The BST should meet before any data are collected. The first step of the BST is to focus on the student’s strengths and needs. We prefer the strengths are posted on a large poster, white board or smart board and they are left up throughout the process. Here is a guide: Skylar’s Strengths: Social Strengths Academic Strengths Friendly Begins work right away absent Nice handwriting Nice smile Brings back homework Supportive family Asks questions when unclear We like to have blank forms lying on the table when everyone walks in the room. It is also important to let everyone know the first thing you will be talking about are the student’s strengths. Be sure to call the parents and have them bring a list of things they know their child is good at performing. One person should be the recorder for the BST and they should write everyone’s ideas on the Smartboard, whiteboard, or poster. Make sure all of these are positive before they are written down. Needs The next step is to discuss needs. What does the student need? These can still be framed positively if you focus on what the staff need to provide, not what the student needs to do. Social Needs Academic Needs Help in keeping friendships Help in comprehension for reading skills Help in keeping negative opinions to himself Help in calculations for multiplication skills at the two digit by two digit level Help in taking constructive feedback Help in writing a paragraph that stays on topic Help in inviting friends over to his house to play Help in transitioning quietly from one subject to the next These strengths will help guide the team for antecedent modifications once the data are collected. Behaviors to Target The next step is to focus on target behavior. While there may be more than one behavior, it is a good idea to limit the target to the one the team thinks is the most disruptive to learning. This behavior should be defined in measurable and observable terms and written down for everyone. When we say “blurting”, this is what we mean: “The teacher asks for a response and tells the students to raise their hand and Skylar blurts out the answer before anyone gets a chance to be called on; or, Skylar blurts out negative comments when other students answer the question for the teacher.”
Tally the behaviors just to see if we have enough data and which behavior she is most likely to engage: Behavior letter Tallies of each incident Ratio of Total Percent of Engagement Throwing Objects A Disruptive Outburst B Physical Aggression C Next tally the antecedents: ANTECEDENTS LETTER TALLY RATIO PERCENT Transition A Choice given B Redirection C Instruction directive D New task E Routine task F Physical prompts G Teacher attention to others H Told “NO” I Close proximity J Interaction with others K Now we will look at antecedents paired with each behavior: ANTECEDENTS LETTER Throwing objects A Disruptive outbursts B Physical aggression C Transition A
Choice given B Redirection C Instruction directive D New task E Routine task F Physical prompts G Teacher attention to others H Told “NO” I proximity J Interaction with others K Next we will do the same thing with consequences: Consequences LETTER Throwing objects A Disruptive outbursts B Physical aggression C Choice given A Redirection B Discussion C Personal space given D
Antecedent, Behavior, and Consequence Form 8 minutes total Student: ___Ralph__ ______ Circle One: Mon Tue Wed Thurs Fri Page _______ Full day Absent Partial day: In _____ Out ______ Date: __8/23/12__ Time Context/Activity Antecedent/ Setting Events Identified Target Behaviors Consequence/ Outcome Student Reaction Staff Initials 8:17 am K A B G A PQ 8:18 am 11:17 am K A B D A PQ 11:18 am 11:47 am I E A F A NS 11:49 am 1:47 pm K A B G A LR 1:49 pm
Antecedent, Behavior, and Consequence Form 4 minutes Student: __Ralph_____ Circle One: Mon Tue Wed Thurs Fri Page _______ Full day Absent Partial day: In _____ Out ______ Date: _____8/28/12 Time Context/Activity Antecedent/ Setting Events Identified Target Behaviors Consequence/ Outcome Student Reaction Staff Initials 8:22 am K A B D A PQ 8:24 am 2:54 pm L G C C A BN 2:55 pm 3:31 pm K A A F A PR 3:41 pm
Antecedent, Behavior, and Consequence Form 6 minutes total Student: ___Ralph______ Circle One: Mon Tue Wed Thurs Fri Page _______ Full day Absent Partial day: In _____ Out ______ Date: _8/29/12 Time Context/Activity Antecedent/ Setting Events Identified Target Behaviors Consequence/ Outcome Student Reaction Staff Initials 8:15 am K A B G A PQ 8:16 am 9:56 am C D C C A MB 9:57 am 12:47 pm K A B D A PQ 12:48 pm 1:49 pm
What can you do to set student up for success? What can you teach the student to do instead of the target behavior? replacement behavior and extinguish the target behavior? Triggers(Antecedents) Behaviors Consequence These can also be setting events Goal Maintaining reinforcer What precedes Bx? What is the Bx? What occurs Bx? What can you do to set student up for success? What can you teach the student to do instead of the target behavior? What can you do to change your behavior to feed the replacement behavior and extinguish the target behavior?
Triggers(Antecedents) Behaviors Consequence These can also be setting events Goal Maintaining reinforcer What precedes Bx? What is the Bx? What occurs after Bx? What can you do to set student up for success? What can you teach the student to do instead of the target behavior? What can you do to change your behavior to feed the replacement behavior and extinguish the target behavior?
If the class was reading about a frog, we got him a rubber frog to hold so he knew what they were talking about. The point is, if a behavior is occurring, look at the situation from the child’s point of view. What might be causing the behavior to show up? Prefixes and Suffixes Give each student two dice. The dice are dice you can purchase from teacher supply stores or you can use unifix cubes. On one dice, write the prefixes and suffixes you are studying. On the other dice write root words. Give each child a piece of paper between every two children. Have the students get in pairs and roll their dice to make new words. They are to write their new words on the paper if the word makes sense. They can check their new word in the dictionary. Prefixes: Non Dis Re Pre Suffixes: Able Ing Ous Er Root Words: Descript Repair Port Service Flip Books Make students a flip book about themselves. Take sentence strips and leave one long and the rest half the size. Put the students name on the left hand side and write “IS’. In other words, Charlie is…….. The students will then write something about themselves on each card which is stapled to the right side of the long strip. Each page will form a sentence. Charlie is very tall. Charlie is very smart. Charlie is a lover of trains and planes. Charlie is not a lover of broccoli. These can be fun to do during the first week of school and then share them during circle time. For older students, the sentences will be more complex and the students can illustrate each strip. Once the students understand this concept they can make flip books for any subject you are studying. ………………………………..would describe Japan. Each student can have their own topic and then they can be shared and passed to review for a test. ……………………………………is an export of Japan.
Start Date:_____________________________ Baseline grades _______________________________________________________ Baseline target behavior _________________________________________________ Probe Date (one month later):_____________________________ grades _______________________________________________________ Probe target behavior _________________________________________________ Workbook Page Six: Student Teacher Rating Student Name:_____________________________________________ Date:____________________________________________________ Hour One Hour Two Hour Hour Four Hour Five Hour Six Hour Keep hands and feet to self T S T S T S T S T S T S T S Respect personal space between each other T S T S T S T S T S T S T S Turn work in on time T S T S T S T S T S T S T S Accepts Score