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 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 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 (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 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 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 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 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 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 Fails to coach/train the teacher/implementer to do the behavior intervention plan.
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 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 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 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 for how that training would occur 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 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 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 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 skillset and acceptability of implementer while remaining linked to 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
functional behavior assessment hypothesis. 5.1 Facilitates progress monitoring meetings and data-based decision making Successfully facilitates decision making by including at least 80% of the following: Assists the team in determining criteria for successful performance including level at which fidelity is considered adequate and level at which student outcomes are considered successful Guides the team in reviewing implementation fidelity data and making decisions on whether the interventions were implemented with fidelity Guides the team in reviewing student outcome data and making decision on whether the behavior plan was having its intended effect on student behavior change. Provides graphic or other visual display that assists the team in viewing data and making decisions Uses guided questioning to identify and analyze problems If fidelity is inadequate, guides the team to analyze the reasons for low fidelity, brainstorm strategies, and select a Successfully facilitates data-based decision making by including MOST (>50%) of the following: Assists the team in determining criteria for successful performance including level at which fidelity is considered adequate and level at which student outcomes are considered successful Guides the team in reviewing implementation fidelity data and making decisions on whether the interventions were implemented with fidelity Guides the team in reviewing student outcome data and making decision on whether the behavior plan was having its intended effect on student behavior change. Provides graphic or other visual display that assists the team in viewing data and making decisions Uses guided questioning to identify and analyze problems If fidelity is inadequate, guides the team to analyze 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: the teacher/implementer Facilitates data-based decision making by including SOME (<50%)of the following: Assists the team in determining criteria for successful performance including level at which fidelity is considered adequate and level at which student outcomes are considered successful Guides the team in reviewing implementation fidelity data and making decisions on whether the interventions were implemented with fidelity Guides the team in reviewing student outcome data and making decision on whether the behavior plan was having its intended effect on student behavior change. Provides graphic or other visual display that assists the team in viewing data and making decisions Uses guided questioning to identify and analyze problems If fidelity is inadequate, guides the team to analyze the reasons for low fidelity, brainstorm strategies, and select a strategy to use that will Fails to facilitate progress monitoring meetings and make decisions based on data.
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 linked with the hypothesis Reexamine the FBA data and modify 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 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 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 linked with the hypothesis Reexamine the FBA data and modify the hypothesis if
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 Schedules a follow-up meeting for and making data-based decisions 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 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 Schedules a follow-up meeting for and making data-based decisions Score: Number of components with a of Level 1 Total (# of components X 1) Number of components with a score of Level 2 Total (# of components X 2) Number of components with a score of Level 3 Total (# of components X 3)