START IT Target Student POC: Profile of Change
Positive Behavioral Interventions & Supports
Target Student: ___________________________________
Yes
Date: __________________
School-wide Positive Behavioral Interventions & Supports (PBIS) / Universal
No
1. 3-5 positively stated expectations have been agreed on by the building staff.
2. An expectations matrix behaviorally defining the expectations in all environments has
been developed and agreed upon by the building staff.
3. Posters of the expectations have been developed and are posted for all environments.
4. Lesson plans and a teaching plan (including initial teaching, booster sessions, lessons
of the week, etc.) have been developed for all expectations in all environments.
5. An acknowledgement / reinforcement system has been developed and agreed upon by
the building staff.
6. A system for responding to behavioral errors has been developed and taught to the
building staff.
7. A data collection system has been established and a plan for regular review of data
determined.
Additional Resources
http://miblsi.cenmi.org/Home.aspx
http://www.resa.net/curriculum/positivebehavior/
Current Description:
Goals for the Year:
Next Steps (COMPLETE ACTION PLAN):
1
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Adult Support
Yes
No
1. Adults in the student’s environment actively promote independence by teaching systems
(e.g. visual schedules, self-management systems) that allow the student to complete
tasks with as little assistance as possible.
2. Additional adult support is assigned only when the student needs direct academic,
behavioral or social support that cannot be provided by peers or other supports.
3. Responsibilities for additional adults are clearly communicated.
4. A list of strategies the additional adults are required to implement with the student is
provided (e.g. visual supports, prompting, reinforcement, crisis plan).
6. Adults in the child’s environment demonstrate respect for students by talking to instead
of in front of students and by interacting at an age appropriate level.
7. Training, mentoring, and implementation support are offered regularly to adults
working with students with ASD.
8. Appropriate supervision, observation, and performance feedback is provided regularly
to additional adults(s).
9. Fading of adult support occurs as soon as data shows the student is learning systems that
allow him/her to complete tasks independently.
Current Description:
Goals for the Year:
Next Steps (COMPLETE ACTION PLAN):
2
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Schedule Matrix
Student Schedule
Expectations & Instructional
Outcomes
Current Level of Skills
(Compared to Peers)
Current Supports, Strategies
& EBPs
3
Potential Goals & Strategies
Needed
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Visual Schedule & Supports
SECTION 1: VISUAL SCHEDULE
Yes
No
1. The student uses (i.e. physically interacts with) an individual visual schedule at each
primary transition and changes in the schedule are highlighted with as much advanced
notice as possible to prepare the student for change.
If NOT, design an individual visual schedule:
a. What will the schedule look like?
b. How will the student interact with it?
c. Where will it be located?
d. TEACHING PLAN:
– Prompting
– Feedback
SECTION 2: VISUAL SUPPORTS
Yes
No
2. Sub / mini schedules are used when needed (e.g. when skills break down).
3. Transition supports (e.g. picture cards, check schedule cards) are used when needed
(e.g. when skills break down, when the student presents with behavior, etc.).
4. Work systems and/or routine / task lists are used regularly to increase independence in
task completion.
5. Social narratives are developed and used when social behavior breaks down.
6. Visual supports are used when making requests, giving directions, providing instruction,
encouraging participation, etc. when needed.
Current Description:
Goals for the Year :
.
Next Steps (COMPLETE ACTION PLAN):
.
4
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Conducting a FBA: DASH
D=DESCRIBE THE BEHAVIOR:
1. Observable / Measurable:
2. Prioritize:
3. Baseline Data (e.g. frequency, duration, intensity)
A=ASK OTHERS
S=SEE THE BEHAVIOR (ABC)
H=HYPOTHESIS
Next Steps (COMPLETE ACTION PLAN):
.
5
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Functional Communication
Yes
No
1. Assessment of the student’s communication involves observation of all forms of
communication (verbalizations, gestures, pictures, behavior) currently used by the
student across environments, as well as the functions of problem behaviors (e.g., whether
student problem behaviors communicate protests or requests).
2. The communication system chosen matches student skills, needs, and environments, is
functional, portable, and available in all environments.
3. Staff in the child’s environment consistently responds to and validates both
conventional communication attempts (use of verbalizations, gestures, and functional
communication systems) and unconventional communication attempts (nonverbal
behaviors or problem behaviors).
4. Unconventional communication attempts such as yelling and using adults as “tools,” are
consistently used as opportunities to teach the functional communication system.
5. Staff initiates communication with students with ASD in all environments and activities
by prompting, questioning, offering choices and starting conversations.
6. Students are specifically taught communication systems that address:
 Problem behavior functions (e.g., protests or requests)
 Social-communication targets (e.g. responding to greetings, initiating and
sustaining interactions or conversation)
 Pragmatic social-communication targets (body language and personal space).
Current Description:
Goals for the Year:
Next Steps (COMPLETE ACTION PLAN):
6
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Positive Behavioral Interventions & Supports
Yes
No
1. Effective universal supports (e.g. visual schedules and supports, breaks, functional
communication systems) that prevent challenging behavior are developed and implemented with
fidelity for the student.
2. For students whom universal supports have not reduced or eliminated challenging behavior, a
problem solving approach founded in functional behavior assessment is utilized to develop an
individual positive behavioral support plan.
3. Functional behavior assessments employ multiple methods of data collection (e.g. indirect (i.e.
interviews & surveys), direct observation (i.e. scatterplot and ABC) to determine the potential
function(s) of challenging behaviors.
4. The positive behavioral support plan includes antecedent strategies (i.e., proactive strategies
intended to prevent behaviors from occurring) that are implemented consistently by all staff.
5. The positive behavioral support plan includes strategies for teaching and prompting new skills
(e.g. communication, social interaction, independence, replacement behaviors) that are
implemented consistently by all staff.
6. The positive behavioral support plan includes detailed scripts and strategies for responding to
behavioral challenges based on function that are implemented consistently by all staff.
7. If needed, a crisis plan is developed for responding to dangerous and emergency situations. The
crisis plan complies with the Michigan Department of Education, Office of Special Education
and Early Intervention Services policy “Supporting Student Behavior: Standards for the
Emergency Use of Seclusion and Restraint.”
8. The positive behavioral support plan and/or crisis plan is reviewed by all relevant staff,
implementation training is provided, and fidelity checks are completed regularly.
9. Data on the fidelity of implementation of the positive behavioral support plan are collected and
reviewed regularly by the team.
10. Behavioral outcome data are collected regularly and used as the basis for decision-making.
11. There is a reporting system in place between school staff and family members to provide regular
updates on behavioral interventions and their effectiveness.
Current Description:
Goals for the Year:
Strategies to Achieve Goals:
7
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8
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ACTION PLAN
From VISION to ACTION
WHO
will do WHAT
9
by WHEN / Status
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