Behavior: Guidance Forms (to help complete Process Forms)

Social, Emotional and Communication Challenges Sensory/Biolo gical Sensitivities and Preferences Impact of Medical Concerns Learning Challenges and Uneven Skill Development Difficult to Motivate Narrow Areas of Interest Environmental Mismatch and Change Does the person have the level of social competence needed to understand the various school settings? What social skills is the person missing in order to actively participate? Does the person possess problem- solving skills to meet the social situations in his/her life? Can the person gain and maintain a personal friendship? Is the person only seeking adult i nteractions? Does the person understand classroom and school wide rules and expectations? Can the person identify his/her own emotions? Can the person identify/react appropriately to the emotions of others? Does the person apply problem- solving skills to situations that raise anxiety, anger, happiness, and other emotional levels? What coping skills does the person make use of in emotionally charged situations? Does the person have a functional communication system available at all times? Are differences in expressive/receptive language recognized? Are directions given in a way that are clear for all persons? Does the person understand the adult/person communication expectations in each school situation/setting? Does the person need a way to communicate to the teacher/caregiver/e mployer if there is confusion? Is the person/team aware of his/her sensory needs/sensitivities ? Does the person have sensory supports built into the day? What coping skills does the person utilize when sensory challenges arise? Are there any medical diagnoses to consider? Are there medications/side effects to consider? What are the person’s cognitive challenges? Is the person missing key skills needed to learn the material being presented? How does the teacher’s classroom approach/style match with how the person learns? Does the person have supports to organize work materials and to handle assignments / homework? What supports does the person need to be at optimal learning level? What reinforcement has meaning for this person? Is reinforcement consistent? When is additional reinforcement needed? Does the person have special interests that could be used as motivation during or after work completion? Does the person understand why the content being taught is important? Is there a connection to his/her knowledge? Do changes in classroom/daily routines impact this person? Is the person overwhelmed by the physical environment? Is the person affected by the noise level, teaching presentation, response modes, and social expectations? What coping skills does this person have to deal with challenges in the environment?

Guidance for Identifying Antecedents and Consequences Potential Antecedents What is occurring BEFORE the behavior begins? Look at what occurs shortly before the behavior. Those things that may not be immediately prior to behavior can be important to identify as well. 1.Where is the behavior occurring? 2.What is the person doing or being asked to do? Or, what is the person being asked to stop doing? 3.How are others communicating with the person? (ex: verbally? with pictures? gestures? other?) 4.Who is in the environment and what are they doing? (Peers and adults) 5.What are the activities that are occurring around the individual? What is the nature of these activities? 6.What are the sensory aspects of the environment? What does it sound like, look like, feel like, etc.? 7.When is this behavior occurring? Time of day? Day of week? Potential Consequences What happens AFTER the behavior begins? Consider those events that occur naturally as well as those actions that may be imposed by someone else. 1.What do the adults do when the behavior starts? Do they change their actions, behavior, attention, activity, etc. when the behavior occurs or begins? 2.Who might enter or leave? 3.What do peers do when the behavior begins? Do they change their activity in any way? 4.What changes for the person when he begins the behavior? Does he stop an activity? Obtain an object or assistance? Are requests or demands changed? 5.Does the person obtain or avoid some type of sensory input as a result of the behavior? 6.How does the environment change? 7.Does the person lose an object or activity because of the behavior (as one might see in a discipline program)?

Guiding Questions to Help Identify Needed Skills (Step 4) Question“DOES THE STUDENT NEED TO LEARN…” Does the behavior occur most frequently in the academic environment? 1.Academic skills? 2.To ask for assistance? 3.To express frustration around the academic tasks? Does the behavior occur when the person is primarily in social situations? 1.How to interact with peers in a way that does not disrupt the social interaction? 2.A way to gain attention from peers (or adults) that is acceptable? 3.To “read” the social situation or Hidden Curriculum? 4.Activity skills to be able to participate (such as games in gym, playground or free time activities)? Does the behavior occur frequently when the individual is overwhelmed? 1.To identify when he/she is beginning to feel overwhelmed or is escalating? 2.How to regulate his/her emotions as they begin to escalate? 3.Sensory strategies to regulate his/her sensory system? 4.How to acceptably communicate the need to escape or take a break from the situation? Does the behavior occur as the individual attempts to express ideas or communicate needs? 1.To use a communication system or support? 2.To express emotions or feelings in a way that is acceptable? 3.To make choices? 4.To express needs in a way that is understood by peers and adults? Form 3

Guiding Questions to Help Identify Needed Skills (Step 4) Question“DOES THE STUDENT NEED TO LEARN…” Does the behavior occur when others attempt to direct, transition or engage the person? 1.To use and follow organizational supports? 2.To express “no”, “not now”, “need more time”, “I need a break”, “I don’t understand” or some other message in relation to transition times? 3.To improve engagement the scheduled activities of the day by identifying an interest or motivation within the routines of the class/group? Does the behavior occur more often when the person is asked to follow directions or required to function within a predetermined routine (example: class schedule)? 1.To follow adult requests even when he / she would rather do something else? 2.To follow a group schedule or agenda even when he/she would rather follow his/her own routines? 3.Wait without disrupting others? 4.Coping strategies to manage the feelings of frustration or anxiety when having to follow another’s requests/schedule? 5.Why it is sometimes important to be part of the group or follow directions of others? Does the behavior occur frequently when others attempt to assist the individual? 1.Independence in specific activities to decrease the need for frequent assistance? 2.How to help others know the best way to assist him/her? 3.How to cope with others that are offering assistance? Form 3

Selecting Replacement Skills Replacement Skills/Behaviors Review the FUNCTION(s) of the challenging behavior identified in Step 2- Hypothesis Statement Review the NEEDED SKILLS identified in Step 4 Determine which NEEDED SKILLS in Step 4 provide the FUNCTION identified in Step 2 (HINT: If communication was identified as a function, an alternative communication skill is then often a good substitute skill to select.) Write that skill(s) in Step 5 REPLACEMENT SKILLS What are the Underlying Contributors to and Function of the Behavior (THE “WHY WORKSHEET”) When ___________ is faced with the stressors of these setting events ______________________________________ _______________________________________________________________________________________________ and these immediate triggers _______________________________________________________________________ he/she engages in the identified behavior (above) which results in this type of reinforcing consequence ______________________________________________________________________________________________. These identified factors result in the behavior serving the following function(s) or benefit(s) for the student (1 or more):  A Sensory Experience or Physiologic Benefit : __________________________________________  A Desired Object, Person, Activity or Experience: ______________________________  An Escape from an undesirable Task, Activity, Person, etc.: ___________________  A Way to Communicate: _______________________________________________________________  Other Functions: 2 2 WHAT’S MISSING? Behaviors are indications of a missing or needed skill that will address issues identified in Step 2. What skills does the person need (that were NOT identified in Step 3) in order to change the behavior of concern? (Example: Social, Communication, Academic, Coping, Emotional Regulation, Self Help, etc.) 4 4 Step 2: Why Behaviors Occur – The Function Step 2: Why Behaviors Occur – The Function Step 4 Needed Skills that serve the same function Step 4 Needed Skills that serve the same function What REPLACEMENT skill needs to be taught to and used by the Individual? This skill will serve the same FUNCTION as the behavior of concern (Step 2 and 4)

Selecting Related Skills Related Skills/Behaviors Review other skills identified in Step 4 that DO NOT HAVE THE SAME FUNCTION as the challenging behavior identified in STEP 2. Which of the UNEQUAL skills would assist the individual to be able to access more opportunities, function in the LRE, improve social interactions or improve quality of life? (HINT: Sometimes this is a coping skill, a higher level social skill or an academic skill) Select the skill that you wish to target and record in Step 5 RELATED SKILLS What RELATED Skills should be taught to improve the individual’s access to and participation in LRE? (Step 4) 5 5 Step 2: Why Behaviors Occur – The Function Step 2: Why Behaviors Occur – The Function Step 4 Needed Skills that serve the same function Step 4 Needed Skills that serve the same function

6 6 Plan to Teach and Reinforce REPLACEMENT SkillsWhat is need specific to the Target Skill? INTERVENTION. Will a specific intervention(s) be used to teach teach the new skill? (EBP) Social Competence Intervention? Academic Strategy? Communication Intervention? Emotional or Sensory Regulation Method? LEARNING STYLE. What strategies or methods will be used to improve learning and skill development that match the individual’s learning style and need (Step 3)? Instructional Style or Environment? Accommodations ? Tools? ENVIRONMENTAL MODIFICATIONS. What modifications to the environment (Step 1 and 3) will be necessary to achieve an environment that is supportive of learning new skills and may also reduce setting events or triggers (Step 2)? Modifications include modifications in the way others act and react. Visual Supports to the environment? Changes to support sensory needs? Do peers or adults need to learn how to manage their own actions to decrease stressors? Form 6 Part Two

6 6 Plan to Teach and Reinforce REPLACEMENT SkillsWhat is need specific to the Target Skill? SENSORY. Will the individual require sensory/biological adaptations or interventions (Step 1&3) to promote learning and using the new skill or to reduce setting events and triggers (Step 2) ? Needed sensory experiences? Sensory breaks? Supports for sensory regulation SOCIAL AND COMMUNICATION. What social-emotional and communication supports (Step 1 and 3) will be needed? How will instruction in these areas be provided to promote learning the replacement skill or to reduce setting events and triggers (Step 2)? Interventions and Supports include modifications in the way others communicate to the person. Teaching others in the environment how to communicate with the person? Visual supports for social and/or communication skill building? REINFORCE. Ways to add Motivation and Reinforcement (Step 3) Specifically using special interests as part of the educational program DATA. How will progress towards the new skill be measured (Data worksheet)? What measures are meaningful indicators of success? Form 6 Part Two

STRATEGY CHECKLIST Specific to the behavior/skill being taught, does the support plan include the following? 1.Strategies that eliminate or decrease SETTING EVENTS 2.Intervention that reduce or avoid TRIGGERS 3.Modifications or adaptations to the ENVIRONMENT 4.Student PREFERENCES, STRENGTHS as part of the plan? 5.Individualized REINFORCEMENT strategies using individual interests? 6.Interventions that help avoid REINFORCING CONSEQUENCES of the challenging behavior? 7.Plans to TEACH new skills that were identified in CHALLENGES? 8.Strategies to address SENSORY based challenges or needs? 9.Social and communication supports when identified as an area of challenge? 10.Strategies to specifically teach the SUBSTITUTE skill?