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