1
ILLINOIS PBIS IMPLEMENTATION
Targeted Intervention Checklist
Name of School:
Region:
North
Central
South
District:
Chicago
Date:
System-Wide Planning
*these procedures likely will vary by school due to logistical differences
School Set-Up for Targeted Intervention
Status
Need
1
2
3
4
5
6
Status
Need
2
3
4
Done
Positive behavior support systems in place to prevent problem
behaviors
School-wide monitoring system in place to identify problem
areas, times, and conditions for students
School data decision rules in place to identify students whose
behaviors identify them as at-risk of failure
All school personnel aware of referral and targeted
intervention process
*Rotating schedule for all school personnel to serve on
Targeted Support Team
All personnel have been exposed to the concept of function
and understand access vs. escape/avoid motivation
Targeted Support Team Set-Up
1
Partial
Partial
Done
Team composition
 someone with administrative responsibilities
 regular education personnel *by grade level or team
and/or on a rotating schedule
 person with behavioral knowledge/training
 special ed. representation (*rotating schedule)
 *counselor, school Psychologist, social worker, etc.
Regularly scheduled meeting time
 *weekly/bi-weekly (only when referral is pending)
Set meeting location
Official meetings records to be kept secure and confidential
© Terrance M. Scott, 2001
Revised February, 2001
2
Referral Process
Status
Need
1
2
Partial
Done
Referral procedures set and in place
 *what types of concerns are appropriate for referral
 *how to initiate process
 *deadline for referral meetings
 *protocol – what information to bring to meeting
Agenda
 made public ahead of time
 *number of students per meeting
 parent(s) notified and invited to meeting
Targeted Intervention Processes
*these procedures likely will vary by student due to individual differences in referrals
Team Meeting Processes
Need
1
2
3
4
Status
Partial
Done
Responsibilities
 meeting leader
 meeting recorder
 meeting timer (optional)
Protocol
 *Introductions of staff, invited guests (those having
contact with student)
 Parent, OT/PT, mental health, medical care, etc.
 record student’s strengths and weaknesses from a
variety of perspectives
 determine whether information needs to be solicited
from other persons
Define the problem behavior(s) during meeting
 observable and measurable description
 description of why this is a problem
 under what conditions is the problem most likely?
 is an appropriate behavior ever seen under these
conditions?
Complete plans for further assessment
 *who, what, when, where, and how
© Terrance M. Scott, 2001
Revised February, 2001
3
Assessment
1
2
3
4
5
Need
Status
Partial
Done
Need
Status
Partial
Done
Start with simple and informal procedures
 *interviews, questionnaires, & checklists
Collaborative assessment process
 *shared across team members, locations & times
 assessment to focus on problems and strengths
Assessment information is paired with information recorded
at meeting to hypothesize function
If function is not discernable, initiate more intense assessment
 *direct observations (ABC functional assessments)
 *environmental manipulations and analyses
*Continue assessment until function is clear enough to
implement an intervention
Intervention Planning
1
2
3
4
5
Team consensus for plan
Plan is calculated to succeed
 *plan is realistic given individuals and conditions
 plan involves individuals from across the school
 *plan involves individuals outside of school (as
necessary)
Plan is based on functional behavioral assessment
 identify functional replacement behavior
 provide access to natural reinforcement
 do not allow function for inappropriate behavior
Plan involves effective instructional practices
 determine whether student can perform skill
 teach skill and/or teach why skill is preferable
 full explanation plan to student
 demonstrate skill for student
 range of positive natural examples
 non-examples (minimally different from positive)
Facilitate success
 *prompts and cues provided as necessary
 *arrange environment to avoid predictable failures
 *arrange environment to make success more likely
 provide immediate consequences for behavior
 *plan to fade out prompts and artificial procedures
Monitoring and Evaluation
Status
Need
Partial
Done
4
1
2
3
4
5
Determine what the student should be doing to demonstrate success
 *how much, how long, at what level
 *by when
 *what should happen if this occurs?
Determine what results would constitute plan failure
 *how much, how long, at what level
 *by when
 *what should happen is this occurs?
Determine the simplest method of monitoring behavior
necessary to determine success/failure
Determine responsibilities and schedule for monitoring
 *who, when, where
Regularly evaluate data
 determine whether success or failure criteria have
been met
 *make changes as decided upon above (success or
failure)
© Terrance M. Scott, 2001
Revised February, 2001
5
Planning for Effective Intervention
Key Concepts into Practice
Key Concepts
1. Identify and intervene as early s possible
Effective Practices


2. Be a student of the child

3. Collaborate

4. Start where the child is


5. Create a success to failure
ratio of 4:1



6. Have a plan and sustain it


7. Evaluate



Refer when problems or failures are first
noticed
Use assessments that lead to effective
intervention
Begin with simple and informal procedures
-interviews, questionnaires,
checklists, etc.
Involve all persons having contact with
students
-during assessment and
intervention planning
Assess strengths and needs
Prioritize needs and teach to root of
problems
Individualize instruction
Effective instructional practices
-modeling, example selection and
sequencing, guided practice, prompts
and cues
Facilitate success
-structure environments to
avoid problems and
encourage success
-provide positive natural
consequences for positive
behavior
Gain consensus on plans
-plans are calculated to be
successful
-plans are reasonable given
resources and conditions
Keep plans as simple as possible while
maintaining success
Assign data collection tasks
Determine criteria for success and failure
Continuous evaluation
6
TARGETED INTERVENTION TEAM
Request for Assistance
Date
Teacher/Team
Student Name
Grade/Section
Special Services:
None
___ IEP
504 Plan
Medical Issues:
___English Language Learner
___ Speech/Language
___ Occupational Therapy
___ Physical Therapy
___ Adaptive P.E.
Does the student take medication regularly?
Attendance: Number of absences current year ____
At school?
Previous year_____
Previous years report card summary:
Current Levels of Performance (current grades, grade levels):
Reading
Math
Spelling
Writing
Student Profile: Please identify at least three strengths or contributions the student brings to
school (behavior/social and/or academic):
Academic Concerns:
___ Reading
___ Writing
___ Math
___ Organization
___ Task Completion
___ Fine motor
___ Following Directions
___ Other?
Specifically, with what type of task does the student have difficulty?
7
Identify problem behavior(s):
___
___
___
___
Tardy
Unresponsive
Withdrawn
Theft
___ Fighting/Aggression
___ Inappropriate Language
___ Verbally inappropriate
Verbal Harassment
___ Vandalism
Describe the problem behavior (what does it look like?):
___
___
___
___
___
Disruptive
Insubordination
Work not done
Self-Injury
Off-task
What have you tried to date to change the situations in which the problem behavior(s)
occur?
___ Modified
assignments to match
the students skills
___ Changed
seating assignments
___ Changed
schedule of activities
___ Arranged
tutoring to improve
the student’s
academic skills
___ Changed
curriculum
___ Provided extra
assistance
___ Other?
What have you tried to date to teach expected behaviors?
___ Reminders about
expected behavior when
problem behavior is likely
___ Clarified rules and
expected behavior for
the whole class
___ Practiced the
expected behaviors in
class
___ Reward program for
expected behavior
___ Oral agreement
with the student
___ Self-monitoring
program
___ Systematic
feedback about behavior
___Individual written
contract with the
student
___ Contract with
student and parents
Other?
8
What consequences have you tried to date for the problem behavior?
___ Loss of privileges
___ Time-out
___ Referral to
Social Worker
Other?
___ Note or phone call to
the student’s parents
___ Detention
___ Office referral
___ Meeting with the
student’s parents
___ Individual meeting
with the student
___ Reprimand
Identify Problem Routines: Where, When, and With Whom Problem Behaviors are Most Likely
Schedule
(Times)
Activity
Likelihood of Problem Behavior
Low
1
2
3
4
5
High
6
Low
1
2
3
4
5
High
6
Low
1
2
3
4
5
High
6
Low
1
2
3
4
5
High
6
Low
1
2
3
4
5
High
6
Low
1
2
3
4
5
High
6
Low
1
2
3
4
5
High
6
Low
1
2
3
4
5
High
6
Low
1
2
3
4
5
High
6
Low
1
2
3
4
5
High
6
Specific Problem Behavior
What do you think the student is getting OR getting away from by engaging in
these behaviors (e.g., gain attention, gain assistance, avoid work, etc)?
9
Functional Assessment Checklist for Teachers and Staff
(FACTS-Part A – Problem Identification)
Student/Grade:
Date:
Interviewer:
Respondent(s):
Student Profile: Please identify at least three strengths or contributions the student
brings to school.
Problem Behavior(s): Identify & Describe Problem Behaviors Specifically:
___Tardy
___Unresponsive
___Withdrawn
___Inappropriate Language
___Fight/Physical Aggressive
___Verbal Harassment
___Disruptive
___Insubordination
___Work not done
___Theft
___Vandalism
___Other_________________
Describe the problem behavior(s) specifically - - What does it look like/sound like :
Identify Routines: Where, When and With Whom Problem Behaviors are Most Likely:
Schedule (Times)
Activity
With Whom does
Problem Occur
Likelihood of
Problem Behavior
Low
1 2
3
4
High
5 6
1
2
3
4
5 6
1
2
3
4
5 6
1
2
3
4
5 6
1
2
3
4
5 6
1
2
3
4
5 6
1 2
3
4
5 6
1
2
3
4
5 6
1
2
3
4
5 6
1
2
3
4
5 6
1
2
3
4
5 6
Specific Problem
Behavior
10
11
12
13
14
15
16
Functional Assessment Checklist for Teachers and Staff (FACTS-Part A)
Problem in Picture Form (Pro-form)
Student/Grade: Ronald/ 7th Grade
Date:
Interviewer: Mrs. Snow
Respondent(s):
Student Profile: Please identify at least three strengths or contributions the student brings to school.
Problem Behavior(s): Identify problem behaviors
___Tardy
___Unresponsive
___Withdrawn
___Inappropriate
___Disruptive
___Theft
Language
___Insubordination
___Vandalism
___Fight/Physical
___Work not done
___Other_________________
Aggressive
___Verbal Harassment
Describe problem behavior :Gets angry at peers’ comments of, if he can’t do the class work. Strikes out at
whomever made him angry. Gets in big fights-verbally and physically.
Identify Routines: Where, When and With Whom Problem Behaviors are Most Likely.
Schedule (Times)
Activity
With Whom does
Problem Occur
8:20-9:15
Science
Peers
9:20-10:15
10:20-11:15
11:15-12:15
12:20-1:00
1:05-2:00
2:05-3:00
Math
Reading
Spanish
Lunch
Social Studies
Physical Education
Teacher
Teacher
Teacher
Peers
Likelihood of
Problem Behavior
Low
1 2
1 2
1 2
1 2
X 2
1 2
X 2
1 2
1 2
1 2
1 2
3
3
3
3
3
3
3
3
3
3
3
X
4
4
4
4
X
4
4
4
4
4
High
5 6
5 X
5 X
X 6
5 6
5 6
5 6
5 6
5 6
5 6
5 6
Specific Problem
Behavior
Fighting
Yelling, work refusal
Yelling, work refusal
Yelling, work refusal
Fighting
17
18
19
20
21
Functional Assessment Interview Form
Interviewer(s)
Mr. Church
Student(s) Trish
Respondent(s) Ms. Passilas
Date(s) 10/3
Title Paraprofessional
1. Describe the behavior of concern. Trish gets mad on playground and yells at
other kids. She sometimes hits other students or kicks them. None of the kids
want to play with her.
2. How often does the behavior occur? It seems like everyday.
How long does it last? Not long. I keep my eye on her and stop her before it
Gets out of hand.
How intense is the behavior? I don’t think she has drawn blood, but she hits
and kicks so hard I get she bruises kids.
3. What is happening when the behavior occurs? Trish wants to play with others
Who are already involved in a game.
4. When/where is the behavior most/least likely to occur? It happens everywhere.
5. With whom is the behavior most/least likely to occur? Usually with other girls. I
don’t think I remember her fighting with a boy.
22
6. What conditions are most likely to precipitate (“set-off”) the behavior? Trish
doesn’t get her way.
7. How can you tell the behavior is about to start? She usually yells before she hits.
8. What usually happens after the behavior? Describe what happens according to
adult(s), peers, and student responses. When she starts yelling, I usually make
Her stand by me for a while. If it is a major hit, I send her to the office. If
it is a shove or something like that I usually just have her stand by me.
9. What is the likely function (intent) of the behavior; that is, why do you think the
student behaves this way? What does the student get or avoid? I think she does it
to get her way.
10. What behavior(s) might serve the same function (see question 9) for the student
that is appropriate within the social/environmental context? She needs to learn to
wait her turn, ask nicely and control her temper. She needs to learn to make
friends,too. Nobody wants to play with her.
11. What other information might contribute to creating an effective intervention plan
(e.g., under what conditions does the behavior not occur)? She’s pretty good when
she is talking with me or when she is playing games that I supervise.
12. Who should be involved in planning and implementing the intervention plan? I think
I should. I’m the one out here with her. Also, Mr. Church seems to keep her
under control while we’re in the lunchroom.
Functional Assessment Interview Form
23
Interviewer(s)
Date(s)_________________
Student(s) ________________________________________________________
Respondent(s) ______________________________Title ____________________
1. Describe the behavior of concern.
2. How often does the behavior occur?
How long does it last?
How intense is the behavior?
3. What is happening when the behavior occurs?
4. When/where is the behavior most/least likely to occur?
5. With whom is the behavior most/least likely to occur?
24
6. What conditions are most likely to precipitate (“set-off”) the behavior?
7. How can you tell the behavior is about to start?
8. What usually happens after the behavior? Describe what happens according to
adult(s), peers, and student responses.
9. What is the likely function (intent) of the behavior; that is, why do you think the
student behaves this way? What does the student get or avoid?
10. What behavior(s) might serve the same function (see question 9) for the student
that is appropriate within the social/environmental context?
11. What other information might contribute to creating an effective intervention plan
(e.g., under what conditions does the behavior not occur)?
12. Who should be involved in planning and implementing the intervention plan?
FUNCTIONAL INTERVIEW WITH A STUDENT
25
In addition to interviews conducted with adults, interviews with students may be
useful in identifying how they perceive the situation and what causes them to act (or react) in
the way that they do. What follows is an example of a functional interview conducted with
Mandy:
Q:
“Is there anything that is happening outside of school lately that bothers you”
A:
“No.”
Q:
“Is there something new that is happening to you?”
A:
“Not really. . . . Well, we just got a new foster kid.”
Q:
“Does it bother you?”
A:
“No, I like playing with him and I get to feed him sometimes, too.”
Q:
A:
“What was the lesson about that was bring taught right before you made the
comments that made your classroom laugh?”
“I don’t know, something about rocks, I think.”
Q: “What was you teacher doing?”
A:
“We were discussing our homework reading assignment.”
Q: “Do you remember what were you thinking right before you made the comments?”
A:
“It was just so boring!”
Q: “How do you feel about getting homework in science?”
A:
“Frustrated. The book is hard to read and so I get real confused.”
Q:
“Can you tell me what Mr. Smith was expecting of you during science class?”
A:
“He wants us to talk about the homework, answer questions…you know, that kind of stuff.”
Q:
“When you make the funny comments in class, what usually happens afterward?”
A:
“Everyone laughs and looks at me. Sometimes, even Mr. Smith cracks up.”
Q:
“How does that make you feel?”
A:
“Pretty good. I guess I like it when the other kids notice me. I don’t know. . .”
Student-Directed Functional Assessment Interview
Student Name: ________________________
Interviewer: ________________________
Referring Teacher: _____________________
Date: _____________________________.
I.
26
Opening. “We are meeting today to find ways to change school so that you like it more. This interview will take
about 30 minutes. I can help you best if you answer honestly. You will not be asked anything that might get you in
trouble.”
Assist the student to identify specific behaviors that are resulting in problems in the school or classroom. Making
suggestions or paraphrasing statements can help the student clarify his or her ideas. You should have a list of
behaviors nominated by the referring teacher.
II.
Define the behaviors of concern. * “What are the things you do that get you in trouble or are a
problem?” (Prompts: Late to class? Talk out in class? Don’t get work done? Fighting?)
Behavior
Comment
1.
2.
3.
4.
5.
III. Complete student schedule. Use the “Student Daily Schedule” matrix to identify the times and classes in
which the student performs problem behavior. Focus the interview on those times that are most likely to result in
problem behavior.
* You will use the numbers to the left as codes for the identified behaviors as you complete the rest of the interview.
27
Student Daily Schedule
Please place an “X” in each column to show the times and classes where you have difficulty with the behaviors we talked about. If
you have a lot of difficulty during a period, place an “X” on or near the 6. If you have a little difficulty during the class or hall
time, place the “X” on or near the 1. We can practice on a couple together before we start.
Subject,
Teacher
Most
Difficult
6
5
4
3
2
Least
Difficult
1
Before
School
1st
period
Hall
2nd
Period
Hall
3rd
Period
Hall
4th
Period
Lunch
5th
Period
Hall
6th
Period
Hall
7th
Period
Hall
8th
Period
After
School
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
______
_____
_____
_____
_____
_____
28
SUMMARY STATEMENT FORM
PlaceActivity/Event
Consequences
Predictor
Problem Behavior(s)
Maintaining

4
4
2

1
3
Complete the summary statement diagram following the numbered sequence (Behavior(s) first, then Predictors, etc.). Consider the items below
as possible elements for inclusion in the summary statement. Complete a different summary statement for each new consequence.
What Important Events, Places,
or Activities Tend to be
Associated with the Behavior?
Lack of sleep _____
Illness ____
Physical pain ____
Hunger ____
Trouble at home ____
Fight/conflict with Peers ____
Noise/distractions ____
Activity/Class ____
Other ____
What Appears to Set off
Problem Behavior
Class demands that are:
-too hard ____
-boring ____
-unclear ____
-long ____
Teacher reprimands ____
Peer teasing ____
Peer encouragement ____
Other ____
What do the Problem
Behaviors Look Like?
Late to class ____
Talk out in class ____
Disruptions ____
Inappropriate language ____
Disrespectful behavior ____
Property destruction _____
Carrying weapons ____
Fidget ____
Not completing work ____
Steal ____
Threaten ____
Vandalism ____
Insubordination ____
Other ____
What Does the Student Gain From
the
Problem Behaviors?
Escape of Avoid
-teacher demands ____
-teacher reprimands ____
-teacher correction ____
-peer social contact ____
(teasing)
-tasks (hard, long) ____
Get Attention
-from peers ____
-from teacher/adult ____
-access
-access
-access
-access
-access
Get Activity or Item
to game ____
to toy ____
to food ____
to money ____
to task ____
29
Problem Behavior Pathway – “Analysis of the Problem Behavior”
Student: _______________________ Grade: _______
School: ________________________ Date: ___________
Problem Routine:
Time of Day:
SETTING EVENTS
“The Slow Triggers”
ASK: What events
“set the stage” for the
problem behavior?


TRIGGERING ANTECEDANTS
“The Fast Triggers”
PROBLEM BEHAVIOR
“What does the problem
behavior look like?”
ASK: What specifically
does the problem behavior
look/sound like?
ASK: What events
immediately, within seconds,
precede the problem
behavior?










MAINTAINING
FUNCTION/CONSEQUENCE
“Why does the behavior keep
happening?”
ASK: Does the student engage
in the problem behavior in
order to:

GET DESIRED:

Adult Attention
Peer Attention
Access to a Task/Activity
Sensory Stimulation
OR
GET AWAY FROM
UNWANTED:
Adult Attention
Peer Attention
Tasks/Activities
Sensory Stimulation
30
Problem Behavior Pathway
Student: ___Trish B.____________
Time:
__
10:15 – 10:30 a.m.
Setting Events
Playground free
play
Grade: _4th_
School: _Tucker Creek Elementary
Date: __10/6__
Setting: _Recess________________
Triggering
Antecedents
Trish sees Marsha
with the class
football and decides
playing catch with
her friend Rae

would be fund.
Problem
Behavior(s)
Trish approaches
Marsha and says,
“Give me the
football.” Marsha
says “no,” so Trish

yanks the ball from
Marsha and shoves
her to the ground.
Maintaining
Consequences
Trish gets the ball
and finds Rae. They
play catch until the
bell rings to return
to class. Marsha
 Recess______________
goes and sits alone
on a swing, too
afraid to tell the
playground supervisor
what happened.
31
COMPETING BEHAVIOR PATHWAY -- “BUILDING BEHAVIOR SUPPORT”
Student:______________Grade:______
Setting Events
“Slow Triggers”
School:_________________Date: __________
Triggering Antecedents
“Fast Triggers”
Problem Behavior
Maintaining Function/Consequence
“The student engages in the
problem behavior in order to:
GET…
OR
GET AWAY FROM…
Setting Event
Interventions –
Prevent the problem behavior
“Strategies to reduce the
occurrence/impact of the
setting events.”
Triggering Antecedent
Interventions –
Replacement Behavior
Interventions –
Prevent the problem behavior
Make the problem behavior
unnecessary
“Strategies to reduce the
occurrence/impact of the
triggering antecedent.”
“Skills/behavior/response we
will teach the student to do
instead.”
Managing the Maintaining
Function/Consequence Encourage Positive Behavior
Desired reinforcers to deliver
after the student engages in the
desired or replacement behavior:
Discourage Problem Behavior
Negative consequences to deliver
after the student engages in the
problem behavior:
32
COMPETING BEHAVIOR PATHWAY
Student: Trish
Grade: 4
Setting Events
Accommodations
Para-professional
supervises the
basketball court and
stays in close proximity
of Trish.
School: Tucker Creek
Triggering
Antecedents
Accommodations
When Trish begins to
jump onto the court, Ms.
Pasillas stops her and
reminds her to wait until
it is a good time to ask
to join the group.
Date: 10/3
Desired
Maintaining
Behavior(s)
Consequence(s)
Trish waits for the ball
to go out of play then
asks to join the game.
Waits her turn for the
ball.
Trish plays with others.
Problem
Behavior(s)
Setting Events
Playground basketball
court
Triggering
Antecedents
Trish does not wait her
turn and aggressively
takes the ball away.
Trish pushes her way
into ongoing game.
Maintaining
Consequence(s)
Trish plays basketball
with others.
Replacement
Behavior(s)
Trish joins game but
does not hit or yell at
anyone.
33
COMPETING BEHAVIOR PATHWAY
Student: Maurice R.
Setting Events
Accommodations
group-individualized
instruction in mixed
ability teams with Ms.
Hayes working with
teams
Grade: 5
School: Kingston Elem.
Triggering
Antecedents
Accommodations
students assigned to
teams & given groupindividualized
assignments & roving
assistants.
Date: 2/9
Desired
Maintaining
Behavior(s)
Consequence(s)
Maurice complies by
working with classmate
& asking for assistance.
Ms. Hayes praises
Maurice for correct
responses & for asking
appropriately for help.
Problem
Behavior(s)
Setting Events
whole group instructionMs. Hayes puts several
problems on board &
works with class.
Triggering
Antecedents
Ms. Hayes asks class to
begin work on worksheet
on fractions.
Maurice becomes angry
& disrupts class by
tantruming.
Replacement
Behavior(s)
Maurice expresses
frustration to Ms.
Hayes.
Maintaining
Consequence(s)
Maurice gets out of
doing worksheet on
fractions.
Desired Alternative
Maintaining Consequence
Problem Behavior
Maintaining Consequences
INTERVENTION PATHWAY
Triggering
Antecedents
Setting Events
Acceptable Alternative
BEHAVIOR SUPPORT PLANNING
Setting Events
Manipulations
Antecedent Manipulations
Behavior Teaching
Consequence Modifications
34
35
Building a Support Plan
Desired Behavior
Setting Events
Consequence
Predictors
Problem BehaviorProblem Behavior
Problem Behavior
Maintaining Consequence
Replacement Behavior
What are ways to change
the context to make the
problem behavior
unnecessary?
__Clarify rules and
expected behavior for
whole class
___Written contract
with the students
___Student selfmanipulator sheet
___Change seating
arrangements
___Change schedule
___Counseling
___Other
What are ways to
prevent the problem
behavior?
What can be done to increase expected
behaviors or to teach a replacement
behavior?
What should happen
when a problem
behavior occurs?
___Reminders about
behavior when problem
behavior is likely
___Provide extra
assistance
___Modify assignments
to match student skills
___Other
___Practice expected behavior in class
___Self-management program
___Other
___Reward/
punishment program
___Contact with
parents
___Reduced
privileges
___Time out
___Office referral
___Reprimand in
class
___Other
What should happen
when desired or
replacement behavior
occurs?
___Reward program?
___Praise from
teacher
___Other
36
Identifying Setting Events (Slow Triggers):
Listen For… Ask About…
Investigate…
Broader Issues that may be influencing behavior:
Daily activity schedule
Predictability of routines
Variety of activities or materials
Social relationships
Preferences of the student
History of intervention
History of academic success & failure
Medical and physical issues (nutrition, illness,
medications, sleep patterns)
Identifying Antecedent Events (Fast Triggers):
Listen For… Ask About… Investigate…
Under what circumstances is the behavior most/least likely
Changes in the environment
Availability & organization of materials
Opportunity for choices
Times of day/activities
Clarity of expectations
Reinforcement of expected behavior
Nature of interactions (tone, proximity, contact)
Amount & type of attention (peer, groups, adult)
Access and quality of assistance, supervision
Activity/task clarity
Student’s ability matched to the tasks assigned
Length of engagement
Pace of instruction
Hunger, fatigue, thirst, discomfort
37
38
Identifying Maintaining
Consequences:
Listen For…
Ask About…
Investigate…
WHAT DO THEY GET? WHAT DO THEY
AVOID?
Social reaction/attention
Proximity of contact
Changes the sequence of activities/routines
Clarifies expectations
Increases assistance from adults or peers
Access to materials, activities, food/drink
Sensory stimulation or reduction
Changes the physical environment
Allows space or movement
Delays activity/event
Avoid negative peer attention, ridicule