Used sensory support Provided choice between two tasks Held an IEP meeting Met with parent/guardian Student used coping strategy Discussed behavior in team meeting Provided non- preferred task first Used proximity control Paired task with student interest Held an IEP meeting Used first/then language Ignored minor behavior per plan Made a positive phone call home Provided non- preferred task first Met with parent/guardian Conducted classroom observation Ignored minor behavior per plan Gave non- verbal cue Re-taught rules after incident Used a calm voice during escalation Caught behavior trend in data Completed FBA checklist Caught behavior trend in data Used behavior- specific praise Scheduled BIP review meeting Provided choice between two tasks Conducted an ABC data observation Used first/then language Teacher used consistent consequences Rewarded goal on point sheet Documented behavior data Used proximity control Used reinforcement menu Student re- entered successfully Redirected off-task behavior Made a positive phone call home Sent student to cool-down area Gave a brain break Provided a preferred activity Student used coping strategy Had a student elope Student re- entered successfully Collaborated with campus behavior team Used sensory support Collaborated with campus behavior team Reviewed FBA data Taught expected behavior Rewarded goal on point sheet Reinforced replacement behavior Re-taught rules after incident Scheduled BIP review meeting Redirected off-task behavior Delivered a non- contingent break Wrote a behavior referral Used behavior- specific praise Teacher used consistent consequences Used reinforcement menu Reinforced replacement behavior Implemented a BIP strategy Delivered a non- contingent break Had a student elope Conducted classroom observation Wrote a behavior referral Discussed behavior in team meeting Had to do a restraint Used a token board Completed FBA checklist Taught expected behavior Provided a preferred activity Used a token board Used a calm voice during escalation Gave a brain break Used a visual schedule Sent student to cool-down area Implemented a BIP strategy Reviewed FBA data Documented behavior data Conducted an ABC data observation Used a visual schedule Gave non- verbal cue Paired task with student interest Used sensory support Provided choice between two tasks Held an IEP meeting Met with parent/guardian Student used coping strategy Discussed behavior in team meeting Provided non- preferred task first Used proximity control Paired task with student interest Held an IEP meeting Used first/then language Ignored minor behavior per plan Made a positive phone call home Provided non- preferred task first Met with parent/guardian Conducted classroom observation Ignored minor behavior per plan Gave non- verbal cue Re-taught rules after incident Used a calm voice during escalation Caught behavior trend in data Completed FBA checklist Caught behavior trend in data Used behavior- specific praise Scheduled BIP review meeting Provided choice between two tasks Conducted an ABC data observation Used first/then language Teacher used consistent consequences Rewarded goal on point sheet Documented behavior data Used proximity control Used reinforcement menu Student re- entered successfully Redirected off-task behavior Made a positive phone call home Sent student to cool-down area Gave a brain break Provided a preferred activity Student used coping strategy Had a student elope Student re- entered successfully Collaborated with campus behavior team Used sensory support Collaborated with campus behavior team Reviewed FBA data Taught expected behavior Rewarded goal on point sheet Reinforced replacement behavior Re-taught rules after incident Scheduled BIP review meeting Redirected off-task behavior Delivered a non- contingent break Wrote a behavior referral Used behavior- specific praise Teacher used consistent consequences Used reinforcement menu Reinforced replacement behavior Implemented a BIP strategy Delivered a non- contingent break Had a student elope Conducted classroom observation Wrote a behavior referral Discussed behavior in team meeting Had to do a restraint Used a token board Completed FBA checklist Taught expected behavior Provided a preferred activity Used a token board Used a calm voice during escalation Gave a brain break Used a visual schedule Sent student to cool-down area Implemented a BIP strategy Reviewed FBA data Documented behavior data Conducted an ABC data observation Used a visual schedule Gave non- verbal cue Paired task with student interest
(Print)
Used sensory support
Provided choice between two tasks
Held an IEP meeting
Met with parent/guardian
Student used coping strategy
Discussed behavior in team meeting
Provided non-preferred task first
Used proximity control
Paired task with student interest
Held an IEP meeting
Used first/then language
Ignored minor behavior per plan
Made a positive phone call home
Provided non-preferred task first
Met with parent/guardian
Conducted classroom observation
Ignored minor behavior per plan
Gave non-verbal cue
Re-taught rules after incident
Used a calm voice during escalation
Caught behavior trend in data
Completed FBA checklist
Caught behavior trend in data
Used behavior-specific praise
Scheduled BIP review meeting
Provided choice between two tasks
Conducted an ABC data observation
Used first/then language
Teacher used consistent consequences
Rewarded goal on point sheet
Documented behavior data
Used proximity control
Used reinforcement menu
Student re-entered successfully
Redirected off-task behavior
Made a positive phone call home
Sent student to cool-down area
Gave a brain break
Provided a preferred activity
Student used coping strategy
Had a student elope
Student re-entered successfully
Collaborated with campus behavior team
Used sensory support
Collaborated with campus behavior team
Reviewed FBA data
Taught expected behavior
Rewarded goal on point sheet
Reinforced replacement behavior
Re-taught rules after incident
Scheduled BIP review meeting
Redirected off-task behavior
Delivered a non-contingent break
Wrote a behavior referral
Used behavior-specific praise
Teacher used consistent consequences
Used reinforcement menu
Reinforced replacement behavior
Implemented a BIP strategy
Delivered a non-contingent break
Had a student elope
Conducted classroom observation
Wrote a behavior referral
Discussed behavior in team meeting
Had to do a restraint
Used a token board
Completed FBA checklist
Taught expected behavior
Provided a preferred activity
Used a token board
Used a calm voice during escalation
Gave a brain break
Used a visual schedule
Sent student to cool-down area
Implemented a BIP strategy
Reviewed FBA data
Documented behavior data
Conducted an ABC data observation
Used a visual schedule
Gave non-verbal cue
Paired task with student interest
