Preface 13 What is this book about? 13 Why was this book written? 14 How is this book structured? 15 Contents PART 1: About Three Tiers of Positive Support and Intervention for Behaviour 19 Conceptualizing the Three-Tiered System 21 Scenario in a Typical Student Population 23 Linking to Response to Intervention 24 Three Tiers of Positive Support and Intervention for Behaviour Graphic Overview 28 Tier 1 Positive Support 29 Tier 2 Intervention 30 Tier 3 Intervention 31 Three Tiers of Positive Support and Intervention for Behaviour Flowchart 32 Advantages of Using Three Tiers 33 Websites Response to Intervention for Behaviour 35 PART 2: Assessing Behaviour 37 About Assessing Behaviour 39 Types of Assessments 42 Types of Assessments Graphic Overview 45 Tier 1: School-Wide and Classroom-Wide Screening Assessments 47 About Assessing Behaviour in Tier 1 49 Why is it done? 49 How is it done? 50 Tier 1: School- and Classroom-Wide Assessments Download Free 51 Tier 2 and Tier 3: Individual Assessments 55 About Assessing Behaviour in Tier 2 and Tier 3 57 Why is it done? 57 How is it done? 58 Indirect Methods 58 Direct Methods 59
Linking Individual Assessments to the FBA with Planning Process 61 General Process for FBA with Planning 62 Behavioural Intervention Plan (BIP) 63 Behavioural Intervention Plan (BIP) Implementation 64 Evaluating the Behavioural Intervention Plan 65 Downloadable and Purchasable Assessments for Collecting Data using Indirect and Direct Methods 67 Tier 2 and Tier 3: Individual Assessments: Indirect Download Free 69 Tier 2 and Tier 3: Individual Assessments: Direct Download Free 72 Tier 2 and Tier 3: Individual Assessments For Purchase 74 Reproducible Assessments for Collecting Data using Indirect Methods 77 Tier 2 and Tier 3: Individual Assessments: Indirect Reproducible 79 Parental Interview 81 Functional Assessment Interview with Parents 83 Student-Assisted Functional Assessment Interview 85 Functional Behavioural Assessment Suggested Questions for Assessment 90 Functional Behavioural Assessment Form for Data 92 About Contextual Cards 93 Contextual Card for Recording Information 94 Rubric for Behaviour (an example) 95 Rubric for Behaviour (blank form) 96 File Review Snapshot of a Student 97 Notes from Reviewing the Student s Records 98 Quick Planning Form for a Student with a Minor Behavioural Concern 99 Reproducible Assessments and Information for Collecting Data using Direct Methods 101 Tier 2 and Tier 3: Individual Assessments: Direct Reproducible 103 Additional Charts for Recording Frequency and Duration of Inappropriate Behaviour using Direct Methods 104 About Collecting Data on Inappropriate Behaviour Direct Methods 109 About Scatter Plots and ABC Charts 113 Scatter Plot 5 Minute Intervals 114
Scatter Plot 15 Minute Intervals 115 Scatter Plot 30 Minute Intervals 116 Scatter Plot 30 Minute Intervals with Activities 117 Scatter Plot for Functional Behavioural Assessment (an example) 118 Scatter Plot for Functional Behavioural Assessment (blank form) 119 Scatter Plot for Activities and Transitions 120 Quick ABC Observation Form 121 ABC Recording Form 122 ABC Chart with Times 123 ABC Chart with Possible Function (an example) 124 ABC Chart with Possible Function (blank form) 125 Additional Charts for Collecting Data on the Frequency and Duration of Inappropriate or Appropriate Behaviour using Direct Methods 127 Cumulatively Counting the Frequency of a Behaviour for 1 Week 129 Cumulatively Counting the Frequency of a Behaviour for 3 Weeks 130 Observational Chart for 2 Weeks Frequency of Behaviours 131 Quick Observational Chart for 5 Days Frequency of Behaviours 132 Frequency of Behaviour Times and Settings 133 Frequency of Behaviour Quick Percentages 134 Graph of Frequency of Behaviour 135 Recording Behaviour for 4 Weeks Form #1 136 Recording Behaviour for 4 Weeks Form #2 137 Recording Behaviour for 8 Weeks 138 Behaviour Summary Frequency + Duration 139 Student s Self-Monitoring Chart #1 Frequency of Behaviour 140 Student s Self-Monitoring Chart #2 Frequency of Behaviour 141 Student s Self-Monitoring Chart for 3 Weeks 142 Observational Chart Duration of Behaviour for 10 Days 143 Record of Duration of Behaviour (Observation A and B) 144 Record of Duration of Behaviour (Observation A, B and C) 145 Graph of Duration of Behaviour 146 Student s Self-Monitoring Chart #1 Duration of Behaviour 147 Student s Self-Monitoring Chart #2 Duration of Behaviour 148 Quick Rating Scale for Behaviour (an example) 149 Quick Rating Scale for Behaviour (blank form) 150 Quick Rating Scale for Working Independently (an example) 151 Quick Rating Scale (blank form) 152
Collecting Data, Monitoring Progress, and Evaluating Results on Appropriate Behaviour 153 About Collecting Data on Appropriate Behaviour 155 Setting a Performance Goal for an Appropriate Behaviour 157 Weekly Progress Monitoring Chart for Appropriate Behaviour / High Frequency of Behaviour (up to 100 times per week) 158 Weekly Progress Monitoring Chart for Appropriate Behaviour / Frequency of Behaviour (up to 40 times per week) 159 Daily Progress Monitoring Chart for Appropriate Behaviour / Frequency of Behaviour (up to 40 times per day) 160 Daily Progress Monitoring Chart for Appropriate Behaviour. / Frequency of Behaviour (up to 20 times per day) 161 Weekly Progress Monitoring Chart for Appropriate Behaviour / Duration of Behaviour (up to 200 minutes a week) 162 Weekly Progress Monitoring Chart for Appropriate Behaviour / Duration of Behaviour (up to 100 minutes a week) 163 Daily Progress Monitoring Charts for Appropriate Behaviour / Duration of Behaviour (up to 100 minutes a day) 164 Daily Progress Monitoring Charts for Appropriate Behaviour / Duration of Behaviour (up to 40 minutes a day) 165 PART 3: Implementing Three Tiers of Positive Support and Intervention for Behaviour 167 About Implementing Three Tiers of Positive Support and Intervention for Behaviour 169 Assessing School- and Classroom-Wide Supports 170 Assessing Individual Students 172 Selecting School-Wide and Classroom-Wide Positive Supports for Tier 1 174 Selecting Interventions for Tier 2 or Tier 3 175 Implementing with Fidelity 177 Observation Form for Intervention 180 Summary Form for Intervention for Tier 2 or 3 181 Monitoring Progress and Making Decisions 184 Using a Multi-Disciplinary Team of Professionals 188 Possible Roles for a Multi-Disciplinary Team for Behaviour 193 Collaborating and Continuing Staff Development 197 Survey of Priorities for Staff Development 198 Involving Parents 199
PART 4: Tier 1: School-Wide and Classroom-Wide Positive Supports for ALL Students 203 Process for Implementing School-Wide Support 205 Tier 1: School-Wide Positive Support for ALL Students 207 Building Positive Relationships with Students 209 Promoting a Positive School Climate 210 Addressing Bullying 212 Identifying and Teaching School-Wide Expectations 215 Reinforcing School-Wide Expectations 217 Actively Supervising 219 Establishing a System for Responding to Minor and Major Behavioural Concerns 220 Establishing Predictable, Negative Consequences 221 Using Office Referral Data 222 Planning for the Teacher-on-Call 223 Cue Cards and Reproducibles for Tier 1: School-Wide Positive Support 225 Research-Based Components for a Supportive School Climate 227 Key Factors Contributing to a Positive School Climate 228 Examples of School-Wide Expectations 229 Cards for School-Wide Expectations T Chart 230 School-Wide Expectations T Chart 231 Teaching Matrix for School-Wide Expectations (sample) 232 Teaching Matrix for School-Wide Expectations (blank form) 233 Tips for Teaching School-Wide and Classroom-Wide Expectations 234 Instructional Sequence for Teaching Expectations 237 Examples and Non-Examples of the Expectations 239 Expectations Where and When 240 The Lunchtime Schedule 241 Minor and Major Behavioural Concerns 242 Levels of Behaviour 243 Levels of Behaviour Tracking Sheet 244 Office Referral Form 245 Focused Conversation for a Follow-up Agreement 246 Positive Reinforcers 247 Caught Acting Terrifically! (C.A.T. Cards) 253 Dog-on-Good Behaviour Cards 254 Punch Cards 255
Reinforcer Revealer using 10 Questions 256 Reasonable and Logical Negative Consequences 257 A Hierarchical List of Negative Consequences 258 Tier 1: Classroom-Wide Positive Support for ALL Students 263 Building Positive Relationships with Students 265 Developing Classroom Pride 271 Interpreting the Intent of the Student s Behaviour 271 Building Positive Relationships with Parents 272 Managing the Classroom 275 Increasing the Teacher s Ability to Monitor Students 275 Increasing the Teacher s Ability to Problem-Solve 277 Implementing and Reinforcing Classroom-Wide Expectations 279 Reinforcing Expectations and Appropriate Behaviour within the Classroom 282 Using Negative Consequences 285 Implementing Predictable Routines 287 Teaching and Reinforcing Orderly Transitions 289 Adjusting the Classroom Environment 291 Organizing for Structure, Predictability, and Consistency 293 Using Schedules 293 Organizing Materials 294 Using Effective Instructional and Curricular Practices 295 Differentiating Instruction 295 Adapting Instruction 298 Motivating Students to Learn 300 Using Effective Teaching Practices 301 Assigning Homework 307 Cue Cards and Reproducibles for Tier 1: Classroom-Wide Positive Support 309 Quick Classroom-Wide Supports Self-Checklist 311 10 Minute Student Interest Survey 312 Preferences for Planning 313 Possible Misinterpretations of Behaviour 314 Complimentary Report to Parents 318 Technique to Employ With-it-ness 319 Classroom Layouts 320 Classroom Layouts for Desks or Tables 321 Supporting Students with Sensory-Based Needs 322
45 Minute Team Problem-Solving Session 327 Action Break Cards 329 Practices for Developing Organizational Skills (4 page booklet) 330 Conceptualizing Differentiation 334 A List of Ways to Demonstrate Understanding 336 A List of Products for Differentiation 338 Bloom s Taxonomy 340 20 Practices for Differentiating Instruction in the Classroom 343 Outline for Doing a Project 346 10 Steps for Implementing Peer Tutoring 347 Behaviour Monitoring Card for Peer Tutoring 348 Reinforcers for Peer Tutoring 349 Some Practices to Help Motivate Students 350 Engaging Students During Whole Group Instruction 352 Homework Policy 354 Nine Practices for Classroom Instruction 355 Practices to Help Students Stay On-Task (10 page booklet) 359 Order in the Classroom! Handling Some Specific Behaviours within the Classroom (6 page booklet) 369 Teaching Matrix for Classroom-Wide Expectations (an example) 375 Teaching Matrix for Classroom-Wide Expectations (blank form) 376 Following Classroom Expectations (an example) 377 Following Classroom Expectations (blank form) 378 Cue Cards for Classroom Expectations 379 Precorrection A Powerful Strategy 380 Precorrection An Example 381 Rapid Actions for Minor Inappropriate Behaviour 382 Some Environmental and Functional Factors to Consider 384 Five Steps for Teaching a Routine 385 Implementing Predictable Routines 386 Help Card 392 Teaching Transitions 394 Classroom Transitions for a Primary Classroom 395 Adaptations Across the Curriculum 396 PART 5: Tier 2 or Tier 3: Targeted Group and/or Individualized Intervention 399 Essentials for Interventions 402 Quick Reference Interventions 403
Teaching Replacement Behaviour and/or Appropriate Behaviour 404 Reinforcing Replacement Behaviour and/or Appropriate Behaviour 405 Increasing Structure, Predictability, and Consistency 408 Teaching Students to Use a Schedule 408 Implementing Monitoring Systems 409 Developing Contracts 410 Using Certain Behavioural Techniques 411 Considering Sensory-Based Needs 413 Teaching Social Skills 414 Increasing Academic Support 426 Considering Response to Intervention 426 Matching the Level of Instruction 428 Considering Other Practices to Enhance Learning 429 Addressing Anger Management/Teaching Self-Control 434 Developing Safety Plans 440 Solving Problems 442 Initiating Counselling Group or Individual 444 Working with Parents 445 Considering Effective Dropout Prevention Practices 447 Receiving Support from Outside Agencies 451 Considering Alternative Settings 452 Considering Certain Practices for a Student with a Specific Diagnosis 454 Attention Deficit Hyperactivity Disorder (ADHD) 454 Oppositional Defiant Disorder (ODD) 458 Anxiety Disorder 460 Conduct Disorder 461 Cue Cards and Reproducibles for Tier 2 or Tier 3 Interventions 463 Teaching Replacement Behaviour 465 Replacement Behaviours According to Function 466 The Number Chart 469 Mini Countoon 470 Happy Face/Sad Face 471 Great Behaviour Chart 472 Self-Recognition of Positive Behaviour 473 Daily Report Card 475 Sample Schedule for a Primary Student (a.m.) 476 Sample Schedule for a Primary Student (p.m.) 477 s Schedule 478 Check In/Check Out (CICO) System 479 Check In/Check Out (CICO) Form 480 The Weekly Schedule for Success 481 Alternative Activities 482
Mentor s Duties 483 Behavioural Contract 484 Home/School Contract 485 Steps for Systematically Teaching Social Skills 486 Evidence-Based Social Skills Programs 487 Guidelines for Writing Social Stories 488 Some Examples of Social Stories 490 Consequence Strips 491 Cue Cards for I Love My Break 493 3-Part Frames 494 4-Part Frames 495 The Dot Procedure 496 The Walking Pass 497 Ways to Calm Down 498 The Calming Wheel 499 Short Talk and Long Talk Tickets 500 Words to Express Feelings 501 Teaching I-Statements 502 Ways to Make I-Statements 504 Alternatives for Dealing with Problematic Situations 505 Sample Safety Plan #1 507 Sample Safety Plan 2 508 Sample Safety Plan #3 509 About the Eight-Step Problem-Solving Process 510 The Eight-Step Problem-Solving Process 511 The Thinking Sheet 512 Some Dos and Don ts when Meeting with Parents 514 About the Practice Guide: Reducing Behavior Problems in the Elementary School Classroom 517 Checklist for Carrying Out the Recommendations 518 Glossary 519 References 533 Index 538
About the author 541