How to Reach and Teach Children with Challenging Behavior How to Reach and Teach Children with Challenging Behavior offers teachers classroom-proven approaches to help manage a wide variety of student behavior problems. Written by noted behavior specialists Kaye L. Otten and Jodie L. Tuttle, this practical resource is filled with useful guidelines, ready-to-use forms and worksheets, and teacher-tested tips. This comprehensive and easy-to-use guide gives educators the information and confidence they need to create and implement an effective classroom-wide behavior management program and: *…mehr
How to Reach and Teach Children with Challenging Behavior How to Reach and Teach Children with Challenging Behavior offers teachers classroom-proven approaches to help manage a wide variety of student behavior problems. Written by noted behavior specialists Kaye L. Otten and Jodie L. Tuttle, this practical resource is filled with useful guidelines, ready-to-use forms and worksheets, and teacher-tested tips. This comprehensive and easy-to-use guide gives educators the information and confidence they need to create and implement an effective classroom-wide behavior management program and: * Collect data and shape ongoing behavior instruction with the use of helpful worksheets and graphs * Develop engaging lessons and activities that support and promote students' positive behavior * Help children learn to self-regulate and manage their own emotions and anger * Work productively and collaboratively with parents of behavior-challenged students * Partner successfully with fellow educators, school counselors, and administrators to solve behavior problems in the classroom This much-needed book outlines an efficient and effective intervention program that is based on research-backed approaches rooted in Positive Behavior Support (PBS) and Functional Behavioral Assessment (FBA), the gold standards for classroom behavior management. Praise for How to Reach and Teach Children with Challenging Behavior "This book provides a comprehensive framework for understanding and addressing problem behavior in schools. Otten and Tuttle have translated complex evidence-based assessment and intervention strategies into clear and easy-to-follow steps, and offer an abundance of examples drawn from their many years of experience. This will serve as an excellent resource for special educators, behavioral consultants, and teacher assistance teams as they work toward building comprehensive positive behavior support plans for children and youth." --Tim Lewis, Ph.D., co-director, Office of Special Education Programs Center on Positive Behavioral Interventions and Supports "There is a compelling need for practical and teacher-friendly books on implementing evidence-based management and related support programs for challenging learners. Otten and Tuttle have written an easy-to-read resource built on a foundation of scientifically-supported methodologies. That they base much of their work on decades of practical experience with children and youth only adds to the appeal. This is a book that general and special educators alike will find very valuable." --Richard L. Simpson, Ed.D., professor of Special Education, University of KansasHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
KAYE L. OTTEN, Ph.D., has worked with children with behavior challenges for nearly twenty years as a classroom teacher, special educator, and behavior specialist. She is co-founder of Camp Encourage, a highly acclaimed overnight camp for children with autism spectrum disorders. JODIE L. TUTTLE, M.Ed., worked as a teacher of behaviorally challenged students for seventeen years. She currently works as a behavior specialist for preschool to high school-aged students.
Inhaltsangabe
About This Book vi About the Authors vii Acknowledgments ix Foreword by John W. Maag xxiii Preface xxv Part One A Positive, Proactive Approach to Behavior Management 1 A Case for Change 3 What's Wrong with Kids Today? 4 What Happened to the Good Old Days? 4 I Didn't Sign Up for This! 5 Students with Behavior Problems Should Just Be Suspended! 6 Punishment Works for Me! 7 What Can We Do? 8 Remove the Words Should and Shouldn't from Your Vocabulary 8 Limit the Time Spent ''Admiring the Problem'' 8 Strive to Understand the Perspectives of All Team Members and Stakeholders 8 Let Go of the Old Way of Doing Things 9 Expand Your Behavior Management Toolbox 10 Key Points to Remember 10 Discussion Questions 10 2 Positive Behavior Support and Functional Behavioral Assessment for Educators 12 What Exactly Is Positive Behavior Support? 13 Research-Validated Practices 13 Enhancing the Capacity of Environments 13 A Three-Tiered Model 14 What Exactly Is Functional Behavioral Assessment? 15 Three Key Concepts of FBA 17 Setting Events 17 Triggering Antecedents 17 Maintaining Consequences 18 Common Functions of Problem Behavior 18 To Get Attention or a Reaction 19 To Get Something Tangible 20 To Obtain a Sense of Power or Control 20 To Meet a Sensory Need 20 To Communicate Feelings 20 As a Result of a Lack of Understanding 21 To Escape or Avoid Something 21 The Bottom Line on Functional Behavioral Assessment 22 Our Model of Intervention 22 Key Points to Remember 23 Discussion Questions 24 Part Two Social Skills Instruction 3 Teaching Social Skills: The Basics 27 Traditional Approaches to Social Skills Instruction 27 A Three-Tiered Approach to Social Skills Instruction 28 Types of Social Skills Deficits 30 Skill Deficits 30 Performance Deficits 30 Fluency Deficits 32 Self-Management: The Ultimate Goal 33 Key Points to Remember 34 Discussion Questions and Activities 35 4 Group Social Skills Instruction 36 Schoolwide and Classwide Social Skills Instruction 36 Class Meetings 37 Mini-Lessons 37 Frequent Positive Feedback 37 Schoolwide and Classwide Expectations or Rules 38 Schoolwide and Classwide Routines 39 Important Schoolwide and Classwide Lessons 41 Small Group Social Skills Instruction 43 Choosing Curricula: A Case Study 43 Key Points to Remember 46 Discussion Questions and Activities 47 5 Individualized Social Skills Instruction 57 What Behaviors Should Be Focused on During Individualized Instruction? 57 ''So What?'' Behavior 58 Identifying Replacement Behavior 60 Other Target Behaviors 61 Who Should Provide Individualized Instruction? 62 When Should Individualized Instruction Take Place? 62 Embedded into Existing Structures and Therapies 62 Check-In 63 Precorrection 63 Behavior Tutoring Sessions 63 Incidental Teaching 63 How Should Individualized Instruction Be Delivered? 64 Video Modeling 64 Social Stories 64 Commonly Overlooked Replacement Behaviors 65 Taking Appropriate Breaks 65 Negotiating Assignments 65 Key Points to Remember 66 Discussion Questions and Activities 66 Part Three Preventing Challenging Behavior 6 Preventing Challenging Behavior: The Basics 71 Targeting Setting Events and Triggering Antecedents 71 Identifying Sources of Frustration 72 Developing a Positive Relationship 73 Be Consistent 73 Develop a Partnership 74 Focus on Frequent Positive Feedback 76 Key Points to Remember 76 Discussion Questions 77 7 Assisting with Executive Functioning Tasks 78 Using Visual Supports 80 Organizational Helpers 81 Behavior Prompts 81 Visual Schedules 84 Transition Helpers 85 A Final Word About Visual Supports 88 Assistance with Other Executive Functioning Skills 88 Breaking Long Projects into Steps 88 Waiting to Be Called On 89 Staying on Task 90 Key Points to Remember 93 Discussion Questions 94 8 Providing Appropriate and Engaging Academic Instruction 99 Differentiated Instruction 100 Providing Choices 101 Embedding Interests and Preferences 101 Writing Strategies 102 Scheduling 107 Learn How to Make a Table in a Word Processing Program 108 Schedule Things That Are Absolutely Inflexible First 108 Schedule the Major Core Academic Areas 109 Use Paraprofessionals Wisely and Appropriately 109 Make Sure You Get a Planning Time 111 Maintaining Academic Engagement 112 Failure Is Not an Option 112 Honor Roll 113 Key Points to Remember 113 Discussion Questions and Activities 114 Part Four Reinforcing Desired Behavior 9 Reinforcing Desired Behavior: The Basics 117 Reinforcement Versus Rewards 117 Focus on Common Unintentional Reinforcers: Attention and Escape 118 Reinforcement Versus Bribery 119 How to Determine What Is Reinforcing for Students 120 Interviews and Surveys 120 Observations 120 Reinforcement Journals 121 Reinforcement Menus 121 Reinforcement Schedules: Determining How Much and How Often 123 Differential Reinforcement of Zero Rates of Behavior 126 Differential Reinforcement of Lower Rates of Behavior 127 Differential Reinforcement of Incompatible Behavior 127 Other Issues Surrounding Reinforcement 128 Setting Appropriate Criteria 128 Pairing Educators and School with Reinforcers 129 Deprivation 129 Teaching Peers to Reinforce Appropriately 130 Key Points to Remember 130 Discussion Questions and Activities 131 10 Group Reinforcement Systems 132 Interdependent Group-Oriented Contingencies 132 Student Teams 133 Interdependent Group-Oriented Contingency Games 134 The Classwide Peer-Assisted Self-Management (CWPASM) Program 135 Independent Group-Oriented Contingencies 136 Lottery Systems 137 Token Economies 137 The Importance of Tier 1 Reinforcement 138 Key Points to Remember 138 Discussion Questions and Activities 139 11 Individual Reinforcement Systems 140 Target Behavior Sheets 140 Use Positive Language 141 Limit the Number of Skills 141 Individualize the Target Skills 144 Be Specific 144 Embed Visual Supports and Special Interests 146 Partner with the Student to Help Develop 146 Set Realistic Criteria 146 Let Students Keep Their Sheet with Them (If They Wish) 146 Review Regularly with the Student 147 Use Turnaround Points 147 Use Bonus Points 147 Allow Students to Self-Monitor When Ready 148 Communicate to Parents What Constitutes a Successful Day 148 Dependent Group-Oriented Contingency 150 Level Systems 150 Structured Behavioral Skills Program: Daily Level System 151 Climbing the Ladder of Success 152 A Warning About Using Point and Level Systems 154 Token Boards 154 Contracts 155 Punch Cards 158 Positive Attention Trackers 158 Key Points to Remember 160 Discussion Questions and Activities 161 Part Five Using Undesirable Consequences 12 Using Undesirable Consequences: The Basics 165 Problems with Punishment 165 Punishment Does Not Work in the Long Term 166 Punishment Does Not Teach the Student What to Do Instead 166 Punishment Encourages Negative Attitudes Toward School and Educators 166 Punishment Reduces Motivation to Learn Other Techniques 166 Natural and Logical Undesirable Consequences 167 Natural Undesirable Consequences 167 Logical Undesirable Consequences 169 The Three R's of Logical Consequences 169 Related 169 Reasonable 170 Respectful 170 Punishment Versus Logical Consequences 171 Key Points to Remember 172 Discussion Questions and Activities 173 13 Common Logical Undesirable Consequences 174 Common Undesirable Consequences Continuum 175 Three Strikes 175 Response Cost or Fines 176 Wasted Time 176 Behavior Tutoring 177 Think Time 178 The Importance of Problem Solving 178 Consequence Maps 179 Alternatives to Out-of-School Suspension 181 In-School Suspension 184 Red Schedule 184 Advantages of Alternatives to Out-of-School Suspension 187 Key Points to Remember 188 Discussion Questions and Activities 189 Part Six Putting It All Together 14 Conducting Effective and Efficient Functional Behavioral Assessments 193 Step One: Operationally Define the Problem and Replacement Behaviors 195 Step Two: Collect Information 195 How Much Information Is Needed? 195 How Do I Collect the Data? 197 Step Three: Develop Hypotheses About Why the Problem Behavior Is Occurring 199 Key Points to Remember 202 Discussion Questions and Activities 203 15 Designing and Implementing Effective and Efficient Behavior Intervention Plans 204 Step 4: Design a Behavior Intervention Plan Based on the Functional Behavioral Assessment 204 Step Five: Monitor and Adjust the Behavior Intervention Plan as Needed 205 Was the Plan Implemented as Written? 205 Did Behavior Improve, and Was This Improvement Maintained over Time? 206 Key Points to Remember 209 Discussion Question 209 16 Example Success Stories 210 Example 1: Joey 211 Functional Behavioral Assessment Worksheet 211 Behavior Intervention Plan Worksheet 212 Joey's Safe Note for Home 214 Joey's Target Token Board (Front) 214 Joey's Target Token Board (Back) 215 Joey's Fidelity Checklist 216 Joey's Data Sheet 217 Joey's Data Graphs 217 Example 2: Susan 218 Functional Behavioral Assessment Worksheet 218 Behavior Intervention Plan Worksheet 220 Susan's Self-Monitoring Target Behavior Sheet 223 Susan's Reinforcement Menu 224 Susan's Consequence Map 225 Susan's Target Skill Progress Computation Sheet 225 Susan's Fidelity Checklist 226 Susan's Data Graphs 227 Example 3: Taylor 228 Functional Behavioral Assessment Worksheet 228 Behavior Intervention Plan Worksheet 230 Taylor's Stoplight 233 Taylor's Tower of Success 234 Taylor's Data Sheet 235 Taylor's Fidelity Checklist 235 Taylor's Data Graphs 236 Example 4: Malik 237 Functional Behavioral Assessment Worksheet 237 Behavior Intervention Plan Worksheet 238 Malik's Data Sheet 241 Malik's Consequence Map 242 Malik's Fidelity Checklist 243 Malik's Data Graphs 243 Part Seven What About Dangerous Behavior? Managing Crises 17 Intervening During the Escalation Cycle 247 Stage One 248 Stage Two 248 Stage Three 249 Stage Four 250 Stage Five 250 Stage Six 251 Key Points to Remember 253 Discussion Questions and Activities 254 18 Physical Restraint and Seclusion 255 Definitions 256 Historical Overview 256 Roots of the Problem 257 Current School Culture 257 Lack of Regulation 257 Lack of Training 258 Lack of Research 259 Concern About Increase of More Aversive Options 259 Lack of Options 259 What Can Educators Do? 260 Be Informed 260 Provide or Ask for Training 260 Commit to Positive Behavior Support in Philosophy and Practice 262 Monitor Use of Restraint and Seclusion 262 Key Points to Remember 262 Discussion Questions and Activities 265 Part Eight Reproducible Tools 1 Positive-to-Negative Ratio Data Sheet 268 2 Break Pass 269 3 Countdown Strips 270 4 Chart Moves Frame 271 5 Peer Comparison Direct Observation Form 272 6 Consequence Map Template 273 7 If-Then Chart Template 274 8 Notes Template for Functional Behavioral Assessment 275 9 Functional Behavioral Assessment Summary Worksheet 276 10 Behavior Intervention Plan Worksheet 278 Glossary 281 Notes 287 References 293 Index 299
About This Book vi About the Authors vii Acknowledgments ix Foreword by John W. Maag xxiii Preface xxv Part One A Positive, Proactive Approach to Behavior Management 1 A Case for Change 3 What's Wrong with Kids Today? 4 What Happened to the Good Old Days? 4 I Didn't Sign Up for This! 5 Students with Behavior Problems Should Just Be Suspended! 6 Punishment Works for Me! 7 What Can We Do? 8 Remove the Words Should and Shouldn't from Your Vocabulary 8 Limit the Time Spent ''Admiring the Problem'' 8 Strive to Understand the Perspectives of All Team Members and Stakeholders 8 Let Go of the Old Way of Doing Things 9 Expand Your Behavior Management Toolbox 10 Key Points to Remember 10 Discussion Questions 10 2 Positive Behavior Support and Functional Behavioral Assessment for Educators 12 What Exactly Is Positive Behavior Support? 13 Research-Validated Practices 13 Enhancing the Capacity of Environments 13 A Three-Tiered Model 14 What Exactly Is Functional Behavioral Assessment? 15 Three Key Concepts of FBA 17 Setting Events 17 Triggering Antecedents 17 Maintaining Consequences 18 Common Functions of Problem Behavior 18 To Get Attention or a Reaction 19 To Get Something Tangible 20 To Obtain a Sense of Power or Control 20 To Meet a Sensory Need 20 To Communicate Feelings 20 As a Result of a Lack of Understanding 21 To Escape or Avoid Something 21 The Bottom Line on Functional Behavioral Assessment 22 Our Model of Intervention 22 Key Points to Remember 23 Discussion Questions 24 Part Two Social Skills Instruction 3 Teaching Social Skills: The Basics 27 Traditional Approaches to Social Skills Instruction 27 A Three-Tiered Approach to Social Skills Instruction 28 Types of Social Skills Deficits 30 Skill Deficits 30 Performance Deficits 30 Fluency Deficits 32 Self-Management: The Ultimate Goal 33 Key Points to Remember 34 Discussion Questions and Activities 35 4 Group Social Skills Instruction 36 Schoolwide and Classwide Social Skills Instruction 36 Class Meetings 37 Mini-Lessons 37 Frequent Positive Feedback 37 Schoolwide and Classwide Expectations or Rules 38 Schoolwide and Classwide Routines 39 Important Schoolwide and Classwide Lessons 41 Small Group Social Skills Instruction 43 Choosing Curricula: A Case Study 43 Key Points to Remember 46 Discussion Questions and Activities 47 5 Individualized Social Skills Instruction 57 What Behaviors Should Be Focused on During Individualized Instruction? 57 ''So What?'' Behavior 58 Identifying Replacement Behavior 60 Other Target Behaviors 61 Who Should Provide Individualized Instruction? 62 When Should Individualized Instruction Take Place? 62 Embedded into Existing Structures and Therapies 62 Check-In 63 Precorrection 63 Behavior Tutoring Sessions 63 Incidental Teaching 63 How Should Individualized Instruction Be Delivered? 64 Video Modeling 64 Social Stories 64 Commonly Overlooked Replacement Behaviors 65 Taking Appropriate Breaks 65 Negotiating Assignments 65 Key Points to Remember 66 Discussion Questions and Activities 66 Part Three Preventing Challenging Behavior 6 Preventing Challenging Behavior: The Basics 71 Targeting Setting Events and Triggering Antecedents 71 Identifying Sources of Frustration 72 Developing a Positive Relationship 73 Be Consistent 73 Develop a Partnership 74 Focus on Frequent Positive Feedback 76 Key Points to Remember 76 Discussion Questions 77 7 Assisting with Executive Functioning Tasks 78 Using Visual Supports 80 Organizational Helpers 81 Behavior Prompts 81 Visual Schedules 84 Transition Helpers 85 A Final Word About Visual Supports 88 Assistance with Other Executive Functioning Skills 88 Breaking Long Projects into Steps 88 Waiting to Be Called On 89 Staying on Task 90 Key Points to Remember 93 Discussion Questions 94 8 Providing Appropriate and Engaging Academic Instruction 99 Differentiated Instruction 100 Providing Choices 101 Embedding Interests and Preferences 101 Writing Strategies 102 Scheduling 107 Learn How to Make a Table in a Word Processing Program 108 Schedule Things That Are Absolutely Inflexible First 108 Schedule the Major Core Academic Areas 109 Use Paraprofessionals Wisely and Appropriately 109 Make Sure You Get a Planning Time 111 Maintaining Academic Engagement 112 Failure Is Not an Option 112 Honor Roll 113 Key Points to Remember 113 Discussion Questions and Activities 114 Part Four Reinforcing Desired Behavior 9 Reinforcing Desired Behavior: The Basics 117 Reinforcement Versus Rewards 117 Focus on Common Unintentional Reinforcers: Attention and Escape 118 Reinforcement Versus Bribery 119 How to Determine What Is Reinforcing for Students 120 Interviews and Surveys 120 Observations 120 Reinforcement Journals 121 Reinforcement Menus 121 Reinforcement Schedules: Determining How Much and How Often 123 Differential Reinforcement of Zero Rates of Behavior 126 Differential Reinforcement of Lower Rates of Behavior 127 Differential Reinforcement of Incompatible Behavior 127 Other Issues Surrounding Reinforcement 128 Setting Appropriate Criteria 128 Pairing Educators and School with Reinforcers 129 Deprivation 129 Teaching Peers to Reinforce Appropriately 130 Key Points to Remember 130 Discussion Questions and Activities 131 10 Group Reinforcement Systems 132 Interdependent Group-Oriented Contingencies 132 Student Teams 133 Interdependent Group-Oriented Contingency Games 134 The Classwide Peer-Assisted Self-Management (CWPASM) Program 135 Independent Group-Oriented Contingencies 136 Lottery Systems 137 Token Economies 137 The Importance of Tier 1 Reinforcement 138 Key Points to Remember 138 Discussion Questions and Activities 139 11 Individual Reinforcement Systems 140 Target Behavior Sheets 140 Use Positive Language 141 Limit the Number of Skills 141 Individualize the Target Skills 144 Be Specific 144 Embed Visual Supports and Special Interests 146 Partner with the Student to Help Develop 146 Set Realistic Criteria 146 Let Students Keep Their Sheet with Them (If They Wish) 146 Review Regularly with the Student 147 Use Turnaround Points 147 Use Bonus Points 147 Allow Students to Self-Monitor When Ready 148 Communicate to Parents What Constitutes a Successful Day 148 Dependent Group-Oriented Contingency 150 Level Systems 150 Structured Behavioral Skills Program: Daily Level System 151 Climbing the Ladder of Success 152 A Warning About Using Point and Level Systems 154 Token Boards 154 Contracts 155 Punch Cards 158 Positive Attention Trackers 158 Key Points to Remember 160 Discussion Questions and Activities 161 Part Five Using Undesirable Consequences 12 Using Undesirable Consequences: The Basics 165 Problems with Punishment 165 Punishment Does Not Work in the Long Term 166 Punishment Does Not Teach the Student What to Do Instead 166 Punishment Encourages Negative Attitudes Toward School and Educators 166 Punishment Reduces Motivation to Learn Other Techniques 166 Natural and Logical Undesirable Consequences 167 Natural Undesirable Consequences 167 Logical Undesirable Consequences 169 The Three R's of Logical Consequences 169 Related 169 Reasonable 170 Respectful 170 Punishment Versus Logical Consequences 171 Key Points to Remember 172 Discussion Questions and Activities 173 13 Common Logical Undesirable Consequences 174 Common Undesirable Consequences Continuum 175 Three Strikes 175 Response Cost or Fines 176 Wasted Time 176 Behavior Tutoring 177 Think Time 178 The Importance of Problem Solving 178 Consequence Maps 179 Alternatives to Out-of-School Suspension 181 In-School Suspension 184 Red Schedule 184 Advantages of Alternatives to Out-of-School Suspension 187 Key Points to Remember 188 Discussion Questions and Activities 189 Part Six Putting It All Together 14 Conducting Effective and Efficient Functional Behavioral Assessments 193 Step One: Operationally Define the Problem and Replacement Behaviors 195 Step Two: Collect Information 195 How Much Information Is Needed? 195 How Do I Collect the Data? 197 Step Three: Develop Hypotheses About Why the Problem Behavior Is Occurring 199 Key Points to Remember 202 Discussion Questions and Activities 203 15 Designing and Implementing Effective and Efficient Behavior Intervention Plans 204 Step 4: Design a Behavior Intervention Plan Based on the Functional Behavioral Assessment 204 Step Five: Monitor and Adjust the Behavior Intervention Plan as Needed 205 Was the Plan Implemented as Written? 205 Did Behavior Improve, and Was This Improvement Maintained over Time? 206 Key Points to Remember 209 Discussion Question 209 16 Example Success Stories 210 Example 1: Joey 211 Functional Behavioral Assessment Worksheet 211 Behavior Intervention Plan Worksheet 212 Joey's Safe Note for Home 214 Joey's Target Token Board (Front) 214 Joey's Target Token Board (Back) 215 Joey's Fidelity Checklist 216 Joey's Data Sheet 217 Joey's Data Graphs 217 Example 2: Susan 218 Functional Behavioral Assessment Worksheet 218 Behavior Intervention Plan Worksheet 220 Susan's Self-Monitoring Target Behavior Sheet 223 Susan's Reinforcement Menu 224 Susan's Consequence Map 225 Susan's Target Skill Progress Computation Sheet 225 Susan's Fidelity Checklist 226 Susan's Data Graphs 227 Example 3: Taylor 228 Functional Behavioral Assessment Worksheet 228 Behavior Intervention Plan Worksheet 230 Taylor's Stoplight 233 Taylor's Tower of Success 234 Taylor's Data Sheet 235 Taylor's Fidelity Checklist 235 Taylor's Data Graphs 236 Example 4: Malik 237 Functional Behavioral Assessment Worksheet 237 Behavior Intervention Plan Worksheet 238 Malik's Data Sheet 241 Malik's Consequence Map 242 Malik's Fidelity Checklist 243 Malik's Data Graphs 243 Part Seven What About Dangerous Behavior? Managing Crises 17 Intervening During the Escalation Cycle 247 Stage One 248 Stage Two 248 Stage Three 249 Stage Four 250 Stage Five 250 Stage Six 251 Key Points to Remember 253 Discussion Questions and Activities 254 18 Physical Restraint and Seclusion 255 Definitions 256 Historical Overview 256 Roots of the Problem 257 Current School Culture 257 Lack of Regulation 257 Lack of Training 258 Lack of Research 259 Concern About Increase of More Aversive Options 259 Lack of Options 259 What Can Educators Do? 260 Be Informed 260 Provide or Ask for Training 260 Commit to Positive Behavior Support in Philosophy and Practice 262 Monitor Use of Restraint and Seclusion 262 Key Points to Remember 262 Discussion Questions and Activities 265 Part Eight Reproducible Tools 1 Positive-to-Negative Ratio Data Sheet 268 2 Break Pass 269 3 Countdown Strips 270 4 Chart Moves Frame 271 5 Peer Comparison Direct Observation Form 272 6 Consequence Map Template 273 7 If-Then Chart Template 274 8 Notes Template for Functional Behavioral Assessment 275 9 Functional Behavioral Assessment Summary Worksheet 276 10 Behavior Intervention Plan Worksheet 278 Glossary 281 Notes 287 References 293 Index 299
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