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