Beruflich Dokumente
Kultur Dokumente
Updated 10/6/2017
Problem Solving in General Education
Yes, continue to implement No, continue problem solving with the PST.
strategies/interventions and fade Document on Academic Plan or Function-Based
supports when possible Problem Solving Worksheet
February 2017
Problem Solving in Special Education
Updated 9/22/17
Student has undergone an evaluation and qualified for services
Summary of the most problematic behavior: We have the most problems during __________________________________________
(Time of day/class/activity/routine)
When… The student will… When this happens… So, the function of the behavior is to
(teacher does…) (pick one)…
Get: ______________
or
Avoid:______________
• List the behavioral goal (desired replacement) – what do we want the student to do instead of the problem behavior? Be specific and
list an observable skill:
• How will staff reinforce this desired replacement behavior? See column C.
• List a strategy to prevent the problem behavior from occurring. Strategies must connect back to the function of the behavior (see
column A for preventative strategy suggestions):
• List a strategy for responding after the problem behavior has occurred. These strategies must connect back to the function of the
behavior (see column B for responsive strategy suggestions):
0 1 2 3 N/A
Specific replacement behavior: ___________________
Replacement
0 1 2 3 N/A
Behavior
0 1 2 3 N/A
Staff reinforce replacement behavior
Strategy 1: 0 1 2 3 N/A
Preventative
Strategies
Strategy 2: 0 1 2 3 N/A
Strategy 3: 0 1 2 3 N/A
Strategy 4: 0 1 2 3 N/A
Behavior
Description of Problem Behavior(s): The following provides an overview of the current behavior per the
Function Based Problem Solving Worksheet or FBA
Get: ______________
Behavior 1
or
Avoid:______________
When… The student will… When this happens… So, the function of the
(e.g., teacher, peers, behavior is to (pick
administration) one)…
Get: ______________
Behavior 2
or
Avoid:______________
When… The student will… When this happens… So, the function of the
(e.g., teacher, peers, behavior is to (pick
administration) one)…
Get: ______________
Behavior 3
or
Avoid:______________
Student Name: IEP/BIP Developed on Date:
Grade/Teacher: Developed By and in Consultation with:
Performance Deficit(s): (student has the skills needed but either chooses not to do so or, for some reason
such as anxiety, anger, lack of generalization, lack of motivation, etc., cannot perform the behavior):
•
Replacement Behavior(s): (what we want the student to learn how to do instead of the problem behavior(s)
Short term (within IEP cycle):
•
Long term:
•
Preventative Strategies
(Strategies used to minimize the likelihood that the behaviors will occur)
Strategies (environmental or instructional such as but not limited to: quiet work area, frequent feedback,
sensory input, etc.) See menu of additional interventions on Function Based Problem Solving Worksheet
Column A)
•
Student Name: IEP/BIP Developed on Date:
Grade/Teacher: Developed By and in Consultation with:
or
Then (e.g., prevent access to (e.g., reward, students gets a
staff reinforcement) break, etc.)
should
do this…
Avoid:______________
or
Then (e.g., prevent access to (e.g., reward, students gets a
staff reinforcement) break, etc.)
should
Avoid:______________
do this…
or
Then (e.g., prevent access to (e.g., reward, students gets a
staff reinforcement) break, etc.)
should
Avoid:______________
do this…
Student Name: IEP/BIP Developed on Date:
Grade/Teacher: Developed By and in Consultation with:
BIP Review
(Should be reviewed no sooner than 3 weeks following implementation and no later than semester/trimester)
0 1 2 3 N/A
Modifications
0 1 2 3 N/A
Instructional
0 1 2 3 N/A
0 1 2 3 N/A
0 1 2 3 N/A
0 1 2 3 N/A
0 1 2 3 N/A
Environmental
Modifications
0 1 2 3 N/A
0 1 2 3 N/A
0 1 2 3 N/A
0 1 2 3 N/A
0 1 2 3 N/A
❏ Consultation with designated District Support within the last month (Check one)
❏ Dan Ellis
❏ Claire Hunt
❏ Angela Jasper
❏ Lukin Murphy
❏ Vince Thompson
❏ Jaime Kerpash
❏ Function Based Problem Solving Worksheet OR Behavior Intervention Plan (attach)
❏ Progress Monitoring chronological line graphs over a minimum of 3 weeks (attach)
❏ If applicable, prior PST or team meeting documentation (attach)
❏ If applicable, fidelity checks (attach)
❏ Updated data graphs turned in to Jodi Durran (Jdurran@cpsk12.org) before Wednesday
prior to BSC meeting
❏ Completion of the referral form (see below)
Relevant strengths and challenges (include info about social relationships, attendance,
academics, cognitive abilities, parental involvement, etc.)
Strengths:
Challenges:
UNIVERSAL BEHAVIORAL EXPECTATIONS
Teaching and using universal behavioral expectations will help students form routines to
meet expectations in our buildings. Clear expectations, taught and consistently enforced
coupled with relationship building, are the most critical tools to create a functional and
productive learning environment.
1. Observable
2. Measurable
3. Positively stated
4. Understandable
5. Always applicable – something that adults can/will consistently enforce
1. PROMPT
• Visual or verbal cue
2. Redirect
• Restate desired behavior (refer back to behavioral matrix if you have one)
3. Reteach
• Tell, show, practice, acknowledge
4. Provide Choice
• Range of alternatives
5. Conference with student
• Praise in public/discipline in private
Expectations and Rules Proactive Teacher Appropriate Sexual Implementing Universal Science of Behavior
• Transitions from
Stress Relief Strategies Behavior Strategies
Break
CONTACT: BCMHC CONTACT: Dan Elis or
Procedures and Routines • Passive/relational Identifying, Prioritizing
Coordinator Jaime Kerpash 8 Essential Features
Aggression and Defining Behavior
Continuum of Strategies • Positive Peer
Reporting Compassion Fatigue: Tier 2 Strategies
to Acknowledge & Trauma-Informed Care Data Collection
• Tootling Presented by BBH CONTACT: Boone County
Respond to Appropriate & Adverse Childhood
Mental Health
Behavior • Working with CONTACT: Angela Experiences: Presented
Jasper Coordinator LRE Checklist
Families by BBH
Multiple opportunities to • Function based CONTACT: Angela Jasper
Thinking Executive Functioning Behavior: A
respond Reinforcement for
• Appropriate use of Your Staff CONTACT: BCMHC Non-traditional
visuals to promote Youth Mental Health – Approach
Coordinator
Active supervision Overview of Mental CONTACT: Angela Jasper
desirable behavior
• Promoting Creating Calm Rooms Health and Behavioral
Academic success & task for Staff and/or Motivational
Independence Disorders: Presented by
difficulty Students Interviewing Common Mental Health
• Token Economies BBH CONTACT: BCMHC Diagnoses and
• Picture Schedules CONTACT: Angela Jasper Coordinator Pharmacological
Effective Relationships: • Picture Exchange
Interventions:
Part I and II Communication
Rules of Reinforcement Presented by MUPC
CONTACT: Angela Jasper • Functional Suicide Prevention,
CONTACT: Angela
Communication CONTACT: &
Response Postvention:
Dan Ellis, Jasper
Training Presented
Reesha Adamsonby: BBH De-Escalation Training
Curriculum Development
• Antecedent CONTACT: Angela Jasper Min. 15 people
CONTACT: Jaime Kerpash
Interventions Vince Thompson How to make Fidelity
• Consequence CONTACT: Lukin Murphy Data work for you
Social Skill Curriculum: Bullying & Mental
Interventions or Claire Hunt SCM: Safe Crisis
An introduction to Health: Presented by
• Autism Spectrum Management Function of Behavior
resources BBH
Disorder CONTACT: Principal
CONTACT: Angela Jasper
• Other topics available verifies need and
PST or Building Data based on need. contacts Vince
Teams: Best Practices Understanding Mental Thompson
CONTACT: BCMHC Health in Students w/ ID
Coordinator CONTACT: Jaime Kerpash
Updated 10/6/2017
District Behavior Support Personnel
Angela Jasper Claire Hunt Dan Ellis Lukin Murphy Jaime Kerpash Vince Thompson
Elementary - Behavior Elementary - Autism Secondary - Behavior Secondary - Autism Elementary & Elementary &
(IEP Students) (IEP Students) (IEP Students) (IEP Students) Secondary Secondary Behavior
Developmental (Non-IEP/504
Disabilities Students)
(IEP Students)
AJasper@cpsk12.org CHunt@cpsk12.org DEllis@cpsk12.org LMurphy@cpsk12.org JKerpash@cpsk12.org VThompson@cpsk12.org
Boone County Schools Mental Health Coalition:
2017 – 2018 Regional Coordinator Assignments
Lou
Ann
Tanner-‐Jones,
Ph.D.,
NCSP
Sarah
Owens,
Ph.D.,
NCSP,
PLP
Director
Associate
Director
tannerjonesl@missouri.edu
owenssar@missouri.edu