Resources, tips, and materials to help you, help children with autism
Check In Check Out is an evidence-based tier two behavior intervention. Here's my best tips, tricks, and resources to help you succeed with CICO.
Imagine this scenario: You walk into your classroom, ready to tackle a day and have a great lesson you cannot wait to share. But as soon as your class steps through the door, you’re met with a barrage of aggression from one student. A student who seems to thrive on chaos and disruption, making it ... Read More about The Surprising Effective Approach to Dealing with an Aggressive Student in Your Classroom: De-Escalating Strategies
Are you overwhelmed by the amount of Behavior supports there are available out there! Are you looking for that particular one you need to help you manage behaviors and maintain structure in your cl…
Help with behavior manangement in your elementary classroom after winter break with these classroom behavior management tips...
Early diagnosis matters! Check out how an autism behavior checklist can help parents and teachers too. Grab your guide now! 🌟
Do you struggle with organizing and documenting behavior? If you are like me the answer is YES! Behaviors in the classroom can happen so quickly and frequently it can be a struggle to remember to document them right away. I would find myself finding anything to write on to document the behaviors and I was ... Read More about Organizing Behavior Data
By addressing student behavior with compassion -- even when they're acting out -- teachers can find productive ways to get kids on task or engage in relationship-building.
Over the past couple of years, the occupational therapists, behavior specialist, and former school psychologist, at my school, have been tea...
Social Emotional Workshop offers practical tools for social emotional learning and counseling.
special education, behavior, behavior plans, BIPs, writing a behavior plan
Tips For Special Ed Teachers The four functions of behavior are, Sensory, Escape, Attention and Tangible. Effective intervention involves identifying the function of a behavior and incorporating st…
special education, behavior, behavior plans, BIPs, writing a behavior plan
Resources, tips, and materials to help you, help children with autism
This is a one-page document for teachers to refer to for students on a Behavior Intervention Plan (BIP). This can be quick, go-to summary page for students with a formal BIP in their Individual Education Plan (IEP). Can also be used as an informal "successful behavior plan" to address problem behavi...
Check In Check Out is an evidence-based tier two behavior intervention. Here's my best tips, tricks, and resources to help you succeed with CICO.
special education, student self-monitoring, data collection, behavior, monitoring behavior, classroom management
special education, behavior, behavior plans, BIPs, writing a behavior plan
While all behavior can be classified as seeking or avoiding, there are four common functions of behavior.
Use these portable visual reminders to promote positive behavior in your classroom. Use these bracelets for classroom management and behavior management as well as enhancing social skills, self regulation, coping strategies, conflict management, emotion control and peer relationships. This packet contains ****Please note. The files in this product are Microsoft powerpoint. Please make sure that you have the appropriate software to open powerpoint on your computer**** ***Purchase this product along with other behavior tools/ supports in one of my bundles. Click on the link to check this bundle out:*** BUNDLE: Behavior management, supports and activities. Social skills. This product is designed to provide portable and easily accessible visual reminders to help students successfully and independently demonstrate appropriate behaviors across a wide variety of social, classroom, and school wide activities/interactions. Students can wear these bracelets during times when they are likely to engage in in-appropriate behaviors or when they may need an extra reminder of the appropriate behaviors that they need to exhibit. Included are 50 different premade bracelets that can be printed off and immediately put to use. Bracelets are available in both 4 step (4 square) and 3 step (3 square) visual sequences. Each bracelet is also available in either a low ink or color option. Should your student require personalized/individualized bracelets, the pre-made bracelets are also editable (title AND behavior visual tiles). Additionally, blank bracelets are provided (with editable titles) along with over multiple different behavior visual tiles (also editable) that can either be physically cut and paste OR electronically transferred onto each bracelet to provide the ultimate personalized visual cues specific for your student. Visual tiles include: -Positive behaviors (raise hand, hands to self etc) -Self calming behaviors (deep breaths, close my eyes etc) -Negative behaviors (don’t hit, don’t yell etc) *****Bracelets targeting specific social skills can be found in a separate product (click on the link)*** Social skills visual bracelets Should your student not want to wear these as a bracelet, the ‘bracelets’ can be printed and then attached to lanyards/ bookrings etc. Specific ‘pre-made’ bracelets include: When I need help (x4) Walking in the hall (x2) When I feel mad (x2) When I’m playing with friends (x2) When I am given a direction When my teacher is talking (x2) When I’m doing my work When I make a mistake (x2) When my work is tough (x2) When I want to answer in class During programs/assemblies (x2) In the library (x2) Before I do something When I am told ‘no’ If someone teases me If it is too loud (x2) If I don’t want to play When I am sat on the rug (x4) When I can’t find something If someone calls me a name When I lose a game ‘When I am reading During recess (x2) When I get to school (x2) When I eat lunch (x2) When I get my lunch When it is dismissal (x2) When I finish my work (x2) Working on the computer When I’m done with the computer
Looking for easy ways to collect behavioral data in a #specialed class? Don't miss this post!
This bundle gets you 2 resources and you save $1.00 -Art Support Report- communication form for art specialist to the classroom teacherANDParent/Guardian Behavior Letter- communication form for art specialist to parents/guardiansBoth resources include FREE videos to help you implement these highly ...
special education, behavior, behavior plans, BIPs, writing a behavior plan
special education, behavior, behavior plans, BIPs, writing a behavior plan
I surveyed teachers on my Instagram account and learned that many special education teachers are expected to complete functional behavior assessments (FBAs) and create behavior intervention plans (BIPs) without the guidance or support from BCBAs or school psychologists. Many special education teachers also don't get training on completing FBAs. First, I'm not a Board Certified Behavior Analysis (BCBA), however I completed all of the ABA course work in my Master's program. My first few years of teaching, I really struggled with FBAs and BIPs; I didn't have much support or guidance with them and was floundering. My Master's program helped me to realize that special education teachers can conduct and create awesome FBAs & BIPs. Best practice is to work with a BCBA or school psychologist when we're able to. However, if it just isn't possible/ an option to work with a BCBA or school psychologist in some districts, so we have a responsibility to complete them ourselves. The team for conducting FBAs should always include >> families, special education teacher, general education teachers and paraprofessionals (if applicable). I'm going to share broad/ general steps for completing a FBA. I'll also link to more in depth resources for each step! For each of the steps, I will share a made-up example. Simple Steps for Completing a FBA: 1) Identify & Define the Target Behavior Identify the behavior that needs to be decreased/ increased, AKA the "target behavior." Remember that we should be very mindful to ensure that we are identifying behaviors that are safety concerns, impacting the student's ability to learn and/ or impacting the student socially. We need to make sure we aren't identifying target behaviors simply because they annoy or bother someone. After you identify the target behavior, create a measurable and concrete definition with the team. Definitions should include examples and non-examples of the target behavior. It might be helpful to have a few different people read the definition to make sure the definition is not able to be interpreted differently by anyone. Example of a measurable & concrete behavior definition: When presented with work during groups, Kim drops her body to the floor and remains on the floor for 60 seconds or more. This does not include when Kim drops her body to the floor and returns to the math table in less than 60 seconds or when she drops to the floor to pick something up. Not a measurable & concrete definition: Kim won't do her work. Kim leaves the work space. Kim has tantrums. 2) Collect ALL the Data! Collecting a variety of data points is important! The data that you collect will depend on the targeted behavior. School psychologists and BCBAs are super helpful in determining important data to collect. It's important to include: Indirect assessments (family & teacher interviews, rating scales, checklists, etc.) Antecedent behavior consequence (ABC) data and other data through direct observations (frequency, duration, latency, etc.) Data to collect on Kim's target behavior: Latency data- How long does it take Kim to drop to the floor after she is presented with work? Read more about latency data & download a free data sheet here. Duration data- How long does Kim stay on the ground? Read more about duration data & download a free data sheet here. ABC data- What happens right before Kim drops to the ground? What happens after Kim drops to the ground? Read more about ABC data & download a free data sheet here. Functional Assessment Checklist for Teachers and Staff. Click here to download the free sheet. 3) Analyze Data & Make a Hypothesis Look for patterns in the data. Is the target behavior taking place at the same time of the day or only in the presence of one staff member? What does the data tell you about the setting, consequences or antecedents of the behavior? Use the data to make a hypothesis about the function of the behavior. Again, when possible, this step is ideally completed with a BCBA or school psychologist, but work with the team you have! The 4 functions of behavior are: Attention (connection) Tangible Automatic (sensory) Escape (avoidance) Analysis of data & hypothesis of Kim's behavior: Kim drops to the floor within 10 seconds of being presented with math work. She does not drop to the floor when presented with reading work or during other lessons/ times of the school day. She also engages in this behavior when presented with math homework at home. In school, Kim dropped to the floor when presented with math work 15 out of 15 days data was collected. On average, she stayed on the ground for 27 minutes of the 30 minute math lesson. Kim continued to engage in the behavior when the following consequences occurred: verbal re-directions from staff, remarks and attention from peers, when shown visuals, proximity control, loss of privileges. According to the data, after a few prompts (verbal and visuals) from staff, the staff members stopped prompting Kim and she remained on the floor. All indirect assessments and observation data suggest that the function of Kim's behavior is to avoid/ escape math work. The team's hypothesis is that Kim's dropping to the floor behavior is maintained by getting out of completing math assignments. 4) Create a Plan & Stick With It After you have a hypothesis about the function of the behavior, it's time to make a plan (AKA make the BIP) that align to the function of the target behavior. It's crucial that the intervention allows the student to get the same outcome that the target behavior does. For example, since Kim drops to the floor to escape work, so the intervention needs to allow her a way to escape/ avoid work too. If the interventions we implement don't align to the function of the behavior (or if our hypothesis of the function was incorrect), then the plan will not change the target behavior. It's also really crucial to remember the importance of sticking with the behavior plan. Obviously we need to follow our district's expectations around data timelines, but BIPs should be implemented consistently for a couple of weeks before abandoning or changing them. Don't forget that the target behavior often gets worse before it gets better (the dreaded extinction burst!), stick with the plan! BIPs should include plans for: teaching a replacement behavior antecedent interventions (preventative strategies) consequences: for replacement behavior and target behavior (response strategies) taking and analyzing data crisis plan, if necessary Brief example of Kim's plan: Replacement behavior: Kim will request help and/ or breaks during math by handing a teacher a break card or verbally requesting it. Antecedent interventions: reducing work demands (i.g. do half of the problems, only do even numbers, complete math centers but not worksheets, etc.) scheduling frequent breaks offering choice (i.g. what writing utensil to use, what staff member to work with, where to sit, what activity to do first, etc.) Consequences (for the replacement behavior and target behavior) Replacement behavior (requesting a break or help): Kim requesting a break or help will be positively reinforced by getting a break. The duration and frequency of breaks will be reduced/ faded over time. Target behavior (drops to floor): The staff will not remove the math work demand. Kim will be expected to complete some part of the math assignment prior to moving on with the rest of her schedule. Staff can place work (with reduced demand) on floor next to Kim. Data: Team will continue to take duration and latency data. Data will be collected daily for 2 weeks. Team will review data on Wednesdays and Fridays. After 2 weeks, team will determine if plan is working. Crisis plan: not necessary 5) Continue Collecting & Analyzing Data Continuing to take and analyze data during the BIP implementation is SO important! It allows us to recognize when plans are working and when we need to modify them. Most people suggest taking data on BIPs 1-2 times a week (depending on the target behavior) and reviewing/ analyzing it weekly or bi-weekly. 6) Modify the Plan (as needed) If the team has implemented the plan consistently for a couple of weeks, and the data shows the plan isn't reducing the target behaviors... it's probably time to modify the plan. Work with the team to identify new interventions or to determine if the hypothesis of the function was incorrect. Resource Bank This blog post laid out 6 main steps in the FBA process. I have resources you can download that correspond with several of the sections: Step 1: Identify and Define the Target Behavior Resources & more info: -Defining Problem Student Behaviors (from Intervention Central) -5 Steps to Meaningful Behavioral Support: Step 1- Focus Assessment by Defining Behavior (from Autism Classroom Resources) Step 2: Collect the Data Resources & more info: -Behavior Data Sheets that Will Rock your BIPs (from Autism Classroom Resources) -Data Sheets (from Behavior Babe) -Data Collection Resources -Behavior Documentation Forms (from Earlywood Educational Services) Step 3: Analyze the Data and Make a Hypothesis Resources & more info: -WTF (What's the Function?) (from Adaptation Station) Step 4: Create a Plan and Stick With It Resources & more info: -Handout with Function-Based Interventions (from the Ceedar Center) -Design a Function-Based Intervention (from the Iris Center) -Function-Based Strategies (Hieneman)
Resources, tips, and materials to help you, help children with autism
Want more teaching time and less monitoring behavior? This Classroom Behavior Management strategy is for you!
Child behavior problems at home or school? Easily track behavior with these behavior charts ( ABC Charts and Scatterplot). Examples & Printables
The ABCs of behavior (also known three-term contingency) is one of the easiest ways to discover why a challenging behavior is occurring.
Supporting kids and teens with challenging behaviors in the classroom. Teachers and parents can use this guide to come up with strategies and techniques to help when kids don't follow directions or act out in challenging ways. It also includes a link to a free cheat sheet!
Children with challenging behaviors need positive behavior supports to meet success in the home and school settings. Negative or inappropriate behaviors may be the result of any number of things-- environmental conditions, neurological...
Special Educators Resource Room - Find the tools and support you need to feel calm, collected, and totally together as a special educator.
Editable Crisis Intervention Plan for Schools, Classrooms & Individual Students includes...What Is a Crisis? Handout & PosterStudent Crisis PreventionCrisis Intervention Tips Handout & PosterCrisis Development Model Handout & PosterCrisis Intervention Tips for the Crisis Development ...
special education, behavior, behavior plans, BIPs, writing a behavior plan
behavior plan, BIP, classroom management, behavior, classroom ideas, behavior kit, behavior support, managing behaviors, difficult behaviors,
I've been a little MIA this week in the bloggy world. SCM is my excuse. SCM stands for Safe Crisis Management, so if you gotta problem wit...
It's time to revamp your strategies for behavior management! This post shares highly effective behavior management resources for...
