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