GUIDELINES FOR BEHAVIOR
TREATMENT REVIEW COMMITTEE
TREATMENT PLANS
1.
Behavior Treatment Plan Standards
a.
The Person Centered Planning process will identify when a Behavior
Treatment Plan needs to be developed.
b.
Behavior Treatment Plans containing intrusive and/or restrictive
interventions shall only be developed when assessments have been
completed to rule out physical, medical or environmental causes of the
behavior.
c.
Behavior Treatment plans containing intrusive and/or restrictive
techniques shall only be developed when the use of positive behavioral
supports and interventions have failed to change the behavior.
d.
Behavior Treatment Plans must have written consent by the individual,
guardian, or parent of minor child prior to implementation of the plan.
2.
Essential Elements of a Behavior Treatment Plan
a.
Background/Introduction

Person served

Age

Diagnoses

Residence

Current services

Relevant history
b.
Assessment tools

Clinical review of records

Clinical interview(s)

Observations

Identify functional assessment tool

Preference assessment (to identify a number of preferred activities
or items that can be included as either non-function based
reinforcers or simply to make a more enriched living environment)
c.
Analysis/Assessment

Results of assessments performed to rule out relevant physical,
medical and environmental causes of the problem behavior

Functional assessment.

Frequency, intensity and duration of target behaviors.

Condition under which target behaviors occur, do not
occur, including possible antecedents, maintaining
consequences, and evocative events

Evidence of the kinds of positive behavioral supports or
interventions, including their amount, scope and duration that have
116104853 Guidelines
Effective Date: 1/1/14
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GUIDELINES FOR BEHAVIOR
TREATMENT REVIEW COMMITTEE
d.
e.
f.
g.
h.
i.
been attempted to ameliorate the behavior and have been
previously used and/or proved to be unsuccessful. Please include
data on treatment fidelity, including effectiveness of staff
implementation and concerns with staff ability to implement
Medication (List medication prescribed to address an Axis I or II
diagnosis, or medication prescribed that is not a standard treatment or
dosage for the individual’s condition.)

Dosage

Purpose

Protocol for Urgent Administration of Medication (if prescribed to
control or manage behavior, not for symptom management of a
diagnosed condition.)
Target Behavior(s)

Operational definition(s)
Goal of Plan

As related to target behaviors
Procedure

Description of procedure and plan for implementation, including:

Positive approaches/proactive strategies to increase
replacement behavior.

Staff reaction strategy to occurrence of target behavior.

Negative consequences, if any.

If proposing an intrusive or restrictive technique:

Risks (medical, psychological, etc.) and benefits of the
intervention, to the individual and others; the plan for
minimizing and monitoring the risks and consequences of
the intervention.

Evidence of continued efforts to find other options.

Peer reviewed literature or practice guidelines that support
the proposed restrictive or intrusive intervention as a
treatment.
References to the literature should be included, and
where the intervention has limited or no support in
the literature, why the plan is the best option
available.
Data Collection

Procedure to collect data.
Monitoring and Training

Plan for monitoring and staff training to assure consistent
implementation and documentation of the intervention(s)

Plan for monitoring effectiveness of intervention

Plan for reducing restrictive and/or intrusive components
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Effective Date: 1/1/14
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GUIDELINES FOR BEHAVIOR
TREATMENT REVIEW COMMITTEE
Recommended qualifications and competencies for authors of behavior treatment plans including
intrusive and/or restrictive techniques.
1.
Recommended competencies:
a.
Ability to perform a functional assessment
b.
Ability to clinically interpret functional assessment data
c.
Ability to develop behavioral treatment plan that improves positive
functioning
d.
Ability to utilize positive behavioral supports as behavioral interventions.
2.
Training/experience suggestive of above competencies
a.
Masters’ level clinician, trained in Behavioral Analysis.
b.
Bachelor’s level clinician who has acquired competencies through training
and experience, in consultation with and final approval by Master’s level
clinician trained in Behavioral Analysis.
c.
Experience with Positive Behavioral Supports and Gentle Teaching is
additionally preferred.
116104853 Guidelines
Effective Date: 1/1/14
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