FUNCTIONAL BEHAVIOR ASSESSMENT STRUCTURED TEACHER INTERVIEW/SURVEY
|
|
- Basil Curtis
- 7 years ago
- Views:
Transcription
1 FUNCTIONAL BEHAVIOR ASSESSMENT STRUCTURED TEACHER INTERVIEW/SURVEY Student's Name: Ray Smith School: Teacher/House: DOB: Grade: 5th Date: Please briefly describe (in behavioral terms) the student's primary behavioral difficulties * Uses disrespectful language to adults and peers * Does not finish tasks * Does not follow teacher directions * After a verbal reminder - speaks disrespectfully In what settings are these behaviors generally exhibited? * Classrooms * Hallways Are there any settings where the behavior does not occur? If so, do you have any hypotheses as to why the child's behavior is better in these settings? * Outside * Playing a game Who is generally present when the behavior occurs? * Adult in charge, other peers What activities or interactions take place just prior to the behavior? * Verbal reminder to get back on task * Warning about losing a point What usually happens immediately after the behavior? * Loses behavioral check * Sent out of group * Sent out of classroom What do you believe is the primary function/purpose of this student's behavioral difficulties? Please also refer to the checklist on the top of the back page. * Impulsivity * Lack of focus and practice Portland School District 8.S.1
2 Possible functions of student misbehavior. Which apply in this student's case? X Escape from overly difficult work (not being able to do the work) (Thinking he can't do the work OR not liking it) X Get attention from adults or other students An inappropriate expression of anger (doesn't know how to control his anger or boredom) Wanting to intimidate others Relief from anxiety (about...?) Wanting power and control Performing behaviors modeled by other students Needing sensory stimulation Cognitive distortions (i.e., erroneous interpretations of events, inaccurate attributions of the causes of events, negative self-beliefs, persecutory beliefs) What interventions have been at least marginally effective in addressing this student's behavioral difficulties? * Holding onto reinforcers until work is completed * Making sure he repeats directions * When possible, giving him a choice What interventions have been unsuccessful in addressing this student's behavioral difficulties? * Parental contact * Giving some choices, usually wants to be part of a group, so will try to choose a more difficult book or project, which might be more difficult Portland School District 8.S.2
3 TARGET BEHAVIORS: BEHAVIOR PLAN 2/5/01 1. To increase amount of work completion: a. homework b. class work 2. To improve Ray's social skills: a. Taking responsibility for his actions b. Being respectful towards others --using appropriate language --following reuests made to him by others (students and teachers) BEHAVIOR PLAN: 1. Ray will be working with an incentive program. He will earn or lose minutes of time with Mr. Smith when he demonstrates success with group social skills and/or completing his work. Ray can cash in up to 15 minutes/week of his time earned with Mr. Smith. 2. Ray will go to homework helpers two times or more per week in order to help him complete his homework. 3. Ray will spend parts of his free time, recess time or snack time making up work for time not used wisely during class to complete his work. Portland School District 8.S.3
4 TARGET BEHAVIORS: 1. Ray will remain on task: --stay in his seat --do his work --listen to his teacher(s) BEHAVIOR PLAN REVISED 3/11/01 2. Ray will be respectful to adults and peers: --use respectful language --use respectful body language BEHAVIOR PLAN: 1. Ray will be working with a daily behavior chart incentive program. He will earn points each half hour of the school day. He will earn activity time with these points. The points needed for the student activity time will be determined at the beginning of each school day. At the end of each day he and his teacher will document ow he did that for that day relative to the two target behaviors. A copy of this behavior chart will go home with him each day in order to communicate with his family on a daily basis. 2. If Ray is having difficulties in any of the above target behavior areas, this can result in warnings. A. If he is given one warning within a half hour time block, he does not earn a point for that block. B. If he persists with off target behavior, he will no longer be a part of the class community. C. Conseuences can include: --time in room 2 --time in principle's office --loss of break time --loss of recess POSITIVE SUPPORTS: 1. For a good chart (with very few warnings and all checkmarks), Ray can earn extra points, break times or special activity time. 2. The school social worker is in communication with Ray and his family. 3. Ray receives three and a half hours per week direct instructional time for reading and writing. Portland School District 8.S.4
5 BEHAVIORAL/SOCIAL ISSUES REFERRAL FORM Student s Name Grade Date Date of Birth Teacher/House: A) Describe the student s behavior problems that most concern you. What do they look like in behavioral terms? B) Please place a check next to each of the accommodations/interventions listed below that have been tried with this student. Then provide an indication of how effective these strategies have been using the following scale: 1 - ineffective; 2 somewhat effective; and, 3 = very effective Preferential seating Ignoring inappropriate behaviors Specific praise for appropriate behavior Reduced or modified assignments Redirection or repeated directions Verbal or nonverbal cues/signals to student Reprimands Student/teacher meetings Parent/teacher meetings Office referrals Warnings provided in a counting context (i.e., 123 Magic ) Phone calls to parent Classroom time-outs Contracting with student about behavior Taking away privileges (i.e.: recess privileges) Daily home/school behavior sheets (also known as daily school behavior report cards ) Positive reinforcement charts (i.e.: sticker charts) After school detentions Response-cost behavioral strategies Having student practice ( overlearn ) appropriate behaviors : C) What are this student s behavioral/social strengths? D) Is this student easily frustrated? Yes No More than most students If you checked yes, what types of things tend to frustrate or threaten this student? 8.S.5
6 E) What seems to be the function of this student s misbehavior? For the first two target behaviors you listed on the front page, please complete the following functional behavioral charts (the first chart should be used for the first problem behavior and the second chart should be used for the second problem behavior). This information will be very helpful to the behavior intervention plan so please do not leave this section blank. Thank you! Behavior # Precipitating Conditions Specific Behavior Conseuences Events Setting, time, or other Exactly what the that typically follow situations. Typically student does or does the behavior occurring before the not do behavior Unstructured time in Teacher attention Function of the Behavior Hypothesized the purpose the behavior serves Escape/avoidance Academic instruction in Peer attention Gaining attention When given a directive to Verbal warning / reprimand Expression of anger When close to Loss of privilege (what kind?) Frustration When unable to Time out (where/ how long?) Vengeance When provoked by Detention (how long?) Seeking of power/ control Removal from class in-school suspension (how long?) Intimidation None observed Relief Of fear/ anxiety 8.S.6
7 Behavior # Precipitating Conditions Specific Behavior Conseuences Events Setting, time, or other Exactly what the that typically follow situations. Typically student does or does the behavior occurring before the not do behavior Unstructured time in Teacher attention Function of the Behavior Hypothesized the purpose the behavior serves Escape/avoidance Academic instruction in Peer attention Gaining attention When given a directive to Verbal warning / reprimand Expression of anger When close to Loss of privilege (what kind?) Frustration When unable to Time out (where/ how long?) Vengeance When provoked by Detention (how long?) Seeking of power/ control Removal from class in-school suspension (how long?) Intimidation None observed Relief Of fear/ anxiety 8.S.7
8 STUDENT FUNCTIONAL ASSESSMENT INTERVIEW Student School Date DOB Examiner SECTION I What are the things you like best about school? Why? What are the things you dislike the most about school? Why? In general is your schoolwork too hard for you? Yes Sometimes No In general, is your schoolwork too easy for you? Yes Sometimes No When you ask for help in school, do you get it? Yes Sometimes No Does your teacher spend too much time on any subject activity? Yes Sometimes No Does your teacher spend too little time on any subject or activity? Yes Sometimes No When you do seatwork, do you do better when someone works with you? Yes Sometimes No Do you think your teacher(s) notices when you do a good job? Yes Sometimes No Do you think your teacher(s) give you too much of a hard time about things? Yes Sometimes No Do you think you get the credit (grades/rewards) 8.S.8
9 you deserve for doing good work? Yes Sometimes No Are there things in the classroom that distract you? (make it hard for you to pay attention?) Yes Sometimes No (If yes) What are they? Are there things in school (or about school) that really frustrate you? (can make you mad or upset?) Yes Sometimes No (If yes) What are they? Your teacher says you re good at Do you think that s true? Your teacher says that you can have a hard time with (target behaviors reported by school staff). Do you think that s true? (If the child admits to these difficulties) Why do you think you (target behaviors)? When do you think you have the fewest problems with (target behaviors) in school? Why do you do better during this/these times? When do you think you have the most problems with (target behaviors) in school? Why do you have more problems during this/these times? What changes could be made at school so you d have fewer problems with (target behaviors)? Are there any kinds of rewards you would like for good behavior or good schoolwork? Please tell me how much you like these subjects 8.S.9
10 Hate it It s Okay Like it a lot Reading Math Spelling Handwriting Science Social Studies (History) English (Language Arts) Music Art PE Computers ABC Analysis Child's Name: Date Time Antecedent (What Happened Before) Behavior (Briefly Describe) Conseuence (What You Did) Child's Response to Conseuences Antecedent: An antecedent is anything that happens immediately before the behavior. Including who, what, where and why reuests (to do something or stop doing something) that were made. Behavior: A clear description of what the behavior looked like and how long it lasted. Conseuence: What did you do immediately following the behavior? What did you say? Child s Response: How did the child react to the conseuences? What did he/she do? 8.S.10
11 FUNCTIONAL BEHAVIORAL ANALYSIS OBSERVATION FORM Student Today s Date: Observer: Directions: The purpose of this form is to collect systematic, direct observation data that can be used in a functional behavioral assessment. For each of the target behaviors listed below, please indicate whether the behavior has occurred within a given interval by placing a check in the top box. Each interval should be about 15 minutes in duration. Then rate the severity/intensity of the behavior by using the following three-point scale: 1 = mild; 2 = moderate; and, 3 = severe. Target Behavior 1: Mild (1) Moderate(2) Severe (3) Target Behavior 2: Mild (1) Moderate(2) Severe (3) Target Behavior 3: Mild (1) Moderate(2) Severe (3) S.11
12 Please take a moment to complete the next 2 pages at the end of the data collection process (i.e.: at the end of the school day or end of whatever number of days has been designated as the data collection period). If you re collecting data over more than one day, only complete Part 2 at the end of the data collection process. Part 2: Observed antecedents of Target Behavior 1: Target Behavior 2: Target Behavior 3: Given a directive to Given a directive to Given a directive to Academic instruction in Academic instruction in Academic instruction in Unstructured time in Unstructured time in Unstructured time in When close to When close to When close to When provoked by When provoked by When provoked by When unable to When unable to When unable to None observed None observed None observed Events that were observed to typically follow each of the target behaviors Target Behavior 1: Target Behavior 2: Target Behavior 3: Teacher attention Peer attention Verbal warning / reprimand Loss of privilege (what kind?) Time out (where/how long?) Detention (how long?) Removal from class In-school suspension Sent home Teacher attention Peer attention Verbal warning / reprimand Loss of privilege (what kind?) Time out (where/how long?) Detention (how long?) Removal from class In-school suspension Sent home Teacher attention Peer attention Verbal warning / reprimand Loss of privilege (what kind?) Time out (where/how long?) Detention (how long?) Removal from class In-school suspension Sent home 8.S.12
13 Hypothesized purpose of... Target Behavior 1 Target Behavior 2 Target Behavior 3 Escape/avoidance Gaining attention Expression of anger Frustration Vengeance Seeking power/control Intimidation Relief of fear/anxiety Escape/avoidance Gaining attention Expression of anger Frustration Vengeance Seeking power/control Intimidation Relief of fear/anxiety Escape/avoidance Gaining attention Expression of anger Frustration Vengeance Seeking power/control Intimidation Relief of fear/anxiety 8.S.13
Arkansas State PIRC/ Center for Effective Parenting
Increasing Your Child s Motivation to Learn In order to be successful in school and to learn, students must stay involved in the learning process. This requires students to do many different activities
More informationSample Behavior Intervention Plan for Child With Attention Deficit Disorder and Conduct Problems
Sample Behavior Intervention Plan for Child With Attention Deficit Disorder and Conduct Problems for Developed by: Date: This behavior intervention plan has been created to support the goals and objectives
More informationClassroom Behavior Management Plan
Haffner 1 Classroom Behavior Management Plan Daniel Haffner November 20, 2009 EDUC 348 Haffner 2 Philosophy of Classroom Management Classroom management is a course taught at every teacher college across
More informationBehavior Impedes Learning
Behavior Impedes Learning ARSD 24:05:27:01.02. (1) In the case of a student whose behavior impedes his or her learning or that of others, consider the use of positive behavioral interventions and supports
More informationCase Study 1 Tommy (Elementary/Middle School)
Case Study 1 Tommy (Elementary/Middle School) Background Information Tommy is an 10 year-old boy who enjoys baseball, swimming, and baking. He does not like art activities or large crowds. Tommy has a
More informationADD/ADHD in the Classroom
ADD/ADHD in the Classroom TIPS FOR TEACHERS AND PARENTS At any given time, a teacher can expect to have at least one student with ADHD. The impulsive and hyperactive behavior of such students can be distracting
More informationPositive Behaviour Support Plan for Jane. Brief Summary of the Critical System Strengths and Concerns (for school):
Brief Summary of Focus Person: Positive Behaviour Support Plan for Jane Jane is a 6 year old girl with ADHD, oppositional defiant disorder, prenatal exposure to cocaine and possible fetal alcohol spectrum
More informationSESS BEHAVIOUR RESOURCE BANK
SESS BEHAVIOUR RESOURCE BANK Advice Sheet 22 INDIVIDUAL BEHAVIOUR SUPPORT PLAN A small minority of pupils may not be willing or able to comply with school / class rules to the same extent as other pupils.
More informationEfficient Functional Behavior Assessment: The Functional Assessment Checklist for Teachers and Staff: Part A
Efficient Functional Behavior Assessment: The Functional Assessment Checklist for Teachers and Staff: Part A Step 1 Student/ Grade: Interviewer: Date: Respondent(s): Step 2 Step 3 Student Profile: Please
More informationBehavior Strategies, Progress Monitoring & Data Collection
Special Education Paraprofessional Facilitator Guide Preview the PowerPoint file from this module. Enhance it as needed. Identify any terms to define. Find additional videos to supplement those listed.
More informationBack to School: Working with Teachers and Schools
Back to School: Working with Teachers and Schools Starting school each fall is a challenge for the student and parents. The following article offers some valuable suggestions as your child starts a new
More informationBehavior Observation Forms
Behavior Observation Forms Overview These behavioral observation forms were designed for teachers, paraeduators, parents, and others who may be interacting in a school or home program with a child with
More informationClassroom Management Plan: Upper Elementary School/6 th Grade. Effective classroom management has six dimensions to it. As a future teacher, it
1 Valerie Tracht Classroom Management Plan: Upper Elementary School/6 th Grade Effective classroom management has six dimensions to it. As a future teacher, it is crucial that I have a deep understanding
More informationFunctional Behavioral Assessment Worksheet
Functional Behavioral Assessment Worksheet Student Name (DOB) Grade Today s Date School District/Building FBA Team Members Indirect Record Review Behavior Logs/ Discipline Reports Structured Interviews
More informationClassical vs. Operant Conditioning
Classical vs. Operant Conditioning Operant conditioning (R S RF ) A voluntary response (R) is followed by a reinforcing stimulus (S RF ) The voluntary response is more likely to be emitted by the organism.
More informationTeaching & Behavioral Challenges
Cook Children s 1 Part 1: Teaching & Behavioral Challenges Succeeding at the basic skills for daily living Michael Smith, M.A., Neuropsychology Department Cook Children s 2 This presentation This is a
More informationA Parenting Roadmap. Understanding Applied Behavioral Analysis and Using Behavioral Strategies at Home
A Parenting Roadmap Understanding Applied Behavioral Analysis and Using Behavioral Strategies at Home By Deborah Hammer Autism Coordinator Arlington Public Schools (703) 228-2133 deborah.hammer@apsva.us
More informationSchool Counseling & Self-Monitoring
School Counseling & Self-Monitoring 2006 GSCA Conference Dr. Karen D. Rowland, Rebecca Brown Christopher Meshanko 1 What is Self-Monitoring? A self-management strategy where one s behavior is observed
More informationSAMPLE TEST INFORMATION -- English Language Test (ELT) General Information There are three parts to the ELT: Listening, Reading, and Writing.
SAMPLE TEST INFORMATION -- English Language Test (ELT) General Information There are three parts to the ELT: Listening, Reading, and Writing. The Listening Comprehension Test The listening comprehension
More informationTier 3 Individual Behavior Support Plan
Tier 3 Individual Behavior Support Plan : Dale Bailey School: Washington Elementary Grade: 5 th Age: 10 Teacher: Joyce A Williams, Teacher Date Plan Developed: 9/20/10 Date Plan Implemented: 9/21/10 Target
More informationA Functional Approach to Functional Analysis. Carla Miller
A Functional Approach to Functional Analysis Carla Miller Why are we here? What brings us to a session on analyzing behavior? What are we hoping to learn? What do we want to walk away with? Functional
More informationAN ABA APPROACH TO TEACHING THE DIFFICULT CHILD. By: Lindsay Rice and Stephanie Beaulieu
AN ABA APPROACH TO TEACHING THE DIFFICULT CHILD By: Lindsay Rice and Stephanie Beaulieu Overview Defining the behavior Data collection and how to begin this process The why : Why is this behavior occurring
More informationFunctional Behavioral Assessment and Function-Based Support Developing a Behavior Support Plan based on the Function of Behavior
FBA/BSP 1 Functional Behavioral Assessment and Function-Based Support Developing a Behavior Support Plan based on the Function of Behavior Instructional Packet for use with accompanying FBA/BSP forms Chris
More informationLesson 2: How to Give Compliments to Tutees
Kids As Reading Helpers: A Peer Tutor Training Manual Copyright 2002 by Jim Wright www.interventioncentral.org L2-1 Lesson 2: How to Give Compliments to Tutees Introduction When correctly used, compliments
More informationSOCIAL SKILLS INTERVENTION MANUAL
SOCIAL SKILLS INTERVENTION MANUAL Goals, Objectives, and Intervention Strategies Edited by Samm N. House Copyright 2009 by Hawthorne Educational Services, Inc. All rights reserved. No part of this publication
More informationSteps in Implementing Self-Monitoring
14 Mason, Reid, & Hagaman not they are paying attention. This is typically done by cuing students to self-assess through the use of an auditory cue (e.g., taped tones presented at random intervals). After
More informationThe Ideal Classroom Community Member: Establishing Expectations for Classroom Behavior
The Ideal Classroom Community Member: Establishing Expectations for Classroom Behavior Collaborative rule making promotes mutual respect, cooperation, self discipline and personal responsibility while
More informationClassroom Behavior Management Packet Extending PBS into the Classroom. Chris Borgmeier, PhD Portland State University cborgmei@pdx.
1 Classroom Behavior Management Packet Extending PBS into the Classroom Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu 503/725-5469 Mapping School-Wide Rules to Classroom Behavioral Expectations
More informationEARLY CHILDHOOD BEHAVIOR INTERVENTION MANUAL. Goals, Objectives, and Intervention Strategies
EARLY CHILDHOOD BEHAVIOR INTERVENTION MANUAL Goals, Objectives, and Intervention Strategies Stephen B. McCarney Copyright 1992 by Hawthorne Educational Services, Inc. All rights reserved. No part of this
More informationExecutive Function Remediation/Compensation Strategies
Executive Function Remediation/Compensation Strategies In general: Osmosis won t work; teach the skills Keep in mind the concept of plasticity, the brains ability, through effort, positive reinforcement,
More informationRole Plays for Teacher Classroom Management
Role Plays for Teacher Classroom Management Collaboration, Workshop 1 After Vignette #4 Making connection with quiet child Practice making a connection with a child who is quiet, shy, or sad. Think about
More informationInterview for Adult ADHD (Parent or Adult Questionnaire)
Interview for Adult ADHD (Parent or Adult Questionnaire) (client s name here) is undergoing evaluation for Attention Deficit Hyperactivity Disorder (ADHD). You have been identified as someone who could
More informationSTEP 5: Giving Feedback
STEP 5: Giving Feedback Introduction You are now aware of the responsibilities of workplace mentoring, the six step approach to teaching skills, the importance of identifying the point of the lesson, and
More informationBullying 101: Guide for Middle and High School Students
Bullying 101: Guide for Middle and High School Students A guide to the basics of bullying, what it is and isn t, the role of students, and tips on what you can do. 952.838.9000 PACERTeensAgainstBullying.org
More informationELEMENTS OF A DISCIPLINE PLAN
ELEMENTS OF A DISCIPLINE PLAN This outline is explained in detail in class. Experienced teachers will recognize parts of the Lee Canter and Fred Jones approaches. Its purpose is to provide a framework
More informationAvoiding Bias in the Research Interview
Avoiding Bias in the Research Interview Sonja I. Ziniel, MA Ph.D. Clinical Research Program, Children s Hospital Boston Department of Medicine, Harvard Medical School sonja.ziniel@childrens.harvard.edu
More informationWhat strategies work when teaching and coaching individuals with ASD? Using Evidence- Based Practices in Your Settings
What strategies work when teaching and coaching individuals with ASD? Using Evidence- Based Practices in Your Settings National Autism Center: Evidence-Based Practices The National Autism Center s National
More informationA bigger family, a better future.
A bigger family, a better future. Child sponsorship is changing for the better Sponsors like you are a vital part of our big, supportive family. Like us, you want the very best for your sponsored child.
More informationEncourage and develop each child s unique interests and curiosity. Help the children discover their own unique gifts & talents
Adoption: Adoption is the legal process by which a person becomes a lawful member of a family different from their birth family. Adoption is a permanent lifelong commitment to a child. Becoming a parent
More informationADHD: Information for Teachers and Parents
Educational Psychology Service What is ADHD? ADHD: Information for Teachers and Parents All children may experience attention difficulties at one time or another. This can be more noticeable if a child
More informationNick s Plan. My case study child is a young boy in the third grade. I will call him Nick. Nick is a
Jamie Oliver Nick s Plan My case study child is a young boy in the third grade. I will call him Nick. Nick is a student who has cerebral palsy. He remains in a wheelchair all day long while in school.
More informationDifficult Tutoring Situations
Difficult Tutoring Situations At some time or other, all tutors will find themselves faced with difficult situations in a tutoring session. The following information will provide you with some common categories
More informationPOSITIVE BEHAVIORAL SUPPORT PLAN
POSITIVE BEHAVIORAL SUPPORT PLAN Center for Positive Behavioral Support Research & Development- University of Kansas IDENTIFYING INFORMATION Student Name: Drew Smith Parent or Guardian Names: Karen and
More informationClassroom Management Plan
Classroom Management Plan 1 Classroom Management Plan Miss. Jessica Stiffler Classroom Management Plan 2 Classroom Management Plan Jessica Stiffler Education 360 November 22, 2010 Classroom Management
More informationModule 9. Building Communication Skills
Module 9 Building Communication Skills Essential Ideas to Convey To apply a facilitative approach to supervision, supervisors have to approach the people they manage in a different way, by using certain
More informationAcknowledging Children s Positive Behaviors What Works Brief Series Matt Timm and Sharon Doubet
Center on the Social and Emotional Foundations for Early Learning Project funded by the Child Care and Head Start Bureaus in the U.S. Department of Health and Human Services Acknowledging Children s Positive
More information60 Daily Social Skills Lessons for the Intermediate Classroom (Grades 3-6)
60 Daily Social Skills Lessons for the Intermediate Classroom (Grades 3-6) Terms of Use: The materials within this manual were created to assist staff in the school-wide implementation of social skills
More informationClassroom Interventions for Attention Deficit/Hyperactivity Disorder
Classroom Interventions for Attention Deficit/Hyperactivity Disorder This packet focuses on classroom intervention strategies to enhance the learning environment for students with attention deficit/hyperactivity
More informationTeamChild Education Advocacy Manual (Revised January 2008) Forms and Samples
Forms and Samples 1. Confirming a Phone Conversation Sample Letter 2. Log Sheet - Form 3. Records Request Form Letter 4. Request for District Rules and Policies Form Letter 5. Request for IDEA and 504
More informationArkansas State PIRC/ Center for Effective Parenting
How to Effectively COMMUNICATE With Your Child Talk between parents and children is very important, if for no other reason than it is relatively rare when compared to the other activities that today s
More informationMath: Study Skills, Note Taking Skills, And Test Taking Strategies
Math: Study Skills, Note Taking Skills, And Test Taking Strategies Math Study Skill Active Study vs. Passive Study Be actively involved in managing the learning process, the mathematics and your study
More informationCristine Deaver, MS, BCBA, LABA Behavior Analyst
Cristine Deaver, MS, BCBA, LABA Behavior Analyst Provide an overview of effective research based interventions for professionals working with young students with challenging behaviors and their families.
More information100 Ways To Improve Your Sales Success. Some Great Tips To Boost Your Sales
100 Ways To Improve Your Sales Success Some Great Tips To Boost Your Sales 100 Ways To Improve Your Sales Success By Sean Mcpheat, Managing Director Of The Sales Training Consultancy What makes a successful
More informationCollaborative Documentation on Daily Living Activities Regardless of Age
Collaborative Documentation on Daily Living Activities Regardless of Age Katherine Hirsch and Annie Jensen MTM Services http://www.thenationalcouncil.org/mtm-services/ 0 Learning Objectives Participants
More informationHow can I improve my interviewing skills? MATERIALS
Mock Interviews 6 Finding a job The BIG Idea How can I improve my interviewing skills? AGENDA Approx. 45 minutes I. Warm Up: Model an Interview (10 minutes) II. Interview Practice (30 minutes) III. Wrap
More informationWhat is a Functional Behavioral Assessment (FBA)?
Conducting a Functional Behavioral Assessment (FBA) Why a Behavior Assessment is Important When a student s behavior disrupts classroom instruction, teachers often address the problem by manipulating events
More informationEmotional/Behavioral Disorders: Understanding the Challenges. Mark D. Nelson. Montana State University Bozeman. Tricia Williamson
1 Emotional/Behavioral Disorders: Understanding the Challenges Mark D. Nelson Montana State University Bozeman Tricia Williamson Flathead High School Kalispell, Montana Emotional/Behavioral Disorders 2
More informationIncreasing the Effectiveness of School-Wide Recognition Systems
Increasing the Effectiveness of School-Wide Recognition Systems The current recognition system: Allows opportunities for rewards and recognition on a monthly and/or quarterly basis Rewards students who
More informationSESS BEHAVIOUR RESOURCE BANK
SESS BEHAVIOUR RESOURCE BANK Advice Sheet 30 RECORDING AND ANALYSING DISRUPTIVE BEHAVIOUR If a pupil is being particularly disruptive in class, it s important to record the incidents and the pattern of
More informationWEB FORM E HELPING SKILLS SYSTEM
WEB FORM E HELPING SKILLS SYSTEM Introduction: The Helping Skills System (HSS) includes verbal helping skills, which refer to what helpers say during sessions to help clients. One (and only one) skill
More informationNational Association of Special Education Teachers NASET ADHD SERIES. Part # 8 - Classroom Management Techniques for Students With ADHD
NASET ADHD SERIES Part # 8 - Classroom Management Techniques for Students With ADHD Behavioral Interventions Introduction A major component of effective instruction for children with ADHD involves the
More informationDr. Mary Hynes Danielak, PsyD
Please complete this survey as completely as possible. Provide specific details to help us understand your child so that we may determine if Cogmed Working Memory Training may benefit him/her. Please type
More informationHandouts for teachers
ASKING QUESTIONS THAT ENCOURAGE INQUIRY- BASED LEARNING How do we ask questions to develop scientific thinking and reasoning? Handouts for teachers Contents 1. Thinking about why we ask questions... 1
More informationSales Training Programme. Module 7. Objection handling workbook
Sales Training Programme. Module 7. Objection handling workbook Workbook 7. Objection handling Introduction This workbook is designed to be used along with the podcast on objection handling. It is a self
More informationClassroom Positive Behavior Support June 2007. Data. Practices. Systems. L.Newcomer - UMSL 1. Continuum of Support for ALL. Few. Intensive.
Intensive Targeted Few Some Continuum of Support for ALL Positive Behavior Support in the Classroom Lisa Hazel & Julie Vollmar Ferguson-Florissant School Dist., Florissant Mo Universal All Positive Behavior
More informationGrade 5 Unit. Lesson 2. Learning Goals. Facility. Materials. Cyberbullying and Lesson 2 of 4
Cyberbullying and Harrassment 30 Minutes* Curriculum Expectations Health and Physical Education - 1.3, C2.2, C3.2 Language: Media - 1.5 Lesson 2 Learning Goals By the end of this lesson, students will
More informationClassroom Management Plan. Be respectful and considerate of classmates.
Classroom Management Plan 1. Classroom Rules Be on time and be prepared for class. Be respectful and considerate of classmates. Focus on the task at hand. No electronic devices, food or gum. Eye protection,
More informationDifferential Reinforcement of Other Behaviors: Steps for Implementation
Differential Reinforcement of Other Behaviors: Steps for Implementation Vismara, L., Bogin, J., & Sullivan, L. (2009). Differential reinforcement of other behaviors: Steps for implementation. Sacramento,
More informationPart 5. Dinosaur School Notes to Teachers. 1. Introduction. 2. Iguanodon Unit: How to be Successful in School
Part 5 Dinosaur School Notes to Teachers 1. Introduction 2. Iguanodon Unit: How to be Successful in School 3 & 4. Triceratops Unit: Detecting, Understanding and Talking About Feelings 5. Stegosaurus Unit:
More informationFunctional Behavioral Assessment and Positive Interventions: What Parents Need to Know
PHP-79 by Dixie Jordan Functional Behavioral Assessment and Positive Interventions: What Parents Need to Know Many children have inappropriate behaviors that are part of their disability. These behaviors
More informationPresent Level statements must: Goals and Objectives Progress Reporting. How Progress will be determined: Goals must be: 12/3/2013
Present Level statements must: Goals and Objectives Progress Reporting Establish a baseline (snapshot) of measurable information that serves as the starting point for developing goals and objectives. Include
More informationClassroom Management and Teaching Strategies. Attention Deficit Hyperactivity Disorder. Allison Gehrling ABSTRACT. Law & Disorder
Page 43 Law & Disorder Classroom Management and Teaching Strategies for Students with Attention Deficit Hyperactivity Disorder Allison Gehrling Elementary General Education, Senior, Indiana University
More informationNICHQ Vanderbilt Assessment Scale PARENT Informant
NICHQ Vanderbilt Assessment Scale PARENT Informant Today s Date: Child s Name: Date of Birth: Parent s Name: Parent s Phone Number: Directions: Each rating should be considered in the context of what is
More informationLanguage Arts Core, First Grade, Standard 8 Writing-Students write daily to communicate effectively for a variety of purposes and audiences.
Genre Unit Reading and Writing Fables by Amy Kinney Language Arts Core, First Grade, Standard 7 Comprehension-Students understand, interpret, and analyze narrative and informational grade level text. Objective
More informationClassroom Management Plan
Miller 1 Classroom Management Plan Michelle Miller EDUC 360 Professor Shipman 3 December, 2009 Miller 2 PHILOSOPHY OF CLASSROOM MANAGEMENT I believe that every student can learn given the right environment,
More informationADHD: Tips to Try. TeensHealth.org A safe, private place to get doctor-approved information on health, emotions, and life.
ADHD: Tips to Try http://kidshealth.org/pagemanager.jsp?dn=kidshealth&lic=1&ps=207&cat_id=20690&art... Page 1 of 2 TeensHealth.org A safe, private place to get doctor-approved information on health, emotions,
More informationPreventing and Responding to Challenging Behaviors in the Home. Michael Boardman, MA, BCBA
Preventing and Responding to Challenging Behaviors in the Home Michael Boardman, MA, BCBA Learning Objectives 1. Understanding Problem Behaviors 2. A behavior analytic perspective on behavior 3. Defining
More informationBullying Prevention: Steps to Address Bullying in Schools. Getting Started
Bullying Prevention: Steps to Address Bullying in Schools Getting Started Bullying can threaten students physical and emotional safety at school and can negatively impact their ability to learn. The best
More information6864 NE 14th Street, Suite 5 Ankeny, IA 50023 800.277.8145 Toll free 515.289.4567 Dsm area www.ifapa.org Website ifapa@ifapa.
About IFAPA The Iowa Foster and Adoptive Parents Association (IFAPA) is a non profit organization serving as a resource to foster, adoptive and kinship families in Iowa. Membership with IFAPA is free for
More informationInformation for Parents on Youth Mentoring Programs
Information for Parents on Youth Mentoring Programs Adapted from: The Guide to Mentoring For Parents and Guardians A Resource for U.S. Department of Education Office of Safe and Drug Free Schools Mentoring
More informationJt. #1 Elementary Behavior Handbook
Jt. #1 Elementary Behavior Handbook 2 Hartford Jt. #1 Team Purpose Statement: The foundation of our school s culture is built on the common values of being safe, being respectful and being responsible.
More informationClassroom Management Plan
Classroom Management Plan EDUC 360 Jay Sheets 22 November 2010 Descriptive Statement Throughout this document you will be reading about my classroom management plan. In this plan you will discover my current
More informationCBMTT#01 ASSERTIVE DISCIPLINE
CBMTT#01 ASSERTIVE DISCIPLINE cognitivebehavior.com Assertive discipline is a systematic behavior management procedure designed by Lee Canter to put elementary and secondary classroom teachers in charge
More informationA Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant
Structure of a Workshop: A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant For the last four years, writing and reading workshops have been the foundation of my classroom practice.
More informationLearn about and discuss some of the issues related to classroom behavior management, ADHD, and communication with parents.
Activity THE Objective Learn about and discuss some of the issues related to classroom behavior management, ADHD, and communication with parents. Scenario Matt was diagnosed with attention deficit hyperactivity
More information1. Student Expectations Punctual: Productive: Prepared: 1 folder for each marking period and something to write with (pens/pencils) Polite:
Welcome to Environmental Science Mrs. Emily Robinson Leadership Academy for Young Men Rooms 210, 223, 227 Website: http://www.rcsdk12.org/domain/9785 Email: Emily.Robinson@rcsdk12.org This course is related
More informationCommunication Process
Welcome and Introductions Lesson 7 Communication Process Overview: This lesson teaches learners to define the elements of effective communication and its process. It will focus on communication as the
More informationFUNCTIONAL BEHAVIORAL ASSESSMENT
FUNCTIONAL BEHAVIORAL ASSESSMENT Funded by Safe Schools, Healthy Students and developed at The University of Arizona, College of Education Functional Behavioral Assessment: Online Prevention Module at
More informationHOW PARENTS CAN HELP THEIR CHILD COPE WITH A CHRONIC ILLNESS
CENTER FOR EFFECTIVE PARENTING HOW PARENTS CAN HELP THEIR CHILD COPE WITH A CHRONIC ILLNESS Parenting a chronically ill child is a challenge. Having a child with a chronic illness is stressful for any
More informationDevelopment of IEPs for Students with Emotional or Behavioral Disorders: Coordination with Transition Plans
Development of IEPs for Students with Emotional or Behavioral Disorders: Coordination with Transition Plans James G. Shriner University of Illinois at Urbana-Champaign CEC 2011 Convention National Harbor,
More informationBuilding Strong Families
Building Strong Families How to Discipline by Mary Gosche Adapted January 2000 Further adapted and simplified by Gail Rice, Literacy Specialist, December 2002 equal opportunity/ada institution Table of
More informationAim To help students prepare for the Academic Reading component of the IELTS exam.
IELTS Reading Test 1 Teacher s notes Written by Sam McCarter Aim To help students prepare for the Academic Reading component of the IELTS exam. Objectives To help students to: Practise doing an academic
More informationStress management for presentations and interviews
Learning Development Stress management for presentations and interviews This guide aims to help you recognise and understand anxiety and nervousness which may arise during presentations or interviews.
More informationCambridge English: Preliminary (PET) Frequently Asked Questions (FAQs)
Cambridge English: Preliminary (PET) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: Preliminary exams? Yes. There is a Cambridge English: Preliminary (PET) vocabulary list
More informationModifying Curriculum and Instruction
Modifying Curriculum and Instruction Purpose of Modification: The purpose of modification is to enable an individual to compensate for intellectual, behavioral, or physical disabi1ities. Modifications
More informationMANAGING BEHAVIOR IN THE CLASSROOM
MANAGING BEHAVIOR IN THE CLASSROOM Sonja Samek, Ed.S, BCBA District Behavior Analyst Collier County Public Schools OUR ROLE I have come to a frightening conclusion that I am the decisive element in the
More informationModule 2: Conflict Management
Module 2: Conflict Management Conflict management, like effective communication skills, is another important element of social competency. This module promotes the use of several forms of conflict management
More informationExecutive Functioning What is it? What does it look like? Presented By: Jamee Riggio Heelan, OTR/L Occupational Therapist
Executive Functioning What is it? What does it look like? Presented By: Jamee Riggio Heelan, OTR/L Occupational Therapist Definition of Executive per Google * Adjective: Executive: having the power to
More informationAmbrose Panico ambrose.panico@echoja.org
CLASSROOM MANAGEMENT THAT WORKS Ambrose Panico ambrose.panico@echoja.org RESPONSIBLE RESPECT Never do anything to your students you would not want done to you. Never do anything for your students they
More informationThis has been adapted from 'Bilingual pupils and special educational needs: A teacher's guide to appropriate support and referral', by Susan Shaw.
SEN or EAL? Filter questions This has been adapted from 'Bilingual pupils and special educational needs: A teacher's guide to appropriate support and referral', by Susan Shaw. Use these questions to decide
More information