Behavioral Support Plan

Criteria

Exemplary = 5 points

Proficient = 4 points

Developing = 3 points

Emerging = 2 points

Missing = 0

Points

Earned

Observation & Measurement of Problem Behavior

5 Points

All identified problem behavior(s) are observable and measurable. If a behavioral category is listed, e.g., aggression, it is subsequently defined in observable, measurable terms

4 Points

One of the identified problem behaviors is not observable and measurable.

3 Points

Two or more of the identified problem behaviors are not observable and measurable.

2 points

No problem behavior is stated in observable and /measurable terms, e.g., The student’s inner attributes are hypothesized instead of a description of behavior

0 points

Missing

Identification of Predictors of Behavior

5 Points

One or more predictors from

immediate or immediate past

environments are described with at least one detail about one or more of the environmental variables in column one

4 Points

One predictor from the environmental variable categories is given, but with no detail

3 Points

One or more predictors from the environmental variable categories are given, but with no detail

2 points

No predictors of problem behavior from any of the categories are given, or predictors are from other

environments and are not triggers in the current environment, or internal thoughts or, presence of

an internal state or behavioral history or disability is described.

0 points

Missing

Analysis of What Supports or Prompts the Behavior

5 Points

Half or more of the environmental features targeted for change (line 6) are logically related, i.e., consistent with, one or more of the identified

predictors (line 5) If only one

feature (line 6) is given, it must be logically related

4 Points

Less than half of the features of the environment targeted for change (line 6) are logically related to one or more of the identified predictors (line

5). If only one is given, and it is not logically related, score 0

3 Points

Less than one quarter of the features of the environment targeted for change (line 6) are logically related to one or more of the identified predictors (line

5). If only one is given, and it is not logically related, score 0

2 points

None of the predictors (line 5) are logically related to the summary of why the problem behavior is occurring in the specific situation (line 6), OR if none of the Predictors (line 5), are related to the environmental factors (see Physical Setting, Social Setting, etc.) then no

logical relationship can be

determined and the environmental assessment analysis (line 6) is inadequate.

0 points

Missing

Exemplary = 10 points

Proficient = 8 points

Developing = 6 points

Emerging = 4 points

Missing =0

Change Environmental Structure for problem prevention and support of replacement behavior

10 points

One or more environmental

changes, i.e., changes in time, or space, or materials, or positive interactions are specified (line 7) and are logically related, i.e.,

consistent with, what was

identified as supporting problem behavior (line 6)

8 points

One environmental

variable changes (time, or space, or materials, or positive interactions) is described (line 7) BUT it is not logically related to what was identified as

supporting the problem behavior (line 6)

6 points

Two or more environmental

variable changes (time, or space, or materials, or positive interactions) are described (line7) BUT they are not logically

related to what was identified as supporting the problem behavior (line 6)

4 points

No change in any of the following four environmental variable is described. No change in time, or space, or materials, or positive

interactions are described.

(line 7) Reactive strategies or

interventions unrelated to the

predictors are described.

0 points

Missing

FUNCTION OF BEHAVIOR IS

LOGICALLY RELATED TO

PREDICTORS (line 8 links to 5) Identified function of the

Behavior

10 points

All identified function(s) on line 8

specify WHY the behavior occurs in terms of what the student: 1) gets or 2) rejects, i.e., escapes, protests or avoids AND each identified function on line 8 is

logically related, i.e., consistent with, the predictor(s) on line 5 that address each of the problem behaviors on line one.)

Contaminators: “revenge, vengeance, control, power”. Score 0 if present.

8 points

All identified function(s) are identified in terms of 1) getting something or 2) escaping, protesting, or avoiding

something (line 8) but one is not

logically related to identified predictors for behavior (line 5) AND no contaminators are present

All identified function(s) are identified in terms of 1) getting something or 2) escaping, protesting, or avoiding

something (line 8) but not all are

logically related to identified predictors for behavior (line 5) AND no contaminators are present

One or more identified function(s) are not specified in terms of either: 1) to get something or, 2) to reject something (escape, protest, or avoid) (line 8). Therefore, no comparison to line 5 can

be made, OR contaminators are present (see above: revenge, power, control, vengeance).

0 points

Missing

REPLACEMENT BEHAVIOR(S)

(line 9) SERVE THE SAME

FUNCTION (line 8) AS THE

PROBLEM BEHAVIOR(S)

Functionally Equivalent

Replacement Behavior (FERB) must be identified that will be taught and reinforced to allow the student’s need (function) to be met in an acceptable manner

10 points

All specified FERB(s) (line 9)

serve the same function as the problem behavior (line 8) AND no functional contaminators are present (e.g., control, power, vengeance, revenge).

FERB(s) (line 9) must serve the same function as the problem behavior(s) (line 8).

8 points

Most specified FERB(s) (line 9)

serve the same function as the problem behavior (line 8) AND no functional contaminators are present (e.g., control, power,

vengeance, revenge).

FERB(s) (line 9) must serve the same function as the problem behavior(s) (line 8).

6 points

Less than half specified FERB(s) (line 9)

serve the same function as the problem behavior (line 8) AND no functional contaminators are present (e.g., control, power,

vengeance, revenge).

FERB(s) (line 9) must serve the same function as the problem behavior(s) (line 8).

4 points

No FERB is identified, OR

The function was not accurately identified on line 8 in terms of 1) to get something or, 2) to reject

something (escape, protest, or avoid) and therefore line 9 can not be evaluated. OR

The function was not in behavioral terms (i.e., operationalized) so no

FERB can be identified to match a non-behavioral function OR a functional contaminator is present

0 points

Missing

Exemplary = 15 points

Proficient = 12 points

Developing = 9 points

Emerging = 6 points

Points

Earned

Teaching strategies (line 10) adequately specify how to teach and prompt FERBs (line9)

Specify how the FERB, that

allows the student to meet functional need in an acceptable way, will be systematically taught

15 points

Teaching strategies (line 10) for all FERB(s) (line 9) include at least one detail about how this will be done: for example, materials

are listed, a strategy is described, a list of procedures or skill steps is

referenced. (The statement can refer the reader to an attached document and need not be fully described on the plan.) If Contaminators are

present, score 0: (a) if a reactive strategy for the problem behavior is described here, (b) If cathartic strategies for aggression are described, e.g., punch a pillow, not your peer.

12 points

Teaching strategies with at least one detail for one, but not all, FERB listed(line 9)

AND no contaminators are present

9 points

Some teaching strategies with at least one detail are specified for one or more general positive behaviors AND no contaminators are present

6 points

No strategies with at least one detail are specified to teach either a FERB OR to teach general positive behaviors (line 10) OR contaminators are present

0 points

Missing

Exemplary = 10 points

Proficient = 8 points

Developing = 6 points

Emerging = 4 points

Missing = 0 points

Points

Earned

Reinforcers (line 11)

Specified reinforcers the

student is known to seek

􀁺 Analysis: “Reinforcement procedures” A reinforcer is a consequence that increases or maintains a

behavior. It “reinforces” the probability of the behavior

being repeated

10 points

Reinforcer for FERB is complete and any other reinforcer for positive behavior is also complete: (a) specifically stated, (b) contingently given, (c) effectiveness data

(d) frequency, AND one additional

variable is listed: (either (e) choice-within variety or (f) immediacy), AND the following contaminator is not present: student loses or reduces access to some reinforcer if the FERB is used in lieu of the problem behavior

(a) Specifically stated: What the

student will receive, e.g., verbal praise,

NOT be positive during interactions.

(b) Contingently given: If X behavior

occurs, then Y reinforcer or token/point,

etc. is given

(c) Effectiveness Evidence: There is

evidence that this reinforcer has

frequently been sought by the student,

or there is current evidence that s/he

will actively seek this potential

reinforcer. (See line on BSP: reinforcer

based on_______).

(d) Frequency: How often a reinforcer

or token is to be given.

(e)) Choice-within-Variety: two or more

reinforcers for student selection are

specified.

(f) Immediacy = reinforcer(s) or token

symbolizing a reinforcer are delivered

immediately after the desired

behavior(s)

8 points

A through D is given (see H. 2 point scoring above), but neither E or F is present OR no FERB reinforcer is identified BUT no contaminator is present

6 points

A through D is given (see H. 2 point scoring above), but neither E or F is present AND no FERB reinforcer is identified BUT no contaminator is present

4 points

Contaminator is present OR A, B, C, D is missing

0 points

Missing

Exemplary = 5 points

Proficient = 4 points

Developing =3 points

Emerging = 2 points

Missing = 0 points

Points

Earned

Reactive strategies

(line 12)

Reactive strategies are clearly

communicated and understood by all implementers

􀁺 Analysis: “Reactive strategy To employ/

debriefing procedures to use if problem behavior occurs again.”

􀁺 Four components are

considered: Prompting,

Managing Safely, Debriefing,

and Consequences

5 points

A Strategy for Managing at least one Problem Safely must be present, and any two other components below are present for that behavior, and no

contaminators are present: (a) catharsis for aggression or (b) aggressive verbal or physical behavior is listed (line 5), but no strategy for managing safely given.

4 points

A Strategy for Managing at least one Problem Safely must be present, but two additional reactive strategy components for

that behavior are not given AND no

contaminator is described on the plan: catharsis for aggression, or no managing safely strategy given on the plan for aggression listed (line 5)

3 points

A Strategy for Managing at least one Problem Safely is absent OR a

a contaminant is present on the plan.

2 points

A Strategy for Managing at least one Problem Safely is absent AND a contaminator is present on the plan.

0 points

Missing

Exemplary = 15 points

Proficient = 12 points

Developing = 9 points

Emerging = 6 points

Missing=0 points

Progress monitoring,

Element 1:

Goals and objectives (line 13 compared to line 1)

Every goal requires six components to enable adequate progress monitoring. Components can be in any order & grids & tables are acceptable. FERB goals minimally have six parts as well. However, a FERB goal must also show a clear connection to how this behavioral goal achieves similar functional outcomes to the problem behavior under similar conditions. A nine component format can be used to clearly identify that the FERB is addressed

15 points

One FERB goal, using 6 or 9

component format that clearly

represents a FERB, that is not simply a general positive

behavior

12 points

One complete monitoring goal, either “increase general positive behavior”, or “decrease problem behavior goal” is present AND a

FERB is targeted in the BSP to be specifically taught, though no complete FERB goal is present for monitoring

9 points

One complete monitoring goal, either “increase general positive behavior”, or “decrease problem behavior goal” is present OR a

FERB is targeted in the BSP to be

specifically taught, though no complete FERB goal is present for monitoring

6 points

No complete goals of any type

0 points

Missing

Exemplary = 10 points

Proficient = 8 points

Developing = 6 points

Emerging = 4 points

Missing=0 points

Points

Earned

Progress monitoring,

Element 2:

Evidence of team coordination, in strategy implementation,

Monitoring System,

Communication

Provisions

(lines 7, 10, 11, 12, 14)

The plan identifies all personnel to implement, monitor and exchange information (lines 7, 10, 11, 12, 14)

10 points

All implementers (and those who will be monitoring and exchanging information) are identified AND their responsibilities are

discernable in each section of the plan.

(Examine lines 7, 10, 11, 12, 14)

8 points

At least 50% of implementers (and those who will be exchanging

information) are identified or not all responsibilities are discernable in each section of the plan.

(Examine lines 7, 10, 11, 12, 14)

6 points

Less than 50% of implementers (and those who will be exchanging

information) are identified or not all responsibilities are discernable in each section of the plan.

(Examine lines 7, 10, 11, 12, 14)

4 points

No team member responsibilities are identified in each section OR no team members are identified.

(Examine lines 7, 10, 11, 12, 14)

0 points

Missin0 points

0 points

Missing

Progress monitoring,

Element 3:

Communication (line 14)

The communication segment of

the BSP details progress

monitoring during the plan’s

implementation:

1. Who will participate in exchanging

information?

2. Reciprocally exchanging information

to monitor progress. Different

communication partners (exchange

dyads) may require different

communication content.

3. Under what conditions? Conditional

or Continuous? Each exchange dyad can require data about behavior under different conditions, e.g., Conditional- if a dangerous behavior occurs, w and x communicate; Continuous-summaries of daily or weekly on-task behavior, requires

y and z to communicate, etc.

4. Manner of exchange of student progress and staff implementation data (how will data go back and forth?)

5. Content of data to exchange about

student progress and staff

implementation: Include what outbound

data to exchange, under which

conditions, and what inbound response

to that data should occur. Two way

communication is critical. Communication

section must include monitoring of student mastery of the FERB.

6. Frequency of exchange. Can be time referenced, e.g., each day, each week, or

can be conditional, e.g., if X behavior, Y communication exchange occurs.

10 points

FERB data exchange with all

components must be present ( (a) who, (b) conditions, (c) manner, (d) content, (e) frequency, (f) reciprocaltwo

way—which is not simply a

signature of receipt of information)

8 points

One data exchange for any one specified goal includes all

components (who, conditions,

manner, content, frequency,

reciprocity-two way beyond receipt signature) but a complete exchange for a FERB is absent.

6 points

One data exchange for any one

specified goal includes all

components (who, conditions,

manner, content, frequency,

reciprocity-two way beyond receipt signature) but a ANY exchange for a FERB is absent.

4 points

No complete data exchange (who, conditions, manner, content, frequency, reciprocity-two way, beyond receipt signature) for any goal is present.

0 points

Missing

Total points possible = 110

TOTAL POINTS EARNED =>