1.  A Collaborative Effort by Catoosa and Walker County School Districts  Day 2:  Ticket in the Door: Researched Resource to Share Judi Bailey & Amanda Oxford February 10, 2012

2.  Commit to Student/Person first language  Sign-in  Silence cell phones  Put away laptops  Use parking lot for questions  Side bar chatter – in designated locations, outside of training rooms

3. Learning Targets:  I will understand the process to effectively respond to student behavior  I will learn to collect data on student behavior and determine functions of behaviors  I will learn to assess the functions of behaviors and develop targeted interventions to reduce the behaviors  I will learn to collect, analyze and use data to positively alter behavior through the development of a FBA and subsequently, a BIP

4.  Is justice or forgiveness more important?  If you could do something dangerous just once with no risk, what would you do?  What would you try if you had no fear?  If you could be brilliant in one subject which would you choose and why?

6. Communication Attention Escape/Avoid Tangible Sensory

8.  Too vague a definition of the behavior(s) of concern.  Incomplete measurement/data collection regarding the behavior(s) of concern and the interventions selected.  Incorrect interpretation of the functional assessment data collected by the IEP team or others.  Inappropriate intervention (e.g., too weak to deal with the complexity or magnitude of the behavior problem; not aligned with the assessment data).  Inconsistent or incorrect application of one or more parts of the intervention plan.  Failure to adequately monitor the implementation of the intervention plan or to adjust the intervention plan over time, as needed, based on on-going monitoring and evaluation, and to adequately evaluate the impact of the intervention plan.  Inadequate system-wide support to avoid future episodes of the behavior problem (e.g., too many initiatives or competing building-level priorities that may interfere with the time and commitment it takes to develop and implement behavioral intervention plans).  The behavior is an issue of tolerance rather than being something that distracts the student or others (e.g., a specific minor behavior, such as doodling).  Teachers lack skills and support necessary to teach behavioral skills.  Failure to consider environmental issues, cultural norms, or psychiatric issues/mental illness outside of the school/classroom environment that are impacting on the student’s behavior.

10. Behavior Intervention Plan Target Behavior 1 I. Target Behaviors and Definitions Name the behavior and describe it in measurable terms. Aggression-hits other students Tantrums-cries and falls to the floor Off task-plays with objects in desk II. Functional Behavioral Assessment and Identified Function of the Target Behavior Example Johnny runs away to avoid completing a math activity. Johnny talks loud to get his peers attention.

11. III. Intervention Strategies (Positive Behavioral Interventions and Supports) A. Modifications to the Identified Antecedents Earphones for noise Structure transition times Teach new skill in small chunks Planned ignoring for attention seeking behaviors B. Alternative Behaviors (Meet the same function as the target behavior) Talking out in class-raise hand Screaming to leave class because of the noise-quiet card Tantrum-teach a calming techniques

12. IV. Reinforcers and Consequences A.Individualized Reinforcers for Student to Learn Alternative Behavior The reinforcers must be reinforcing to the individual student. Here is a website to help determine individual reinforcers. http://www.jimwrightonline.com/php/jackpot/jackpot.php Examples: Lunch with principal Run an errand Additional computer time Sit with friend during reading Stickers Gum

13. A. Consequences for Target Behavior ISS is not appropriate for most SPED students and if they are placed in ISS three components must be met or it will be counted toward OSS. The three components are: *Student is afforded the opportunity to appropriately participate in the general curriculum *Continues to receive services specified in the IEP *Continues to participate with nondisabled children to the extent they would have in their current placement Examples: loss of privileges-loss of recess-failing grade, etc

14. Examples: Behavior charts/checklist Scatter plots Behavior Report card http ://www.jimwrightonline.com/php/tbrc/tbrc.php ChartDog- http://www.jimwrightonline.com/php/chartdo g_2_0/chartdog.php

15. Behavior Intervention Plan Activity

16.  Using your behavioral resource provided, detail 3 ways this resource can be used.  Share with your neighbor

17.  http://www.interventioncentral.org/ http://www.interventioncentral.org/  http://cecp.air.org/fba/ http://cecp.air.org/fba/  http://www.polyxo.com/fba/ http://www.polyxo.com/fba/  http://www.behavioradvisor.com/oldindex.ht ml http://www.behavioradvisor.com/oldindex.ht ml  http://www.angelfire.com/pa5/as/boardmak er/classrules.pdf http://www.angelfire.com/pa5/as/boardmak er/classrules.pdf  http://nces.ed.gov/nceskids/createagraph/d efault.aspx?ID=7f2e7ea860ca46f68841e50da 65966c5 http://nces.ed.gov/nceskids/createagraph/d efault.aspx?ID=7f2e7ea860ca46f68841e50da 65966c5

18.  Identify a student with a behavioral concern  Collect data  Conduct a student interview  Review 3 resource sites. Come to 2/10/12 session with a new resource to share