START IT Target Student POC: Profile of Change
Positive Behavioral Interventions & Supports
Target Student: ______Date: ______
School-wide Positive Behavioral Interventions & Supports(PBIS) / UniversalYes No
1. 3-5 positively stated expectations have been agreed on by the building staff.
2. An expectations matrix behaviorally defining the expectations in all environments has been developed and agreed upon by the building staff.
3. Posters of the expectations have been developed and are posted for all environments.
4. Lesson plans and a teaching plan (including initial teaching, booster sessions, lessons of the week, etc.) have been developed for all expectations in all environments.
5. An acknowledgement / reinforcement system has been developed and agreed upon by the building staff.
6. A system for responding to behavioral errors has been developed and taught to the building staff.
7. A data collection system has been established and a plan for regular review of data determined.
Additional Resources
Current Description:
Goals for the Year:
NextSteps (COMPLETE ACTION PLAN):
Functional Communication
Yes No
1. Assessment of the student’s communication involves observation of all forms of communication (verbalizations, gestures, pictures, behavior) currently used by the student across environments, as well as the functions of problem behaviors (e.g., whether student problem behaviors communicate protests or requests).
2. The communication system chosen matches student skills, needs, and environments, is functional, portable, and available in all environments.
3. Staff in the child’s environment consistently responds to and validates both conventional communication attempts (use of verbalizations, gestures, and functional communication systems) and unconventional communication attempts (nonverbal behaviors or problem behaviors).
4. Unconventional communication attempts such as yelling and using adults as “tools,” are consistently used as opportunities to teach the functional communication system.
5. Staff initiates communication with students with ASD in all environments and activities by prompting, questioning, offering choices and starting conversations.
6. Students are specifically taught communication systems that address:
- Problem behavior functions (e.g., protests or requests)
- Social-communication targets (e.g. responding to greetings, initiating and sustaining interactions or conversation)
- Pragmatic social-communication targets (body language and personal space).
Goals for the Year:
NextSteps (COMPLETE ACTION PLAN):
1START August 2017
Schedule Matrix
Student Schedule / Expectations & Instructional Outcomes / Current Level of Skills (Compared to Peers) / Current Supports, Strategies & EBPs / Potential Goals & Strategies Needed1START August 2017
Visual Schedule & SupportsSECTION 1: VISUAL SCHEDULE
Yes No
1. The student uses (i.e. physically interacts with) an individual visual schedule at each primary transition and changes in the schedule are highlighted with as much advanced notice as possible to prepare the student for change.
If NOT, design an individual visual schedule:
- What will the schedule look like?
- How will the student interact with it?
- Where will it be located?
- TEACHING PLAN:
–Feedback
SECTION 2: VISUAL SUPPORTS
Yes No
2. Sub / mini schedules are used when needed (e.g. when skills break down).
3. Transition supports (e.g. picture cards, check schedule cards) are used when needed (e.g. when skills break down, when the student presents with behavior, etc.).
4. Work systems and/or routine / task lists are used regularly to increase independence in task completion.
5. Social narratives are developed and used when social behavior breaks down.
6. Visual supports are used when making requests, giving directions, providing instruction, encouraging participation, etc. when needed.
Current Description:
Goals for the Year :
NextSteps (COMPLETE ACTION PLAN):
Break Procedures / Protocol
Changes to schedule to take out the word “break” (e.g. choice time, sensory time):
Procedures for signaling a break (staff initiated) or requesting a break (student initiated):
Break Location:
Activities for break (calming but not reinforcing):
Length of break:
Return to schedule procedures:
REMINDER: Complete Action Plan
Conducting a FBA: DASH
D=DESCRIBE THE BEHAVIOR:
- Observable / Measurable:
- Prioritize:
- Baseline Data (e.g. frequency, duration, intensity)
S=SEE THE BEHAVIOR (ABC)
H=HYPOTHESIS
NextSteps (COMPLETE ACTION PLAN):
Positive Behavioral Interventions & Supports
Yes No
1. Effective universal supports (e.g. visual schedules and supports, breaks, functional communication systems)that prevent challenging behavior are developed and implemented with fidelity for the student.
2. For students whom universal supports have not reduced or eliminated challenging behavior, a problem solving approach founded in functional behavior assessment is utilized to develop an individual positive behavioral support plan.
3. Functional behavior assessments employ multiple methods of data collection (e.g. indirect (i.e. interviews & surveys), direct observation (i.e. scatterplot and ABC) to determine the potential function(s) of challenging behaviors.
4. The positive behavioral support plan includes antecedent strategies (i.e., proactive strategies intended to prevent behaviors from occurring) that are implemented consistently by all staff.
5. The positive behavioral support plan includes strategies for teaching and prompting new skills (e.g. communication, social interaction, independence, replacement behaviors) that are implemented consistently by all staff.
6. The positive behavioral support plan includes detailed scripts and strategies for responding to behavioral challenges based on function that are implemented consistently by all staff.
7. If needed, a crisis plan is developed for responding to dangerous and emergency situations. The crisis plan complies with the Michigan Department of Education, Office of Special Education and Early Intervention Services policy “Supporting Student Behavior: Standards for the Emergency Use of Seclusion and Restraint.”
8. The positive behavioral support plan and/or crisis plan is reviewed by all relevant staff, implementation training is provided, and fidelity checks are completed regularly.
9. Data on the fidelity of implementation of the positive behavioral support plan are collected and reviewed regularly by the team.
10. Behavioral outcome data are collected regularly and used as the basis for decision-making.
11. There is a reporting system in place between school staff and family members to provide regular updates on behavioral interventions and their effectiveness.
Current Description:
Goals for the Year:
Strategies to Achieve Goals:
WHO / will do WHAT / by WHEN / Status
1START August 2017