Prevent, Teach, and Reinforce:
Promoting Student Use of
Expected Behaviors
2014-2015 Regional Forum
presented by:
and the
Regional Special Education
Technical Assistance Support
Center
Table of Contents for Handout Packet
Table of Contents for Flash Drive Materials……...……………………………………………...3
Turn & Talk ~ Check In/Check Out Role Play…………………………………………….….…7
Turn & Talk – Sample Lesson Plan…..…...…...………………...……………….……………... 8
Behavioral Pathway ………..…………………………………………………………………... 11
Turn & Talk ~ Scenario 1………………………………………………………………………. 12
Turn & Talk ~ Scenario 2…………………………………………………………………….… 13
Turn & Talk ~ Setting Event Strategies………………………………………………………… 14
Turn & Talk ~ Antecedent Prevention Self-Assessment…………………………………….…..15
Turn & Talk ~ Teaching Functionally Equivalent Replacement Behaviors…………………… .16
Behavior Pathway Diagram……………………………………………………………………...17
Competing Pathway Worksheet……………………..…………………………………………. .18
Behavior Support Plan Template……..………………………………………………………….19
Goal Writing Template…………………………………………………………………….…… 20
Table of Contents for Flash Drive Materials
**Listed in Alphabetical Order**
Assessment Tools
a. Behavior Data Collection Sheets
a. This document provides a variety of tools for classroom use to track setting
events, antecedents, behaviors, consequences, and functions of behavior
b. Behavior Data Collection Sheet 2
a. This documents includes additional tools for classroom use to track setting events,
antecedents, behaviors, consequences, and functions of behavior
c. CICO Action Plan
a. An implementation plan with consideration for activities to be done, person(s)
responsible, and target date of completion
d. CICO Data Collection and Graphing Tool
a. This excel sheet provides a data collection system for Check In Check Out for
multiple students that allows the user to create month graphs of student’s
progress.
e. CICO Readiness Action Plan
a. An implementation plan with targeted questions and consideration for activities to
be done, person(s) responsible, and target date of completion
f. CICO Self- Assessment
a. A self-assessment for use with the CICO to assess what steps in the
implementation process are in progress, complete, or not started.
Examples, Fact Sheets, & Snapshots
a. Example – Acknowledgement Menu Incentives to Support Positive Behaviors
b. Example – Behavior Report Card Middle School
c. Example – CICO SWIS Point Cards
d. Example – Implementation Checklist
e. Example – Northeast Eagles DPR
f. Example - Procedure of Offering Choices
g. Example - Samples of DPRs
h. Fact Sheet - Active Supervision
i. Fact Sheet - Encouraging Appropriate Behavior
j. Fact Sheet - Increasing Effectiveness of Reward Systems
k. Fact Sheet - Strategies for Responding to Student Behavior
l. Fact Sheet – Incentives to Support Positive Behavior
m. Snapshot – Behavior Specific Praise Statements
n. Snapshot - Continuum of Support to Encourage Appropriate Behavior
o. Snapshot - Continuum of Strategies to Respond to Inappropriate Behavior
PowerPoint Presentations
a. Building Behavior Support Plans from the Competing Behavior Pathway (PBIS –
IDAHO)
b. Check In and Check Out with Data Systems (Cave & Dickey)
c. Introduction to Data-Based Individualization (DBI): Considerations for Implementation
in Academics and Behavior (National Center on Intensive Interventions
d. Monitoring Student Progress for Behavioral Interventions (National Center on Intensive
Interventions)
e. Missouri School-Wide PBIS – Check In Check Out Overview/Features (MO-SWPBIS)
f. Missouri School-Wide PBIS –Next Steps for Check In Check Out (MO-SWPBIS)
g. Setting Up Expectations and Reinforcement Systems (Dewhirst & Davis)
h. Targeted Support through Social Skills Instructional Groups (Newcomer)
Research Articles
a. A Practical Guide to Functional Behavioral Assessment (Shippen, Simpson, & Crities,
2003)
b. Classwide Secondary and Tertiary Tier Practices and Systems (Fairbanks, Simonsen, &
Sugai, 2008)
c. Enhancing Effects of Check-in/Check-out With Function-Based Support (Campbell &
Anderson, 2008)
d. Function-Based Thinking: A Systematic Way of Thinking About Function and Its Role in
Changing Student Behavior Problems (Hershfeld, Rosenberg, & Bradshaw, 2010)
e. Intensive Behavior Intervention: What Is It, What Is Its Evidence Base, and Why Do We
Need to Implement Now? (Webhy & Kern, 2014)
f. Social Skills Training for Teaching Replacement Behaviors: Remediating Acquisition
Deficits in At-Risk Students (Gresham, Bao Van, & Cook, 2006)
g. Teaching Functionally Equivalent Replacement Behaviors to Students with Problem
Behavior: What? How? Why? (Morgan & Vaquez, 2006)
h. Ten Guidelines to Facilitate Social Groups for Students With Complex Special Needs
(Sartini, Knight, & Collins 2013)
i. The Top 10 Things to Consider When Implementing Secondary-Tier PBIS Interventions
(Ennis & Swoszowski, 2011)
j. Twelve Practical Strategies to Prevent Behavior Escalation in Classroom Settings
(Shukla-Meta & Albin, 2003)
k. Using Functional Assessment to Promote Desirable Student Behavior in Schools (Ryan,
Hasley, & Matthews, 2003)
Workbooks & Guides
a. Behavior Interventions in a Response to Instruction and Intervention (RtI2) Model
a. Includes strategies and replacement behaviors for 20 common behavioral
challenges.
b. Behavior Support Team Training
a. Step by Step Guide for building a Behavior Support Plan as a team.
c. Fidelity of Implementation Checklist Example and Blank for CICO
a. Fidelity of implementation checklist for CICO with an example and a blank
document
d. Foundations of Explicit Instruction
a. Provides an overview of explicit instruction and suggestions for how to
incorporate aspects of explicit instruction into lesson plans
e. Function Based Problem Solving Template
a. Includes a Competing Pathway and BIP Template for Function Based Solution
Planning
f. Functional Behavioral Assessment Workbook
a. Goal of the workbook is to understand interaction between behavior and the
teaching environment
i. Build Positive Behavior Support Plans that teach pro-social “replacement”
behaviors
ii. Create environments to support the use of pro-social behaviors
iii. Create efficient systems to conduct and implement
g. Prevent, Teach, & Reinforce – Blank Fidelity of Implementation Forms
a. Provides an instructional sequence to utilize when implementing an intervention
and assessing the effectiveness of the intervention
h. Tier Two Systems of Supports Workbook (MO-SWPBIS)
a. Provides guidance on Tier 2 responsibilities, student identification, problem
solving, evaluating, and decision making
Turn and Talk – Check in/Check Out Role Play
Read the following scenario and review the stages of the Check-in/Check Out Cycle. Draft a
script for a Check-in/Check Out Cycle that the adults can use with Claudia.
Scenario:

Claudia walked into the school building with a scowl on her face. It was quite obvious that
she had not showered or changed her clothing from the previous day. She entered the
breakfast room and sat in the far left corner, alone.
Background Information:

Claudia is a 15 year old African American female who lives with mother and two siblings.
Claudia takes on some of the responsibility for caring for her siblings while Mom is at work.
 Claudia has a learning disability and struggles with reading, which makes the content courses
of English and Social Studies difficult. Claudia has a stronger foundation in Mathematics.
 Claudia often seeks attention from peers and adults by isolating herself but will open up
when approached.
Morning Check-In
Throughout the day






Consistent location (same place, same time)
Begin with positive greeting
Ask probing questions
Address any potential setting events
Prompt the student to get Daily Progress Report (DPR)
Reminder of expectations




Student carries DPR
All teachers greet and pre-corrects
Establish criteria for pre-corrects and points
Teacher provides feedback (positive, correct action, positive)and
students earn points
End of the day Check-Out






Morning
Check-In
Throughout
the Day
End of the
day CheckOut
Consistent location (same time, same place)
Adult positive greeting
Total points, calculate percentage and enter data
Daily or weekly reinforcements for meeting goals
Quick debrief with student
Provide parent communication
Turn and Talk – Sample Lesson Plan
Pick one of the following social skills. Use the template to draft a sample lesson plan for a social skills lesson.
Peer relations
• Complimenting others, offering help, inviting peers to play
Self-management skills
• Controlling temper, following rules, compromising
Academic skills
• Completing work independently, listening to teacher direction,
producing acceptable quality work
Compliance skills
• Following directions, following rules, using free time
appropriately
Assertion skills
 Initiating conversation, acknowledging compliments
Sample Social Skills Session
Time
Greet students and introduce session goal(s)
Define the featured social skill
Initiate “Tell” phase
1. Provide learning objective for featured social skill
2. Introduce the skill by asking how it will be helpful to students and situations in which they could use the skill.
3. Define a specific skill.
4. Discuss why the skill is important.
5. Outline steps for performing the behavior.
Initiate “Show” phase
1. Model the behavior (positive and negative)
2. Model discreetly each of the major steps for enacting the featured skill.
3. With student helper, direct a role play of a typical situation.
4. Lead a discussion of alternative behaviors to accomplish the social behavior objective.
Initiate “Do” phase with role-play
1. Ask students to define the skill
2. Ask students to state the steps required to accomplish the skill
3. Repeat critical steps for enacting the behavior.
4. Ask students to model the skill in role plays.
5. Ask other students to provide feedback for the student using the skill in the role plays
Review and provide homework assignment
Provide feedback about group’s performance and specify date/time for next session
5
3
5
10
15
5
2
Sample Social Skills Session
Initiate “Tell” phase
Initiate “Show” phase
Initiate “Do” phase with role-play
Turn & Talk - Scenario 1
When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes
negative self-statements & writes profane language on her assignments. Teaching staff typically send
her to the office with a discipline referral for being disrespectful.
Setting
Events
Triggering
Antecedents
4
2
Function:
Problem
Behavior
1
Maintaining
Consequences
3
Turn & Talk ~ Scenario 2
Caesar has dyed his hair three colors & is teased several times by his friends before class. When he
enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His
teacher immediately sends him to in-school detention.
Setting
Events
Triggering
Antecedents
4
2
Function:
Problem
Behavior
1
Maintaining
Consequences
3
Turn & Talk – What strategies would you use to address these setting events?
Setting Event
Missed breakfast
Up playing video games
the night before
Evicted from home over
the weekend
Running temperature
Did not take ADD
medication
Transition
Argued with peer at
breakfast
Strategy
Turn & Talk ~ Antecedent Prevention Self-Assessment
Antecedent
Time
Space
Instruction/
Materials
Interactions
Considerations
•
More/less of the assignment
•
Breaks
•
Chunking
•
Pacing techniques
•
Proximity
•
Assigned buddy
•
Study carrel
•
Work areas clearly identified
•
Ability level
•
Hands on
•
Manipulatives
•
Sequencing trays
•
Notebook organizers
•
Enlarged print
•
Supportive
•
Voice volume and words
•
Positive self-talk
•
Verbal praise
Add or Modify?
Action Step
Turn & Talk ~ Teaching Functionally Equivalent Replacement Behaviors
Pick one replacement behavior and develop a direct instruction sequence to teach this skill.




Ask for a break (escape/avoid)
Ask to work with a peer (get/obtain attention)
Use appropriate words to communicate about overwhelming elements (escape/avoid sensory)
Ask for an item (get/obtain tangible)
Model
Explicit Instruction
Rehearsal
Feedback
Practice
Reinforcement
Behavior Pathway Diagram
Setting
Events
Triggering
Antecedents
4
2
Function:
Problem
Behavior
1
Maintaining
Consequences
3
Competing Pathway Worksheet
BUILDING A SUPPORT PLAN
Summary Statement/Competing Behavior Pathways Diagram
Setting Event(s)
Antecedent Trigger(s)
Desired Behavior
Maintaining
Consequences
Problem Behavior
Maintaining
Consequences
Alternative Replacement
Behavior
Behavior Support Plan Template
Setting Events
Antecedents
Behavior
Consequences
Consider the function of the student’s behavior within the context of planning for solutions for each part of the pathway
Template for Writing Behavioral Goals
Achievable

The child will be able to meet the expectation
Measure

Frequency, Duration, Intensity, Latency
Set a timetable for progress monitoring

Daily, Weekly, Bi-Weekly, Monthly, Quarterly
Over _______________________________________________________________(time period)
___________________________________________________________ (student’s name) will
_____________________________________________ (demonstrate what behavior) in
_____________ out of ________________ (measurement) to ________________________
_________________________________________________________________________(why)