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