Completion Checklist

Step 5: Testing the Intervention

School District
: MB : Elkhart Comm Date: 10/14/22

Team Members:

1 Katherine Hewett
. 5.
2 Iesha Liles
. 6.
3 Monica Wilmsen
. 7.
4 Neil Trottier
. 8.

Coa Dr. Scott Fluke

ch:

Step 5: Testing the Intervention

Directions: Complete step give, see notes in RED.

Limitations

Challenges were related, primarily, to the collection of IOA data, the long-distance nature
of the project, the unpredictability of the applied setting, and the lack of participation by
the student’s guardians. As there was no secondary observer available in the school
setting, virtual observation was required. This was ineffective, as only two team members
were available to participate. Ultimately, the resource teacher/team member had
significantly more insight into the target student. The student’s suspension was disruptive.
Lack of participation of the parents decreased the true social validity of the intervention
and overall FABI process.

Form Updated (ci3t.org): 04/18/2016

Reference: Lane, K. L., & Oakes, W. P. (2014). Functional assessment-based interventions (FABI): Training
Materials – Step-by-step checklists.
Copyright © 2015 by Kathleen Lynne Lane.
1
 Completion Checklist
Step 5: Testing the Intervention

Check when Item

completed
☐

☐ Collect Treatment Integrity data daily (teacher perspective) with IOA for 25%
of sessions (outside team observer).

Outside team observer not available. Treatment integrity data collected on two
data days for split sessions. No time for IOA collection of TI. see attached pdf
☐ Collect Min of 5 data points (behavior measurement – same behavior and
measurement system as baseline) – with 25% IOA [Report as number of
sessions, % of sessions, and actual IOA %]
*SPED 743: Collect minimum of 3 data points.
4 sessions, IOA 25% of sessions, 84% IOA (sessions 1)

Form Updated (ci3t.org): 04/18/2016

Reference: Lane, K. L., & Oakes, W. P. (2014). Functional assessment-based interventions (FABI): Training
Materials – Step-by-step checklists.
Copyright © 2015 by Kathleen Lynne Lane.
2
 Completion Checklist
Step 5: Testing the Intervention

☐ How many intervention data points did you collect?

_4_ data
points 4
☐ How many intervention data points included IOA?
_1_ pts with
IOA 1
☐ What was your IOA for intervention?
_84%_
84%
☐ Graph your intervention data. (Coaches’ review for support for deciding when
to withdrawal the intervention)
SPED 743: Graph your intervention data next to baseline data with a phase
change line.

see attached screenshot

☐ Withdrawal of the intervention with at least 3 data points (1 IOA)
*Note phase change decisions for each phase are guided by student
performance on variables measured

Click or tap here to enter text.

☐ Complete Treatment Integrity Form
(daily by interventionist [teacher] 25% IOA)

Click or tap here to enter text.

☐ Graph withdrawal data
(Coaches’ review for support for deciding when to reintroduce the intervention)

Click or tap here to enter text.

☐ Reintroduce the intervention.
*Note phase change decisions for each phase are guided by student
performance on variables measured

Click or tap here to enter text.

☐ Collect Treatment Integrity data daily (teacher perspective) with IOA for 25%
of sessions (outside team observer).

Click or tap here to enter text.

☐ Collect min of 3 data points (behavior measurement – same behavior and
measurement system throughout all phases) – with 25% IOA [Report as
number of sessions, % of sessions, and actual IOA %]

Click or tap here to enter text.

Form Updated (ci3t.org): 04/18/2016

Reference: Lane, K. L., & Oakes, W. P. (2014). Functional assessment-based interventions (FABI): Training
Materials – Step-by-step checklists.
Copyright © 2015 by Kathleen Lynne Lane.
3
 Completion Checklist
Step 5: Testing the Intervention

☐ Plan for follow up data collection to assess maintenance. HO 6 FABI Planning

and 6.1 Behavior Intervention Plan (BIP)
SPED 743: Complete p. 11 (data to be collected). This will be finalized and
placed in the BIP.

Collect data daily, then weekly, then bi-weekly, then monthly

☐ Work with your coaches to complete behavior intervention plan and graphed
data to share with teacher and parents

This was not accomplished.

☐ Conduct final check of ethical considerations HO 14 Ethics Checklist

Reviewed and passed see attached pdf

☐ After reviewing the final graph, assess POST social validity. Adapted-IRP-15
and Adapted-CIRP
*SPED 743: Review final graph with teacher and student

This was not accomplished due to time constraints.

☐ Complete and turn this checklist into your coach.

Click or tap here to enter text.

Suggested Readings
1. In the Beyond Behavior Special Issues, read the method, results, and discussion section
of articles 2-4 to see how the intervention was design, implemented, and evaluated

2. Read the following chapters in

Umbreit, J., Ferro, J., Liaupsin, C., & Lane, K. (2007). Functional behavioral assessment
and function-based intervention: An effective, practical approach. Upper Saddle River,
N. J.: Prentice-Hall.
a. Chapter 10 to learn how to test the intervention
b. Chapter 13 to learn how to monitor the intervention and analyze intervention
outcomes

Step 5 Tips:
1. Be sure you use an experimental design to make certain you can actually demonstrate a
function relation between the introduction of the intervention and changes in student
performance.

2. Phase changes are determined by examining data (e.g., stability, level, and trend) and are
not determined by the amount of time a student spends in each phase.

3. Phase changes should not occur before or after breaks in the school year calendar.
Form Updated (ci3t.org): 04/18/2016
Reference: Lane, K. L., & Oakes, W. P. (2014). Functional assessment-based interventions (FABI): Training
Materials – Step-by-step checklists.
Copyright © 2015 by Kathleen Lynne Lane.
4
 Completion Checklist
Step 5: Testing the Intervention

4. Be certain to collect treatment integrity data with each introduction of the intervention.

5. The post-intervention social validity measures are completed by stakeholders after the
intervention has been tested and the outcomes (e.g., graph and other data) have been
shared with and explained to the stakeholders.

6. When you complete HO 6.1, remember it will be used by the current and future teachers.
Be certain to include a blank copy of the treatment integrity form for future use as well as
a completed graph showing the complete intervention outcomes.

Form Updated (ci3t.org): 04/18/2016

Reference: Lane, K. L., & Oakes, W. P. (2014). Functional assessment-based interventions (FABI): Training
Materials – Step-by-step checklists.
Copyright © 2015 by Kathleen Lynne Lane.
5
 Functional Assessment-based Intervention (FABI)
HO 11
Treatment Integrity Checklist
Click or tap here to Click or tap here to enter
Student: TG Week of: 10/10/22 enter text. Setting: Resource Room & Classroom text.
☒
Primary
Observer (10/12) 9:9:30 Treatment Integrity Observation Length Click or tap here to enter
Observer: MS/KH Start/End Times (10/13) 8-8:30 30 Mins/Resource Room 30 Mins/Classroom text.
☒
Secondary
Observer Total Observation
MS/KH time: 60 mins Click or tap here to enter text.
Key: 0 = not in place, 1 = partially in place, 2 = completely in place
Monday Tuesday Wednesday Thursday Friday Component Component
Tactics __ / __ / __ 10/11/22 10/13/22 __ / __ / __ __ / __ / __ Total (row) Percent
(row)
A1 Resource: Review next day’s lesson. 2 2 100%
A2 Resource: Draft 5 appropriate questions 2 2 100%
A3 Resource: Draft 5 appropriate comments 2 2 100%
Resource: Review 3 tasks prepped by 100%
A4 2 2
Antecedent

teacher
Resource: Review use of self-monitoring 100%
strip, including targets for each
A5 expectation (e.g., 3/3 tasks completed) and 2 2
overall goal (e.g., accumulate positive
behavior points to earn iPad time)
Classroom: Ensure placement of self-
A6 2 2
monitoring strip & dry erase marker
Classroom: Review Tier One Pride
A7 2 2
statements graphic with class
Classroom: Review activity goals listed
A8 2 2
on whiteboard with class
Specific verbal praise/increased proximity 50%
R1 1 1
Reinfor
cement

for appropriate questions

Specific verbal praise/increased proximity 50%
R2 1 1
for appropriate comments
Specific verbal praise/increased proximity 50%
R3 1 1
for task completion attempts

Form Updated (ci3t.org): 02/09/2016

Adapted from: Lane, K. L., Oakes, W. P., & Cox, M. (2011). Functional assessment-based interventions: A university-district partnership to promote learning and success. Beyond
Behavior, 20, 3-18.
 Functional Assessment-based Intervention (FABI)
HO 11
Specific verbal praise/increased proximity
R4 1 1 50%
for other appropriate behaviors

R5 Click or tap here to enter text.

E1 Explicit ignoring of off-task behaviors 1 1 50%
Extinction

Gestural prompts to cue attention to self-

E2 2 2 100%
monitoring strip
E3 Click or tap here to enter text.
n

E4 Click or tap here to enter text.

E5 Click or tap here to enter text.
Teacher initials KH MS
Comments
Total (Antecedent) 16
Percent (Antecedent) 100%
Total (Reinforcement ) 4
Percent ( Reinforcement) 50%
Total (Extinction) 3
Percent (Extinction) 75%
Total (A-R-E ) 23
Percent (A-R-E) 82%

Form Updated (ci3t.org): 02/09/2016

Adapted from: Lane, K. L., Oakes, W. P., & Cox, M. (2011). Functional assessment-based interventions: A university-district partnership to promote learning and success. Beyond
Behavior, 20, 3-18.
 Functional Assessment-based Intervention (FABI)
HO 11
Treatment Integrity Checklist
Click or tap here to Click or tap here to enter
Student: TG Week of: enter text. Setting: Resource Room & Classroom text.
☐
Primary
Observer
Click or tap
here to Click or tap here to Treatment Integrity Observation Length Click or tap here to enter
Observer: enter text. Start/End Times enter text. 30 Mins/Resource Room 30 Mins/Classroom text.
☐
Secondary
Observer
Click or tap
Total Observation
here to
time: 60 mins
enter text. Click or tap here to enter text.
Key: 0 = not in place, 1 = partially in place, 2 = completely in place
Monday Tuesday Wednesday Thursday Friday Component Component
Tactics __ / __ / __ __/__/__ __/__/__ __ / __ / __ __ / __ / __ Total (row) Percent
(row)
A1 Resource: Review next day’s lesson.
A2 Resource: Draft 5 appropriate questions
A3 Resource: Draft 5 appropriate comments
Resource: Review 3 tasks prepped by
A4
Antecedent

teacher
Resource: Review use of self-monitoring
strip, including targets for each
A5 expectation (e.g., 3/3 tasks completed) and
overall goal (e.g., accumulate positive
behavior points to earn iPad time)
Classroom: Ensure placement of self-
A6
monitoring strip & dry erase marker
Classroom: Review Tier One Pride
A7
statements graphic with class
Classroom: Review activity goals listed
A8
on whiteboard with class
Specific verbal praise/increased proximity
m
R
ei

R1
n

n
o
r
c
e

e
f

for appropriate questions

Form Updated (ci3t.org): 02/09/2016

Adapted from: Lane, K. L., Oakes, W. P., & Cox, M. (2011). Functional assessment-based interventions: A university-district partnership to promote learning and success. Beyond
Behavior, 20, 3-18.
 Functional Assessment-based Intervention (FABI)
HO 11
Specific verbal praise/increased proximity
R2
for appropriate comments
Specific verbal praise/increased proximity
R3
for task completion attempts
Specific verbal praise/increased proximity
R4
for other appropriate behaviors

R5 Click or tap here to enter text.

E1 Explicit ignoring of off-task behaviors
Extinction

Gestural prompts to cue attention to self-

E2
monitoring strip
E3 Click or tap here to enter text.
n

E4 Click or tap here to enter text.

E5 Click or tap here to enter text.
Teacher initials
Comments
Total (Antecedent)
Percent (Antecedent)
Total (Reinforcement )
Percent ( Reinforcement)
Total (Extinction)
Percent (Extinction)
Total (A-R-E )
Percent (A-R-E)

Form Updated (ci3t.org): 02/09/2016

Adapted from: Lane, K. L., Oakes, W. P., & Cox, M. (2011). Functional assessment-based interventions: A university-district partnership to promote learning and success. Beyond
Behavior, 20, 3-18.

Ethics Checklist
Ethical Consideration
Is the intervention warranted?
(Does the target behavior interfere with the
individual’s ability to learn new skills, to
participate in activities, or does it diminish
potential for community integration?)
Was the student interviewed and results
considered in designing the BIP? Why or
why not?
Were the interventions selected
systematically? What Method did you use?
Did the interventions follow from the FBA?
Explain
Did the intervention include a replacement
behavior to increase a positive skill? What
is the replacement behavior and how is it
connected to the FBA? What skill does it
build?
Does the intervention address problems in
the classroom environment? Why or why
not?
Does the intervention target a socially
significant goal? What is it? Why do you
think it’s socially significant?
Does the procedure stigmatize the student
socially?
Does the intervention provide opportunities
for the student to make choices? Explain.
Updated: 04/20/2016
Ferro, J. B., Umbreit, J., & Liaupsin, C. J. (2010). Ethics checklist - R. Unpublished measure,
University of Arizona, Tucson, AZ. Permission granted from first author (April 20, 2016).
Functional Assessment-based Intervention (FABI)
HO 14
Explain how each consideration was
addressed in the FBA and BIP
Yes
Yes – Student interviewed and results
considered in support of positive outcomes.
Yes – We used the ARE method.
Yes – The replacement behavior and
antecedent/reinforcement/extinction
interventions were selected based on the
results of the ABC data, the teacher
interview, and the student interview.
Yes – on-task behavior: The student will be
able to benefit from increased positive
teacher and peer attention during
instructional tasks. As a result, he’ll have
the opportunity to acquire the classroom
points that he needs to access his iPad as a
reward and to earn the opportunity to take
sensory breaks from instruction.
Additionally, receipt of more positive peer
attention would support the development of
friendships.
Yes – it decreases teacher attention to
inappropriate behavior, reduces the number
of incomplete instructional tasks, and
reduces the number of negative
comments/interactions with peers.
Yes – It targets the students ability to self-
monitor his behavior in an effort to be
successful in school.
No
Yes – The student can choose the questions
and comments that he contributes to the
instructional task. He can also choose his
reinforcement item/activity.
 Functional Assessment-based Intervention (FABI)
HO 14
Does the intervention include an aversive or No
restrictive procedure? Explain.
Were incentives selected based on the Yes – The student expressed an interest in
student’s wants and needs? Explain. gaining more points in class for appropriate
behavior in order to earn time using his
iPad.
Did you address the integrity of Yes – There is an integrity checklist
implementation (i.e., treatment integrity)? completed for a single observation of all
Explain. tactics.
Was there systematic and scheduled review Planned
of the data?
If the target behavior did not improve, was The target behavior improved.
additional information collected to assist
with revision? Describe how the decision
was made to continue or change the BIP.
Was the plan revised in a timely manner? Not required

Updated: 04/20/2016
Ferro, J. B., Umbreit, J., & Liaupsin, C. J. (2010). Ethics checklist - R. Unpublished measure,
University of Arizona, Tucson, AZ. Permission granted from first author (April 20, 2016).
 Functional Assessment-based Interventions (FABI)
HO 6

Functional Assessment and Behavior Intervention Plan: Planning Form

Directions: HO 6.0 Functional Assessment and Behavior Intervention Plan: Planning Form is a
living document to support team efforts in the design, implementation, and evaluation of
functional assessment-based interventions. This information will be transferred to the HO 6.1
Behavior Intervention Plan (BIP) and/or district standard forms after Step 5: Testing the
Intervention.

Student Name: TG Student ID: CONFIDENTIAL

School: MB Date of Birth: CONFIDENTIAL
Current Grade Level: 6 Special Education: ☐ Yes ☐ No
Gender: Male Disability Eligibility: OHI (for ADHD)
Parent(s): CONFIDENTIAL Parent(s) Contact Number: CONFIDENTIAL
Date of Assessment: Click or tap to enter a date. Classroom teacher: MS
Persons conducting the assessment:
Role: ☐ Classroom teacher ☐ SPED Teacher ☐ Teacher (Other) ☐ Teacher (Other)
☐ School Psychologist ☐ Counselor ☐ Behavior Specialist ☐
Intern
☐ University Student ☐ BCBA/ ABA ☐ Other: Click or tap here to
enter text.

Identifying the Problem: Defining Target and Replacement Behaviors

Target Behavior (observable, measurable, repeatable):

Drafting:
Label: Off-Task
Definition: Engagement in activities that are unrelated to the assigned instructional
activity
Examples: Walking around the classroom, manipulating materials unrelated to the
assignment, looking away from speaker or activity
Nonexamples: Looking at speaker or activity materials, requesting assistance with
instructional activity, conversing with peers to meet task demand

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in schools:
Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

Operational Definition (include label, definition, examples, and nonexamples):

Behavior: Off-Task

Definition: When TG is off-task, he leaves the instructional area without permission and/or
engages in activities, conversations, and making comments that are not related to the
instructional activity.

Examples include looking around the room or away from instructional materials or the speaker
for more than 5 seconds, leaving his seat to sharpen his pencil or retrieve instructional items
without permission, talking to peers without being instructed to do so, or singing, asking
questions, or making comments about a topic unrelated to the instructional activity.

Nonexamples include looking at the teacher during direct and group instruction, leaving the
instructional area to complete an instructionally-related or unrelated task with teacher
permission, conversing with a peer or peers as instructed to do so by the teacher, verbally
addressing the teacher to request clarification on a topic related to the instructional activity, to
ask for assistance with the instructional activity, or to respond as requested to a question.

Dimension of behavior (e.g. Frequency, rate, duration, latency):

Rate – target behavior
Replacement Behavior (observable, measurable, repeatable):
Drafting:
Label: On-Task
Definition: Engages in activities related to the instructional activity
Examples: Looking at speaker or activity materials, requesting assistance with
instructional activity, conversing with peers to meet task demand

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in schools:
Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

Nonexamples: Walking around the classroom, manipulating materials unrelated to the

assignment, looking away from speaker or activity
Operational Definition (include label, definition, examples, and nonexamples):

Behavior: On-Task

Definition: When TG is on-task, he remains in the instructional area as directed by the teacher
and engages in activities, conversations, and making comments that are related to the
instructional activity.

Examples include looking at the teacher during direct and group instruction, leaving the
instructional area to complete an instructionally-related or unrelated task with teacher
permission, conversing with a peer or peers as instructed to do so by the teacher, verbally
addressing the teacher to request clarification on a topic related to the instructional activity, to
ask for assistance with the instructional activity, or to respond as requested to a question.

Nonexamples include looking around the room or away from instructional materials or the
speaker for more than 5 seconds, leaving his seat to sharpen his pencil or retrieve instructional
items without permission, talking to peers without being instructed to do so, or singing, asking
questions, or making comments about a topic unrelated to the instructional activity.

Dimension of behavior (e.g. Frequency, rate, duration, latency):

Rate – replacement behavior
Rationale for Replacement behavior (e.g. Why do you want to teach this behavior or increase
the likelihood of this behavior occurring?):
By increasing TG’s on-task behavior, he’ll be able to benefit from increased positive teacher and
peer attention during instructional tasks. As a result, he’ll have the opportunity to acquire the
classroom points that he needs to access his iPad as a reward and to earn the opportunity to take
sensory breaks from instruction. Additionally, receipt of more positive peer attention would
support the development of friendships.
3

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in schools:
Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

Functional Behavioral Assessment: Interviews and Direct Observations

Interviews Completed: ☐ YES ☐ NO

Interviewees: ☐ Teacher ☐ Parent ☐ Student
Rating Scales: N/A
Hours of Total Direct Observation (A-B-C): 1 hour 10 minutes
Setting(s) of Observations: 6th grade classroom (general education setting)

Determining the Function of the Behavior: Using the Function Matrix

Positive Reinforcement Negative Reinforcement

(Access Something) (Avoid Something)
Attention 1.2, 1.5, 2.2, 2.4, 2.6, 2.7, 2.8, 2.9, 2.10,
2.13, 2.14, 2.15, 2.16, 3.1, 3.2, 3.3, 3.4,
3.5, 3.6, 3.7, 3.8, 3.10, 3.14 Teacher: The other cause is because
he doesn't want to do reading whole
Student reports that appropriate
group or anything to do with reading
behavior is praised only “sometimes.”
when he has to do some of it
Student reports that he “does not have a
independently.
close friend to talk with.”
Student reports that he “sometimes”
Teacher: TG's most significant
gets mad when people do not listen to
behavioral need is his reaction to
him.
doing something he does not want to
Student reports that he only receives
do. He will scream. yell, throw
assistance “sometimes” when he requests
things, get in the teacher's face, leave
it.
the classroom all because he has been
asked to do something he does not
Teacher: TG's strength is math. He has
want to do or things that he can't do.
great number sense and can understand
most concepts taught. TG also has great
Teacher: I have tried several
listening comprehension and can answer
different responses when his target
questions verbally.
behavior occurs including: ignoring
the behavior, getting firm with him,
Teacher: TG's most significant area of
repeating expectations, remaining
growth is reading. He is unable to read
calm and discussing with him what
most common sight words.

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in schools:
Research-based strategies that work. New York, NY: Guilford Press.

Teacher: When I am working one on one
with him or during math time.
Teacher: Absolutely. But my
expectations for him are to his
developmental level. He just thinks he
can't do it and doesn't like to be told that
he can.
Teacher: Taking breaks and using his
ipad for free time.
Teacher: TG can be VERY sweet and
funny. He does struggle with peers and
how to interact with them which has
resulted in them not always being so nice
to him. He is easily targeted to be the
one the other students pick on.
Tangibles 2.11
Activities Student reports that he wants more
information about what he’s “working
for.
Teacher: The reason for TG's behavior
is because he wants his ipad to watch
YouTube and has gotten it taken away
because he doesn't make good choices.
Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in schools:
Research-based strategies that work. New York, NY: Guilford Press.
Functional Assessment-based Interventions (FABI)
HO 6
the expectations are, giving him
breaks, calling for push-in support.
Teacher: This behavior occurs daily
and it is usually first thing in the
morning when he is not allowed to
use his ipad or during reading.
Teacher: The entire time he has been
in my classroom, but from reading
reports, it has been an issue for him
throughout his school years.
Teacher: He will demonstrate this
behavior in music, library and art
when he is asked to do something he
doesn't want to.
Teacher: There is nothing that I have
noticed consistently. He asks for his
ipad and when I tell him no, that
usually sets him off but his behavior
after that is different every time.
Teacher: He gets to take breaks with
the special education teacher and
work on his classwork with her.
1.1, 1.3, 1.4, 2.1, 2.3, 2.5, 2.6, 2.7,
2.8, 2.12, 2.17, 3.9, 3.10, 3.11, 3.12,
3.13, 3.15, 3.16
Student reports that “sometimes”
reading and math are too hard, too
easy, and too long.
Student says he exhibits problem
behavior because there is “too much
work, work is too hard.”
 Functional Assessment-based Interventions (FABI)
HO 6

Sensory 3.2, 3.3, 3.6, 3.7 Student reports being “always”

distracted in the classroom.
Student says, “noise-canceling
headphones” would be helpful.
Student says he exhibits problem
behavior because of “people talking,
noisy classroom.”
Student says, “moving to a quieter
place” would be helpful.

Source: Umbreit, Ferro, Liaupsin, & Lane (2007).

Rating Scales Summary Statement: N/A

Outcome of Function Matrix: Hypothesized Function: When expected to participate in an
instructional activity or attend to teacher instruction, TG engages in off-task behavior (e.g., looks
around the room or away from instructional materials or speaker for more than 5 seconds, leaves
seat to sharpen pencil or retrieve instructional or other items without permission, talks to peers
without being instructed to do so, or sings, asks questions, or makes comments about a topic
unrelated to the instructional activity) to access attention.

Determining the Behavior Objective

What behavior are you progress monitoring with direct observation? (select minimum of
one)

☐ Target Behavior ☐ Replacement Behavior

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in schools:
Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

Rationale for behavior to progress monitor

(e.g., Replacement behavior focuses the desired behavior – focusing on the positive):
Click or tap here to enter text.
Check the measurement system used for your data collection: (select minimum of one)
☐ Frequency
☐ Rate
☐ Duration
☐ Latency
☐ Interresponse Time
☐ Whole Interval Recording
☐ Partial Interval Recording
☐ Momentary Time Sampling
☐ Other (discuss with coach): Click or tap here to enter text.

Baseline (e.g. number of observations, level, trend, stability to describe present levels of student performance and
to inform the development of behavior objective): See STEP 3 Checklist for IOA calculation method
and rationale, including reference.
Baseline Descriptive Statistics describing level and trend for baseline:
Mean (SD): 42.3
SD: 16.4
Slope (SE YX): 16.7
SE YX: 2.22
Baseline Statement:
TG’s off-task behavior steadily increased over the course of the three baseline collection
observations. In between sessions two and three, TG was suspended from school for one class
day. Intervening in order to decrease his off-task behavior is warranted in order to increase his
instructional time and the number of opportunities to receive positive feedback and teacher/peer
attention.
Behavioral Objective:
During classroom instruction, including group, teacher-assisted, and individual tasks, TG will
engage in on-task behavior during 75% of observed intervals for 5 consecutive days.
7

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in schools:
Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

Determining the Intervention Method

Method Selected (select and complete one):
☐ Method 1: Teach the Replacement Behavior
☐ Method 2: Improve the Environment
☐ Method 3: Adjust the Contingencies
☐ Method 1 & 2: Teach the Replacement Behavior and Improve the
Environment
Note. After you have selected the appropriate method, draft an intervention for the
selected intervention on page 6, 7, 8, OR 9. Do not draft ALL interventions.
Method Description
● Adjust antecedent conditions so new behaviors are
learned and aversive conditions avoided.
Method 1: Teach the
● Provide appropriate reinforcement for the
Replacement replacement behavior.
● Withhold the consequence that previously
Behavior
reinforced the target behavior.
● Adjust antecedent variables so the conditions that
set the occasion for the target behavior are
Method 2: Improve the
eliminated and new conditions are established in
Environment which the replacement behavior is more likely to
occur.
● Provide appropriate positive reinforcement for
replacement behavior.
● Withhold the consequence that previously
reinforced the target behavior.
● Provide the consequence that previously reinforced
the target behavior, but only for the replacement
Method 3 : Adjust the
behavior.
Contingencies ● Withhold the consequence when the target
behavior occurs (extinction).
● Adjust the antecedent conditions to make it more
likely that the replacement behavior will occur.
● Adjust antecedent variables so (a) new behaviors
are learned and aversive conditions avoided and (b)
Method 1 & 2: Teach the
the conditions that set the occasion for the target
Replacement Behavior behavior are eliminated and new conditions are
established in which the replacement behavior is
and Improve the
more likely to occur.
Environment ● Provide appropriate positive reinforcement for
replacement behavior.
11

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

● Withhold the consequence that previously

reinforced the target behavior.

12

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

Method 1 – Teach the Replacement Behavior

A Adjust antecedent Pre-teaching: Lesson would be presented to student

d conditions so new prior to class by the resource teacher
j behaviors are learned and
u aversive conditions Questions to ask and comments to make, related to
s avoided. the lesson, would be prepared during the
t Self -monitoring pre-teaching session.
A checklist
n Physical room Explicit review of Tier One expectations for entire
t arrangement group
e P - persistence
c R - respectfulness
e I - initiative
d D - dependability
e E - efficiency/empathy
n
t *Review of lesson objectives (already in place on
s board)

Self-monitoring checksheet placed on student’s desk

13

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

R Provide appropriate Teacher attention, including verbal praise and

e reinforcement for the increased proximity for replacement, alternative, and
i replacement behavior. other positive behavior
n
f Rate of reinforcement TBD with thinning
o
r Considered reinforcers:
c
e Tangible or non-tangible
m
e Have all students practice expected behaviors then
n give specific praise/tokens
t
R As TG completes a checklist of expectations show
a him an rewards menu
t
e
s

14

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

E Withhold the Explicit ignoring of target behavior

x consequence that Gestural prompts to cue attention to self-monitoring
t previously reinforced the strip
i target behavior.
n
g
u
i
s
h
T
a
r
g
e
t
B
e
h
a
v
i
o
r

15

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.
 Functional Assessment-based Interventions (FABI)
HO 6

Data to be collected:

Student Outcome (What behavior(s) is (are) being measured? What measurement

system? When/ Where?)
Target Behavior: Off-task behavior during group and individual work
Replacement Behavior: On-task behavior during group and individual work

Treatment Integrity (e.g., Checklist)

Treatment Integrity: See attached

Social Validity (e.g., IRP-15, CIRP)

Social Validity: See Step 5 Summary Screenshots

Supporting Success (e.g., Evaluating the intervention)

Fading and Generalization: Once it is determined through weekly data collection the
sped team will meet and discuss the ramifications and/or adjustments to reducing positive
reinforcements to reflect a more natural classroom environment (Umbreit, Ferro,
Liaupsin, & Lane, 2007).
Program Review Date: The BIP will be reviewed on 5/19/2024.
Personnel and Roles: TG’s teacher will take the lead and discuss the intervention with
him in detail. The special education teacher will meet with TG’s teacher every other
week. In addition, the special education district consultant will help with data collection,
a reinforcement agreement, charting data graphs including (e.g., treatment integrity) as
well as prepare presentations for stakeholders.
Emergency Procedures: In the event of an emergency, TG will be sent to the resource
room. If disruptions or refusals continue after the intervention and become repetitive
TG’s Behavior Intervention Plan BIP will be reviewed by the special education team
(Umbreit, Ferro, Liaupsin, & Lane, 2007).

25

Updated: 04/19/2016
Modified: Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in
schools: Research-based strategies that work. New York, NY: Guilford Press.