The Cypress-Fairbanks ISD Adaptive Behavior Program for High School campuses promotes a structured classroom setting designed for students with emotional and behavioral difficulties. The purpose of the program is to help students learn and incorporate social and school behaviors that can be used in many classroom settings.
Students who are eligible under IDEA and TEA guidelines as a student with an
Emotional or Behavioral Disability,
AND

Are having difficulty in being successful in regular education, in-class support, coteaching, and/or Resource support

Are accessing Psychological Services or have had a current Behavioral Review, and

Have a recommendation from the ARD Committee

TEKS-based academic instruction

Data Collection with the use of Review 360 software for Data Analysis

Behavioral Support System Continuum

Clear, concise rules

Clear expectations and consequences
HS Adaptive Behavior Program
Page 1
04/10/20


Token Exchange System

Prevention, intervention and postvention support strategies

Mastering Academic/Behavioral Problem Solving Skills (MAPSS) Program

Crisis Management

Campus-based Counseling Services

Psychological Services as determined by the ARD Committee

Special Education Counseling as determined by the ARD Committee
Educational programs for students with emotional and behavioral disabilities need to include attention to mastering academics and developing social and behavioral skills for daily living. Objectives of the program include:

Increase participation in general education classes

Increase academic functioning through the instruction of the Texas Essential
Knowledge and Skills (TEKS)

Enhance social competence through social skills instruction

Increase behavioral/social problem solving skills

Reduce specific behavior concerns as outline in the Behavior Intervention Plan

Provide students access to crisis management services when necessary
HS Adaptive Behavior Program
Page 2
04/10/20

Definition
The token economy is a positive behaviorally-based strategy that uses tokens, chips, check marks, or points as a visual reminder of student success. Students may use or save these points to purchase privileges, activities, or items that they desire. Behaviors can be changed and maintained through these systems by consistent implementation of the following concepts.
Implementing a Token Economy
Individual behaviors are monitored and reinforced and are determined for each student based upon their IEP behavioral objectives and school appropriate behaviors. Each student will keep track of these behaviors on a class period time frame. There are suggestions regarding selected backup reinforcers listed in the manual. These reinforcers are often inexpensive and focus on small amounts of time. Positive reinforcers are also given a point value based upon the students’ desire for the items or privilege.
The CFISD Token Economy System is formed on a banking concept. Each student will use deposit and withdrawal functions the same as if they were using an outside banking institution. Points, instead of dollars, will be awarded as an indicator that the desired behavior has occurred. These points will be entered into the Review 360 Software and a spreadsheet for easy tracking of total points per student and are available to that student upon request.
Each teacher will establish a bank for their classroom and create an account for each student. Business hours should also be set so that the student knows when they can exchange their points.
HS Adaptive Behavior Program
Page 3
04/10/20

Rules/Behavior – MUST BE POSTED
The students and teachers will develop a class set of rules, procedures and routines and develop a class contract. The class rules should match the deposit slip expectations:
(Note: Some expectations have been adjusted to match your campus PBIS system.)
1.
Attend Class on Time
2.
Follow Instructions
3.
Complete Assignments
4.
Use appropriate Language
5.
Respect Personal Space
Students earn money in each area on the deposit slip every class/period in the adaptive behavior classroom and in out classes as determined appropriate by the AB staff.
Backup Reinforcers
This is the term used for the privileges, activities, or items that the student receives after they have demonstrated the desired behavior. Examples would be computer time, homework passes, etc. Teachers should conduct a reinforcement inventory to determine appropriate reinforcers for each student. The goal should be to move toward more age appropriate social reinforcers than tangible.
Ratio of Exchange
The cost of backup reinforcers has been pre-determined at this time for ease of administration. A chart with possible choices and exchange rates has also been included in this manual. Hours of exchange will be determined on each campus. This should occur as frequent as necessary to maintain behavior, but no fewer than 3 times per week.
General Procedures
Completing Deposit Slips
All students will have a deposit slip that indicates the daily expectations for that class period. The deposit slip includes 5 classroom expectations and 3 individual student BIP objectives. Once completed, the student will turn it in to the teacher,
HS Adaptive Behavior Program
Page 4
04/10/20

paraprofessional, or to a designated area. The classroom staff will then record the points for that class period in the Review 360 program. During Psychological services, students can continue to earn tokens as designated by the psychologist.
The classroom teacher may choose between a daily deposit slip that is marked once per period or twice per period. The teacher should consider the student’s individual behavior needs when deciding on the form. The deposit slip should be marked as follows:
Once per period:

Teacher or student records all dollars earned at the END of the class. The point value can be $0, $5, or $10.
OR

Teacher or student records some behaviors at the BEGINNING of class (ie. on time) and some behaviors at the END of class. The point value can be
$0, $5, $10.
Twice per period:

Teacher or student records a portion of dollars earned two times during the period. The point value can be $0, or $5 but must be entered into the
Review 360 program in one total value.
Determining partial earned dollars:

Use concrete classroom data to make decisions

Consider individual behaviors that would be appropriate for partial credit

Students should clearly understand the plan for earning $0, $5, $10
 Avoid arguing with students about partial credit
 Set clear expectations to avoid arguing
Withdrawal of funds
A Withdrawal Slip (optional) will be provided to students as a method to spend their earned points. Students will be asked to identify the item or privilege that they desire along with a point value and place it in a predetermined location for
HS Adaptive Behavior Program
Page 5
04/10/20

encumbrance. This will help with the accounting system since it will be noted on the spreadsheet or ledger.
Redeeming Privileges or Rewards
Privileges or rewards are redeemed on a scheduled basis. The redemption of coupons or privilege passes, activity time, or earned treats will be conducted each period, daily, or weekly as set by the classroom teacher. Careful consideration should be given to the needs of individual students and adhere to their BIP when determining frequency of rewards.
Bonus Bucks
Bonus Bucks (points) can be given to students at the teacher’s discretion. This can add a boost for a student who has shown extra effort or kindness. The Bonus
Bucks could be earned for:

Random Selection

Individual Goal Accomplishment

Positive Reports from Others

Random Acts of Kindness

Academic Progress
Other: $25 bonus bucks

Completes processing or problem solves a behavior

Delivers apology

Fulfills consequences (ie. DMC, lunch detention)
Caution: The amount of bonus bucks should not be excessive compared to the number of lost points per period. (ex: Student does not earn points in 3 of the expectation areas on the deposit slip. He earns 10 bonus bucks at the end of class for completing his work. The ratio is too high for bonus bucks.)
HS Adaptive Behavior Program
Page 6
04/10/20

Behavioral Fines
A fine may be untilized to issue a moderate consequence for inappropriate behavior. The fine amount will be $50 with the maximum of 2 fines per period . The fines can be entered a an incident report within the Review 360 program. Students may earn a fine for the following behaviors:

Mild profanity
 Mild physical aggression

Harassment, bullying or teasing

Horse play
Caution: fines are not designed to be frequent occurrences. They should serve as a moderate consequence prior to an office referral. Too many fines will result in a
“snowball effect” and the student will end up in the “red.”
Data Collection
All decisions regarding programming for students in adaptive behavior must be based on concrete data. Consistent and accurate data is crucial in this decision making process.
Required forms:
Token System:

Deposit slip (token sheet) – a printed version from Review 360 should be used and then entered at the end of the day by a teacher or paraprofessional.

Withdrawal slips or record form of earned reinforcers

Bank register (spreadsheet or similar to record total dollars earned.)
IEP:

Modification documentation
 Academic IEP goals/objectives documentation – As of 8/09, We will begin using the Review 360 system for data collection for IEPs.

Behavior IEP goals/objectives documentation
Other to consider:

Paper dollars

Graphs to summarize progress
HS Adaptive Behavior Program
Page 7
04/10/20

Things to consider:
What will happen if the student does not meet the requirement to earn bucks?

Avoid nagging or lecturing student.

Repeat classroom expectations and make a plan for future

Reteach social skills

Request a staffing

Request an ARD to review programming, BIP, etc.
Contact Lisa Franke at 281-897-6485, before you make any major changes to the system.
HS Adaptive Behavior Program
Page 8
04/10/20