverbal reinforcers such as thumbs up, note on desk, smile, or a signal and to Behavior – Page 12 Reinforce other students who are working/engaging in appropriate behavior and to Behavior – Page 12 Provide opportunity to earn breaks after a specified number of tasks are completed * Provide time-based break irrelevant to problem-behavior occurring or not Develop a work completion contract to access reward *Must register for an account at to access modules.
Day 1 Homework Checklist and Action Plan: Action Item: Who? By When? Notes: Identify student and Student Support Team members Schedule meeting with Student Support Team members and parent/guardian Obtain parent consent Review Teacher Nomination Form and determine if more information is needed Identify and discuss target behavior Determine who will complete FACTS Part A & B with each teacher Assign Student Support Team members to complete the interview with family and student (if appropriate) Complete the FACTS, parent, and student interview (if appropriate) Day 2 Homework Checklist and Action Plan: Action Item: Who? By When? Notes: Assign Student Support Team member(s) to complete the ABC observations Complete ABC observations Choose data collection method Train necessary staff members on data collection method Take at least 3 days of (baseline) data and graph Schedule next meeting (within two weeks) Confirm FACTS Summary Statement with ABC observations Day 3 Homework Checklist and Action Plan: Action Item: Who? By When? Notes: Complete Competing Behavior Pathway Develop Behavior Support Plan Develop plan to train staff Assign teachers to complete progress monitoring Determine who will check fidelity of implementation Schedule meeting #3