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These intervention tools are listed in the order of likely use, beginning with assessment and ending with progress monitoring.
FAOF Presentation.mp4Functional Analysis Observation Form (FAOF)
Functional Analysis Observation Form (FAOF)
This video will guide you step-by-step through the process of completing the FAOF in order to document a range of data all in one form.
QABF.pdfQuestions About Behavior Functions (QABF)
Questions About Behavior Functions (QABF)
The QABF is an indirect assessment of behavioral function that consists of 25 items. Each question is scored along a four point likert-type scale anchored with frequency descriptors of Never, Rarely, Some, and Often. Sample items include: ' Engages in the behavior to get attention'; 'Engages in the behavior to get access to items such as preferred toys, food, or beverages'; 'Engages in the behavior when there is nothing else to do'; 'Engages in the behavior to escape work or learning situations'; and 'Engages in the behavior more frequently when he/she is ill'.
Functional Analysis Screen Tool (FAST)
Functional Analysis Screen Tool (FAST)
This Google Sheets tool will help you develop graphs to visual represent responses from the Functional Analysis Screening Tool (FAST).
FAST.pdfThe Classroom Assistance Tool
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The CAT may be completed as a self-assessment by the teacher, by someone else as an observer or as a mutual activity, in order to determine areas of strength and areas of potential growth in regards to the environment factors, classroom behavior systems and curriculum & instruction. (An observer may not have the opportunity to observe all elements but the teacher always does.) The form includes instructions, a data entry sheet, a worksheet to record responses from a teacher interview (or for the teacher to complete,) as well as a pie graph which is constructed as a result of the data submitted.
http://www.livebinders.com/play/play?id=2278279
Classroom_Assistance_Tool_101717.xlsxsimsform_v.2_2.2.2017.xlsxThe Student to Intervention Matching System
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When students display behavior problems, typically externalizing behavior problems, it is important to determine if the student has not yet learned expected behaviors (acquisition deficit) or if they are electing to now engage in expected behaviors (performance deficit) for various reasons.
A total score will be calculated to suggest whether the student's problem is mainly due to an acquisition deficit or a performance deficit. It is important for the team to consider what type of intervention is likely to be the best for the student.
Strategies by 4 Behavior Functions (Sx4BF)
This brief video will guide you through the document and show you how to find replacement behaviors, as well as intervention strategies to address interfering behaviors. The tool can be used to assist in developing a behavior intervention plan.
Sx4BF.mp4Right 11_Essential 10 Scoring Rubric.pdfPENT's Essential 10 Scoring Rubric
Utilizing this document will assist you to understand if each of the 10 key areas of a Behavior Intervention Plan meet the required elements and will most likely result in a strong plan.
The Excel Progress Monitoring Tool
PENT's PM Tool has been designed for use to monitor both academic & behavioral intervention progress. Click the link below for a brief video demonstration of how to use the tool.
The Excel Progress Monitoring Tool Instructions
prmntool-instr.pdfprogmonitool.xlsxBehavior_Contracts_508.pdfBehavior Contracts
Behavior Contracts
This set of behavioral strategies was developed for classroom teachers to use with students who may require academic and/or behavioral support. The strategies are intended to support teachers working with students with primary academic deficits and challenging behaviors. For students with more intensive behaviors, potential intensification strategies also are included. A sample behavior contract is provided.
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