Activity #10: Process for FBA/BSP As a team, complete as many of the following questions as possible. Then summarize in your process in the Handbook. Determine who to be trained in FBA: 1) 2) (To be completed team members have been trained in conducting Simple/Full FBAs): Who makes the referral? What form do they use? Where or to whom does the referral form go? Who or what group reviews the referral form to see if Simple FBA needs to be done? Who schedules the Simple FBA, informs teachers and others who need to know? Who completes the Simple FBA? Assign a “FBA Coordinator” Who or what group develops the testable hypothesis? Who or what develops the simple behavior support plan? What is the proposed timeline from referral, decision, interview(s), summary of Simple FBA, testable hypothesis statement and development of simple behavior support plan? When and by whom is BSP reviewed to see if it is working? Who else needs to be trained to complete Simple FBA?
Examples of Targeted Interventions and Targeted Inventory: Function of Behavior: Intervention: Characteristics: Access Peer Attention/Support Social Skills Curriculum Basics (An ideal curriculum does not exist, but basic set of preferred teaching practices does) • Must match the specific need. • Initially, learning how to teach social skills takes time and energy. • Interventions should be implemented as planned or intended • Plan to adequately program for generalization & maintenance •Match instructional procedures to specific types of deficits •Target socially valid behaviors Access Peer Attention/Support Access Adult Attention/Support Self- Management (with Peer or Adult Support) • Teach self-monitoring & targeted social skills simultaneously • Practice self-monitoring until students accurately self-monitor at 80% or better • Periodic checks on accuracy Access Peer Attention/Support Access Adult Attention/Support Mentoring (with Peer or Adult Support) • Focus on “connections” at school -Not monitoring work -Not to “nag” regarding behavior • Staff volunteer -Not in classroom -No administrators • Match student to volunteer 10 minutes minimum per week Access Peer Attention/Support Peer Tutoring • Tutors must be taught how to teach • Tutors must be taught what to do if tutee does not comply • Tutors must be given the option to drop out at any time without penalty Academic Skills Support Organization/Homework planning support Homework completion club Tutoring • Homework (If data indicate it doesn’t come back, build in-school homework support) • Supplemental Instruction (Direct additional instruction along with current classroom teaching) •Differentiated Instruction (Strategies to engage diverse learners)
Reading/Language 0 1 2 0 1 2 0 1 2 AM Recess 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 PM Recess 0 1 2 0 1 2 0 1 2 Theme, Social Studies, Science 0 1 2 0 1 2 0 1 2 Art/PE/Music 0 1 2 0 1 2 0 1 2 Library/Tech/Choice/Other 0 1 2 0 1 2 0 1 2 SUBTOTAL # ___________ points received # __________ points possible % __________ of points WOW ! Comments: Parent/Guardian Signature____________________________________________________ CICO monitor Initials_________ Examples of Daily Progress Reports (DPRs): P.A.W.S. PLAN Positive Assistance With Support Woodbury are Responsible, Respectful & Safe Date______________________ Student______________________________ 0= Keep Trying 1= Almost 2= You Did It! Responsible Follow Directions Be Prepared Respectful Use Kind & Actions Be Helpful Safe Keep Hands, Feet and Objects to Self Initials Arrival & Morning Meeting 0 1 2 0 1 2 0 1 2