Identified the behavior?

Collected baseline data through direct observation?

Established a goal or outcome that clearly states: when the behavior will occur, what the target skill is, and how the team will know when the skill is mastered?

For example, if the behavior is, “Max becomes upset when asked to put his book away.” The team will need to understand what ‘upset’ means. Does ‘upset’ mean crying, hitting, or a self-injurious behavior? The team clarifies the behavior to be: “When asked to put his selected book away to begin a lesson in math or science, Max throws the book and cries.” The revised version of the behavior now provides information on the intensity of the behavior and when the behavior occurs (prior to a math or science lesson).

describe the activities and specific events preceding the behavior

describe exactly what the behavior looked like

describe events that followed or results of the behavior

 | Leah was told to come inside from recess. | Leah ran away from the teacher and went to the far side of the playground. | Teacher held Leah’s hand and walked with her into the building.
 | Leah was told to come inside from recess. | Leah hit the teacher. | Leah told not to hit, and teacher held Leah’s hand to walk her into the building.

When asked to complete an assignment independently in the general education setting, Brad screams and says, ‘no’, because he cannot complete his work, and he is then allowed to sit in the identified ‘safe place’ in the classroom and play with a fidget toy.