function-based behavior support: big ideas

Function-Based Behavior Support:Big IdeasGeorge SugaiUniversity of ConnecticutCenter on PBISwww.PBIS.org

Lemon Drop KidProblem contextsMultiple task demandsPending timelinesHalt in engaging activitiesAdult directivesVerbal & physical noncomplianceLeaving classroom -> principals officeDisruptive behavior = throwing school materials & furniture

LDK requested interventionAt first sign of problem behavior, immediately provide lemon drop candyProvide shoulder rubs & pressureIf escalation/crisis, enclose in body sock

LDK - logicBody sockCreate secure environmentRe-create maternal womb-like conditions

LDK Logic!Repetitious tactile & sensory stimulationRe-training & realigning neural pathways Improvement in neurological & physiological functioning Improvement in social competence & academic achievement

LDK OutcomesAt home.Decrease in problem behavior chainIncrease in frequency of problem behavior episodesAt school.Modification in interventionDecrease in problem behavior chain & behavior episodesIncrease in time in classroom & academic engagement Message #2: ATTEND TOFUNCTIONMessage #1: INVEST IN EVIDENCE-BASED PRACTICES

Non-validated Interventions for studentsExamplesSensory re-integration or stimulationFacilitated communicationIntrospective psychoanalytic therapiesRebirthing therapy ConcernsPoor ecological (school) validityRedirected specification of actual causal factorsAdverse side effectsFalse hopes & expectationsInefficient use of resources & opportunities Lack of empirical support

PurposeProvide overview of critical features of function-based approach to addressing problem behaviorFunction Matters!

How many of you have.Participated in behavior intervention planning meeting?Used functional assessment information to develop behavior intervention plan?Conducted functional assessment.Informally? Formally?Know why functional assessments are conducted?

Have you ever seen.

Lantana, you skipped 2 school days, so were going to suspend you for 2 more.Phloem, Im taking your book away because you obviously arent ready to learn.You want my attention?! Ill show you attention,lets take a walk down to the office & have a little chat with the Principal.Functional Approach?

Outcomes (Answers)Features & requirements of function-based approach to behavior supportProcessBehavioral description of functionGet or escape/avoidSteps in function-based approach to behavior intervention planningBehaviorally competent team

Non-examples of Function-Based approachFunction = outcome, result, purpose, consequenceLantana, you skipped 2 school days, so were going to suspend you for 2 more.Phloem, Im taking your book away because you obviously arent ready to learn.You want my attention?! Ill show you attention,lets take a walk down to the office & have a little chat with the Principal.

Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & SettingsSecondary Prevention:Specialized GroupSystems for Students with At-Risk BehaviorTertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior~80% of Students~15% ~5% CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT

SYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingDecisionMakingSupportingStudent BehaviorPositiveBehaviorSupportOUTCOMESSocial Competence &Academic Achievement

Behavior Support ElementsProblem BehaviorFunctional AssessmentIntervention & Support PlanFidelity of ImplementationImpact on Behavior & Lifestyle*Response class*Routine analysis*Hypothesis statement*Alternative behaviors*Competing behavior analysis *Contextual fit*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions*Implementation support*Data plan*Continuous improvement*Sustainability plan Team-based Behavior competence

What is FBA?A systematic process for developing statements about factors thatcontribute to occurrence & maintenance of problem behavior, & more importantly, serve as basis for developing proactive & comprehensive behavior support plans.

What is function-based support?Foundations in behavioral theory, applied behavior analysis, & positive behavior supportAttention to environmental contextEmphasis on purpose or function of behaviorFocus on teaching relevant, effective, & efficient behaviorsAttention to behavior of implementers

BehaviorismABAPBS Foundations Behavior & physiology Learned behavior Behavior & environment Behavior lawfulness Observable behavior Socially important questions Applied settings Functional relationshipPBS

Function-based support is all aboutRe-design & improvement of learning & teaching environments Attention to environment & functionNot re-design of individualsChange in behavior of implementers of plan

Logic of functional approachBehaviors are maintained by consequence events (function)Positive or negative reinforcementBehaviors are occasioned by antecedent eventsRelate antecedent to emission of behavior & likelihood of consequence event Changing behaviors requires consideration of maintaining consequences

FunctionsPos ReinfNeg Reinf

Problem Behavior

Obtain/Get Something

Escape/Avoid Something

Social

Tangible/Activity

Adult

Stimulation/Sensory

Peer

What is behavioral theory?Human behavior has neurophysiological basis Human behavior is learnedHuman behavior is triggered by antecedent eventsHuman behavior is shaped by its consequences Human behavior is lawful, manipulable, & teachable

What is applied behavior analysis?AppliedEmphasis on real environments & problemsAttention to socially important outcomesBehaviorEmphasis on behavioral theory & what individuals doesAnalysisExamination of functional relationships or predictable relationships between variables

RequirementsBehavior must be considered within context in which it is observed.Intensity of behavior support plans must be matched to intensity of problem behavior.

Local behavioral competence must be available.FBA processDevelopment, implementation, & evaluation of plansCollection & analysis of dataKnowledge about research validated practices

Decisions must be data-based. Staff must receive continuous feedback on their implementation of behavior intervention plans. Effective school-wide system of behavior support must be in place. FBA process should be team based

When has FBA been done?Clear & measurable definition of problem behaviors.Complete testable hypothesis or summary statement is provided.Statement of function (purpose) of behavior3.Data (direct observation) to confirm testable hypothesis.Behavior intervention plan based on testable hypothesisContextually appropriate supports for accurate implementation

FBAElementsContextuallyAppropriateSupportTestableHypothesisFunctionStatementCompetingPathAnalysisSupportingDataBehaviorInterventionPlanDefinition ofProblem Behavioror Class

Defining behaviorMust result in clear, measurable, & objective descriptions of individual, groups, or sequences of related behaviorsAny observable or measurable action or act.Observable beginning & endHas measurable dimension(s)Frequency, duration, latency, force, topography, locus

Consider behavior dimensions:Topography/shapeFrequencyDurationLatency,Intensity or forceLocus

Non- v. Observable(-)hyperactivity(+)initiates 5 different tasks within 2 minutes(+)leaves room at least 3 times during a 30 minute lesson(+).

Which is described in observable terms?Hits with his fist ORAggressive

Delinquent ORTakes money from peers

Psychotic ORSays she hears voices

Arrives 10 minutes late ORIrresponsible

Arrives 10 minutes lateORIrresponsible

Out of seat 55% of timeORHyperactive

Consider response classSet of topographically different behaviors with similar or related purpose or functionHit, spit, runaway, yellEscape difficult task requestCry, hit, whine, raise hand, spit..Obtain adult attention

Consider response chainsPredictable sequence of behaviorsPossibly different functions at beginning & end of chains

Ex1. Behavior ChainGiven a task, student Whispers that work is stupid, Writes on papers, Says work is stupid,Throws paper in waste basket, & Leaves room.

What is function of behavior? (Test)

Ex2. Given difficult task, studentSays this work is stupid,Pokes student at next table,Argues with student,Tells teacher to butt out,Threatens teacherRuns away from teacher who chases.

What is function of behavior? (Test)

Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorTestable HypothesisBasic UnitBest guess about behavior & conditions under which it is observed

Represents basic working unit of FBA

Directly guides development of BIP

FeaturesBest guess about behavior & conditions under which it is observed Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events.Represents basic working unit of FBA

Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorTestable HypothesisBasic UnitFollowing events that maintain behaviors of concernPreceding events that trigger or occasionSet of related behaviors of concernInfrequent events that affect value of maint. conseq.

Describing environmental events & factorsAlways examine environmental stimuli that are associated with occurrence of behaviorsAntecedent, consequence, & setting eventsE.g., persons, activities, routines, materials, events

Antecedent eventsStimuli that precede & trigger or occasion behavioral eventsOccurs before response & signals or occasions responseWhen told to shut up, Ali hits the studentWhen asked to tell capitol of Western Australia, Uluru says Perth

The teachers directions are triggers for Demetris display of verbal noncompliance, or When a peer teases her walk, Cologne is likely to use verbal profanity, orWhen sitting next to Manuella, Myounghee passes notes.

Consequence events Stimuli that follow & maintain or increase likelihood of a behavioral event. Presented contingent upon performance of a responseWhen Genghis makes rude noises in class, his peers tell him to grow up.Whenever Gladiola raises her hand & smiles, her teachers call on her.

Following Demetris verbal noncompliance, teacher redirects her direction to another student (i.e., avoids having to comply), orWhen Cologne uses verbal profanity, peer start to argue with her (increases peer attention), orMyounghee passes notes, Manuella passes a note back & teacher tells them both to get back to work (increases peer & adult attention).

Setting Events Unique situations in which factors unique to individual Make problem behavior more intense or more likely to occur (e.g., illness, fatigue, hunger, social conflict).By changing value of reinforcersE.g., praise less effective, peer attention is more reinforcing, work completion is less important.

Work completion is less important to Demetri after he has had an argument with his girlfriend before class, orColognes use of verbal profanity is more likely when she hasnt had enough sleep night before, orPeer attention is less distracting (reinforcing) when Manuella isnt feeling well.

Lack of sleep decreases value of getting to school on time, increases value of going to Hot Dog Haven.Lack of breakfast increases value of getting sent to office (by fending machines) for failing to follow directions.Having a fight with boyfriend decreases value of listening to lecture.Getting >50% of problem wrong decreases value of starting new worksheets.

When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful.Setting eventAntecedentResponseConsequenceMisses 12:30medicationTeachersmakemultipletask demandsSequoia makesnegative self-statements &writes profanelanguageTeacher sendsSequoia to office for beingdisrespectfulWhat function?Avoid difficult tasks

Setting eventAntecedentResponseConsequenceCaesar isteased severaltimes about hishair by his friends beforeclassHis teacherstares at his hair in classCaesar askshis teacher what shesstaring atHis teachersends him toin-school detentionCaesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says what are you staring at? His teacher immediately sends him to in-school detention.What function?Escape adult &peer attention

Setting eventAntecedentResponseConsequenceCleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day.New studentStudentapproaches &speaks inEnglishCleo turns awayOther student walksawayWhat function?Escape peer attention

Setting eventAntecedentResponseConsequenceWhen his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment.NoneTeacher askswhat capitolcity of countryisNapoleongive correctanswerTeacher givesverbal praise & time to workwith a friendWhat function?Access peer &adult attention

Setting eventAntecedentResponseConsequenceAs Veloce is walking, other kids look at him & say whats up? He looks back and says: Who ya lookin at?! Ya want some of this?! Ya talkin to me?! Kids shake their heads & all him weirdo.??Look at him.Whats up!Who yalookin at?Ya wantSome? Yatalkin to me?Kids shakeheads & call him weirdoWhat function?Access OR escapepeer attention?How do you know?How do you know?Assess?

TE is best guess.What if testable hypothesis is incomplete or inaccurate?Review what you knowCollect more informationChange hypothesis statementTest/confirm new hypothesis statement

TE1 for Hillary:"When Hillary sits next to Bill, Hillary whispers in his ear. Bill laughs."Test manipulation?Put Al in Bills seat.Effect:Hillary whispers in Als ear.Develop new TE!

TE2:When Hillary sits next to boys, she whispers in their ears. The boys laugh.Test manipulation?Put Tipper in Bills seat.Effect:Hillary does not whisper.

Avoid explanatory fictionsRestatement of problem & not measurable(-) Shes aggressive because shes angry(+) When she is teased about her looks & family, she uses profanity & hits until the teasing stops.

Avoid explanatory fictionsNot measurable or testable(-) Hes emotionally disturbed(+) When he is with peers, he talks about hurting them & himself.

PetuniaProblem: Petunia is in 9th grade & very inattentive. In class, she is forever inattentive, distractible, off-task, & bothering others.Explanatory fiction: Petunia has ADHD & conduct disordersTestable hypothesis: Petunia works on each assignment for about 2 minutes, answers before presentation of questions are completed, asks other students for help, & gets out of her seat 12 times per 30 min. period.

RhusProblem: Rhus is an 11th grader with autism. Hes high functioning but is hated by his peers. When he gets frustrated, he screams & bites his hand.Explanatory fiction: Rhus has Fragile X & is emotionally disturbedTestable hypothesis: Rhus has verbal skills to describe his situation, but if presented with difficult academic work & short timelines, he screams until teachers help him. If peers tease him, he bites his hand, & the teasing stops.

CatoneasterProblem: Catoneaster is a 7th grader who resists going to school each morning.Explanatory fiction: Catoneaster has parent separation anxietyTestable hypothesis: Catoneaster finds attention from his Dad to be very rewarding. His mother died when he was 5 years old. When he argues with his Dad in the parking lot, his Dad takes him out for breakfast & brings him back during 2nd period.

AzaleaProblem: Azalea is an 8th grader who skips most of her morning classes.Explanatory fiction: Azalea is a school phobic.Testable hypothesis: On days she misses breakfast, Azalea goes to the cafeteria to eat instead of going to class. When she gets to the cafeteria, she visits with her friends until a teacher tells her to go class. Her friends tell her she is cool the way she talks to teachers & skips 1st period.

Setting eventAntecedentResponseConsequenceWRITE TESTABLE HYPOTHESIS: As Veloce is walking, other kids look at him & say whats up? He looks back and says: Who ya lookin at?! Ya want some of this?! Ya talkin to me?! Kids shake their heads & all him weirdo.??Look at him.Whats up!Who yalookin at?Ya wantSome? Yatalkin to me?Kids shakeheads & call him weirdo

Example 1: Different behaviors with different functionsKirstens teachers agree that she has two behaviors that interfere with her social success at school, & develop two testable hypotheses:

Get adult attentionEscape peer social

Example 2: Same behaviors with different functions Amy teachers have noticed two different conditions when Amy displays same problem behaviors. They developed following two testable hypotheses:

Avoid peer attentionGet adult social

Functional Assessment Checklist for Teachers FACTSSTEP 1: Student/ Grade: _____Clarence/5th grade_____Date: ____January 11___________Interviewer: ___________Sugai________Respondent(s): ____Thomas_____

STEP 2: Student Profile: Please identify at least three strengths or contributions the student brings to school.C. has leadership potential. Peers listened to him, and he can be very convincing and sincere. Hes academically competent and seems to be moving smoothly and successfully through the school curriculum.

STEP 3: Problem Behavior(s): Identify problem behaviors___Tardy_X Fight/physical Aggression ___ Disruptive___ Theft___ UnresponsiveX Inappropriate Language_X__ Insubordination___ Vandalism___ Withdrawn_X__ Verbal Harassment____Work not done___ Other __________ ____X _ Verbally Inappropriate___ Self-injuryDescribe problem behavior:C. may have one of the shortest fuses Ive seen. One little tease by a peer, and he quickly and predictably escalates through a behavioral sequence that begins with passive in subordination (non response), moves to a mild protest, shifts to harassment and name calling, increases to property damage and even to physical aggression. Its interesting that he seems to enjoy the reactions he gets from peers that he aggresses toward, and from peers who look up to him for his aggressiveness.

STEP 4: Routine Analysis

Schedule(Times)ActivityLikelihood of Problem BehaviorSpecific Problem Behavior8:00Waiting to enter buildingLow High1 2 3 4 5 6See escalation described above8:15Advisory & Planning1 2 3 4 5 6Mostly teasing and touching property of others. Doesnt escalate much further9:15Language Arts1 2 3 4 5 6Occasional name calling/teasing10:15Recess1 2 3 4 5 6See escalation described above11:30Math1 2 3 4 5 6Occasional teasing12:00Lunch1 2 3 4 5 6See escalation described above12:35Earth Science1 2 3 4 5 6Minor verbal harassment1:15Art or Phy Ed1 2 3 4 5 6See escalation described above2:00Reading1 2 3 4 5 6Rarely a problem2:50Waiting for bus1 2 3 4 5 6See escalation described above

Fundamental RuleYou should not propose to reduce a problem behavior without also identifying alternative, desired behaviors person should perform instead of problem behavior (ONeill et al., 1997, p. 71).

Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorDesiredAlternativeAcceptableAlternativeTypicalConsequenceSummary Statement

Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorDesiredAlternativeTypicalConsequenceSummary StatementAcceptableAlternative

Setting EventsTriggeringAntecedentsMaintainingConsequencesProblemBehaviorLack of peercontact in 30minutes.Do difficultmath assignment.Noncompliance,profanity,physicalaggression,

Avoid task,remove fromclass.DesiredAlternativeTypicalConsequencePoints,grades,questions,more work.Do workw/ocomplaints.Summary StatementAcceptableAlternativeAsk forbreak,ask forhelp.Why is function important?Because consequences compete!!Function

Setting EventManipulationsAntecedentManipulationsConsequenceManipulationsBehaviorManipulationsTeach options to problem behavior:1. Ask for break2. Ask for help3. Turn in assignment as is.

Teach missing math skillsArrange for peer interaction before math class

Provide positive adult contact

Sit with preferred peerIntroduce review type problem before difficult tasks

Remind of alternative behaviors

Do first problem togetherImmediately reinforce entering class.

Provide reinforcer w/in 1 min. of starting task (3 min., 5 min., 10 minutes)

Give break & help

Sit with preferred peer when done

Setting EventManipulationsAntecedentManipulationsConsequenceManipulationsBehaviorManipulations

On Mondays and/or when up all of the night before.Daily nongraded quiz on previous nightshomeworkVerbal protests, slumpin chair, walks out ofroom.Avoids doing quiz &homework discussion.Do quiz withoutcomplaints.Discussion about answers & homework.Turn in with name &sit quietly w/o interrupting.

On Mondays and/or when up all of the night before.Daily nongraded quiz on previous nightshomeworkVerbal protests, slumpin chair, walks out ofroom.Avoids doing quiz &homework discussion.Do quiz withoutcomplaints.Discussion about answers & homework.Turn in with name &sit quietly w/o interrupting.+ Give time to review homework.+ Give quiet time before starting.+ Give easy warm-up task before doing quiz.+ Precorrect behavior options & consequences.+ With first sign of problem behaviors, remove task, orrequest completion of task next period.+ Remove task based on step in task analysis (STO).+ Provide effective verbal praise & other reinforcers.Teach options to problem behavior:1. Turn in blank2. Turn in w/ name3. Turn in w/ name & first item done.4. Turn in w/ name & 50% of items done.

BIP GuidelinesDesign antecedent strategies to make triggering antecedents irrelevant.so they no longer serve as triggers.Design behavior teaching strategies to make problem behaviors inefficient.so more acceptable behaviors are easier to do.

3.Design consequence strategies to make maintaining consequences ineffectiveso they no longer are present or are less reinforcing.4.Design setting event strategies to eliminate or neutralize effects of setting eventsso they have less impact on routines & reinforcers.

Neutralize/eliminatesettingeventsAdd relevant & remove irrelevanttriggersTeach alternativethat is moreefficientAdd effective & & removeineffectivereinforcers

Features of Effective InterventionsInterventions or practices that make problem behavior ineffective, inefficient, & irrelevantArrange environment for preventionTeach new skillsPrevent reinforcement of problem behaviorIncrease reinforcement of desired & replacement behaviorsEstablish consequences for problem behaviors

Supports that enable accurate & durable implementation of interventionsEnsure contextual fitOrganize adult responsibilities, tasks, etc.Embed interventions in IEPEstablish effective, efficient, & relevant school-wide behavior support systems

FBA Team Process StepsCollect information.Develop testable hypothesis or summary statement.Collect direct observation data to confirm summary statement.Develop competing pathways summary statement.Develop BIP.Develop details & routines for full implementation of BSP.Develop strategies for monitoring & evaluating implementation of BSP.

Process GuidelinesConducted by teamBehaviorally competentStudent-knowledgeableLed by behavior specialistLink behavioral strategies to summary statementEnsure that implementers are fluentMonitor continuously & evaluate early

6 FBA MisrulesOnly one way to conduct FBA.FA process is basically sameMethods for collecting data may varyObserveAskReview recordsTestNO

Must do everything every time.

Base FBA activity on what you knowFBA is systematic planning processNO

Everyone has to know how to do a full FBA.Small number of people must have high fluencyAll people must know process & what to expectSome individuals must work on sustainabilityNO

FBA is it..One component of comprehensive plan of behavior supportacademic, medical, vocational, mental health, etc.

NO

FBA is only for students with disabilitiesProcess for behavior of all individuals across multiple settingsNO

6. Power, authority, control, etc. are functions.

2 research validated functionsPos. & Neg. Reinf.NO

FunctionsPos ReinfNeg Reinf

Problem Behavior

Obtain/Get Something

Escape/Avoid Something

Social

Tangible/Activity

Adult

Stimulation/Sensory

Peer

Neutralize settingeventMake triggers irrelevant.Make problem behavior inefficient.Make consequences ineffective.

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School DaysPercent of Intervals Engaged in Problem Behavior

Class B Results

School DaysPercent of Intervals Engaged in Problem BehaviorClass B Results + Composite PeersPeerPeerPeer

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Helena

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14%19%14%11%33%33%42%31%14%22%39%14%

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DateS1PeerCI/COPercent of Points

26-Oct56

29-Oct2558

2-Nov296

3-Nov5321

9-Nov228

10-Nov3622

16-Nov31386%

17-Nov192086%

23-Nov173678%

30-Nov111781%

1-Dec173683%

3-Dec283181%

7-Dec112569%

10-Dec1919

4-Jan3911

6-Jan288

7-Jan1125

11-Jan17819

13-Jan141911

14-Jan14140

15-Jan8190

18-Jan221422

21-Jan14110

25-Jan613325

27-Jan313311

31-Jan144210

1-Feb393122

3-Feb331425

4-Feb28220

7-Feb253917

8-Feb11148

14-Feb17283

15-Feb19368

17-Feb28118

23-Feb86

24-Feb1010

25-Feb417

28-Feb170

3-Mar1422

4-Mar08

8-Mar2010

10-Mar66

11-Mar017

15-Mar730

16-Mar00

30-Mar33

31-Mar619

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4-May10

5-May1037

10-May337

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26-May220

PERCENT OF POINTS

15-Nov16-Nov18-Nov19-Nov22-Nov23-Nov24-Nov29-Nov30-Nov1-Dec2-Dec3-Dec6-Dec7-Dec8-Dec

92%86%86%100%72%78%83%78%81%83%89%81%75%69%39%

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0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

T3

Peer

CI/CO

Percent of Points

School Days Observed

Percent Intervals Engaged in Problem Behavior

Sheet5

Daevon

Began medication

S1

Sheet6

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

Peer

Daevon

S1

Peer

Sheet7

Farrell

Began meds.

S1

Peer

Sheet9

PROLEM BX

Katlyn

21-Jan25-Jan27-Jan31-Jan1-Feb3-Feb4-Feb7-Feb8-Feb

25%22%8%

11%33%33%42%31%14%22%39%14%

0%25%11%11%22%25%0%17%8%

DateS1PeerPercent of Points

26-Oct6

29-Oct8358

2-Nov426

3-Nov5321

9-Nov8

10-Nov22

16-Nov281378%

17-Nov112095%

23-Nov223692%

30-Nov81797%

1-Dec036

3-Dec31

7-Dec62597%

10-Dec819100%

4-Jan11100%

6-Jan88100%

7-Jan2825100%

11-Jan198100%

13-Jan19100%

14-Jan14100%

15-Jan19

18-Jan2214100%

21-Jan1197%

25-Jan253394%

27-Jan33100%

31-Jan42100%

1-Feb223194%

3-Feb14100%

4-Feb2297%

7-Feb3997%

8-Feb814

14-Feb28100%

15-Feb83697%

17-Feb1197%

23-Feb697%

24-Feb10100%

25-Feb1797%

28-Feb17094%

3-Mar22

4-Mar8

8-Mar010

10-Mar66

11-Mar17

15-Mar30

16-Mar0

30-Mar3

31-Mar19

1-Apr7

5-Apr17

6-Apr6

7-Apr0

13-Apr7

20-Apr11

28-Apr33

29-Apr17

4-May10

5-May37

10-May37

11-May0

18-May7

19-May33

25-May10

26-May0

Sheet9

Katlyn

Sheet8

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

BL

CI/CO

CI/CO75%

CI/CO80%

CI/CO90%

Katlyn

Sheet1

BL

CI/CO

CI/CO75%

CI/CO80%

CI/CO90%

Katlyn

Peer

Sheet1 (2)

BL

CI/CO

CI/CO75%

CI/CO80%

CI/CO90%

Katlyn

Sheet2

BL

CI/CO

CI/CO +75%

CI/CO +80%

CI/CO +90%

Helena

Sheet3

Samantha

DateS1PeerPercent of PointsCI/CO

26-Oct6CI/CO

29-Oct58

2-Nov376

3-Nov5021

9-Nov368

10-Nov22

16-Nov1713100%

17-Nov620100%

23-Nov1936100%

30-Nov401767%

1-Dec3336

3-Dec3331

7-Dec222594%

10-Dec361997%

4-Jan3611100%

6-Jan48100%

7-Jan625100%

11-Jan892%19

13-Jan1970%1119

14-Jan1481%011

15-Jan01900

18-Jan1494%220

21-Jan11100%022

25-Jan33100%250

27-Jan33100%1125

31-Jan114294%1011

1-Feb3197%2210

3-Feb251489%2522

4-Feb2294%025

7-Feb173975%170

8-Feb1486%817

14-Feb28100%8

15-Feb3694%

17-Feb1192%

23-Feb36692%

24-Feb231078%

25-Feb1797%

28-Feb097%

3-Mar2275%

4-Mar42889%

8-Mar10

10-Mar6

11-Mar4717

15-Mar3330

16-Mar0

30-Mar3

31-Mar19

1-Apr177

5-Apr4017

6-Apr366

7-Apr110

13-Apr107

20-Apr11

28-Apr2233

29-Apr1017

4-May010

5-May337

10-May837

11-May200

18-May207

19-May1733

25-May1310

26-May180

Sheet3

11/1511/1611/1711/18 11/19 11/2211/23 11/2411/29 11/30 12/2 12/3 12/4 12/6 12/7 12/8 12/9 12/10 12/13 12/14 12/15 12/16 12/17 1/3 1/4 1/5 1/6 1/7

School Days

Percent of Points

Percent of Points Earned Across School Days

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Samantha

Peer

Samantha

Olivia

PROBLEM BX

NickREAL TIME

26-Oct29-Oct2-Nov3-Nov9-Nov10-Nov16-Nov17-Nov23-Nov30-Nov1-Dec3-Dec7-Dec10-Dec4-Jan6-Jan7-Jan11-Jan13-Jan14-Jan15-Jan18-Jan21-Jan

S683%56%23%58%64%67%17%42%36%83%33%19%22%40%39%50%19%36%61%36%31%

Peer6%58%6%21%8%22%13%20%36%17%36%31%25%19%11%8%25%8%19%14%19%14%11%

OBSERVED DATES w/ PEERS & POINTS

26-Oct29-Oct2-Nov3-Nov9-Nov10-Nov16-Nov17-Nov23-Nov30-Nov1-Dec3-Dec7-Dec10-Dec4-Jan6-Jan7-Jan

1234567891011121314151617181920212223

Peer65862182213203617363125191182581914191411

TC835623586467174236833319224039501936613631

TC Points955381868910092

OBSERVED DATES w/ PEERS & POINTSw/o PEERS & w/ POINTS

PERCENT OF POINTS

15-Nov16-Nov17-Nov18-Nov19-Nov22-Nov23-Nov24-Nov29-Nov30-Nov2-Dec3-Dec4-Dec8-Dec9-Dec10-Dec13-Dec14-Dec15-Dec16-Dec17-Dec3-Jan4-Jan5-Jan6-Jan7-Jan

97%95%53%50%81%97%81%86%92%86%97%92%94%78%97%89%83%89%89%67%75%94%89%97%100%92%

70%70%70%70%70%75%75%75%75%75%75%75%75%75%75%75%75%

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

Intervention

S6

Peer

School Days

Percent of Intervals

Percent of Intervals Engaged in Pre-identified Problem Behavior Across School Days

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

11/15 11/16 11/17 11/18 11/19 11/22 11/23 11/24 11/29 11/30 12/2 12/3 12/4 12/8 12/9 12/10 12/13 12/14 12/15 12/16 12/17 1/3 1/4 1/5 1/6 1/7

School Days

Percent of Points


0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Peer

TC

TC Points

Days

% Intervals with Problem Behavior

Nick

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

10/26 10/29 11/2 11/3 11/9 11/10 11/16 11/17 11/23 11/30 12/1 12/3 12/7 12/10 1/4 1/6 1/7 1/11 1/13 1/14 1/15 1/18 1/21

Peer

TC

TC Points

Days


Nick

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Peer

TC

TC Points

Days


Nick

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

10/26 10/29 11/2 11/3 11/9 11/10 11/16 11/17 11/23 11/30 12/1 12/3 12/7 12/10 1/4 1/6 1/7 1/11 1/13 1/14 1/15 1/18 1/21

Peer

TC

TC Points

Days


Nick

Tanner

DateS1PeerPercent of PointsFidelity %CI/CO

126-Oct6

229-Oct58

32-Nov6

43-Nov21

59-Nov8

610-Nov22

716-Nov13

817-Nov20

923-Nov36

1030-Nov17

111-Dec36

123-Dec31

137-Dec25

1410-Dec19

154-Jan11

166-Jan8

177-Jan25

1811-Jan8

1913-Jan19

2014-Jan14

2115-Jan19

2218-Jan14

2321-Jan11

2425-Jan3394%

2527-Jan3389%

2631-Jan4286%

271-Feb3156%

283-Feb1494%

294-Feb2294%

307-Feb3967%

318-Feb14

3214-Feb2892%

3315-Feb3669%

3417-Feb1194%

3523-Feb669%

3624-Feb47186%

3725-Feb381794%

3828-Feb17075%

393-Mar192281%

404-Mar26889%

418-Mar1310

4210-Mar336

4311-Mar3817

4415-Mar1330

4516-Mar00

4630-Mar03

4731-Mar1119

481-Apr107

495-Apr717

506-Apr6

517-Apr0

5213-Apr107

5320-Apr811

5428-Apr633

5529-Apr1917

564-May210

575-May037

5810-May2040

5911-May170

6018-May137

6119-May1733

6225-May1710

6326-May170

OFF TASK

26-Oct

29-Oct

2-Nov

3-Nov

9-Nov

10-Nov

16-Nov

17-Nov

23-Nov

30-Nov

1-Dec

3-Dec

7-Dec

10-Dec

4-Jan

6-Jan

7-Jan

11-Jan

13-Jan

14-Jan

15-Jan

18-Jan

21-Jan

25-Jan

27-Jan

31-Jan

1-Feb

3-Feb

4-Feb

7-Feb

8-Feb

14-Feb

15-Feb

17-Feb

23-Feb

24-Feb

25-Feb

28-Feb12.5

3-Mar8.3

4-Mar11.9

8-Mar6.7

10-Mar19.4

11-Mar20.8

15-Mar10

16-Mar0

NON-COMPLIANCE

26-Oct

29-Oct

2-Nov

3-Nov

9-Nov

10-Nov

16-Nov

17-Nov

23-Nov

30-Nov

1-Dec

3-Dec

7-Dec

10-Dec

4-Jan

6-Jan

7-Jan

11-Jan

13-Jan

14-Jan

15-Jan

18-Jan

21-Jan

25-Jan

27-Jan

31-Jan

1-Feb

3-Feb

4-Feb

7-Feb

8-Feb

14-Feb

15-Feb

17-Feb

23-Feb

24-Feb

25-Feb

28-Feb0

3-Mar0

4-Mar4.8

8-Mar0

10-Mar8.3

11-Mar8.3

15-Mar3.3

16-Mar0

TALKING TO PEERS

26-Oct

29-Oct

2-Nov

3-Nov

9-Nov

10-Nov

16-Nov

17-Nov

23-Nov

30-Nov

1-Dec

3-Dec

7-Dec

10-Dec

4-Jan

6-Jan

7-Jan

11-Jan

13-Jan

14-Jan

15-Jan

18-Jan

21-Jan

25-Jan

27-Jan

31-Jan

1-Feb

3-Feb

4-Feb

7-Feb

8-Feb

14-Feb

15-Feb

17-Feb

23-Feb

24-Feb

25-Feb

28-Feb4.2

3-Mar5.5

4-Mar2.4

8-Mar10

10-Mar5.5

11-Mar0

15-Mar3.3

16-Mar0

Problem Bx addressed by FB plan

26-Oct

29-Oct

2-Nov

3-Nov

9-Nov

10-Nov

16-Nov

17-Nov

23-Nov

30-Nov

1-Dec

3-Dec

7-Dec

10-Dec

4-Jan

6-Jan

7-Jan

11-Jan

13-Jan

14-Jan

15-Jan

18-Jan

21-Jan

25-Jan

27-Jan

31-Jan

1-Feb

3-Feb

4-Feb

7-Feb

8-Feb

14-Feb

15-Feb

17-Feb

23-Feb

24-Feb33

25-Feb29

28-Feb16.7

3-Mar13.9

4-Mar19

8-Mar16.7

10-Mar33.3

11-Mar33.3

15-Mar16.7

16-Mar0

30-Mar0

31-Mar13.89

1-Apr3

5-Apr7

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

Tanner

S1

Peer

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Tanner

S1

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

FB Plan

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

FB Plan

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

FBPlan

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

FBPlan

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Tanner

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Ben

S1

AnnaREAL TIMEPROBLEM BX

26-Oct29-Oct2-Nov3-Nov9-Nov10-Nov16-Nov17-Nov23-Nov30-Nov1-Dec3-Dec7-Dec10-Dec4-Jan6-Jan7-Jan11-Jan13-Jan14-Jan15-Jan18-Jan21-Jan25-Jan27-Jan31-Jan1-Feb3-Feb4-Feb7-Feb8-Feb

S738%33%47%23%31%69%33%33%25%36%43%14%28%42%20%25%22%25%22%28%17%31%25%22%33%19%44%42%33%31%

Peer6%58%6%21%8%22%13%20%36%17%36%31%25%19%11%8%25%8%19%14%19%14%11%33%33%42%31%14%22%39%14%

83698978868383869419%11%0%0%22%0%25%11%11%22%25%0%17%8%

836989788683838694


26-Oct386

29-Oct3358

2-Nov476

3-Nov2321

9-Nov318

10-Nov6922

16-Nov331383%

17-Nov2069%

23-Nov333689%

30-Nov251778%

1-Dec3636

3-Dec4331

7-Dec142586%

10-Dec281983%

4-Jan421183%

6-Jan20886%

7-Jan252594%

11-Jan22869%19

13-Jan251947%11

14-Jan22140

15-Jan281983%0

18-Jan171492%22

21-Jan311178%0

25-Jan253383%25

27-Jan223372%11

31-Jan334292%10

1-Feb193183%22

3-Feb441478%25

4-Feb422292%0

7-Feb333969%17

8-Feb311464%8

14-Feb112889%3

15-Feb173689%8

17-Feb231181%8

23-Feb22678%75

24-Feb33192%60

25-Feb251794%71

28-Feb17094%50

3-Mar82278%100

4-Mar23881%75

8-Mar131067

10-Mar226

11-Mar017

15-Mar1330

16-Mar0067

30-Mar0383

31-Mar319

1-Apr37

5-Apr2317

6-Apr136

7-Apr0

13-Apr107

20-Apr311

28-Apr3133

29-Apr1917

4-May010

5-May37

10-May2040

11-May80

18-May337

19-May2333

25-May2010

26-May00

TALKING TO PEERS

26-Oct

29-Oct

2-Nov

3-Nov

9-Nov

10-Nov

16-Nov

17-Nov

23-Nov

30-Nov

1-Dec

3-Dec

7-Dec

10-Dec

4-Jan

6-Jan

7-Jan

11-Jan

13-Jan

14-Jan

15-Jan

18-Jan

21-Jan

25-Jan

27-Jan

31-Jan

1-Feb

3-Feb

4-Feb

7-Feb

8-Feb

14-Feb

15-Feb

17-Feb

23-Feb

24-Feb

25-Feb

28-Feb12.5

3-Mar0

4-Mar3.3

8-Mar3.3

10-Mar11

11-Mar0

15-Mar4.2

16-Mar0

30-Mar0

OUT OF SEAT

26-Oct

29-Oct

2-Nov

3-Nov

9-Nov

10-Nov

16-Nov

17-Nov

23-Nov

30-Nov

1-Dec

3-Dec

7-Dec

10-Dec

4-Jan

6-Jan

7-Jan

11-Jan

13-Jan

14-Jan

15-Jan

18-Jan

21-Jan

25-Jan

27-Jan

31-Jan

1-Feb

3-Feb

4-Feb

7-Feb

8-Feb

14-Feb

15-Feb

17-Feb

23-Feb

24-Feb

25-Feb

28-Feb0

3-Mar0

4-Mar3.3

8-Mar0

10-Mar0

11-Mar0

15-Mar0

16-Mar0

Problem Bx by FB Plan

26-Oct

29-Oct

2-Nov

3-Nov

9-Nov

10-Nov

16-Nov

17-Nov

23-Nov

30-Nov

1-Dec

3-Dec

7-Dec

10-Dec

4-Jan

6-Jan

7-Jan

11-Jan

13-Jan

14-Jan

15-Jan

18-Jan

21-Jan

25-Jan

27-Jan

31-Jan

1-Feb11

3-Feb28

4-Feb11

7-Feb2.8

8-Feb13.9

14-Feb8

15-Feb3.3

17-Feb0

23-Feb8

24-Feb13.3

25-Feb12.5

28-Feb12.5

3-Mar0

4-Mar6.7

8-Mar3.3

10-Mar11.1

11-Mar0

15-Mar4.2

16-Mar0

30-Mar0

31-Mar3

1-Apr3

5-Apr10

6-Apr

7-Apr

13-Apr

20-Apr

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

Anna

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

Anna

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Anna

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Anna

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Blair

26-Oct29-Oct2-Nov3-Nov9-Nov10-Nov16-Nov17-Nov23-Nov30-Nov1-Dec3-Dec7-Dec10-Dec4-Jan6-Jan7-Jan11-Jan13-Jan14-Jan15-Jan18-Jan21-Jan25-Jan27-Jan31-Jan1-Feb3-Feb4-Feb7-Feb8-Feb

12345678910111213141516171819202122232425262728293031

TrentS119%14%23%58%78%33%19%33%14%11%53%19%22%25%23%36%25%25%58%22%58%64%25%31%31%14%Trent

AllyS267%24%53%58%19%14%6%3%0%3%6.00%6%11%6%8%0%0%11%0%Ally

DaevonS35%25%29%53%22%36%3%19%17%11%17%28%11%19%39%28%11%17%14%14%8%22%14%61%31%14%39%33%28%25%11%Daevon

KatlinS483%42%53%28%11%22%8%0%6%8%8%28%19%22%25%22%8%Katlyn

SamanthaS537%50%36%17%6%19%40%33%33%22%36%36%4%6%11%0%11%25%17%Samantha

NickS683%56%23%58%64%67%17%42%36%83%33%19%22%40%39%50%19%36%61%36%31%Nick

AnnaS738%33%47%23%31%69%33%33%25%36%43%14%28%42%20%25%22%25%22%28%17%31%25%22%33%19%44%42%33%31%Anna

PeerPeer6%58%6%21%8%22%13%20%36%17%36%31%25%19%11%8%25%8%19%14%19%14%11%33%33%42%31%14%22%39%14%Peer

20-Oct22-Oct19%11%0%0%22%0%25%11%11%22%25%0%17%8%

31%

12%0%1

17%

75%

45%0%

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

00000000

Stamp card and Procedure re-training

Music & speliing

Math (am)

Spelling, Music, & Writing

Social skills classbegins (1x a week)& IA present to provide Sr+ in afternoons

Math (am)

Music & Writing (am)

Reading(am)

BEPinterventionbegins

Music (sub)Spelling& Writing

Math (am)

75% of ptsneeded

Artproject (pm)

Music,Spelling,Writing

Math(am)

Spelling, Writing, End of day activities

Music, Spelling, & Writing

Math (am)

S1

S2

S3

S4

S5

S6

S7

Peer

School Days

% of Intervals


Dave's participants

SEAN

TCPeerCICO peer% pts

128-Oct33

229-Oct17

33-Nov5439

48-Nov30

59-Nov2829

610-Nov

717-Nov3920

818-Nov4210

919-Nov2029

1024-Nov370

112-Dec1413

123-Dec303

137-Dec1311

1415-Dec2219

1516-Dec537

165-Jan0

177-Jan427

187-Jan6433

1911-Jan7017

2013-Jan30317

2114-Jan302727

2219-Jan171161

2320-Jan504030

2421-Jan272028

2526-Jan43710

2626-Jan58200

2726-Jan23500

281-Feb43040

292-Feb30317

304-Feb20313

318-Feb27033

3210-Feb2720

3318-Feb371033

3418-Feb802760

351-Mar27320

362-Mar131013

374-Mar10213

DYLAN

TCpeerCICO

128-Oct033

229-Oct1717

33-Nov5039

48-Nov2530

59-Nov6329

610-Nov55

717-Nov3320

818-Nov2310

919-Nov2529

1024-Nov270

112-Dec2013

123-Dec73

137-Dec1411

1415-Dec2219

1516-Dec37

165-Jan170

177-Jan7

187-Jan33

1911-Jan33017

2013-Jan3317

2114-Jan02727

2219-Jan61161

2320-Jan334030

2421-Jan212028

2526-Jan10710

2626-Jan20200

2726-Jan33500

281-Feb17040

292-Feb17317

304-Feb7313

318-Feb17033

3210-Feb332720

3318-Feb1033

3418-Feb2760

351-Mar27320

362-Mar171013

374-Mar8213

LIL MARION

128-Oct5833

229-Oct017

33-Nov3839

48-Nov4430

59-Nov2329

610-Nov

717-Nov020

818-Nov4010

919-Nov1729

1024-Nov250

112-Dec3313

123-Dec143

137-Dec1111

1415-Dec2519

1516-Dec227

165-Jan170

177-Jan447

187-Jan2833

1911-Jan40017

2013-Jan13317

2114-Jan672727

2219-Jan01161

2320-Jan434030

2421-Jan272028

2526-Jan10710

2626-Jan47200

2726-Jan23500

281-Feb30040

292-Feb17317

304-Feb17313

318-Feb30033

3210-Feb402720

3318-Feb471033

3418-Feb432760

351-Mar6320

362-Mar01013

374-Mar3213

80

81

82

82

88

65

88

63

65

78

88

67

90

66

88

88

89

91

92

93

77

83

88

67

52

20

21

22

25

19

17

15

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Homer

Probes

Trent

PROBLEM BX

DateT1PeerCI/COT1 % PointsFidelity %

26-Oct196

29-Oct58

2-Nov146

3-Nov2321

9-Nov588

10-Nov7822

16-Nov331389%

17-Nov192080%

23-Nov3335.667%

30-Nov141788%

1-Dec113691%

3-Dec533194%

7-Dec192597%

10-Dec2219

4-Jan2511

6-Jan238

7-Jan3625

11-Jan819

13-Jan251911

14-Jan25140

15-Jan190

18-Jan581422

21-Jan22110

25-Jan3325

27-Jan3311

31-Jan584210

1-Feb643122

3-Feb251425100

4-Feb3122083

7-Feb31391775

8-Feb1414871

14-Feb282883

15-Feb2236

17-Feb11

23-Feb36100

24-Feb101080

25-Feb211789

28-Feb050

3-Mar252271

4-Mar20871

8-Mar71067

10-Mar17667

11-Mar1017

15-Mar1430

16-Mar7071

30-Mar20386

31-Mar619

1-Apr07

5-Apr2017

6-Apr66

7-Apr30

13-Apr77

20-Apr1011

28-Apr33

29-Apr1717

4-May710

5-May1037

10-May737

11-May170

18-May77

19-May733

25-May710

26-May140

TALK OUTS

26-Oct

29-Oct

2-Nov

3-Nov

9-Nov

10-Nov

16-Nov

17-Nov

23-Nov

30-Nov

1-Dec

3-Dec

7-Dec

10-Dec

4-Jan

6-Jan

7-Jan

11-Jan

13-Jan

14-Jan

15-Jan

18-Jan

21-Jan

25-Jan

27-Jan

31-Jan

1-Feb

3-Feb

4-Feb

7-Feb

8-Feb

14-Feb

15-Feb

17-Feb

23-Feb

24-Feb

25-Feb

28-Feb

3-Mar5.5

4-Mar0

8-Mar3.3

10-Mar2.8

11-Mar3.3

15-Mar2.8

16-Mar3.3

OUT OF SEAT

26-Oct

29-Oct

2-Nov

3-Nov

9-Nov

10-Nov

16-Nov

17-Nov

23-Nov

30-Nov

1-Dec

3-Dec

7-Dec

10-Dec

4-Jan

6-Jan

7-Jan

11-Jan

13-Jan

14-Jan

15-Jan

18-Jan

21-Jan

25-Jan

27-Jan

31-Jan

1-Feb

3-Feb

4-Feb

7-Feb

8-Feb

14-Feb

15-Feb

17-Feb

23-Feb

24-Feb

25-Feb

28-Feb

3-Mar5.5

4-Mar3.3

8-Mar0

10-Mar0

11-Mar0

15-Mar0

16-Mar3.3

Problem behavior by FB plan

26-Oct

29-Oct

2-Nov

3-Nov

9-Nov

10-Nov

16-Nov

17-Nov

23-Nov

30-Nov

1-Dec

3-Dec

7-Dec

10-Dec

4-Jan

6-Jan

7-Jan

11-Jan

13-Jan8.3

14-Jan5.6

15-Jan

18-Jan0

21-Jan2.8

25-Jan

27-Jan

31-Jan5.6

1-Feb5.6

3-Feb2.8

4-Feb5.6

7-Feb0

8-Feb2.8

14-Feb0

15-Feb2.8

17-Feb

23-Feb0

24-Feb6.7

25-Feb12.5

28-Feb

3-Mar11.1

4-Mar3.3

8-Mar3.3

10-Mar2.8

11-Mar3.3

15-Mar2.8

16-Mar6.7

30-Mar2.8

31-Mar0

1-Apr0

5-Apr0

6-Apr6

7-Apr3

13-Apr7

20-Apr10

Tam

Probes

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Jamal

Probes

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Samantha

Baseline

CICO-70% of points needed

CICO-80% of points needed

CICO-90% ofpoints needed

Probes

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Marcellus

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Lauren

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Morrie

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Baseline

Baseline

Peer Monitoring

Peer Monitoring

Penelope

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Montana

Immediate Teacher Feedback

Self-management

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Chase

BL

CI/CO +75%

CI/CO

CI/CO +80%

CI/CO+ 90%

Randy

Isabel

Trent

BL

CI/CO

CI/CO75%

CI/CO80%

FB plan

FB plan 2

T1

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

Peer

Trent

BL

CI/CO

CI/CO75%

CI/CO80%

FB plan

FB plan 2

T1

Peer

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

Trent

BL

CI/CO

CI/CO75%

CI/CO80%

FB plan

FB plan 2

T1

Fidelity %

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

FB Plan

FB Plan Modified

CICO

Trent

Marcellus

BL

CI/CO

CI/CO75%

CI/CO80%

FB plan

FB plan 2

T1

PROBLEM BX

Ally


26-Oct6

29-Oct6758

2-Nov246

3-Nov5321

9-Nov588

10-Nov22

16-Nov1913

17-Nov1420100%

23-Nov63695%

30-Nov317100%

1-Dec036100%

3-Dec331100%

7-Dec625100%

10-Dec619100%

4-Jan1111100%

6-Jan68100%

7-Jan825100%

11-Jan8100%

13-Jan19100%

14-Jan014100%

15-Jan19

18-Jan14100%

21-Jan611100%

25-Jan33100%

27-Jan1133

31-Jan42100%

1-Feb31100%

3-Feb14100%

4-Feb022100%

7-Feb39

8-Feb14

14-Feb328100%

15-Feb36100%

17-Feb811100%

23-Feb697%

24-Feb10100%

25-Feb017100%

28-Feb0100%

3-Mar622100%

4-Mar8100%

8-Mar10

10-Mar6

11-Mar17

15-Mar30

16-Mar30

30-Mar3

31-Mar19

1-Apr7

5-Apr17

6-Apr6

7-Apr00

13-Apr7

20-Apr011

28-Apr33

29-Apr17

4-May310

5-May37

10-May37

11-May0

18-May7

S219-May1033

Pts.25-May10

26-May0

6

58

6

21

8

22

13

20

36

17

36

31

25

19

11

8

25

8

19

14

19

14

11

33

33

42

31

14

22

39

14

28

36

11

6

10

17

0

22

8

10

6

17

30

0

Ally

BL

CI/CO

CI/CO75%

CI/CO80%

CI/CO90%

S1

Peer

Percent of Points

Percent of Intervals Engaged in Problem Behavior

Points Earned

Ally

Ally

Jade

Chart5

386516

6758

246

5321

588

3866622

1913

1420

636

317

036

331

625

619

1111

68

825

383638

3836519

014

3836719

3837014

611

3837733

1133

3838342

3838431

3838614

022

3839039

3839114

328

3839836

811

384066

3840710

017

384110

622

384158

3841910

384216

3842217

3842630

30

384413

3844219

384437

3844717

384486

00

384557

011

3847033

3847117

310

3847737

3848237

384830

384907

1033

3849710

384980

Jade

Sheet4

Daevon

14-Jan15-Jan18-Jan21-Jan25-Jan27-Jan31-Jan1-Feb3-Feb4-Feb7-Feb8-Feb

14%8%22%14%61%31%14%39%33%28%25%11%

14%19%14%11%33%33%42%31%14%22%39%14%

0%0%22%0%25%11%11%22%25%0%17%8%

DateS1PeerCI/COPercent of Points

26-Oct56

29-Oct2558

2-Nov296

3-Nov5321

9-Nov228

10-Nov3622

16-Nov31386%

17-Nov192086%

23-Nov173678%

30-Nov111781%

1-Dec173683%

3-Dec283181%

7-Dec112569%

10-Dec1919

4-Jan3911

6-Jan288

7-Jan1125

11-Jan17819

13-Jan141911

14-Jan14140

15-Jan8190

18-Jan221422

21-Jan14110

25-Jan613325

27-Jan313311

31-Jan144210

1-Feb393122

3-Feb331425

4-Feb28220

7-Feb253917

8-Feb11148

14-Feb17283

15-Feb19368

17-Feb28118

23-Feb86

24-Feb1010

25-Feb417

28-Feb170

3-Mar1422

4-Mar08

8-Mar2010

10-Mar66

11-Mar017

15-Mar730

16-Mar00

30-Mar33

31-Mar619

1-Apr7

5-Apr2017

6-Apr06

7-Apr0

13-Apr07

20-Apr411

28-Apr033

29-Apr17

4-May10

5-May1037

10-May337

11-May00

18-May7

19-May1033

25-May1010

26-May220

PERCENT OF POINTS

15-Nov16-Nov18-Nov19-Nov22-Nov23-Nov24-Nov29-Nov30-Nov1-Dec2-Dec3-Dec6-Dec7-Dec8-Dec

92%86%86%100%72%78%83%78%81%83%89%81%75%69%39%

70%70%70%70%70%75%75%75%75%75%75%75%75%75%75%

Sheet4

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

0000

T3

Peer

CI/CO

Percent of Points

School Days Observed

Percent Intervals Engaged in Problem Behavior

Sheet5

Daevon

Began medication

S1

Sheet6

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

Peer

Daevon

S1

Peer

Sheet7

Farrell

Began meds.

S1

Peer

Sheet9

PROLEM BX

Katlyn

21-Jan25-Jan27-Jan31-Jan1-Feb3-Feb4-Feb7-Feb8-Feb

25%22%8%

11%33%33%42%31%14%22%39%14%

0%25%11%11%22%25%0%17%8%


26-Oct6

29-Oct8358

2-Nov426

3-Nov5321

9-Nov8

10-Nov22

16-Nov281378%

17-Nov112095%

23-Nov223692%

30-Nov81797%

1-Dec036

3-Dec31

7-Dec62597%

10-Dec819100%

4-Jan11100%

6-Jan88100%

7-Jan2825100%

11-Jan198100%

13-Jan19100%

14-Jan14100%

15-Jan19

18-Jan2214100%

21-Jan1197%

25-Jan253394%

27-Jan33100%

31-Jan42100%

1-Feb223194%

3-Feb14100%

4-Feb2297%

7-Feb3997%

8-Feb814

14-Feb28100%

15-Feb83697%

17-Feb1197%

23-Feb697%

24-Feb10100%

25-Feb1797%

28-Feb17094%

3-Mar22

4-Mar8

8-Mar010

10-Mar66

11-Mar17

15-Mar30

16-Mar0

30-Mar3

31-Mar19

1-Apr7

5-Apr17

6-Apr6

7-Apr0

13-Apr7

20-Apr11

28-Apr33

29-Apr17

4-May10

5-May37

10-May37

11-May0

18-May7

19-May33

25-May10

26-May0

Sheet9

Katlyn

Sheet8

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

BL

CI/CO

CI/CO75%

CI/CO80%

CI/CO90%

Katlyn

Sheet1

BL

CI/CO

CI/CO75%

CI/CO80%

CI/CO90%

Katlyn

Peer

Sheet1 (2)

BL

CI/CO

CI/CO75%

CI/CO80%

CI/CO90%

Katlyn

Sheet2

BL

CI/CO

CI/CO +75%

CI/CO +80%

CI/CO +90%

Helena

Sheet3

Samantha

DateS1PeerPercent of PointsCI/CO

26-Oct6CI/CO

29-Oct58

2-Nov376

3-Nov5021

9-Nov368

10-Nov22

16-Nov1713100%

17-Nov620100%

23-Nov1936100%

30-Nov401767%

1-Dec3336

3-Dec3331

7-Dec222594%

10-Dec361997%

4-Jan3611100%

6-Jan48100%

7-Jan625100%

11-Jan892%19

13-Jan1970%1119

14-Jan1481%011

15-Jan01900

18-Jan1494%220

21-Jan11100%022

25-Jan33100%250

27-Jan33100%1125

31-Jan114294%1011

1-Feb3197%2210

3-Feb251489%2522

4-Feb2294%025

7-Feb173975%170

8-Feb1486%817

14-Feb28100%8

15-Feb3694%

17-Feb1192%

23-Feb36692%

24-Feb231078%

25-Feb1797%

28-Feb097%

3-Mar2275%

4-Mar42889%

8-Mar10

10-Mar6

11-Mar4717

15-Mar3330

16-Mar0

30-Mar3

31-Mar19

1-Apr177

5-Apr4017

6-Apr366

7-Apr110

13-Apr107

20-Apr11

28-Apr2233

29-Apr1017

4-May010

5-May337

10-May837

11-May200

18-May207

19-May1733

25-May1310

26-May180

Sheet3

11/1511/1611/1711/18 11/19 11/2211/23 11/2411/29 11/30 12/2 12/3 12/4 12/6 12/7 12/8 12/9 12/10 12/13 12/14 12/15 12/16 12/17 1/3 1/4 1/5 1/6 1/7

School Days

Percent of Points


0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Samantha

Peer

Samantha

Olivia

PROBLEM BX

NickREAL TIME

26-Oct29-Oct2-Nov3-Nov9-Nov10-Nov16-Nov17-Nov23-Nov30-Nov1-Dec3-Dec7-Dec10-Dec4-Jan6-Jan7-Jan11-Jan13-Jan14-Jan15-Jan18-Jan21-Jan

S683%56%23%58%64%67%17%42%36%83%33%19%22%40%39%50%19%36%61%36%31%

Peer6%58%6%21%8%22%13%20%36%17%36%31%25%19%11%8%25%8%19%14%19%14%11%

OBSERVED DATES w/ PEERS & POINTS

26-Oct29-Oct2-Nov3-Nov9-Nov10-Nov16-Nov17-Nov23-Nov30-Nov1-Dec3-Dec7-Dec10-Dec4-Jan6-Jan7-Jan

1234567891011121314151617181920212223

Peer65862182213203617363125191182581914191411

TC835623586467174236833319224039501936613631

TC Points955381868910092

OBSERVED DATES w/ PEERS & POINTSw/o PEERS & w/ POINTS

PERCENT OF POINTS

15-Nov16-Nov17-Nov18-Nov19-Nov22-Nov23-Nov24-Nov29-Nov30-Nov2-Dec3-Dec4-Dec8-Dec9-Dec10-Dec13-Dec14-Dec15-Dec16-Dec17-Dec3-Jan4-Jan5-Jan6-Jan7-Jan

97%95%53%50%81%97%81%86%92%86%97%92%94%78%97%89%83%89%89%67%75%94%89%97%100%92%

70%70%70%70%70%75%75%75%75%75%75%75%75%75%75%75%75%

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

00

Intervention

S6

Peer

School Days

Percent of Intervals


000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

11/15 11/16 11/17 11/18 11/19 11/22 11/23 11/24 11/29 11/30 12/2 12/3 12/4 12/8 12/9 12/10 12/13 12/14 12/15 12/16 12/17 1/3 1/4 1/5 1/6 1/7

School Days

Percent of Points


0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Peer

TC

TC Points

Days


Nick

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

10/26 10/29 11/2 11/3 11/9 11/10 11/16 11/17 11/23 11/30 12/1 12/3 12/7 12/10 1/4 1/6 1/7 1/11 1/13 1/14 1/15 1/18 1/21

Peer

TC

TC Points

Days


Nick

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Peer

TC

TC Points

Days


Nick

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

000

10/26 10/29 11/2 11/3 11/9 11/10 11/16 11/17 11/23 11/30 12/1 12/3 12/7 12/10 1/4 1/6 1/7 1/11 1/13 1/14 1/15 1/18 1/21

Peer

TC

TC Points

Days


Nick

Tanner


126-Oct6

229-Oct58

32-Nov6

43-Nov21

59-Nov8

610-Nov22

716-Nov13

817-Nov20

923-Nov36

1030-Nov17

111-Dec36

123-Dec31

137-Dec25

1410-Dec19

154-Jan11

166-Jan8

177-Jan25

1811-Jan8

1913-Jan19

2014-Jan14

2115-Jan19

2218-Jan14

2321-Jan11

2425-Jan3394%

2527-Jan3389%

2631-Jan4286%

271-Feb3156%

283-Feb1494%

294-Feb2294%

307-Feb3967%

318-Feb14

3214-Feb2892%

3315-Feb3669%

3417-Feb1194%

3523-Feb669%

3624-Feb47186%

3725-Feb381794%

3828-Feb17075%

393-Mar192281%

404-Mar26889%

418-Mar1310

4210-Mar336

4311-Mar3817

4415-Mar1330

4516-Mar00

4630-Mar03

4731-Mar1119

481-Apr107

495-Apr717

506-Apr6

517-Apr0

5213-Apr107

5320-Apr811

5428-Apr633

5529-Apr1917

564-May210

575-May037

5810-May2040

5911-May170

6018-May137

6119-May1733

6225-May1710

6326-May170

OFF TASK

26-Oct

29-Oct

2-Nov

3-Nov

9-Nov

10-Nov

16-Nov

17-Nov

23-Nov

30-Nov

1-Dec

3-Dec

7-Dec

10-Dec

4-Jan

6-Jan

7-Jan

11-Jan

13-Jan

14-Jan

15-Jan

18-Jan

21-Jan

25-Jan

27-Jan

31-Jan

1-Feb

3-Feb

4-Feb

7-Feb

8-Feb

14-Feb

15-Feb

17-Feb

23-Feb

24-Feb

25-Feb

28-Feb12.5

3-Mar8.3

4-Mar11.9

8-Mar6.7

10-Mar19.4

11-Mar20.8

15-Mar10

16-Mar0

NON-COMPLIANCE

26-Oct

29-Oct

2-Nov

3-Nov

9-Nov

10-Nov

16-Nov

17-Nov

23-Nov

30-Nov

1-Dec

3-Dec

7-Dec

10-Dec

4-Jan

6-Jan

7-Jan

11-Jan

13-Jan

14-Jan

15-Jan

18-Jan

21-Jan

25-Jan

27-Jan

31-Jan

1-Feb

3-Feb

4-Feb

7-Feb

8-Feb

14-Feb

15-Feb

17-Feb

23-Feb

24-Feb

25-Feb

28-Feb0

3-Mar0

4-Mar4.8

8-Mar0

10-Mar8.3

11-Mar8.3

15-Mar3.3

16-Mar0

TALKING TO PEERS

26-Oct

29-Oct

2-Nov

3-Nov

9-Nov

10-Nov

16-Nov

17-Nov

23-Nov

30-Nov

1-Dec

3-Dec

7-Dec

10-Dec

4-Jan

6-Jan

7-Jan

11-Jan

13-Jan

14-Jan

15-Jan

18-Jan

21-Jan

25-Jan

27-Jan

31-Jan

1-Feb

3-Feb

4-Feb

7-Feb

8-Feb

14-Feb

15-Feb

17-Feb

23-Feb

24-Feb

25-Feb

28-Feb4.2

3-Mar5.5

4-Mar2.4

8-Mar10

10-Mar5.5

11

function-based behavior support: big ideas

Documents

highrisk behavior

problem behavior chainincrease

sign of problem behavior

functional approach

school days

functional assessments

settingssecondary prevention

wide systems forall