Pent.ca.gov
Check In Check Out
WebThe student also checks in with their teacher (s) at designated points each day. For an elementary student, this may be before morning recess, before lunch, and before the end of the day. For a middle or high school student, this may be at the end of each period. The purpose of these check ins is for the teacher to identify how the student did
Actived: 6 days ago
URL: https://www.pent.ca.gov/pbis/tier2/checkin-checkout.aspx
Writing Behavior Goals
WebWriting Behavior Goals. Behavior goals allow the IEP team to address and monitor targeted areas of behavioral need for the student; this may be a decrease in problem behavior, increase in general positive behavior, or use of a replacement behavior. Well-written goals allow the school team to accurately measure progress over time and to
About Functional Behavior Assessment
WebThe FBA is the first step in the behavior intervention process. It allows those conducting the assessment to then identify and design a behavior intervention plan to decrease challenging behaviors and increase appropriate behaviors. We use the term “FBA” to refer exclusively to non-experimental functional behavior assessment methods.
Communication Assessment
WebCommunication Assessment. When working with students with who demonstrate challenging behavior and/or a reduced developmental level, careful selection of assessment tools helps to ensure qualitative information about the student's communication skills is gathered. It is highly recommended a team approach is used to support participation and
Antecedent Information
WebAntecedent information is an essential component to behavioral intervention assessment and planning because it can assist with the preventative aspect of a BIP. Applied Behavior Analysis (ABA) literature states, "If variables that cause and maintain challenging behaviors can be identified and modified, then subsequent occurrences of the
Types of Behavior Goals
WebBest practice is to write goals in all three areas: Use of replacement behavior (Required when connected to BIP) Decrease in challenging behavior (recommended) Increase in general positive, desired behavior (recommended) May write only increase in general positive behaviors goals. May also write decrease in challenging behavior goals.
Data Based Decisions
WebProgress-Monitoring Data: Progress monitoring, ongoing data of a student's performance of the skill targeted for intervention, must also be gathered. The more data points that are collected, the more accurate this data will be in capturing a student's response to intervention. Pre-packaged Tier 2 interventions often have built in progress
Restraint and Seclusion
WebRestraint and Seclusion. Limitations on the use of restraint and seclusion are critical in order to prevent harm, abuse, and reduction in the quality of life of students with or without disabilities. When employed, they must be only in situations to control behavior that poses a clear and present danger of serious physical harm to the pupil or
Escalation Cycle
WebThe behavior escalation cycle seeks to explain how student behavior escalates and operates from beginning to end. Understanding the behavior escalation cycle assists educators to employ techniques for use at each stage for students with histories of dangerous, destructive, potentially harmful behaviors toward self and/or others.
Replacement Behavior
WebA replacement behavior must be identified prior to trying to reduce or eliminate a challenging behavior; if a replacement behavior is not identified, it is likely that the challenging behavior will continue to persist or manifest in a different way (e.g., instead of hitting, student may begin to engage in self-injurious behavior).
Defining Challenging Behaviors
WebWhat adults do when the challenging behavior occurs is critical to ensure that the challenging behavior is not maintained, and the new skill is learned. The response to challenging behavior should describe the series of behaviors the adults should employ to return the student to more appropriate behavior, prevent inadvertently reinforcing
PENT Project Management
WebMargot Johnson PENT Project Administrator [email protected]. Martin Miramontes PENT Director [email protected]. Austin H. Johnson PENT Content Consultant
Behavior Contracts
WebBehavior contracts are a negotiated agreement between the adult/teacher and student. The focus is on increasing positive behaviors the teacher wants to see in the classroom by providing daily pre-correction, prompting, and reinforcement of desired behaviors. Both parties (teacher and student) benefit from the use of a behavior contract: the
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