Embedded Files
In order for a Behavior Intervention Plan to be successful a student needs demonstrate the reduction in problem behaviors and the increase in replacement or desired behaviors across a wide variety of conditions. For example a student may need to demonstrate behaviors with a variety of staff members, across a variety of settings at school and with a variety of peers. Below there are several ways to measure a student's generalization of behaviors included within their Behavior Intervention Plan.
Fading Behavior Team Direct Service in the Classroom
Fading Behavior Team Direct Service in the Classroom
This generalization plan is a way of viewing a student's daily schedule and whether or not they exhibit problem behaviors a routinely scheduled activity.
Many students that require intensive supports may also require some very specific prompting. This form allows a team to identify whether or not a classroom staff member has demonstrated that they can successfully prompt a student to exhibit the desired behavior during a specific period of time. If they have not demonstrated the identified the that they can provide the level of support that a student requires it is indicated that more training is required.
Fading Staff Prompting
Fading Staff Prompting
One of the first environmental variables that often needs to be faded is the prompting from a staff member.
When staff members use a task analysis to identify the specific steps in the skill a student has to master along with identifying the help they are providing the student in a hierarchy they can systematically remove their help enabling greater student independence.
Blank Task Analysis Data Sheet
Blank Task Analysis Data Sheet
blankTA.pdf
Comparative Analysis of Student Behavior Between Staff Members
Comparative Analysis of Student Behavior Between Staff Members
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