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