1.5 Problem Behavior Definitions

Resource: Tiered Fidelity Inventory Version 2.1

1.5 Problem Behavior Definitions

School has clear definitions for behaviors that interfere with academic and social success and a clear policy/procedure (e.g., flowchart) for addressing office-managed versus staff-managed problems.

Date Sources

  • Staff handbook
  • Student handbook
  • School policy
  • Discipline Flowchart

Scoring Criteria

0 = No clear definitions exist and procedures to manage problems are not clearly documented

1 = Definitions and procedures exist but are not clear and/or not organized by staff- versus office-managed problems

2 = Definitions and procedures for managing problems are clearly defined, documented, trained, and shared with families

Main Idea

Operational definitions of problem behavior and consistent processes for responding to problem behavior improve the “predictability” of social expectations in the school. Focus on reducing reward for problem behavior.

Guiding Questions

  1. What is the process for identifying problem behavior?
    • Are problem behavior definitions written down and documented?
    • Do the definitions clearly differentiate between staff-managed and office managed problem behaviors?
    • Are all staff and faculty members trained on the definitions?
    • Are the definitions shared with families and students?
  2. Engage staff in facilitated process to define behaviors and differentiate between office-managed and classroom-managed behavioral examples
  3. Create a narrative and/or flowchart to establish discipline procedures
    • Ensure the narrative and/or flowchart reflects a developmentally appropriate process for early learners (i.e. sending students to office v. admininstrator coming to the classroom)
  4. Develop data collection forms for office-managed and classroom-managed behavioral examples and plan for training staff
  5. Ensure data form fields exist for meaningful decision-making
  6. Define a continuum of appropriate instructional responses to office-managed and classroom-managed behavioral examples

Surface Level to meet criteria

  • Are problem behavior definitions written down and documented?
  • Do the definitions clearly differentiate between staff-managed and office-managed problem behaviors?
  • Are all staff and faculty members trained on the definitions?
  • Are the definitions shared with families and students?