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 with it...you're goin' down!! :) Just kidding of course! I have been trained this week though in restraint and de-escalation strategies. Two things have come out of this training; one I'm certified in SCM, two my leg muscles are killin'! Whew! I haven't work them out enough this summer obviously! So, even though I have spent several hours four days this week in training, I have had time for Pinterest! I always got time for that! ;) 1. I think this Parts of a Friend poster is just adorable! 2. This is a great visual to help me remember what the functions of behavior could be in an acting out student. It also helps me explain function of behavior to other people that don't exactly speak special ed. lingo 3. On Monday, I get to get into my new classroom! I am so excited! I am about to burn up my classroom decor Pinterest board! This is one of my favorites for the door decoration. 4. This Sensory Tree would be such a cool idea for the classroom! 5. I am so excited about my new school and what all this experience has yet to bring. I am thankful that God has used me in different places and different schools for His purpose and now I will be going somewhere brand new and will be able to use what I've learned over the years to grow more there. I feel so blessed that God has continued to put me on the right path!

Hi, I am Yeo Shi Jie, 0330176. The Preliminary Studies is a preparatory assignment that focuses on investigating basic notions of the city, and learning from examples of Community Centre around the world. This assignment aims to firstly introduce students to the basics in urban design and its relation to architecture, and secondly, studying and determining the programmatic function, societal role and spatial layout of an Community Centre and architectural responses for urban blocks. The Prelimin

Last time I talked about some beginning considerations in replacement skills. Today I want to talk about one of the most common type of replacement skills: communication skills. Functional Communication Training (FCT) is teaching specific

Mental health counseling worksheets offer a valuable tool for individuals seeking to explore and improve their emotional well-being. These worksheets provide a structured format to dive into various aspects of mental health, enabling individuals to understand their thoughts, emotions, and behaviors better. Whether you are a mental health professional looking for effective therapy resources or an individual seeking self-reflection and personal growth, these worksheets can be beneficial in enhancing your mental and emotional state.

FBA Behavior Analysis Summary Function Worksheet Form School Psychologist, Special Education Digital Template, Instant/Digital Download FBA FBA-BIP Form Behavior Analysis Summary Form

FAST (Functional Analysis Screening Tool) adapted to be a fillable and self-calculating digital PDF form that can be emailed. The FAST is a standard indirect assessment tool that is widely used to help determine the function of maladaptive behavior. This Adobe PDF form includes the same questions as the original FAST form but can be emailed to parents and teachers, filled out, saved, and emailed back immediately without needing to print the form. It is all done on one page and self-calculates. This document is a must-have for behavior consultants, school psychologists, special education teachers, and BCBAs. Features: Self-calculating -You no longer have to count the yeses to figure out the probable function, saving you time and possible math errors. Digital- Quickly email this form to caregivers or teachers so they can fill it out without printing and they can email it back the same day. No need to print and scan a paper document! Guided limited entry -This digital form ensures that extraneous comments are not included and eliminates the risk of errors caused by illegible handwriting or incorrect transcription from paper forms. Related Products Bestseller One Page Fillable Self-Calculating Digital QABF Form for Emailing Appearance Check for Teens and Pre-Teens Printable Negative Self-Talk Behavior Tracking Data Sheet If you found this product helpful, please consider writing a review. Writing reviews on TPT earn credits that can save you money on future resources. How to Contact the Store Owner [email protected] Visit our Teachers Pay Teachers store for more great products: https://www.teacherspayteachers.com/Store/Making-Skill-Building-Fun Keywords: digital FAST, ABA, behavior, behavior assessment, Functional analysis screening tool

A comprehensive guide designed to tackle challenging behaviors in children through a detailed exploration of three critical sections: Building Connections, Assessment in Four Steps, and Behavior Intervention Plan.

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Using a task analysis is essential in the Special Education classroom. Get a quick overview on what a task analysis is and how to use them in this post.

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Piecewise Functions play by their own rules, but that doesn't mean they have to be hard to handle. In fact, the key to understanding Piecewise-Defined

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Sentence strips that will encourage independent work while consolidating the knowledge of the function of words. Read the sentences and symbolize the words using the Montessori grammar symbols. The following parts of speech are included: article, adjective, verb, conjunction, preposition, adverb, pronoun, and interjection. Includes: symbols key 171 sentence strips answer key The sentence strips come in two variations: Set 1 - the paper symbols are placed above the sentence strip Set 2 - the symbols can be drawn on the strip above the sentence The symbols shown in the photo that are used to symbolize the sentences are NOT included with this product; they can be purchased here. This file is in PDF format.

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)

This resource, for Algebra through Pre-Calculus (used in NC Math 3), covers graphing piecewise functions, evaluating piecewise functions from a graph and equation, writing piecewise functions equation from the graph, and piecewise function word problems. This is worksheet #2; the 11 practice problems include scaffolding by breaking down the process of writing piecewise function "rules" from the graph and different types of questions including error analysis. The color coded solution key is included in this 8 page PDF resource. This practice worksheet #2 includes: Question 1: writing a piecewise function from the graph with process "broken down"; finding the domain and range Question 2: evaluating piecewise function from graph Question 3: evaluating piecewise function from equation; includes square root and exponential functions Question 4: evaluating piecewise function from graph and writing piecewise function from the graph Question 5: evaluating piecewise function from equation; error analysis Question 6: graphing piecewise function; two linear pieces one with a slope of 3/2 Question 7: evaluating piecewise function from equation; includes rational function Question 8: piecewise function word problem; asks about appropriate domain Question 9: evaluating piecewise function from 2 equations; includes finding domain of one function that's undefined at x=-2 and a cubic piece Question 10: graphing piecewise function; 2 pieces one linear and one constant Question 11: piecewise function word problem; must write the function rule Students will need to know the difference between open circles and closed circles for endpoints, sub-domains, and how to find domain and range in various contexts to be successful on this worksheet. Linear, constant, quadratic, cubic, exponential, rational, and absolute value functions are included. What You Get:  4 Pages of Student Handouts: 11 problems Answer Key: Fully worked color coded solutions for all problems included Suggestions for Use: Individually As classwork or homework Pairs You may also like: Piecewise Functions Hands On Lesson & Notes - Cut & Paste Interactive Activity Composition of Functions Word Problems Intro - Pre-Calculus/Algebra 2 Activity Composition of Functions Word Problems Advertisement Project NC Math 3 Functions & Graphs EOC Exam Review Prep I LOVE FEEDBACK Remember to leave a review and you will earn points toward FREE TPT purchases. Your feedback is greatly appreciated! Also, follow me to be notified about my new products, sales, updates, and FREEBIES! Follow me on Facebook and Instagram for math content and updates on new resources as well. If you have any questions, comments, or special requests please contact me at [email protected]! I create custom bundles if you're not finding exactly what you are looking for and accept resource requests as well. Thanks for shopping!