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B
A
Thanks
for
coming
in
over
the
summer,
what
we're
going
to
talk
about
today
is
the
new
FBA
in
bit
process
who
has
seen
the
new
forms,
so
a
couple
of
you've
seen
the
new
forms
who
have
tried
the
new
forms.
Okay.
So
what
we're
gonna
do
is
really
dive
in
a
little
bit
deeper.
If
and
during
the
school
year
we
did
a
training
for
our
special
education
teachers.
A
I
know
a
couple
of
you
came
to
that,
and
we
just
pretty
much
in
a
quick
like
50
minutes,
showed
you
the
forms,
but
really
didn't
dive
into
how
to
look
at
it
as
a
team.
So
what
we're
gonna
do
today
is
really
go
through
like
how
do
you
look
at
these
forms
as
a
team
and
the
data
as
a
team
to
develop
an
appropriate
FBA,
so
we're
gonna?
Let
give
you
a
second
to
read
this
ryan
from
director.
A
The
director
of
student
services
gave
a
message-
and
I
think,
the
big
guy
when
he
sent
this
to
us
to
add
in
here.
First
of
all,
he
want
to
apologize
said
he
couldn't
be
here
today,
but
when
he
asked
us
to
add
in
this
message
about
the
training.
This
is
everything
that
we've
been
saying.
Since
we
started
this
committee
to
develop
these
new
fbas,
it
really
does
need
to
be
a
team
effort.
A
It's
not
like,
if
you're
a
guidance
counselor
and
it's
a
gen,
ed
student,
we're
not
saying
that
it's
just
you
guys
if
it's
a
special
education
student,
weird,
that's
it's
just
supposed
to
be
the
special
educator
in
the
school
psychologist.
It
really
has
to
be
a
team
effort,
because
if
we
knew
what
the
problem
was
for
the
student,
if
we
knew
what
the
function
of
the
behavior
was
and
what
we
could
do
to
fix
it
by
ourselves,
why
would
you
be
going
through
an
FBA
in
the
process?
B
So
today,
as
we
touched
on,
you
had
a
brief
segment
and
then
this
is
longer
surprisingly
three
hours.
Still,
there
are
some
things
that
we
had
to
cut
and
eliminate.
I
know
a
lot
of
people
really
like
some
of
more
the
takeaway
and
strategies.
This
is
really
just
how
to
complete
the
forms
in
an
in-depth
process.
So
by
the
end
of
today
we
want
you
to
be
able
to
collect
the
data
utilize
that
to
put
into
the
functional
behavior
assessment,
to
really
then
drive
the
behavior
intervention
plan.
A
So
FBA
so
fbas,
who
here
has
not
completed,
been
part
of
an
FBA
process?
Okay,
good,
so
it
will
leave
a
handful
you're
gonna
see
for
the
people
that
have
been
through
it.
I,
don't
know
personally
and
I
think
when
I
look
at
the
old
forms
versus
these
new
forms.
I
think
these
new
forms
are
really
looking
at.
What
is
do
we
need
to
know
what
does
that
function
of
the
behavior?
What
do
we
need
to
change
and
put
supports
in
to
support
a
student
where
they
will
form
some
of
the
questions?
A
Were
the
same
questions
over
and
over
again
asked
in
a
different
way
and
some
of
the
questions
I,
don't
even
think
made
complete
sense
where
this
is
we're
trying
to
get
to
the
point,
and
we
really
tried
to
look
about
what
could
we
cut
out
to
make
this
as
easy
for
teams
as
possible
teams
as
possible,
but
also
get
to
the
heart
of
what
we
could
do
to
support
a
student?
So
it's
really
looking
at
what
is
and
how
the
environment
influences
behavior
and
then
what
other
supports
we
could
put
in
to
support
the
student?
A
So
you've
probably
all
seen
this
in
many
different
ways
for
behavior
for
academics,
where
they
say
we
have
kids
that
are
in
the
green,
the
yellow
and
the
red
zone.
Kids,
the
green
are
the
kids
that
are
those
tier
one
interventions
with
school-wide
interventions.
They
make
progress,
they
might
solve
a
bump
in
the
road,
but
they
still
make
progress.
The
yellow
kids
are
those
kids
that
need
a
little
bit
more
specialized
group
systems,
but
then
our
red
zone,
kids,
are
the
more
high
risk
behaviors.
A
A
So
we
really
need
to
be
thinking,
but
looking
at
why
we're
going
through.
This
is
why
we
need
to
figure
out
why
we
think
that
child
is
displaying
the
chronic
behavior.
I
always
say
no
kid
makes
up
in
the
morning
and
says
like:
let's
make
everybody
find
a
new
job
next
year,
like
I
I
know
you
don't
want
two
questions.
Don't
really
want
you
to
question
your
career
path,
so
as
adults
we
really
need
to
be
finding
ways.
How
can
we
be
able
to
support
them
better,
because
then
some
of
our
kids
can't
change.
B
That's
one
of
my
main
things
that
the
reason
why
I
started
this
and
I
reached
out
to
Maine,
because
I
said
we
need
a
way
to
target
those
behaviors
that
repeatedly
occur,
but
then
also
that
we
are
not
expecting
the
child
to
respond
to
all
that.
It's
what
we
can
do
to
modify
it
and
it's
how
we
can
change
that
environment.
It's
not
just
a
check
file,
it's
not
just
to
put
in
a
file
to
move
them
to
a
new
placement.
B
This
is
really
a
whole
process
of
how
we
can
change
their
behavior
and
how
we
can
modify
them
to
success,
but
we
have
to
believe
it
as
adults.
So
that's
one
of
the
main
takeaways
to
this
isn't
just
to
complete
a
check
box
to
them
put
in
the
file.
It's
really.
What
can
we
do
as
a
team
and
that's
the
big
part
about
the
team
process?
And
it's
not
on
one
person?
It's
not
now
saying
in
roles.
Okay,
if
it's
a
gen,
ed
student,
then
it's
the
counselor.
No
it's!
A
And
I
and
I
know
like
when
we
go
through
processes.
There
are
too
many,
but
the
F
game
bit
needs
to
be
completed,
but
I
would
rather
no
FBA
and
bit
them
one.
That's
just
done
to
put
something
on
a
piece
of
paper
to
say
that
we
did
that,
because
this
does
take
time
for
school
teams
to
complete
so
I'd,
rather
it
to
be
done
correctly
and
then
I
always
think
like.
If
it
was
my
child,
what
would
I
want
that
school
team
to
be
doing
so?
C
A
A
What
we're
saying
is
you
are
targeting
one
two,
maximum
three
behaviors
my
opinion,
I
wouldn't
do
three
I!
Would
price
stick
to
one
or
two
to
change
and
that's
what
you're
concentrating
on
through
this
entire
process?
So
it's
not
just
what
is
gin
generals
going
on
with
the
student?
It's
really
getting
more
specific
and
then
you're
gonna,
look
about
we're.
Gonna
collect
some
baseline
data,
we're
gonna,
look
at
what
conditions
this
incursion,
dur
and
then
probable
reasons
we're
taking
hype
guesses.
Why?
We
think
this
is
happening
based
on
our
data.
This.
B
Is
one
thing
that
Megan
really
helped
me
to
understand
because
I've
only
really
worked
in
a
school
setting
and
I
think
that's
similar
to
a
lot
of
you.
It
really
is
a
hypothesized
function,
we're
not
asking,
and
we
can't
predict
with
a
100%
certainty,
we're
not
in
a
clinical
setting
where
we're
doing
you
know
trials.
We
can
sort
of
manipulate
things
to
get
our
best
guess,
but
at
the
end
of
the
day
it
is
hypothesized
so
that
that
helped
me
in
this
process
too.
So.
A
We
came
up
with
five
steps
to
complete
the
FBA
forms.
If
you
want,
it
might
be
easier
for
you
to
pull
out
the
FBA
as
we're
going
through
it
for
our
general
education
students.
This
is
going
to
be
in
a
PDF
starting,
probably
next
week
on
the
internet,
so
this
will
be
uploaded
in
a
PDF
form,
so
you
could
actually
type
it
for
our
general
education
students
for
our
special
education
students.
The
form
is
ready
to
go.
A
B
B
A
So
the
first
thing
you're
going
to
do
is
establish
a
knowledgeable
FBA
team.
Then
we're
gonna
operationally
define
the
behavior
correct,
collect
indirect
and
direct
measures
of
data
analyze
the
data
as
a
team
and
then
develop
the
hypothesis
of
why
you
think
this
behavior
is
happening
and
we're
gonna
go
through
each
of
these
steps
and
you
guys
are
actually
going
at
your
tables
going
to
analyze
some
data
to
actually
complete
an
FBA
today.
A
So
the
first
thing
you
want
to
do
is
establish
a
knowledgeable
FBA
team
for
every
kid
is
going
to
be
different,
who
the
team
leader
is
but
someone's
going
to
have
to
take
the
lead.
It
should
be
someone
that
really
knows
that
student
best-
probably
someone
that's
kind
of
that
leader
in
that
building-
to
make
sure
that
everything's
getting
done.
That
needs
to
be
getting
done.
A
You
want
to
have
parental
input
and
permission,
so
we
do
need
parental
permission
for
this,
for
our
non
special
ed
kids,
there's
a
forum
on
the
internet
again
under
behavior
management
forms
for
this,
for
our
special
education,
kids
and
we'll
have
to
go
through
the
student
evaluation
plan.
So
you
want
different
people
on
this
team.
You
want
people
that
are
knowledgeable,
but
the
individual,
the
context
and
behavior
so
you're
going
to
need
multiple
people
to
be
able
to
talk
about.
A
What's
going
on
with
that
student,
someone
that
can
analyze
that
data
and
then
someone
that
knows
behavior
strategies
be
able
to
give
support
for
that
behavior
intervention
plan
eventually,
and
you
want
people
that
will
know
different
intervention
strategies
within
the
building
that
could
support,
but
also
that's
where
I
think.
Sometimes
you
guys
have
guidance
counselor's
in
school
psychologists.
You
guys
have
that
different
lens.
B
But
in
my
other
building
the
counselor
actually
did
and
she
did
a
phenomenal
job
and
I
just
really
typed
the
notes,
as
she
kind
of
led
the
team
and
structured
the
meetings.
I
was
only
there
one
day
a
week,
and
that
was
just
how
it
worked
best.
So
it
when
we
say
kind
of
take
the
lead
that
doesn't
even
mean
that
you're
completing
all
the
forms
or
scheduling.
Sometimes
it
just
means
that
you're
gathering
the
people
at
the
table
to
lead
the
discussion.
A
So
you're
going
to
assign
roles
for
those
team
members
and
have
multiple
people
collecting
data,
I.
Think
one
of
the
changes
in
the
old
FBA
process.
We
were
supposed
to
be
collecting
data,
but,
let's
be
honest,
I
looked
at
something
we
would
look
at
the
review.
Some
of
those
old
forms
data
wasn't
always
on
those.
If
sometimes
it
was
just
anecdotal
information,
these
forms
are
going
to
have
to
have
baseline
data.
You
don't
want
to
be
the
only
one
collecting
that
data
and
you
shouldn't
be.
It
should
be
multiple
people.
A
So
that's
when,
when
you
first
get
permission
to
do
the
FBA
process,
you
need
to
be
thinking
about
who's,
going
to
help
you
collect
data
and
assigning
that.
So
it's
not
ten
days
before
it
has
to
go
home
and
we're
thinking
about.
Let's
get
some
data
together
and
we
have
a
forum
to
help
you
with
that.
You
want
to
establish
deadlines
for
it,
so,
on
the
top
of
the
new
FBA
form,
there's
a
box
that
we
have
added
for
sources
of
data
you're
going
to
have
to
put
what
director
and
we're
going
to
talk
about.
A
What
direct
and
indirect
measures
are,
but
you're
gonna
put
what
direct
measures,
what
indirect
measures
and
then
you're
gonna
put
who's
responsible
for
it.
It
might
be
multiple
people,
it
might
be
the
guidance
counselor,
the
language
arts
teacher,
that's
cool.
What
did
I
say:
sorry:
school
counselor,
school
counselor,
the
math
teacher,
the
art
teacher
cookies,
the
special
ed
teacher
you're
going
to
be
assigning
those
roles,
it
might
just
be
one
person
doing
the
record
review
might
be
the
school
psychologist
doing
that.
A
A
B
Just
our
special
educators,
that's
one
thing
that
the
committee
was
made
up
of
a
wide
range
of
specialties
which
really
helped,
because
sometimes
it
was
spending
their
special
educators,
their
representative
or
like
it
feels
like
it's
always
all
on
us
and
then
the
school
psychologist
felt
the
same
way.
So
he
said,
let's
make
this
more
collaborative.
Could
because
it's
really
what
works
best
for
the
kid
so.
A
What
we
want
you
to
do
at
your
tables
now
is
to
brainstorm
in
your
buildings.
Think
of
your
buildings,
who
would
be
possible
and
appropriate
team
members
and
then
talk
about
what
barriers
you'd
have
we're
gonna,
give
you
about
like
two
minutes
to
talk
to
your
tables
and
then
we're
gonna
share
out,
especially
some
of
the
barriers
to
see
if
we
could
problem-solve
so
we'll
give
you
about
two
minutes
to
do
that.
B
Can
we
go
back
to
the
chart
so
they
can
see
it?
It's
also
on
your
FBA
form.
It's
this
first
two
charts,
and
if
it's
okay,
you
don't
have
to
special
specify
by
indirect
and
direct,
because
we
haven't
gone
over
that
yet,
but
just
start
thinking
of
who
might
be
good
for
different
roles.
It's
the
most
sense
to.
A
B
That's
a
really
good
point
and
the
one
thing
that
we
were
just
discussing
the
one
reason
that
there
isn't
a
mandated
list
of
who
she
said
some
behavior
specialists
or
the
IB
T
leaders.
You
would
mention
the
department
chairs
the
reason
we
would
never
mandate
who
is
is
because
to
span
from
elementary
up
to
high
school,
the
building's
all
look
different.
So
there's
no.
B
We
can't
say
that
the
special
educator
has
to
that's
in
that
grade,
because
at
high
school
there's
not
always
with
one
grade
it's
by
alphabet
letters,
so
you
really
are
going
to
whoever
takes
the
lead
step
back
think
critically
and
say:
who
knows
this
child
best?
Who
knows
their
behavior?
You
would
certainly
want
a
general
educator
that
experiences
that
especially
you
sometimes
want
one
of
the
most
successful
and
least
successful
classes
for
the
child.
Maybe
have
someone
represent
that
if,
in
cultural
arts
they
really
struggle
have
one
from
that
team
represent
and.
D
A
We
are,
this
is
opened
up.
This
is
for
you
guys
school
counselors
right
for
counselors,
we
open
it
up
to
school
psychologist,
and
then
we
said
whoever
wanted
to
come
to
this
for
our
special
educators.
We
did
an
overview
of
what
the
forum's
look
like
in
this
winter
we
are
looking
at.
We
were
looking
to
do
the
same
exact
training
for
them
during
the
school
year.
This.
A
E
A
We
and
the
one
for
the
special
educators
that
we're
looking
at
I
wanted.
My
I
asked
for
it
to
be
open
up
to
anybody
that
one
to
come,
but
we
also
I
want
to
make
sure
the
special
educators
know
about
it,
because
they
need
to
have
to
this
more
than
just
how
to
fill
out
the
form
but
like
actually
how
to
do
the
form
correctly.
But
it's
good
to
be
opened
up
to
whoever
signs
up
for
it
and
we're
looking
at
doing
it
half
day.
F
A
F
A
By
yeah,
so
principals
dude
and
it
actually
it's
only
elementary
principals-
we
were
only
invited
to
the
elementary
principals
meeting
in
January
or
February.
So
secondary
principals
do
not
know
about
this.
They
know
they
got
the
memo.
That
is
changing
the
process,
but
they
didn't
sit
through
the
training
that
our
elementary
principals
said.
We
could
talk
about
that.
I
can
bring
it
back
to
like
our
coordinators.
B
A
Even
to
be
able
to
pull
our
teachers
out
of
the
classroom
with
all
the
blackout
dates,
it's
even
trying
to
find
those
dates.
Are
we're
still
struggling
so,
but
if
we're
gonna
do
this,
we
might
as
well
do
this
correctly.
People
need
to
know
about
it
so
who
are
who
will
be
part
of
your
teams?
Who
did
you
guys
come
up
with
calling.
B
A
F
F
A
And
like
I'm,
hoping
if
we
are
offering
these
eight
sessions
over
the
school
year
that
it's
a
sub
is
provided,
so
it
could
be
gen
ed
teachers
or
special
ed
teachers
like
I'm,
hoping
if
we
keep
rolling
this
out.
It's
not
gonna
hit
everybody,
of
course,
but
if
we
keep
doing
this
over
the
next
couple
years,
we'll
hopefully
hit
more
and
more
people.
H
A
I've
seen
some
schools
that
we're
doing
these
forms
that
when
they
did
the
assigned
roles
and
the
responsibilities,
some
of
the
back
stuff
that
you
as
we're
going
through
this
form,
you're
gonna,
see
you
don't
have
to
do
it
as
a
team
like
you
could
assign
like
this
person's
gonna
fill
in
this
area.
This
person,
it's
more
when
you
get
to
that
data
and
have
to
actually
analyze
it
that
we
need
that
team
process.
A
A
You
could
track
it
once
we're
right
like
if,
if
I
ruled
the
world
I
would
do
one
or
two
behaviors,
because
I
think
when
you
start
collecting
data
on
three
behaviors
you're
not
going
to
have
accurate
data
I
think
sometimes,
even
if
you
collect
data
on
just
one
behavior
and
really
he'll
like
go
off
full
force
on
that
one
behavior
other
behaviors
are
going
to
improve
in
the
turn
so
think
about
like
manageable.
For
that
kid,
manageable
for
your
school
team
might
be
only
being
one
or
one
behavior.
A
It
has
to
be
easily
observable,
have
a
clear
beginning
and
end,
and
anybody
that's
collecting
data
on
that.
Behavior
would
be
getting
the
same
data
points.
This
is
cuz.
We
don't
want
you
all,
just
being
the
ones
to
collect
the
data.
We
want
multiple
people
collecting
data,
so
we
wanted
to
be
very
clear
about
what
it
is.
A
A
This
is
going
above
and
beyond
I
think
sometimes
for
some
of
our
kids
that
have
weird
like
strange
target,
behaviors
or
ones
that
are
a
little
bit
more
complex.
You
might
want
to
give
examples
and
non-examples.
This
is
not
necessary
if
you're
operationally
defined
behavior
is
clear
and
anybody
could
take
the
exact
same
data
on
it.
Then
that's
fine,
but
if
you
have
something
that's
a
little
bit
off
base
that
might
someone
might
see
different
than
you
give
examples
and
non-examples.
So
that
way
you
can
make
sure
everybody's
collecting
the
correct
data
and.
B
I
think
non
examples
and
non-examples
simples
one
of
the
best
behaviors
or
classes
behaviors
to
use.
This
is
for
disruptive
behaviors,
because
sometimes
it
is
hard
to
define
disruptive,
because
what
is
acceptable
to
one
teacher
might
not
be
to
others.
So
using
those
examples
include
laying
them
out
and
then
examples
or
non
examples,
or
they
don't
include
when
they're
responding
to
teacher
prompts
and
I'm
just
really
defining
that
a
little
bit
better.
So.
A
If
you
think
something's
going
to
be
confusing
for
someone
to
collect
data,
for
you,
do
the
examples
and
non-examples
so
you're
gonna
see
as
we're
going
through
the
process
today.
The
kid
that
we're
supporting
has
difficulty
with
non-compliance
and
physical
aggression
so
we're
going
to
we're
gonna
you're
each
gonna
do
one
of
these
behaviors.
So
what
we
want
to
do
first
is
make
it
clear
for
us
what
could
non-compliance
be
and
what
could
physical
aggression
be?
A
A
J
B
K
B
A
Listen
to
this
one
classroom
avoidance,
sometimes
I
see
a
non-compliance
like
something
like
classroom
avoidance.
What
does
that
mean
for
our
kids?
So
on
the
previous
slide,
when
I
decide
a
deadman
test,
this
is
a
test.
I
always
do
for
things
like
this
I
think.
If
a
dead
man
can
do
it,
it's
not
a
behavior.
So
can
a
dead
man
avoid
classroom?
Do
a
classroom
avoidance
pretty
much.
So
that's
not
operationally
defining
a
behavior.
So
if
a
dead
man
can
do
it,
you
haven't
properly
operationally
defined
behavior
because
think
about
it.
A
There
are
things
like
that:
I
could
just
put
something
in
the
room
and
I
could
say
to
start
tallying
and
they're
doing
absolutely
nothing.
How
do
you
know
that
kids
avoiding
work?
How
do
you
know
he's
not
really
listening
to
what
the
teacher
is
saying
right
now,
so
we
want
to
make
sure
a
dead
man
can't
do
it
to
be
able
to
say
that
we
actually
operationally
defined
the
behavior
and.
B
On
top
of
that,
Michelle
and
I
just
talked
about
with
regard
to
work
refusal,
that's
a
really
important
distinction,
as
if
you're,
including
it
in
non-compliance,
can
you
guys
actually
read
out
what
your
do
you
have
it
or
can?
Okay,
can
you
guys
read
out
what
their
operational
definition
of
non-compliance?
What.
I
B
Find
everyone
can
see,
are
they
following
it?
Are
they
not,
but
then
one
thing
to
consider
and
what
they
looked
at
in
the
non
examples
and
examples
is
his
work
refusal
included
in
that.
Are
we
because
sometimes
the
child
is
just
putting
down
their
head?
Sometimes
we
want
to
include
that
and
say
they're,
not
some.
You
might
want
to
make
it
separate
and
work.
Refusal
then
needs
to
be
operationally
defined.
Are
they
not
completing
100%
or
they
not?
B
A
And
I
think
one
of
the
big
things
is
with
making
sure
you're
specific
as
possible.
I
made
a
joke
too.
Over
here,
I
think
was
your
table.
When
I
said
you
guys
got
physical
aggression,
you
got
the
easy
one,
but
is
it
really
easy,
because
I
might
think
that
it's
just
hitting
kicking
slapping
we're
back
in
the
corner?
Someone
said
about
property
destruction
like
if
someone's
throwing
something
at
me
that
could
be
physical
aggression,
but
let's
say
that
I'm
saying
that
that
is,
but
I
haven't
really
been
specific
about
it.
A
That
person
might
not
have
my
not
Talia
I
supported
a
kid
a
few
years
ago,
that
was
in
a
non-public
placement
that
they
told
me
he
had
it's
very
significant
in
high
numbers
of
self-interest
behaviors
and
they
were
naming
the
numbers
and
what
it
was
and
I
was
like
wow
I
can't
wait
like
I'm
kind
of
curious
to
see
what
this
is
gonna
look
like
it
was.
He
was
doing
this.
He
was
self-stimming
on
his
face
very
lightly,
but
every
time
he
did
that
that
nonpublic
counted
that
as
self
interest
behavior.
A
A
A
And
forever
directed
it's
going
to
be
different,
so
that's
the
big
thing
like
you're,
it's
not
like!
We
could
give
you
a
bank
of
operationally
defined
behaviors,
because
for
every
kid
it's
going
to
look
different.
What
their
behavior
looks
like,
because
they're
noncompliants
could
look
different
than
the
next
kids.
A
Any
questions
on
that.
So
this
is
one
of
the
things
I
think
it's
important
to
think
as
a
team.
What
are
you
go?
That's
when
that
Jenna
teach
are
so
important
that
spends
the
most
amount
of
time.
With
that
kid,
what
is
the
biggest
problem
behavior
that
dealing
with
and
then
as
a
team
coming
up
with
it
might
be?
Let's
say
it
could
be
you
coming
up
with
what
the
behavior
is,
but
then
you're
gonna
need
that
team
to
say:
is
it
actually
operationally
defined?
Can
a
dead
man?
Do
it?
A
B
Take
direct
okay,
actually
we're
gonna
start
with
indirect,
and
then
you
sorry
so
indirect
measures.
Those
are
things
that
it's
not
it's
exactly
what
it
sounds:
you're,
not
directly,
observing
it
to
take
the
tally
data,
it's
indirectly
you're
asking
and
you're
gathering
information
a
lot.
It
is
done
more
through
anecdotal
processes.
A
few
of
the
different
kinds
that
we've
offered
to
today
is
a
parent
interview
and
a
teacher
interview.
These
resources
will
be
uploaded.
I
have
my
preference
for
which
forms
I
like
better.
We
are
going
to
make
available
different
options.
B
We're
not
saying
that
you
have
to
use
this
one
form,
because
some
people
like
different
ones.
They
should
all
target
these
same
questions
around
the
FBA
process.
Other
sources
for
indirect
measures
would
be
a
student
interview,
there's
a
form
called
um
the
FAC
FAC
TS,
there's
one
the
fast
FAS,
T
and,
and
they
are
forms
of
teacher
interview
and
gathering
information.
But
this
is
important
when
we
consider
all
the
sources
of
data
that
we
can
and.
A
G
A
This
one
I
think
is,
to
be
honest,
like
I,
find
this
one,
the
facts
and
when
you
pull
up,
you
can
see
if
you
have
a
newer
team
of
people
that
are
joining
you
on
this
process,
like
if
you've
always
done
this
pretty
much
on
your
own
and
haven't
had
that
team
supporting
you
I
kind
of
think
the
is
kind
of
step
by
step.
It
goes
through
how
to
go
through
the
FDA
process.
A
B
But
there's
pros
and
cons,
because
the
facts
also
takes
a
little
bit
longer
than
some
of
the
other
ones,
so
you
have
to
kind
of
weigh
it.
This
is
where
we
would
really
implore
you
to
go.
Look
at
the
folder
figure
out
what
might
work
best
for
your
team
again,
we
gave
you
two
different
options
here:
I
really
like
the
parent/guardian
one,
because
it
kind
of
matches
on
two
Anne
Arundel's
form.
B
A
And
we're
saying
that
you
want
to
do
as
many
measures
or
that
are
going
to
give
you
the
data
you
need,
but
tine
X
a
lot
making.
You
have
to
do
at
least
one
indirect
and
one
direct
it
won't.
Let
you
finalize
the
form
without
doing
one
of
each
you're.
Probably
gonna
have
to
do
more
than
one,
but
you
have
to
do
at
least
one
direct
measure
and
one
indirect
four-four
as
of
right
now
yeah
as
of
right
now
for
our
504
kids,
they
will
be
doing
the
internet
forms.
A
A
And
we're
trying
to
figure
out
they're,
looking
at
actually
coming
up
with
a
storage
database,
similar
to
like
how
we
have
on
unify
that
you
could
upload
things.
This
might
end
up
being
uploaded
into
something
like
that
in
order,
because
kids
move
from
school
to
school
that
are
gen,
ed
and
things
get
missing.
So
this
way
it
would
be
starred
somewhere.
So
that's
in
the
process
of
being
looked
at
yeah
and.
B
G
A
Then,
for
direct
measures,
these
are
actually
directly
with
the
kid
just
like
what
it
says.
So
these
are
observations
that
you're
doing
of
the
student
or
someone's
doing
of
the
student
collecting
data
around
that
behavior.
So,
in
order
to
describe
it,
we
have
to
first
take
some
data
around
it
for
ABC
data,
antecedent
behavior
consequence.
This
is
really
helpful
when
we're
looking
at
filling
out
this
form,
especially
looking
for
the
triggers
and
antecedents
beforehand.
We're
saying
four
to
six
observations.
A
Gets
you
the
best
data
for
that
now
again,
though,
it's
time,
so
it's
really
trying
to
think
about
what
could
be
feasible
for
your
schools
in
the
data
man
in
our
on
the
forms
website.
We
are
at
it
we're
gonna,
add
in
some
easier
ABC
checklists,
so
you
could
just
have
the
teachers
check
the
data.
So
it's
not.
A
Actually
you
going
in
to
do
all
the
observations,
because
it
is
difficult
when
you
have
to
do
multiple
when
you're
in
multiple
schools
or
in
multiple
classrooms,
to
take
four
to
six
20-minute
observations,
but
it
could
be
you
doing
one.
It
could
be
the
occupational
therapist
doing
one.
It
could
be.
The
special
educator
doing
one
it
doesn't
have
to
be
all
you
doing
four
to
six,
but
to
get
the
best
data,
we're
saying
four
to
six
will
get
you
the
best
so.
A
A
How
often
did
it
happen
rate
for
the
number
of
the
frequency
that
happened
divided
by
time,
so,
let's
say
4:00
on
Monday
I
watch
him
for
20
minutes
and
on
Tuesday
I'm,
watching
him
for
40
I
want
to
document
that,
because
we
don't
want
them
to
you
to
people
to
think
that
are
reviewing
your
data
that
the
frequency
is
the
same
when
the
time
I
watch
them
is
different,
the
length
of
the
time
duration.
They
is
the
amount
of
time
the
behavior
occurs,
so
our
loping
behavior,
our
tantruming
behavior.
A
A
This
is
big
for
our
non-compliance,
so
how
long
do
I
give
that
direction
and
then
for
the
kid
to
actually
do
what
we
asked
them
to
do,
and
then
time
sampling
I
sometimes
find
time
sampling
the
easiest
for
our
gen
ed
teachers,
because
you
could
still
teach
and
take
data,
because
this
is
just
a
moment
in
time
for
one
of
them.
It's
a
moment
in
time
is
that
behavior
occurring
for
your
special
education
teachers
that
participated
now,
everybody
will
be
participating
over
the
school
year,
but
that
participated
in
the
three
four
day:
training
we're
having.
A
They
have
gotten
a
tracker
that
reminds
them
to
collect
data.
It's
like
a
vibrating
stopwatch.
That's
in
these
toolkits,
that's
something
great
to
borrow
from
them.
I
don't
have
one,
but
so
I
have
an
app
on
my
phone
that
I
keep
in
my
pocket,
and
it
just
reminds
me
every
what
three
minutes
I
need
to
look
do
like
collect
data.
I
think
this
is
the
easiest
for
our
Genet
teachers
and.
B
When
this
is
ten
seconds,
that
would
be
maybe,
if
you're
going
in
and
doing
a
20
minute
observation
and
looking
at
the
student
if
it
says,
if
you're
doing
either
interval
or
time
sampling.
Here's
an
example
I'll
pass
around
that
you
guys
can
look
of
just
some
of
the
forms
that
we're
gonna
put
on
the
Internet.
One
of
them
like
these
are
an
hour
intervals,
so
you
would
think
in
that
hour
did
this
behavior
occur.
B
A
This
is
something
that
I
use
back
in
the
day
more
than
I
do
now,
but
I
think
this
gives
you
the
most
information
about
kind
of
looking
at
those
times
of
days
of
things
happen.
So
it's
really
looking
at
looking
for
patterns
of
behavior
time
for
our
middle
school
and
high
school
kids
that
transition
to
many
different
classes.
This
is
a
great
resource
because
you
could
see.
Is
there
a
specific
period
that
we're
having
the
most
difficulty
or
the
least
difficulty
in
so
it's
just?
This
is
something
that's
not
used.
A
As
much
but
we'll
add
it
up
there
as
well,
so
we're
actually
not
gonna,
even
though
I
found
the
paddles
on
sake
of
time,
we're
just
gonna
think
together
at
your
tables,
actually
why
we
just
call
it
out
yeah.
Thinking
of
what
we
were
going
to
do
is
we
were
gonna,
write
our
answers.
What
data
collection
method
would
you
use
for
these
behaviors,
but
since
sake
of
time,
we'll
kind
of
do
it
together
as
a
group,
but.
B
This
is
really
important,
so
I
want
you
guys
to
think
how
everything's
building
right
now
we
just
operationally
defined
a
behavior,
we
said,
may
be
non-compliant.
Non-Compliance
was
failure
to
comply
within
two
prompts.
We
said
physical
aggression
was
unwanted
physical
contact
and
then
we
defined
it
as
the
hitting
kicking
fighting
so
think
that
way
for
each
of
these
behaviors,
which
is
our
lending
itself,
to
which
data
collection
measures.
A
So
think
of
these
direct
measures
right
here,
our
time
out
of
class,
which
one
would
you
have
your
teacher,
collect
data
around
what
jury
yep?
That
duration
is
the
big
thing,
because
if
the
kids
just
going
for
a
walk,
real
quick
for
a
minute
is
big,
a
big
difference
in
missing
that
entire
hour
period
of
class,
how
about
hitting
frequency,
yeah
frequency
or
rate
I
think
rate
is
another
big
thing,
because
I
I
think
sometimes
we
get
into
this
like.
A
B
A
A
D
A
I
think
it
depends
how
you're
defining
the
behavior,
if
you're,
defining
the
behavior
like
when
you
said
about
latency,
if
you're
getting
saying
that
that
kid
getting
started
on
the
work,
that
would
be
a
great
one
to
do
latency.
It
depends
how
you're
defining
it.
If
you're
saying
how
long
they're
going
through
an
assignment
it
could
be
duration,
it
could
be
just
a
percent
of
occurrence.
B
Percent
of
occurrence
and
percent
of
completion,
those
all
go
under
frequency,
but
it's
just
manipulating
how
often
and
it's
so
the
rate
would
be
it
in
an
amount
of
time.
But
then
you
can
also
do
percent
of
opportunities
or
percent
of
occurrence
or
just
percent
of
work
completed.
If
every
time
you
know
they
get
started,
so
you
can't
do
frequency
because
they're
getting
started,
but
then
they're
only
doing
one
problem
out
of
twenty
every
math
class
or
they're.
Only
writing
one
sentence.
A
So
now
what
we're
gonna
do
is
really
look
at
these
forms
because
you
have
your
data,
so
this
is
where
you
in
the
beginning,
remember:
you're,
assigning
roles,
who's,
collecting
these
direct
and
indirect
measures
now
as
a
team.
This
is
where
you
need
that
team
to
sit
down
and
really
look
at
this
data
together,
because
you
want
to
compare
and
analyze
the
data.
You
want
to
look
for
trends.
You
want
to
identify
settings
that
are
the
most
likely
and
least
likely
to
occur,
identify
the
antecedents
and
teacher
and
peer
responses.
A
If
you
look
at
behavior
one
the
operationally
defined
behavior,
we
already
did
that
now
we're
gonna
look
at
these
forms
about
answering
the
question:
Anna
Stephens,
where
the
behavior
occurs.
This
is
when
your
ABC
data
is
so
important.
Those
four
to
six
observations,
because
you
want
to
lists
be
specific
for
this
kid.
For
this
behavior.
Let's
say
it's
my
non-compliance.
What
are
the
antecedents
that
made
them
want
to
do
that
were
came
before
they
showed
the
non-compliance
on
our
old
forms.
We
used
to
lump
all
the
behaviors
together
with
all
the
questions.
A
This
is
separating
it
out.
So
you're
gonna
answer
these
questions
on
non-compliance
and
then
you
would
they
ask
you.
Is
there
a
second
behavior
if
there
is
these
questions
pop
up
again
and
you'll
answer
them
on
physical
aggression,
because
some
kids
are
physically
aggressive
antecedents
could
be
different
than
their
non-compliance
antecedent.
So
you
really
want
to.
We
wanted
to
separate
it
out.
A
So
aren't
they
gonna
practice
um
it's
what
you're
gonna
do
is
you're
gonna.
Take
the
data,
that's
at
your
tables,
you're
gonna!
Look
at
that
ABC
data.
Look
at
the
information
that
you
have
on
the
parent
questionnaires
and
we
want
you
to
answer
the
first
two
questions
on
here.
um
You
can
just
do
it
on
one
of
your
papers.
You
know
also
write
it.
You.
A
A
What
are
the
antecedents,
so
you're
gonna
be
thinking
of
the
task,
the
time
of
day,
location,
that
kind
of
stuff,
and
then
what
is
the
least
likely
to
occur.
Do
not
put
none,
that's
something
that
we
used
to
see
on
the
old
one
when
we
used
to
see
most
likely
and
least
likely,
there's
always
something
that's
less.
It
might
be
that
there,
instead
of
hitting
you
seventy
times,
they're
only
hitting
you
forty
times,
it's
still
not
great,
but
it's
less
than
the
highest
levels,
and
so.
A
It
still
might
be
happening
there,
but
the
child
is
probably
still
non-compliant
across
the
setting
at
different
settings.
But
what
is
the
least
likely,
because
that's
important,
because
we
want
to
see-
let's
say
science
class-
is
the
least
likely.
We
want
to
talk
to
that
science
teacher
to
figure
out
like
what
is
going
on
that
they're
setting
up
that
child
for
more
success
in
their
room.
A
B
F
B
B
J
B
J
A
B
So
direct
instruction
it
might
be
during
reading
or
it
might
be
the
end
of
the
day.
You
don't
know
that,
so
you
would
put
both
of
those
down
there
yep
those
would
be
antecedents.
What
else
are
you
seeing
as
antecedents
or
things
that
happen
right
before
he
becomes
physically
aggressive
and
that's
where
these
are
also
really
important?
It.
J
B
It's
so
much
and
that's
why
we're
saying
that
it
cannot
be
on
one
person
anymore,
like
it
can't.
You
need
to
all
sit
down.
Look
at
these
and
say
oh
well,
I'm,
seeing
patterns
of
when
he's
redirected
to
see
work.
Alright,
he
sat,
but
he
was
disruptive,
but
then
what
actually
led
to
this
hating
the
school
and
flipping
the
desk
and
ripping
the
papers.
It
was
constant
redirection,
so.
C
A
B
And
the
verbal
escalation
started
with,
if
you
don't
get
started
right
away,
you'll
be
doing
it
at
recess,
so
that
removal
of
non-preferred
that
imposed
consequences.
That's
when
he's
getting
to,
and
it
is
hard
because
this
kid
is,
if
we
kind
of
painted
as
a
hierarchy-
and
we
realize
we
didn't
have
time
to
get
from
non
compliance
to
physical
aggression,
but
it
usually
starts
with
that
non-compliance
imposed
consequence
all
right,
then
I'm
going
to
lash
out
and
go
with
it.
E
A
E
A
D
A
And
I
think-
and
this
is
where
I
think,
like
indirect
measures,
don't
tell
you
as
much
as
direct
yeah.
But
if
interactive
measures
not
going
to
tell
you
so
like
a
teacher
interview,
is
not
going
to
tell
you
the
same
as
this,
because
this
is
hard
facts
where
these
are
important,
because
you
get
information
but
I
might
not
like
the
kid
or
I
might
think
he's
terrible
in
my
room,
the
entire
time.
G
A
B
A
A
These
kids
um
that
come
into
kindergarten
that
are
on
or
above
grade
level,
then
we
start
to
misbehave
and
what
happens
to
their
book.
They
come
in
smart.
They
don't
need
to
be
hearing
the
teacher
talk,
but
then
eventually
they
start
up
to
learn
to
learn
what
the
teachers
teach
them
things.
What
happens
to
those
kids,
they
start
to
become
further
and
further
behind.
They
come
up
to
the
middle
school
in
high
school,
for
your
middle
school
and
high
school
people
here,
and
these
kids
are
significantly
far
behind
it's
easier
to
act.
A
G
B
K
C
B
A
A
B
About
the
parent
interview,
they
never
see
physical
aggression,
but
what
art,
but
no.
This
is
a
perfect,
perfect,
perfect
opportunity.
You
were
gonna,
hear
that
over
and
over
I
put
that
on
there
on
purpose.
What
does
he
want?
Look
at
it
read
it.
What
does
he
want
TV?
He
wants
computer.
He
wants
video
games.
Why
is
that
important?
H
B
A
A
B
Two
questions
and
you
actually
she's
gone,
but
she
has
a
really
good
question.
She
was
a
little
confused
about
the
the
way
it
auto
populates
it's
just
these.
It
starts
at
the
operational
definition
and
goes
down
to
the
hypothesized
function
and
replacement
behavior.
That's
all
that
auto
populates!
You
don't
have
to
do
a
whole
new
form
for
every
behavior.
You
select.
B
So
if
you
look
up
here,
I
put
the
parent
put
physical
aggression
and
non-compliance
as
the
two
behaviors.
That's
because
this
form
is
very
indicative
of
our
old
forms.
This
would
only
be
looking
at
one
behavior
when
it
says
when
is
the
behavior
most
likely
to
occur,
but
the
parent
said
that
it
never
occurs.
Physical
aggression
never
occurs
so
for
number
one
I
kind
of
put
a
because
it's
not
relevant.
B
They
are
saying
that
behavior
doesn't
occur
if
you're
doing
an
interview
with
the
parent
and
you're
looking
at
non-compliance
and
physical
aggression
or
disruption,
or
whatever
you
want
to
space
that
out
to
figure
out.
Well,
when
are
you
seeing
this?
When
is
that
most
likely
to
occur
when
is
at
least
likely,
instead
of
just
lumping
them
all
in
there.
I
G
A
As
we,
in
the
sake
of
time,
we
send
home
in
the
kids
book
bag,
the
parent
interview,
or
we
email
it
to
them.
If
you're
gonna
do
it,
you
might
as
well
do
it
by
phone,
because
the
probing
is
where
you
get
the
most
information
absolutely
so.
The
next
two
questions
on
the
bip
FBA
form
are
looking
at
the
environmental,
medical,
and/or,
educational
setting
events
they're
called
that
affect
the
kid.
This
is
the
former
question.
I
think
it
was
thirteen.
A
That's
asked
about,
like
other
things
going
on
with
the
student
and
then
what
happened
then
we'll
do
that
question
first,
so
part
of
this
that
you're
going
to
get
in
that
behavior
management
folder
is
a
glossary
of
terms
because
there's
a
lot
of
new
terms,
so
we
try
to
really
spell
it
out
what
each
of
them
mean,
but
setting
events
are
looking
at
those
environmental,
medical,
and/or,
educational
things
for
this
kid.
This
is
a
kid
that
I
would
probably
put.
A
B
A
When
you
think
of
ABC,
this
is
before
the
a.
These
are
the
things
that
are
kind
of
like
always
there
that
are
impacting
the
student.
So
then
what
happens
after
the
behavior
occurs?
um
In
this
question,
they
weed
on
the
old
forms
we
used
to
ask
what
was
the
teachers
response
and
what
was
that
students
response?
A
Some
of
our
kids
get
more
of
a
response
out
of
peers
than
about
than
the
adults
working
with
them,
so
we
have
added
in
the
peers
response
to
and
instead
of
having
it
in
multiple
questions,
because
it
used
to
be
like
two
different
questions
for
this
we
put
one
box,
so
we
want
you
just
to
put
what
are
the
peers
responses?
Did
they
laugh?
Did
they
ignore?
What
did
the
teacher
do?
So?
What
was
after
the
behavior?
B
I
will
tell
you
for
these
two
boxes:
I
love
on
this
interview
for
the
parent/guardian.
Again
they
have
the
teacher
one
as
well
question
five:
do
you
believe
any
of
the
following
could
contribute?
That
would
be
some
of
those
setting
events
not
all,
but
some
and
then
four
six
through
eight
or
all
I'm.
Sorry,
six
through
ten
are
all
relevant
to
that,
what's
happening
afterwards
and
what
they're
getting
out
of
it,
those
consequences.
So.
A
If
you're
deciding
to
use
this
forum
with
the
teacher
with
the
parent,
you
probably
want
to
do
the
exact
same
form
with
the
teacher
there's
a
teacher
version
just
to
see
because
there
are,
they
are
different
in
different
environments
and
they
can
be
different
in
different
environments
within
the
school
building
too,
with
different
teachers.
But
this
is
important
because
we
want
to
know
like
how
is
that
student
responding.
So
if
we
use
planned
ignoring,
how
did
they
respond?
If
we
reprimanded?
How
did
they
respond
if
the
peers
laugh?
A
This
is
one
of
the
big
changes
on
the
functional
behavior
assessment
form.
We
now
have
a
data
box,
so
in
the
past
on
question
number
one.
We
wanted
to
have
a
summary.
There
should
have
been
data
in
that
box,
a
summary
of
what
happened
but,
as
I
said
earlier,
a
lot
of
it
was
anecdotal
information.
Now
we're
having
it
that
year.
We
want
the
hard
numbers
because
we
want
to
see.
Are
we
having
a
change
in
that
behavior?
B
H
A
H
H
A
A
C
A
Kid
in
each
setting,
it's
gonna,
look
different
like
at
your
building.
You
are
small
elementary
school,
but
so
if
the
kid
has
an
assistant
with
them
that
assisting
you
might
have
a
ton
of
data
because
you
may
be
tracking
data
on
a
daily
basis,
because
that
is
kid
as
a
temporary
support
assistant
Burien.
Are
you
in
a
high
school,
a
high
school,
where
a
kid
goes
to
how
many
different
teachers
a
week,
eight
teachers
a
week
you
might.
You
might
only
have
eight
data
points
throughout
the
time.
A
You're
collecting
this
data,
it's
gonna,
look
different
from
what
supports
are
in
that
school
to
help
them
we
just
I
would
rather
this
sounds
awful.
I
would
rather
accurate
data,
that's
less
than
a
ton
of
data
Jarrid.
So
if
you
only
get
eight
data
points,
this
is
just
your
ballpark
of
what
is
like
that
a
snapshot
of
what's
going
on
and
that's.
A
Charge
of
everything,
in
my
opinion,
this
is
the
process,
that's
going
to
take
time.
So
if
for
our
special
education
students,
you
have
60
days
to
complete
this,
you
want
to
still
analyze
and
write
the
report.
So
that's
really
probably
like
35
days.
I
would
probably
get
between
those
35
multiple
points
throughout
like
randomly
throughout
it,
like
maybe
once
to
a
week
to
get
through
that
and.
B
That's
when
I
think
it's
great
when
you
really,
we
can't
give
you
exactly
what
you
have
to
do.
You
think
about
what
is
feasible
and
possible.
That's
when
you
might
say:
okay,
I
want
you
to
the
gen
ed
teacher,
because
it's
a
gen,
ed
student
and
there
aren't
there,
isn't
a
reading
teacher,
that's
available
and
there's
not
a
TA,
so
you
say:
okay,
what
is
feasible
for
you.
Do
you
feel,
like
you
can
put
marbles
in
your
pocket
for
every
time
you
see
that
behavior
occurred.
A
A
We
trying
to
figure
out
how
to
collect
the
data
when
the
kid
saw
so
many
different
gen,
ed
teachers.
So,
finally,
we
came
up
with
a
team
that
we
were
gonna
have
that
I
was
having
them
each
of
them
collect
three
data
points,
three
periods,
that's
it
and
then
they
were
done
and
it
didn't
have
to
be
the
entire
period.
It
was
just
did
it
happen
during
that
period?
Did
it
not
happen
and
they
just
marked
it
down
and
I'll,
be
honest
out
of
the
seven
teachers.
A
I
got
four
of
them
back,
but
I
thought
that
was
the
success.
Four
out
of
seven
I
got
I
got
very
excited
because
I
get
it
like
these
teachers
see
how
many
kids
a
day
and
if
you're,
asking
them
to
collect
data
on
how
many
different
kids
it's
hard.
But
that's
why
I
think
you're
better
off
if
you're
in
a
secondary
school
over
asking
everybody
to
do
it
and
then,
if
you
get
four
back,
you
could
celebrate
and
though
I.
E
H
B
A
A
The
data
for
you,
it's
like,
if
you
once
you
get
it
set
up.
So
if
you
are
interested
in
doing
something
like
this
in
your
school,
just
email
me
and
I
could
get.
You
started
with
the
people
that
are
using
it.
Mm-Hmm
and
I
think
it's
easier
for
the
gen
ed
teachers,
because
then
they're
just
getting
an
email
sent
to
them,
but
they
just
have
to
respond
to
yeah.
A
Four,
so
then
what
you're
gonna
do
this
is
when
it's
really
important
to
think
as
a
team,
because
you
might
think
you
know
what
the
function
is,
but
you
might
be
wrong.
That's
why
this
data
this
is
important
to
go
through
this.
We
are
changing
it
that
this
is
a
drop-down
there's.
Only
four
functions
of
behavior
allowed
to
be
picked,
so
it's
sensory,
tangible,
escape
and
attention.
We
used
to
have
power
control
listed
as
a
function.
Power
and
control
is
really
not
a
function
of
behavior.
A
These
are
the
only
true
four
functions,
because
if
you
think
about
it,
power
and
control
is
all
of
these
things.
I'm
trying
to
be
control
attention
from
adults,
I'm
trying
to
control
to
get
it
tangible,
trying
to
control
to
get
attention
so
power
and
control
kind
of
goes
underneath.
All
these.
These
are
the
only
true
for
functions
that
were
allowed
to
pick
from
I
I.
Do
okay,
I
thought
I,
always.
A
Here
are
the
definitions:
if
you
do
not
know
the
definitions
of
the
different
functions
escape
again,
what
is
escape
you're,
trying
to
escape
tangible
you're
trying
to
get
thing
sensory?
This
is
the
thing
that
I
always
say:
they're
doing
it
cuz.
It
feels
good,
so
I
could
put
that
kid
in
a
room
by
themselves.
Nothing
in
it
no
demands,
no
activities,
no
items
and
they're
still
going
to
display
that
behavior,
because
it
just
feels
good
to
them.
I
always
like
to
stress,
so
this
is
different
than
our
occupational
sense
reeks.
A
A
Other
things
feel
good
instead
of
this,
but
this
is
really
if
they're
left
alone
to
their
own
device,
they're
still
going
to
be,
hitting
or
kicking
or
they're
still
going
to
be,
trying
to
tantrum
and
then
attention
that's
trying
to
get
adults
or
peers
attention
or
trying
to
avoid
adult
or
peer
attention,
because
kids
are
only
in
adults.
We
do
where
we
do
functions
the
behavior
as
well
you're,
either
trying
to
gain
something
or
escape
something
and
you're
trying
to
gain
this
stuff
or
you're
trying
to
escape
this
stuff.
That
make
sense.
Yes,.
F
A
C
A
It's
more
like
it's
folk,
so
the
the
sensory
category
is
like,
let's
say,
I
cleared
out
a
room
and
I
put
the
kid
in
that
room
by
themselves
with
no
demands,
no
activities.
No
nothing
they're
still
gonna
engage
in
that
behavior.
So
our
sensory
function
is
like
it
happens.
Without
demands
on
them
happens.
Without
it's
trying
to
get
my
adult
attention,
it
happens.
Even
if
there's
no
toys
in
the
area
or
items
they
want,
it
just
happens.
A
That
that's
why
I
had
to
give
that
exhibit
some
of
our
kids,
our
self
interest,
but
at
Ealing
I
think
it
might
look
awful
to
us
that
they're
fighting
themselves,
but
it
would
happen
even
without
demand
on
them,
but
some
of
our
kids
are
self-interest
because
they're
trying
to
escape
to
or
get
what
they
want.
So
it's
really
looking
at
that
data
to
try
to
figure
out.
G
A
Gonna,
do
this
last
part
really
quick,
um
so
good?
What
is
the
replacement
behavior?
This
is
so
when
you're
developing
your
FBA.
This
is
the
question
that
um
it
was
kind
of
funny
on
our
forums,
our
old
forms
I
used
to
chuckle.
This
is
my
dorkiness
but
I
used
to
chuckle,
because
they
would
ask
what
should
the
child
be
doing
instead
and
then
underneath
it
is.
What
do
you
think
the
causes?
Well,
you
they
kind
of
had
to
be
flip-flop.
A
You
had
to
know
the
cause
before
you
could
talk
about
what
they
should
be
doing
differently.
So
we
have
now
kind
of
put
your
out
here
what
you
thought.
The
function
was,
let's
say,
I
say
the
functions
escape.
This
is
what's
going
to
replace
that
function,
that
hypothesized
function,
so
it
has
to
relate
to
it
and
has
to
be
as
easy
to
do
as
the
behavior
they're
doing
or
they're
not
going
to
do
it.
So,
let's
say
I
have
a
kid.
A
That's
running
out
of
the
room
screaming
because
he's
trying
to
escape
and
I
make
him
have
to
raise
his
hand
and
say:
excuse
me:
can
I
please
get
out
of
this
room?
Are
they
gonna
do
that?
Are
they
gonna
continue
to
run?
No,
so
you
need
to
be
thinking
what
could
still
give
them
that
escape
that
function,
that's
as
easy
to
do.
It
could
be
giving
a
signal
could
be
given
a
sign.
It
could
be
just
tapping
on
the
desk.
What
is
this
easy
to
do
as
the
behavior
they're
just
playing
and.
B
I'm
gonna
step
one
step
back
from
this
replacement.
Behavior
is
often
often
misunderstood.
If
you're
not
well
versed
and
a
behavioral
realm,
it's
not
the
expected
behavior,
it's
not
the
behavioral
goal.
So
it's
not
what
we're
all
trying
to
achieve
it's,
how
they
can
access
the
same
function,
which
is
why
Megan
such
you
always
chuckled,
because
if
you
don't
know
what
that
is,
or
you
don't
have
that
suspected
or
hypothesized
function,
you
can't
replace
it
to
give
them
what
they
need.
B
H
G
H
H
H
A
A
At
when
we
developed
the
behavior
at
a
plant
vention
plant,
so
we
don't
him
the
replacement.
Behavior
is
I'm
gonna
ask
for
a
break
an
appropriate
way
yeah,
but
then
we
have
the
behavior
intervention
plan.
It's
going
to
be
you're
gonna,
see
when
you
get
on
here
we
have
like
teaching
strategies
and
proactive.
You
might
say
you
only
get
two
breaks
a
day
and
during
the
teaching
strikes
is
teaching
them.
How
do
you?
How
do
you
not
get
pissed
off
when
you
don't
when
it's
your
third
time
and
the
teacher
said.
B
And
how
are
we
gonna
reward
it
so
much
that
when
you
do
complete
the
work,
that's
more
motivating
than
not
completing
the
work
and
that's
where
this
all
ties
in
together.
This
is
really
hard
for
teams
to
understand
and
and
myself
and
that
I'm
like
no,
that's
not
what
I
want.
What
would
you
rather
a
kid
request
a
break
all
day
long,
and
you
have
to
explain
this
to
parents
too,
because
they'll
say
so:
they
just
put
them
on
an
iPad
all
day.
B
No,
what
we're
looking
for
is
a
more
appropriate,
socially
acceptable
alternative
to
refusal
to
hitting
to
disruption
to
all
of
that,
to
then
shape
them,
and
that's
where
the
behavior
intervention
plan
comes
by
motivating
so
prevention.
If
you
do
this,
you're
gonna
get
this
all
right.
Do
I
wanna
ask
for
a
break
or
do
I
want
to
get
that
reward,
which
one
is
more
motivating
at
this
point
prevent
and
then
the
teaching,
how
do
I
ask
for
a
break
appropriately?
Sometimes
I
might
just
need
to
show
a
card.
B
Sometimes
I
might
say:
can
I
have
a
break?
Some
kids
aren't
at
that
point
and
then
the
response
strategy.
When
they
do
do
that
disruption,
they
don't
ask
for
it
the
appropriate
way
that
work
is
not
going
away,
you're,
not
avoiding
it.
That
is
not
the
way
we
get
out
of
it.
So
I'm
gonna
have
a
hundred
copies
that
you're,
just
gonna
keep
getting
it
until
it's
done.
Oh,
you
asked
for
a
break
okay.
Let's.
H
A
Like
different
things,
this
is
where
we're
gonna
be
as
specific
as
we
can
for
that
kid,
because
I
also
want
to
say,
like
my
big
thing,
with
our
kids
as
we
set
them
up
for
failure
as
adults
a
lot
of
times,
because
we
start
an
elementary
school
with,
because
everything
the
same
when
we
want
to
make
sure
everything
stays
the
same.
We
get
to
middle
school.
Things
start
to
change,
but
still
we
for
some
of
our
kids.
A
C
A
E
B
Yep
I,
don't
have
a
magical,
I,
don't
have
a
magical
word,
but
I
do
have
what
I
consider
a
magical
form
that
I
did
not
send
to
you
yet
I've
shown
it
to
you
before.
You've
actually
used
it
before
too.
It
kind
of
lays
it
out
in
almost
like
a
flowchart
format
where
it
says,
I
think
it's
like
antecedent
behavior
and
then
it
breaks
it
into
three
where
it
says
up
here
would
be
the
consequence
like
what
they
were
currently
getting,
and
then
there's
two
boxes
down
here
that
has
replacement
behavior
and
then
expected
behavior.
B
The
expected
behavior
goes
to.
It
doesn't
have
a
format,
but
then
the
flow
chart
shows
them
that
what
they're
doing
currently
like
their
current
behavior
and
the
replacement
behavior
have
to
get
them
to
the
same
function
or
else
you're
not
going
to
change
it.
So
if
you
show
them
that
and
say
look
we
have
to
do
this
because
it's
more
appropriate
than
what
they're
doing
currently
and
when
it
comes
down
to
it.
At
the
end
of
the
day,
I
have
a
couple
of
times:
I.
Try
really
hard
not
to
say
that,
but
well.
A
I
always
say
to
them:
I
always
try
to
be
nice
in
the
beginning
and
then
I
finally
just
say:
well,
it's
obviously
not
working.
So
why
you
trying
my
way
for
a
little
bit
because,
like
we
can
you
explain
in
behavior,
pursed
and
like
I,
just
do
that,
but
what
you're
doing
isn't
working
right
now,
but
I
get
it
like.
If
I
were
a
teacher,
that's
an
agenda
teacher,
that's
not
trained
and
behavior
principals
and
think
I'm.
A
B
It's
not
always
just
breaks
because
think
of
these
kids,
who
are
look
seeking
for
attention.
So
then
I'm
one
of
my
favorite
strategies,
a
replacement
behavior
for
them
or
giving
them
it's.
You
I
call
them
storytelling,
coupons
and
they're,
basically
just
two
little
tokens
and
they
either
get
to
tell
a
joke
or
have
just
two
minutes
with
the
teacher
attention
maintained
is
sometimes
hard
to
replace
in
terms
of
getting
people
to
see
it.
It's
not
just
a
break,
a
break
works
for
temporary,
but
that's
really
the
avoidance
part
of
it.
B
If
they're
trying
to
get
on
the
computer
or
they're
trying
to
get
a
tangible
something
that
they
really
want,
they
want
extra
recess.
We're
gonna
build
that
into
behavior
intervention
plan,
but
we
also
need
to
be
mindful
of
that
for
the
replacement
behavior.
Oh
look,
you
can
ask
these
non-contingent,
you
just
get
them
they're
part
of
your
replacement
behavior
or
what
they
shouldn't
doing
instead.
So.
A
Then,
let's
say
I
decided
non-compliance
was
always
collecting
data
on
from
the
beginning.
I
would
stop
right
there
and
move
on
to
the
next
box
this
box
down
here,
but
if
I
had
physical
aggression
added
in
you're,
gonna
press,
yes
and
those
questions
will
populate
again
will
pop
up
and
you'll
answer
the
same
questions
again.
A
We
have
examples
that
we're
going
to
upload
on
to
the
internet
and
you're
gonna
see
we
didn't
write
books
like
these
are
some
of
these
are
just
one
sentence,
or
some
of
them
aren't
even
sentences,
and
we
just
put
five
bullets
for
antecedents.
The
more
is
not
always
the
answer.
I
think
just
get
to
the
point.
Answer
the
question.
As
long
as
you're
answering
that
question
we're
good
to
go
the
only
joint
you
want
to
go.
No.
A
What
do
you
think
is
the
function
for
at
your
table
two
minutes
non-compliance,
physical
aggression.
What
if
looking
at
the
data
you
have
now,
if
you
guys
were
really
if
we
had
time
you'd
really
dive
further
into
this
data,
but
we're
out
of
time.
So
what
we
want
you
to
look
at
that
data
for
about
two
minutes
and
figure
out?
What
do
you
think
is
that
hypothesized
function
for
that
behavior.
H
I
A
J
A
I
A
C
B
A
Do
you
see
the
why
we're
taking
our
best
guess
getting
videogames
like
it
is
I
think
when
you
observe
them
and
do
that
ABC
data
yourself
would
instead
of
looking
at
made-up
data,
you
kind
of
get
that
idea
of
what's
going
on.
But
even
then,
if
your
guidance,
school,
counselor,
sorry
school,
counselor
I'll
get
that
right
by
like
the
fifth
time.
We
do
this
if
you're
a
school
counselor
that
has
how
many
kids
on
your
caseload.
A
You
might
see
this
kid
only
when
they're
already
in
crisis,
because
you're
called
down
to
support,
then
you
don't
see
all
the
things
building
up
to
it.
So
those
outside
observations,
those
four
to
six
or
how
many
ever
you
go
in
and
do
really
gives
you
a
truer
picture
of
what
you
see
before
that
behavior
happens
because
as
counselors
at
school
psychologists
as
principals
administrators,
like
we,
you
guys
don't
go
in
until
the
problems
already
happened.
So
it's
really
important
to
see
all
the
things
that
are
leading
up
to
that
problem.
A
So
this
is
the
only
question
that
is
a
joint
question,
so
everything
else
is
separated
out
by
which
behavior
you're
tracking.
This
is
one
that
we
put
together
because
you're
listing
just
the
interventions
that
you've
attempted
and
for
the
interventions
attempted
you
weren't
trying
something
for
work:
completion,
something
for
non-compliance,
something
for
physical
aggression.
You
were
just
trying
it,
so
we
listed
it
all
together.
All
you're
gonna
do
is
list
what
happened,
what
you've
used.
This
has
changed.
Where
you
see
the
percentages
here,
we
were
going.
A
B
A
B
A
A
A
Is
actually
important
because
we
used
to
do
a
summary
of
findings
on
the
old
FBA
forms,
then
they
went
into
the
cume
and
we
never
saw
them
again
and
some
kids
got
an
FBA
in
first
grade
and
then
they
end
up
in
11th
grade
and
they've
had
the
same
FBA
all
those
years
but
behaviors
change.
The
difference
with
this
is
the
summary
of
finding
is
now
going
to
be
copied
if
you're,
a
special
education
student
using
tie
net,
it's
automatically
going
to
be
populated
for
you
on
the
form
on
time
net.
A
Whatever
you
want,
we
aren't
for
the
indirect
measures.
We
really
don't
want
to
say
you
have
to
use
this
form.
This
form
this
form
you
just
want
to
be
using,
what's
most
appropriate
for
you,
so
you're
gonna,
see
when,
in
the
indirect
folder,
there's
a
bunch
of
different
indirect
measure.
So
you
might
not,
you
might
say.
A
The
information
like
so
like
this
form,
you
might
hate
this
form
and
say
this
is
the
form
I'll
never
use
but
or-
and
then
you
might
say
this
is
the
form
I
really
like.
It's
really
gonna
be
what
you
think
works
best
for
you
and
you
might
already
have
a
form
you're
using
now
that
you
want
to
continue
to
use
as
long
as
you're
doing
indirect
measures,
we
don't
care
what
it
looks
like.
A
So
in
the
folder
we
haven't
broken
out,
it's
like
its
I
think
it
says.
Fba
forms
is
one
that
has
the
new
forms
in
there
and
then
it
has
direct
measures
that
has
just
data
sheets
and
then
there's
indirect
measures.
It's
all
the
interview
kind
of
forms.
Let's
say
you
have
an
interview
form
that
you
think
is
one
that
you
love
and
you're
building
you.
If
you
want
to
email
to
me
and
you
think
it
would
help
other
people,
I
can
upload
it
in
there
too.
A
A
A
No,
whatever
you
want
to
use
that
gets
the
information
we
don't
care,
you
just
have
to
one
indirect
one.
Direct
you're,
probably
gonna
want
to
do
more,
but
you
have
to
do
one
of
each.
So
the
summary
of
findings
is
in
our
old
forms.
As
I
said
they
used
to
just
go
on
the
bottom
of
that
page
and
go
away
now.
This
is
gonna,
be
the
one
of
the
first
questions
on
the
behavior
intervention
plan,
because
if
this
behavior
has
changed,
you
want
to
do
a
new
FBA.
A
Every
year
we
have
to
review
the
behavior
intervention
plan.
If
the
behavior
hasn't
changed,
that
function
hasn't
changed,
you
don't
have
to
do
new
FBA,
but
if
you're
reading
that
summary
of
fines
and
you're
like
okay,
this
does
not
sound
like
the
same
kid
that
I'm
writing
a
behavior
intervention
plan,
for
you
should
get
permission.
A
Ingénue
do
a
new
FBA,
so
what
we're
saying
is-
and
this
is
going
to
be-
and
I'm
going
to
figure
out
for
our
gen,
ed
kids,
because
especially
in
the
special
ed
forums,
you
hit
the
insert
statement,
and
it
will
give
you
the
examples.
Well,
so
for
gen,
ed
I
might
have
to
I'm
gonna
do
a
cheat
sheet,
but
it's
when
the
antecedent,
so
when
antecedent
student
engages
in
behavior
one
to
get
this
function.
So
when
asked
to
solve
a
math
problem,
Johnny
engaged
in
cursing
to
escape
the
task.
A
A
A
B
So
when
do
we
need
to
be
a
very
invention
plan,
it's
very
similar
and
goes
along
with
when
we
need
a
functional,
behavior
assessment.
It's
when
there's
those
serious
repeated
behaviors
legally,
you
are
I
believe
only
required
to
consider
a
behavior
intervention
plan.
If
there's
is
it
serious,
I
forget
the
exact
legal
wording
but,
from
my
end
it's
best
to
consider
a
behavior
intervention
plan
when
you
have
behaviors
that
are
tapping
into
multiple
resources
or
they're
disrupting
the
learning
of
themselves
or
others.
Yeah.
A
So
this
comes
up
a
lot,
so
we
don't
know
Cheryl
Cheryl
Cheryl
works
with
our
little
littlest
ones.
This
comes
up
a
lot
with
your
little
ones,
like
the
three
four
year
olds,
like
in
my
opinion,
we
jump
to
a
bit
when
you
need
a
reactive
plan,
because
you're
gonna
see
we're
gonna
go
through
this,
that
we
have
preventative
measures
on
here
and
reactive
measures.
If
you
need
preventative
measures
in
your
special
education
and
you
only
need
preventive
like
the
proactive
stuff,
that's
accommodations,
that's
a
supplementary
aid
of
a
page
of
the
IEP.
A
B
And
again
for
change
in
placement,
you're
required
to
consider
it
at
the
student
needs
an
FBA
in
a
bit
so
similarly
to
the
FBA,
we've
laid
it
out
in
a
similar
style
with
the
steps
to
the
behavior
intervention
plan,
but
we're
gonna
go
through
each
of
those.
As
you
can
see
after
multiple
multiple
steps,
it
says
based
on
the
function,
so
we're
constantly
keeping
that
in
mind
and
remembering
that
we
don't
want
to
make
an
arbitrary
bit.
We
are
not
making
a
click
down
box
with
a
lot
of
any
strategy.
We
can
think
of.
B
That's
ever
helped
a
kid,
their
individualized
for
a
reason
and
you're
really
doing
a
lot
of
futile
work.
If
you
do
that,
because
there's
no
reason
to
create
one,
if
it's
not
individualized
on
how
we're
going
to
shape
this
behavior
so
instead
of
reading
through
each
of
them,
we'll
just
get
get
started
so
the
identifying
students
strengths.
This
is
probably
one
of
my
favorite
boxes,
which
I
know
kind
of
puts
me
in
hippie-dippie
lands.
B
A
How
would
you
feel
as
a
parent
like
I,
FB,
a
bit
meanings
I,
think
are
the
most
uncomfortable
meetings
in
a
lot
of
ways,
because
we
are
telling
the
parent
everything
that
is
wrong
with
your
child.
You
went
through
like
a
multiple
page
document
beforehand
and
said
you
know
what
they're
hitting
us:
they're
kicking
us
or
spit
they're
doing
all
this
stuff,
there's
nothing
strength-wise.
So,
on
the
old
bits
we
used
to
have
problem
statement,
a
problem
and
then
we
had
strengths
and
weaknesses.
B
So
we're
gonna
do
a
quick
activity,
not
with
Ethan
but
with
your
absolutely
most
challenging
student,
so
I
want
you
to
think
of
your
most
challenging
or
most
challenging
is
this
is
a
list
of
character,
strengths
and
the
very
very
cursory
version
is,
we
all
have
24
of
them
I
envision
them
as
a
sounding
board.
We
all
have
them
just
to
varying
levels.
So
that's
what
this
is.
This
is
the
chart
that
I
use
automatically
when
I
need
to
think
of
a
student's
strengths.
B
I
use
it
on
progress
reports,
I
use
it
on
the
bit
and
I.
Sometimes
I.
Have
this
printed
out
to
my
teachers
and
I
say:
look
at
this,
so
what
I
want
you
to
do
is
I.
Want
you
to
think
of
your
most
challenging
student
I.
Want
you
to
pick
one
of
these
words
which
I
apologize
because
I
know
they're
gonna
be
really
hard
for
you,
guys
to
see.
I
can
read
out
a
couple
of
them.
A
This
is
a
great
activity
as
Kelly
saying
for
our
Jenna.
It's
teachers
like
I,
always
say
I.
My
job
I
am
blessed
I
get
to
leave
the
classroom
like
I,
hang
out
with
that
kid
for
a
couple
hours
and
I,
go
you
guys
prior
all
blessed
that
way
as
well
like
these
poor
Jenna
teachers
that
work
with
these
most
challenging
kids.
This
is
a
great
exercise
for
them,
because
every
kid
has
a
strengths.
B
B
There's
love,
kindness,
social,
intelligent
teamwork,
leadership,
fairness,
humility,
prudence,
forgiveness,
self
regulations,
I
know
that
would
not
be
a
temperaments
is
not
usually
a
strength
for
kids
need
bits,
appreciation
of
excellence
in
Beauty,
spirituality,
gratitude,
humor,
hope,
zest,
bravery,
honesty,
perseverance,
love
of
learning,
perspective,
judgment,
creativity
and
curiosity.
So
think
of
the
kid
that
drove
you
crazy,
the
hardest
kid
I
want
you
to
come
up
with
three
of
those
and
how
they
exemplified
them.
Okay,
I'll
give
you
about.
B
B
Alright,
so
let's
go
forward
and
then
this
just
the
problem
behavior
has
to
be
discussed
before
this
is
going
to
copy
over
the
summary.
And
then
this
is
how
it
looks.
It's
just
one
box
where
it
takes
over
the
problem,
behavior
and,
if
they're
applicable,
if
they
have
behavior
two
and
three.
This
is
where
it's
operationally
defined
and
on
it
for
our
tie
net
kiddos.
This
will
all
automatically
auto-populate
and
you'll
just
copy
and
paste
from
the
PDF
over
for
our
gen
ed
kiddos.
A
So
this
is
when
I
was
saying
earlier
about
that
functional
behavior
assessment.
The
summary
findings
at
the
end
for
our
special
education,
kids,
this
again
will
be
automatically
populated
for
you
for
our
gen,
ed
kids,
use
it
to
copy
and
paste
them
to
sentences.
This
is
important,
especially
as
we
are
start
going
through
this
process
and
kids
are
getting
older
and
older
and
FDA's
are
getting
older
and
older.
If
this,
you
need
to
read
this
box
with
the
team,
that's
working
with
that
kid.
A
If
this
doesn't
sound
like
the
same
kid
that
you're
developing
a
behavior
intervention
plan
for
you
should
go
back
and
do
new
FBA,
we
have
some
fbas
that
are
10
years
old.
That
haven't
been
touched
since
they
were
in
kindergarten
and
now
our
in
10th
grade
of
ninth
10th
grade,
because
every
year
we
changed
the
bit,
but
we
always
don't
head,
go
back
and
change
that
FBA.
But
if
you
don't
know
what
the
antecedents
are,
what
the
function
of
that
behavior
is,
then
how
are
you
going
to
develop
an
appropriate
behavior
intervention?
A
B
Has
the
child
made
enough
progress
where
we
can
just
continue
the
bit?
You
know
they
should
go
hand
in
hand
alright,
so
here's
the
step
that
I
had
told
you
guys
about
before
that
we
weren't
gonna
join
the
FBA
using
that
data
to
actually
drive
the
process
of
writing
a
behavioral.
We're
gonna
do
this
for
our
sample
kiddo
Ethan.
So
the
best
way
to
do
this
is,
if
you
guys
will
take
this
data,
you
can
do
it
as
a
team
and
I
want
you
guys
to
come
up.
There's
five
data
sheets.
B
You
all
have
physical
aggression,
you
all
have
non-compliance
I
cheated
and
did
it
for
you
just
with
terms
of
operationally
defining
it,
and
then
we
decided
to
do
percent
of
opportunities.
The
reason
just
as
a
quick
aside
of
why
we
did
percent
of
opportunities
compliance.
If
you
say
a
child
didn't
comply
five
times,
one
day
and
twelve
times
the
next
day
and
six,
the
next
day
that
doesn't
tell
us
as
much
as
how
often
because
did
he
have
sixty
demands
the
first
day
and
then
the
second
day
only
three
and
he'd.
B
You
know
he
did
all
100
percent
of
the
demands
so
I
like
for
compliance
to
do
an
opportunity.
The
other
reason
this
is
really
nice.
If
you
look
at
it,
we
didn't
track
it.
Throughout
the
day,
I
told
the
teacher
pick
two
periods
that
you're
going
to
pay
attention
to.
How
many
demands
you
give
him
and
how
often
he
complied
with
them.
If
you
said
sit
down,
and
he
did
it,
that's
one
out
of
one
up.
I
gave
him
this
and
you
think
about
it.
It
can
be
in
small,
increments
and
you're
just
doing
it.
B
It
doesn't
matter
the
time
constraints.
It's
just.
However
many
opportunities
he
has
to
comply
and
how
often
he
did
so
so
for
this
I'd,
like
you
guys
to
come
up
with
a
total
you
all
physical
aggression,
you
guys
non-compliance
to
see
if
we
can
get
an
overall
data
collection
total
to
put
into
our
format,
and
then
we
want
to
develop
a
goal.
Goals
are
based
on.
They
can
either
be
based
on
peer
data,
so
the
peer
expectations
or
developmental
expectations
where
the
child
should
be
developmentally
they
can
be
based
on
absolute
zero.
B
So
I
always
say
well.
I'm
kind
of
cheating,
but
for
physical
aggression
should
be
an
absolute
zero.
A
child
should
never
put
their
defeat.
It
does
depend
how
you
define
it.
So
if
property
destruction
is
included
in
there,
you
might
want
to
do
a
realistic
goal
and
then
the
most
common
one
is
based
on
baseline.
So
wherever
they
are,
we
want
to
see
an
increase
or
decrease.
Whatever
is
realistic.
In
a
year
some
people
like
to
use
the
numbers
of
for
a
short
term.
B
You
know
about
a
10%
decrease
in
a
year
about
an
80%
decreased.
It's
really
gonna
depend
on
that
student
from
baseline,
where
they
are,
if
they're
having
huge
extreme
behaviors,
you
might
need
to
do
less
of
a
decrease.
If
they're
meeting
some
success
parts
of
the
day
you
might
want
to
have
a
bigger
decrease
because
they
can
really
make
progress
so
I
want
you
guys
to
develop
a
behavior
goal,
so
first
figure
out
the
data
and
then
develop
a
behavior
goal
for
this
student.
Physical
aggression
and
non-compliance.
B
I'm
gonna
give
you
guys
about
6
or
7
minutes,
because
this
should
take
you
a
little
bit
of
time.
So
the
only
one
that's
confusing
is
I
wanted
to
show
you.
Sometimes
if
you
have
a
tantrum
on
it's
a
six
six,
twenty
six
means
you
had
26
acts
of
aggression,
so
sometimes
you're
not
going
to
tally
26.
You
might
just
write
in
the
number.
C
C
B
C
K
B
A
Only
PDFs
that
are
uploaded
are
ones
that,
like
frequency,
counts,
that
you're
not
going
to
change
or
great
sheets
that
are
don't
change
with
like
things
that
have
goals
written
on
them
or
times
a
day
are
were
documents
they
just
download.
So
what
you're
right
so
like,
but
so
what
you
need
to
remember
is
like
what
do
you
want
hit
by
next
year
at
this
time,
so
75
I
think
that's
what
they
said.
J
I
D
A
K
C
J
G
B
His
day
he
never
does
tantrums.
That
was
one
time
that
might
be
a
separate
class
of
behavior,
where
it's
not
just
physical
aggression,
because
some
people
choose
not
to
include
Tantrums
and
their
physical
aggression
data,
because
at
that
point
they've
lost
control.
So
then
it's
not
trying
to
get
a
function.
It's
just
they're
gone.
We
do
that
with
a
lot
of
our
kiddos.
G
J
B
G
G
A
This
is
where
every
kid
is
gonna
be
so
individualized,
like
their
kid
might
be
75%
compliant
with
zero
prom.
Just
like
the
natural
teacher
queue
where
they
know
their
kid
needs
three
prompts,
so
they
have
given
no
more
than
three
prompts.
He
will
be
doing
this
75%
of
the
time,
so
you
want
to
just
make
it
attainable
back
in
the
day
we
used
to
have
those
goals
that
was
like
blanket
like
75
80
%,
complying
or
accurate.
A
We
have
had
kids
that
have
had
the
same
goals
year
after
year
and
haven't
been
making
progress,
but
they
have
been
it's
just
that
it
wasn't
an
attainable
goal,
so
you
really
need
to
be
thinking.
Can
that
kid
meet
it
in
a
year,
and
if
it's
only
going
up
ten
fifteen
percent
in
a
year,
then
that's
still
better
than
what
it
was
before.
So
this.
B
Is
really
important
to
note
we'll
get
to
the
physical
aggression,
this
line
that
it
says
should
be
included
in
the
IEP
isn't
or
as
a
behavioral
goal
for
special
ed
students.
That's
really
important,
because
that
way
we're
tracking
progress
on
them.
It
makes
sure
that
we're
not
doing
all
of
this
for
nothing
for
Gen,
ed
students.
You
really
do
want
to
do
it
quarterly.
Look
at
it
and
say
how
is
this
plan?
Is
it
effective
for
you
guys
if
you
like
it
better
in
an
IEP
format,
you
can
change
that
number
too.
B
It
ended
up
being
like
two
point,
one
out
of
five
opportunities
to
comply
so
that
it's
easier,
maybe
to
manage
and
track.
You
want
this
to
be
feasible
for
your
team
and
I
know,
we've
had
a
lot
of
questions,
but
that
really
does
help
with
the
carryover
of
tracking
the
goal
and
the
progress
on
it.
What
did
you
guys
get
for
physical
aggression?
E
I
E
B
Excellent
and
and
some
kids
you're
gonna
do
that
you're
gonna
say:
look
they
never
tantrum.
It
happens
once
here.
That
might
be
a
separate
behavior
that
we
want
to
look
at
for
an
FDA
if
we
need
to,
but
are
they
really
getting
that
same
thing
when
they
go
into
a
tantrum
or
crisis,
and
you
might
want
to
either
take
it
out
or
you
might
want
to
just
do
an
asterisk
and
say
the
data
really
reflects
this.
Excluding
that
one
major
data
point
the
reality
is
you'd,
probably
have
more
than
just
five
days
to
look
at.
B
A
Had
a
good
question
about
the
special
ed
process,
so,
let's
say
you're
going
through
the
special
ed
process
and
doing
an
FBA
and
bib
you're
going
to
want
to
have
a
periodic
review
for
that
IEP.
At
the
same
time,
because
you're
gonna
have
to
add
a
behavior
present
level.
You're
gonna
have
to
put
on
a
special
considerations
page
that
the
kid
has
an
F
being
bib,
and
then
you
really
want
to
make
sure.
A
As
Kelly
said,
the
goal
is
the
same:
now
you
could
always
do
extra
work
and
have
two
separate
goals,
but
in
my
opinion,
why
are
we
doing
double
the
amount
of
work
like
if
I'm
gonna
be
collecting
data
to
that
bit?
I
wanted
to
be
the
exact
same
word.
That's
on
that
FBA
I
mean
on
that
IEP
because
it's
still
a
goal
for
the
IEP.
We
don't
want.
Teachers
have
to
do
extra
work
by
collecting
too
much
data
too,
so
make
it
the
exact
same
wording
on
both
and
we.
B
Always
hear
that
we
want
goals
phrased
positively,
so
just
a
quick
aside,
I,
you
would
want
to
say
something
to
phrase
that
as
to
what
we
want
the
student
to
do
or
will
will
maintain
a
safe
body,
will
keep
hands
and
feet
to
self,
as
evidenced
by
a
decrease.
Then
that
way,
you're
not
taking
two
sets
of
data.
As
long
as
you
just
show
on
how
you're
collecting
that,
then
it
aligns
right
with
the
IEP
goals.
You
don't
have
to
measure
it.
Two
different
ways:
does
that
make
sense?
B
Okay
and
same
thing
with
compliance,
you
would
want
to
say
the
student
would
comply
with
demands,
X
amount
of
opportunities
all
right.
So
now
we
did
that
one,
the
behavior
goal
with
replacement
behavior
we're
just
going
to
relook
at
this.
We
already
did
this
on
the
FBA,
but
once
we
found
out
the
function,
but
the
one
thing
I
did
I
added
a
couple
samples
in
there.
We
just
want
to
make
sure
that
it
really
maps
onto
that
hypothesized
function.
B
B
We
already
did
this,
so
we're
not
going
to
create
a
new
replacement
behavior
unless
you
guys
feel
that
you
need
practice
with
it.
Would
you
like
to
develop
one
for
your
hypothesized
function?
No,
okay!
How
come
do
you
guys
feel
comfortable
developing
a
replacement,
behavior
I
know
some
of
you
said
that
you
got
stuck
on
that
part.
What.
A
I
could
do
is
I'm
Sheryl
write
me.
Another
note
glad
should
my
secretary
came
today:
I
I
have
a
lot
of
different
resources
on
replacement
behaviors
in
the
ex
there's.
Also
I
forgot
there's
a
fourth
folder.
That's
just
like
extra
resources.
I'll
add
some
information
out
there
about
just
replacement
behaviors
just
to
have
as
many.
B
Slide
is
there
it's
almost
kind
of
a
magic
wand
of
in
terms
of
what
you
can
do
to
help
a
child
by
function,
so
there's
two
slides,
so
we
have
escaped
and
tangible
in
here.
This
is
not
an
exhaustive
laundry
list,
don't
go
on
and
just
copy
and
paste
this
look
at
it
and
think.
How
could
that
be
integrated
with
that
student
and
the
one
that
is
on.
A
On
the
intranet
is
big:
we
actually
made
conference
room
copies
that
we
gave
to
principals
of
the
principal's
meeting,
but
I
would
suggest
you
print
out
and
have
laminated
and
keep
it
in
there.
It's
just
an
exhausted
list
of
like
these
are
some
things
that
you
could
do
to
help
with
the
skate.
These
are
some
things
to
help
with
a
tangible
and
there
I
think
it's
a
good
like
print
out
just
to
have
and
I'm
not
a
paper
person,
but
this
is
one
that
I
actually
carry
in
my
bag.
So.
B
This
speaks
to
the
question
that
you
guys
were
asking
before
in
terms
of
when
we
do
a
replacement
behavior,
but
then
what
you
know
we
don't
want
the
student
to
escape
and
we're
just
trying
to
target
the
same
function.
This
speaks
to
that.
So
what
are
we
doing?
Preventative
ly
to
motivate
them
to
want
to
do
the
work,
because
the
ultimate
goal
is
then
for
either
work,
completion
or
compliance.
The
goal
is
to
decrease
that
aggression
maintain
a
safe
body.
How
are
we
gonna
get
them
there?
Everything
preventative
ly?
B
A
And
really
think
about
when
you're
developing
this
as
a
team,
what
are
the
things
are
the
most
important
things
for
those
behaviors?
Don't
just
put
on
a
laundry
list
of
good
teaching,
because
when
we
have
too
many
interventions
proactively
on
here,
teachers
can't
implement
it.
They
can't
do
everything
so
think
what
is
the
most
necessary
things?
I
would
rather
four
things
five
things
listed
here
and
that's
it
than
having
a
long
long
list
of
everything.
What
will
help
that
behavior?
The
most
we
want
teachers
feel
to
implement
this
and.
A
There
there's
a
memo
going
to
be
coming
to
principals
soon,
so
do
not
go
spreading
the
word
yet,
but
every
school
is
getting
a
behavior
toolkit,
starting
it
back
to
school.
That
is
going.
That
is
going
to
be
resource
of
materials
that
have
things
already
created
in
them
and
then
there's
going
to
be
an
internet
drive
that,
like
let's
say,
I,
need
a
token
economy.
You
can
click
on
it.
You
could
download,
which
one
you
want
and
make
it
your
own
or.
A
Point
sheet
or
I
need
a
schedule,
so
those
are
coming
out.
They
are
actually
being
made
right
now
and
every
school
will
be
getting
it.
Yes,
so
so
you
won't
the
you're
going
to
get
everybody
school
countywide
is
going
to
have
access
to
the
Internet
file
to
print
what
they
need.
The
actual
toolkit
is
one
per
building,
but
in
my
opinion,
um
I
kind
of
I
personally
think
that
every
kid
has
to
be.
This
stuff
has
to
be
individualized
in
any
way
like
that
actual
tool
kit,
it's
very
nice
that
we
gave
examples
in
there.
F
A
A
You
could
go
on
there
and
say,
like
I
need
a
point
sheet
for
my
kid
and
look
at
them
like
20
point
cheats
there
and
be
like
okay.
This
is
the
one
that
would
work
the
best
and
then
I
could
edit
it
for
my
kid.
So
the
online
piece
is
what
I
think
you're
gonna
really
like.
So
those
are
coming
out
in
the
fall.
So
don't
go
telling
everybody
looks.
The
memo
hasn't
got
out.
D
A
A
So
there's
going
to
be
in
the
memo
and
if
you
don't
hear
make
sure
you
get
my
email
dressed
by
the
at
the
end
of
this
I'll,
give
it
you
right
now
I'm
trying
to
be
hidden,
I'm,
three
M's
Megan,
M
Murphy,
so
mmm
Murphy
like
all
the
way
through.
If
you
don't
hear
about
the
memo,
I'd
say
in
mid-september,
email
me
and
I
could
I'll
send
you
the
link
about
how
to
get
on
it.
It's
going
to
they're,
actually
developing
it
right.
A
Now,
it's
a
intranet
site
that
will
say
behavior
toolkit
and
then
it
pops
up
to
it.
Yes,
I'm,
not
hidden,
so
the
old
forms
that
are
on
the
FB,
mmm
so
there.
If
you
go
if
you've
been
on
there
since
January,
some
of
them
have
disappeared.
So
if
so,
then
you're,
probably
not
missing
the
ones
that
we
took
off
the
ones
we
took.
We
took
off
only
a
few.
Nothing
that's
up.
There
now
is
coming
off
the
ones
that
we
took
off.
A
A
Yeah,
you
can
still
use
it
like
with,
and
that's
the
thing
we're
fine
with
you
guys,
using
whatever
forms
help
you
the
best.
We
just
want
to
make
sure
it's
going
around
these
four
functions:
yeah,
yeah,
mm-hmm
and
some
of
those
old
forms
that
used
to
talk
about
power
and
control,
and
there
was
some
other
ones
that
were
on
there.
That
are
another.
B
A
Trying
to
think
what
the
ones
were,
you
could
still
use
most
of
those
forms
if
they're
good
forms
it
might
just
might
not
it's
not
gonna.
Go
it's
not
going
to
tell
you
that
that,
like
you're
gonna
have
to
do
a
little
bit
more.
That
makes
sense,
because
you're
only
using
this
as
part
of
it
to
get
information.
A
These
this
one
we
have
made
into
big
like
printouts
like
there's
one
per
slide
that
is
actually
going
I
will
upload
it
today.
I
can
upload
the
past
presentation
to
and
the
one
and
the
one
that's
a
strengths,
one
I'm
going
to
separate
out
and
upload
today
this
one.
This
is
the
one
that
I
said
that
four
principles
that
are
in
elementary
schools.
They
got
a
printout
to
bring
back
with
them.
That
I
think
you
should
just
leave
in
your
conference
room.
So
this
is
a
big
one.
You.
B
Know
we
added
a
couple
to
this,
so
maybe
make
an
updated
one
for
the
uploaded,
but
this
I
think
we
called
like
a
conference
room
print
out
and
it
has
all
of
these
for
preventative,
but
then
also
reactive
in
this
same
format.
Yeah.
That
would
be
great.
So
in
the
next
slide,
it's
just
the
attention
in
sensory,
but
it's
the
similar
samples
of
what
we
would
be
doing
ahead
of
time
and
to
set
the
child
up
for
success.
B
Okay,
so
then
we're
gonna
practice
a
little
bit.
We're
gonna
identify
some
of
the
preventative
measures
based
on
your
kiddo
Ethan
we've
identified
over
here.
Attention
and
avoidance
we've
identified
over
here
avoidance.
So
what
are
some
possible?
Strategies
bless
you
that
we
might
try
to
target
to
individualize
I
know
it's
hard
because
you
don't
actually
know
this
child,
so
it's
hard
to
individualize
based
on
just
paper,
but
try
your
best
and
think
of
a
couple
strategies
that
you
could
think
of
that
might
help
that
child.
A
B
B
C
B
Here
so
it's
it's
broken
into
three,
so
it's
preventive
teaching
and
then
reactive.
So
teaching
is
what
does
he
not
know
that
we
need
to
teach
him?
This
is
simply.
What
are
we
a
staff
going
to
do
ahead
of
time,
so
it's
the
incentive,
it
could
be
offering
a
break,
but
it's
more
the
strategies
overall
that
we're
going
to
be
doing
so
yeah
offering
three
non-contingent
breaks
throughout
the
day.
It
would
be
things
that
he
requires,
like
an
incentive
system,
giving
him
a
visual
schedule
and
his
desk
does
he
need
that
or
no
like?
A
You
want
to
be
specific
enough
that
the
person
can
implement
it,
but
not
so
specific
that
I
tied
you
down
so
like
let's
say
I
did
first
then
I
might
like
for
some
kids.
First
there
might
be
a
visual
someone
might
be.
Language
is
words
so
like
poor,
let's
say:
I'm
doing.
Okay,
that's
just
words
like
so
use.
First,
then
language
when
giving
directions
or
use
a
first
than
visual
when
giving
directions.
G
C
A
And
that's
work
for
like
a
lot
of
my
older
kids,
like
I,
always
say,
like
sticky
notes
like
I
travel
route,
like
you
start
rolling,
sticky
notes
where
you
could
do
first,
then,
with
words
writing
down.
These
are
the
choices
that
you
have
that
you
have
to
do,
or
this
is
the
order
that
you
have
to
complete.
It
then.
B
K
B
K
G
B
Like
it
would
basically,
the
student
doesn't
get
to
escape
the
work
and
you'd
have
to
decide
as
a
team.
How
that's
gonna
look
the
parent
might
have
to
agree?
Are
they
gonna
send
the
work
home?
Are
you
gonna
just
give
them
a
zero?
Are
you
going
to
give
him
a
response
cost
where
then
he
gets
a
consequence
for
it
that
removes
X
Y
or
Z?
Is
he
gonna
lose
five
minutes
of
nest?
Is
he
gonna
I,
don't
know
how
that
works
in
the
middle
school,
but
things
like
that.
A
C
A
There
were
a
couple
of
good
questions
as
we
went
through
this
the
table
over
there.
Let's
come
back
the
table
over
there
asked
like
they
said
that
they
were
probably
thinking
like
three
things.
You
ready
guys.
The
three
things
would
probably
be
the
max
that
they
would
have
a
preventive
interventions
and
what
I
told
them
was
okay.
What
I
told
them
was
that
for
some
kids,
you
might
only
have
three
because
I
try
to
think
like
I'd,
rather
three
very
specific
things
that
a
teacher
can
implement
that
are
gonna,
be
done
consistently.
A
Because
may
we
write
these
bits,
you
guys
take
the
time
to
do
them
and
then
how
many
times
you
walk
into
that
classroom
and
see
them
not
being
implemented,
but
then
I'll
also
go
the
flip
side.
I,
don't
blame
some
of
these
teachers,
because
I
have
to
teach
how
many
kids
and
I
have
to
know
how
many
different
interventions,
how
many
different
things
I
would
rather
three
very
specific
things
for
very
specific
things
that
is
going
to
help
that
kid
of
that
teacher
can
actually
implement.
A
This
is
supposed
to
be
written,
of
course,
around
ik
student,
but
if
you
have
a
teacher,
that's
gonna
consistently
implement
those
three
things.
I
bet
you
that
non-compliance
will
go
down.
It's
when
teachers
aren't
consistent
is
when
we
don't
see
the
behavior
going
down,
because
that
kids,
like
you,
know
what
I'm
gonna
test
it
right
now,
because
I
know
they're
they're
not
going
to
be
consistent
with
it.
A
The
other
question
was
like:
how
specific
do
you
need
to
be
so?
I
gave
the
first
then
example
like
some
of
our
kids
need
to
have
first,
then
visual.
So
they
see
the
visual.
Some
kids
need
first,
then
language,
the
effort
that
I
just
need
to
say
to
them.
First,
you
do
this,
then
you
need
this.
Some
for
the
visuals
need
it
in
pictures,
so
I'm
needed
in
words.
That's
how
specific
you
kind
of
need
to
be
like
if
a
kid
needs
it
with
the
written
word,
then
you
want
a
BB
put
like
use.
A
B
Sounds
good
all
right
all
right,
so
then
the
second
step
is
identifying
teaching
strategies
the
couple
things
to
keep
really
at
the
forefront
when
you're
doing
this
one.
This
is
where
the
student
might
have
a
skill
deficit
that
we
are
teaching
in
terms
of
the
behavior
and
how
they're
going
to
one
access
their
replacement
behavior.
So
how
are
they
going
to
ask
for
a
break
I
know?
You
had
mentioned
that
earlier.
That
was
a
great
strategy.
How
are
they
gonna
ask
for
a
break?
Is
it
gonna
be
verbally
or
non-verbally?
B
Also,
this
is
a
time.
The
second
piece
of
that
is
how
they're
gonna
show
the
expected
behavior.
What
does
it
look
like
feel
like
sound
like
what
are
they
going
to
get
out
of
it?
They
need
to
be
taught
and
I
know.
We've
heard
a
lot
of
times.
You
know
the
phrase:
if
we
teach
kids
to
ride
bikes,
we
teach
them
to
read,
but
then
with
behavior
we
just
discipline.
This
is
where
they
need
to
be
taught
and
then
realize
what
they're
accessing
out
of
that
for
some
kids.
B
This
is
where
I
had,
with
one
specific
kiddo
opportunities
for
social
engagement
and
for
five
minutes.
Every
morning
he
went
actually
with
a
reading
teacher
who
just
had
a
really
good
relationship
with
him,
and
they
picked
a
different
kid
out
of
the
class.
Well
that
increased
the
social
capital.
They
all
wanted
five
minutes
in
the
morning
to
play
a
game,
and
it
was
that
perfect
time
to
intervene
on
how
you
respond
to
someone
appropriately
when
they
disagree
with
you
kind
of
that
Socratic
thinking
and
restorative
justice
piece.
B
So
that's
where
you're
thinking
of
that
kid
and
some
of
those
deficits
either
socially
emotionally
or
behaviorally
that
directly
relate
to
that
behavior
and
then
how
are
we
going
to
intervene
and
teach
them?
So
for
this
kid?
We
didn't
really
give
you
much
information,
so
we
can
just
kind
of
do
it
in
more
of
like
a
dialogue
format.
What
are
some
things
that
you
can
either
with
kiddos
you've
had
that
are
non-compliant
physically
aggressive
or
this
kid
specifically
that
you
think
he
might
need
teaching
wise.
B
I
promise
you
he
needs
to
learn
something,
or
else
we
would
not
be
up
as
evil.
Oh
absolutely
I
know
replacement
strategies.
We
didn't
come
up
with
one
concretely
for
him,
but
I
absolutely
think
asking
for
a
break
appropriately.
He'd,
probably
be
one
that
you'd
want
designated
number
of
breaks
so
that
he's
not
accessing
them.
He
might
start
with
unlimited
and
then
back
down
to
okay.
You
did
that
great
now,
you're
gonna
get
to
ask
for
five
per
day,
and
this
is
how
it's
gonna
look.
What
else
might
we
do
teaching.
F
B
He
didn't,
he
did
unlimited
breaks
in
an
inappropriate
manner.
We're
giving
him-
and
it's
rare
I-
wouldn't
recommend
doing
that
for
every
kid,
but
I've
had
those
kids
who
it
is
going
to
be
so
hard
to
change
that
behavior
or
they
are
already
accessing
breaks
all
day
long
in
an
inappropriate
manner.
Those
are
the
only
kiddos
that
I
would
truly
recommend
my.
A
Opinion,
the
only
kids
as
you're
getting
older,
that
you're
doing
it
like
our
kids,
that
are
in
our
elementary
schools.
They
are
still
working
on
that
cause-and-effect
in
kindergarten
first
grade
and
when
you
get
into
secondary
I,
think
it's
more
kids
with
cognitive
disabilities,
so
our
kids
in
our
AC
C
classes
that
don't
really
have
that
cause-and-effect
I
communicate
I
get
this.
Those
are
the
kids.
Yes
are
typically
developing
to
a
point:
middle
school,
high
school
kids,
you're,
not
gonna,
probably
start
with
unlimited
weird.
B
A
C
B
B
I
B
That's
a
perfect
kind
of
segue
I,
always
say
for
teachers,
and
this
kind
of
speaks
to
your
buy-in
to
teachers.
We
don't
expect
teachers
to
move
there,
kiddos
from
an
A
to
A
B,
a
B
to
a
CSE
to
a
D
and
fountas
and
pinnell.
We
don't
expect
them
to
acquire
strategies
overnight.
They
are
not
going
to
change
their
behavior
overnight.
We
are
not
going
to
put
this
FIP
and
then
a
week
later,
it's
fixed.
This
isn't
a
wand.
This
is
a
tool
to
shape
a
child's
behavior
and
it
takes
time
and
effort
behavior.
C
B
A
When
you
said
earlier
about,
like
that,
he
was
a
great
I
think
it
was
you
that
said
he
was
aggressive
when
he
laughed,
but
kids
laughed
at
him.
I
have
someone
over
that
way
like
this
is
a
kid
that
we
may
have
to
teach
about.
How
do
you
ignore
your
peers,
or
how
do
you
say
you're
your
peer
stop,
instead
of
hitting
them,
so
just
something.
C
A
B
At
the
end,
if
you
ask,
we
purposely
didn't
put
it
in
because
this
is
so
individual
to
every
school
team,
but
we
can
give
you
a
couple
examples
of
how
different
schools
implement.
They
RF
be
a
bit
process,
because
there
is
a
staff
training
piece
of
it.
You
know
it
doesn't
just
magically.
You
write
the
paper
and
then
all
of
a
sudden.
We
know
how
to
do
it.
It's
you
know,
there's
a
materials
prep
part
of
it.
B
If
you're
gonna
use
a
token
economy,
you
know
somebody's
got
to
take
responsibility,
so
we
can
go
over
that
at
the
very
end.
If
you'll
remind
me
of
how
to
do
that
looks
and
then
the
last
piece
reactive
measures.
These
are
your
response
strategies
they're,
how
you're
responding
to
the
problem
or
negative
behavior
when
it
occurs.
This
speaks
again
to
your
point
of
they're
asking
for
breaks
all
throughout
the
day,
and
we
don't
want
them.
Do
that.
That's
not
the
expected
goal.
This
is
when
they
show
the
problem
behavior.
B
How
are
they
not
accessing
the
function
that
they
were
before?
So
if
it's
a
tangible
we're
not
giving
them
the
means
that
they
want
for
attention,
that's
really
hard
to
remove
attention,
sometimes
especially
with
a
peer
group
around
them.
But
how
are
we
going
to
limit
that?
You
know
whether
it
be
body
blocking
or
are
we
going
to
have
peers
in
the
class,
learn
to
turn
for
the
body
blocking
tangible,
the
response
cost
system,
your
you
know?
B
Oh
you
didn't
do
this
we're
taking
your
opportunity
to
have
that
or
we're
taking
that
object
away
for
escape
Megan
and
I,
always
laugh
in
things
too
or
harder
to
target
than
the
other
first
scape
the
work
not
going
away
and
not
doing
a
timeout
timeout
doesn't
work
for
an
escape
motivated
kid
because
they
just
escaped
the
task,
but
there
are
times
where
it's
so
physically,
aggressive
and
disruptive
that
they
have
to
be
removed.
But
then
the
big
piece
of
that
and
that's
what
I
change
the
work
doesn't
go
away.
So.
A
Yeah
and
I
think
this
is
a
big
thing
to
stress
with
your
teachers,
if
you
do
find
to
be
escape,
maintained
calling
our.
So
we
have
a
few
administrators
in
here
calling
our
administrators
is
probably
the
worst
thing
that
could
happen
is
what
are
they
getting
they're
getting
to
escape
that
room
and
then
I
feel
bad
for
these
administrators
that
come
in
and
you're
expected
to
take
that
K,
because
that
teacher
wants
them
gone,
but
then
that
kid?
A
What
are
they
gonna
do
the
next
day
any
same
thing
so
that
work
cannot
go
away
so
like
there
are
times
over.
The
kid
has
to
go
like
that.
We
get
a.
We
have
to
keep
learning,
but
that's
when
we
made
it
was
to
make
sure
that
teacher
sending
whatever
is
going
with
them,
because
it's
not
fair
on
these
administrators
that
are
getting
these
kids
and.
B
One
of
my
favorite
examples
of
this
is
actually
with
Cheryl
over
there
with
Summer
Bridge
I
was
just
I.
Think
I
was
like
a
teaching
assistant
at
the
time,
but
I
learned
this.
This
kid
had
to
cut
out
this
whale
and
he
cut
it
up
and
he'd
cut
through
the
middle,
and
she
said,
I
need
that
original
and
I
said.
What
are
you
talking
about?
Cheese
I
need
the
original
of
the
whale
okay,
so
we
have
to.
B
She
ran
and
made
probably
50
copies
of
it
and
that
cut
right
through
it
and
she
said
I
will
wait
and
she
was
so
calm,
but
she
knew
that
work
was
not
going
away.
Well,
the
end
of
the
day
came:
he
went
home
little
little.
Guy
came
back
in
the
next
day
and
she
sat
down.
She
said
we
really
need
to
work
on
this
way.
Is
that
feasible
in
every
opportunity?
Absolutely
not.
We
know
that
that
that's
what
it
was
he
cut
out.
B
The
whale
we
may
have
had
to
make
more
copies,
but
it
was
so
I
opening
and
like
teaching
that
compliance
and
she
was
calm.
It
wasn't
this
like
power
struggle.
She
wasn't
adding
an
extra
language,
it
was
just
I'll
wait.
The
direction
is
cut
out
the
way
he
didn't
go
to
timeout,
because
what
would
that
have
accomplished
it
was
just
I
will
wait.
Do
we
have
the
resources
in
school?
To
always
do
that?
B
No,
do
we
have
the
extra
adults
and
staff
no,
but
if
we
can
find
a
way
and
write
a
plan
as
a
team
to
realize
that
that
is
most
effective,
sometimes
we
talk
to
parents
and
say:
can
we
send
the
work
home?
Are
you
okay
with
that
some
parents
say
sure
some
say,
nope
I
don't
want
to
deal
with
it?
It's
a
separate
school
home.
That's
okay,
too.
We
have
to
get
creative,
but
the
biggest
thing
is
to
remember:
timeouts,
don't
work
if
it's
an
escape
maintained
behavior.
If
the
work
doesn't
eventually
come.
A
Back
and
then
I
think
that's
where
you
have
to
learn
to
pick
your
battles
too,
though,
because
Cheryl
said
about
like
you
need
to
learn
when
to
cut
the
cord.
We
also
the
kids
in
crisis.
Let's
say
for
an
hour,
then
they
say
they
miss
an
hour's
worth
of
work.
Are
they
gonna
be
able
to
do
an
hour's
worth
of
work
to
make
up
before
they
have
to
go
back
to
class?
There's
no
way,
so
you
really
need
to
be
putting
some
demand
on
that
kid.
A
B
That's
the
thing
is
that
you
might
want
to
put
in
your
phrasing
of
must
comply
with
one
demand.
The
demand
might
be
something
as
simple.
As
you
know,
I
need
you
to
hop
on
one
foot
hope
you
did
it
great.
You
know
something
so
that
you're
regaining
that
compliance
and
that's
where
a
firm
limit
really
comes
in
handy
as
in
terms
of
if
you
have
not
done
this
by
X
or
if
you
have
not
started
by
X.
B
A
Of
the
examples
that
you're
gonna
see
uploaded
that
we
have
done
like
one
of
them
is
just
a
bulleted
list
like
planned.
Ignoring
for
this
teachings
peers
to
turn
away,
one
of
them
is
actually
step
by
step.
This
is
how
you're
going
to
respond,
and
for
a
kid
that's
seeing
10
adults.
You
might
want
to
do
it
that
way,
because
you
know
like
in
class
a
let's
say,
language
arts.
We
have
learned
that
we're
gonna
use
plan
ignoring
and
math.
We
learnt
using
planned,
ignoring
for
certain
comments
and
science
we're
doing
that.
A
But
then
the
social
studies
teacher
gets
them
and
right
away,
they
do
not
use
planned,
ignoring
and
they
jump
down
their
throat
about
something
or
even
come
over
and
be
all
positive
like
giving
them
positive
attention.
They
have
ruined
everything
that
Class
A,
B
and
C
did
so.
Sometimes
we
do
if
a
kid
seeing
more
than
one
adult.
You
want
to
say,
step
by
step.
What
to
do
so.
You're
gonna
see
both
when
I'm
online.
Oh.
B
And
then
this
is
just
to
feed
off
of
exactly
what
we
were
talking
about
in
asking
these
questions.
How
are
we
specifically
going
to
address
it?
Are
we
going
to
ignore
them?
Are
we
gonna
use
specific
statements?
Excuse
me
always
consider
the
function
same
thing
number
bulleted
list,
and
then
this
is
the
only
one
that
you
are
going
to
separate
by
each
behavior
when
applicable,
it's
almost
always
applicable
and
that
if
a
student
is
non-compliant,
you're
going
to
react
differently
than
physical
aggression.
G
G
A
I
write
steps
pretty
much
when
I'm
involved
with
the
school
team,
because
I
do
think
I
always
think
it
was
like
a
hierarchy
like
first
I'm
gonna
give
a
verbal
prompt.
They
don't
get
that
then
I'm
gonna
go
over
and
write
it
on
a
piece
of
paper.
I'm
gonna
give
some
processing
time
I,
find
it
easier
when
it's
written
steps,
but
it
could
be
bulleted.
A
B
Actually
have
time
so
I
would
like
if
we
could,
because
this
one
I
think
is
really
important
and
sometimes
hard
to
do
as
a
team
and
figure
out
exactly
how
we're
going
to
address
it
while
including
the
function,
um
if
you
guys
would
do
non-compliance,
make
either
a
hierarchy
or
a
bulleted
list,
whichever
you
think
would
work
best
for
your
team.
The
response
strategies,
reactive
strategies
and,
if
you
guys,
will
do
physical
aggression
on
the
steps
that
you're
gonna
take.
D
A
Because,
like
we
used
to
do
you
know
how
you
just
copied
and
pasted,
but
I'm
like
I,
don't
know
if
I'm
using
a
token
economy
for
non-compliance
or
for
physical
aggression,
I'm
just
using
a
token
economy.
This
is
the
only
one
that
you
might
react
differently
there
like.
Let's
say
the
reactions
the
same
though
it
might
only
be
one
okay,
so.
B
The
chart
or
the
back
page
you'll,
see
progress,
monitoring
and
the
reason
it
looks
a
little
different
is
because
it
has
behavior
1
2,
&
3,
and
it's
sometimes
that
won't
be
applicable
because
you're
only
gonna
do
behavior
1
and
it's
just
a
way
of
progress.
Monitoring,
so
you're
gonna
have
the
baseline,
which
is
directly
from
the
functional
behavior
assessment
and
then
at
each
quarterly
progress
or
as
it's
reviewed,
you're
going
to
put
in
the
date
and
then
the
current
progress.
So
it's
simply
a
numbers
game.
B
A
Eagle
II,
legally
special
education
students
need
to
be
checked
quarterly,
because
this
is
part
of
the
IEP.
So
this
is
a
goal,
so
quarterly
progress
has
to
be
reported
for
non
specialist,
med,
kids
I
still
think
it's
good
to
look
quarterly,
because
you
don't
want
to
wait
till
the
end
of
the
year
and
be
like
okay,
that
kid
made
zero
progress
this
bit,
that
didn't
work,
but
you
have
to
look
at
at
least
yearly,
but
you
should
do
quarterly
and.
B
E
D
D
A
The
kid
so
like
I
think
if
it's
a
behavior
in
my
opinion
and
if
it's
a
kid
that
a
placement
change
might
happen,
you're
gonna
be
wanting
to
collect
more
regular
data.
But
if
it's
a
kid
that
using
my
BIP
I'm
gonna
get
enough
progress,
it's
just
like
report
card
grade
I'm
reading
how
many
grades
are
we
supposed
to
have
like
seven
to
nine?
You
want
seven
to
nine
data
points.
A
quarter.
A
A
B
I
preferred
daily
tracking
that
when
you
asked
your
recommendation,
I'm
not
gonna,
give
you
a
recommendation
but
I'll
give
you
my
preference
daily,
but
that's
a
lot
to
ask
for
a
teacher.
So
there
are
some
kids
that
I
like
flag
on
my
Outlook
three
weeks
before
the
end
of
the
quarter
and
then
I
send
out
that
same
so.
A
A
I
think
you
need
to
be
thinking
what
is
going,
what
what
is
usable
in
your
building,
like
our
teacher,
still
need
to
teach
yes,
so
we
would
have
to
be
hiring
assistance
of
track
this
data.
Yes,
so
we
need
to
be
thinking.
You
need
to
have
79
data
points,
just
like
a
report
card
grade,
but
you
could
all
more
is
better
because
that's
going
to
show
you
more,
but
we
also
I,
don't
expect
teachers
to
do
that.
Yes,.
A
I
I
B
D
A
She's
saying
that
it
should
be
consistent
within
a
school,
but
we
could
get
further
clarification
from
her.
She
did
say,
though,
she's
like
I,
don't
want
people
to
see
that
as
separate
of
this
so
she's
like
maybe
in
some
ways
we
should
go
to
this,
but
we
could
get
for
it.
We'll
get
feedback
from
her
yeah
and
what
okay.
B
When
I
know
it
yeah,
it
can
be
challenging
to
when
there's
multiple
behaviors
on
a
step
form
holly
was
bringing
that
to
it.
I
mean
she's
been
really
receptive,
so
we
just
have
to
figure
out
how
to
marry
it.
Alright,
so
oh
that's
the
last
slide.
So
are
there
any
other?
Oh
just
as
far
as
the
question
I
said
that
I
would
revisit.
Megan
has
one
team
that
does
absolutely.
A
I,
don't
problem,
unfortunately,
the
school
psychologist
no
longer
with
us,
but
which
I
think
she
was
complaining
was
years
ago.
She
was
complaining
that,
like
she's,
like
I'm
doing
this
on
my
own
she's
like
I,
would
say:
let's
do
this
together
and
nothing
would
happen
and
she's
like
I.
Could
she
was?
She
was
going
insane
and
she
was
in
three
different
building
she's
one
of
the
own
former
Elementary's
that,
like
that,
had
a
ton
of
buildings.
A
So
what
she
did
was
she's
like
on
day
one
I
said
when
we
got
permission
we
as
I
assigned
roles-
and
she
said
now-
there
are
some
stuff
that
I
took
the
lead
on,
because
I
am
that's
her
expertise
but
she's
like
I
sign
that
you're
going
to
do
this.
You're
gonna
do
this
and
then
she
said
she
had
chart
paper.
A
I
was
adding
a
few
of
them
that
she
actually
had
chart
paper
that
they
laminated
and
that
went
through
some
of
these
questions
from
the
old
form
and
had
people
actually
go
in
and
sit
there
as
a
team
and
write
out
the
answers.
She
was
the
one
that
still
put
in
typed
up
the
responses
on
the
old
Tyne
F
form,
but
this
gave
her
some
feedback
to
make
people
have
involvement.
A
One
of
my
schools
that
one
of
my
schools,
one
of
my
elementary
schools
that
has
five
specialty
sites,
what
they
do,
because
they
do
a
lot
of
FBA
sips
what
they
do
there
is.
They
actually
send
out
a
sign-up
sheet
for
ABC
data,
and
that
goes
to
everybody
in
that
building,
including
like
the
administrators.
It
goes
to
the
related
service
providers.
It
goes
to
the
reading
teacher,
the
counselor
everybody
just
say:
can
you
sign
up
for
one
session
like
just
one
20-minute
observation?
B
B
C
A
This
is
not
like
and
again
that's
how
I
started
off
today
and
I
think
this
is
a
good
way
to
end
it
like
if
you
knew
the
answers
or
like
our
school
psychologists
or
our
special
educators
is
account
like.
If
you
guys
knew
the
answers,
you
wouldn't
go
through
this
process.
So
that's
why
we
really
need
that
team
to
be
looking
at
it.
This
is
really
an
assessment
like
a
psychological
assessment
or
academic
assessment.
This
is
supposed
to
be
doing
something
different
to
see.
If
we
can
make
a
change.
A
A
One
of
the
forms
is
behavior
management.
When
you
used
to
go
into
this,
it
was
just
a
laundry
list
of
things
and
you
had
a
sore
through
yes,
so
this
used
to
be
like
that
laundry
list
of
things
and
you
had
to
sort
through
it,
I
changed
it
now
that
there's
folders
for
everything.
So
if
you
click
on
I,
don't
know
training,
materials,
I'm,
gonna,
upload,
more
things
there
stuff
just
involved
with
training.
This
presentation
from
today
and
those
handouts
that
I
said
will
be
separate.
Slides
will
be
in
here
for
data
collection.
A
We
have
it
broken
into
I'm,
gonna
change,
how
it
looks
because
it
says
it's
gonna,
say:
indirect
measures,
direct
measure,
so
we'll
keep
the
wording
the
same.
But
like
let's
say
you
go
into
direct
measures.
There'll
be
data
sheets
they're,
indirect
measures
will
be
the
interviews,
so
everything
will
be
up
here.
I
have
a
lot
of
it
already
up.
There
I
just
have
to
finish
it
but
I'm,
hoping
by
the
end
of
this
week,
not
that
you're
writing
fbas
now.