Top 3 Reasons for Creating Behavior Support Plans with a Team: Step 4 of 5 to Meaningful Behavioral Support

Thanks to Lovin' Lit and
Melonheadz for clipart.
To see other posts in this series, click HERE.

One of the characteristics I talked about that were important for a behavior support plan is that it is developed by a team.  There are a number of reasons why the use of a team of people is important to create better, more effective behavior support plans.  And there are a number of things to consider when working with a team.  So before we embark on the different strategies we may put into the plan, let's talk about the way we develop it.

Autism Society Conference and Tips

I am in the midst of about 15 different things, some "real" job related and another large product that I really want to get finished soon before the beginning of school....I'm trying to put together an autism / disability setup kit.  And my grad students really like it when I read their dissertations and class assignments.  :)  So, I am going to blog just a little less until I get some of this stuff out of the way.  However, I will be back this weekend with a new behavior blog post and I had a couple of things I wanted to share in the interim.


Designing Behavior Support Plans That Work: Step 4 of 5 in Developing Meaningful Behavioral Support

To see other posts in this series, click HERE.


The FBA is only as useful as the plan that comes out of it.  Without a functional plan that is based on the FBA, having the best FBA in the world won't help you.  And yet it is clear that this is one of the hardest steps in the process.  Last time I talked about what behavior plans are and are not.  While the format of the plan should always be secondary to its functionality, I thought I would share some tips for putting the plan together along with a freebie format that I often use to create plans.

What Are Behavioral Support Plans? Step 4 of 5 Steps to Meaningful Behavioral Support

To see other posts in this series, click HERE.

So, we have completed our functional behavior assessment of behavior and developed hypotheses of the functions of the problem behavior.  In a sense we have gotten to the root of the problem.  So, now what do we do about it?  We need to develop a behavioral support plan.

Greetings from a Vegas-Bound Plane and a Special Education Blog Hop


I am currently 30,000 feet above the earth jetting my way to Vegas! (Baby!).  Sorry that phrase always comes to mind.  I love Vegas anyway but this time is ultra-exciting.  I am off to the Vegas Teacher Blogger meetup this evening and the TPT conference on Friday.  I am sure to come home with even more ideas for products and blog posts.  But never fear, I am leaving you with some posts to enjoy in my absence and you can always follow my antics on Instagram!  I'll be sure to let you know if I win anything!  In the meantime I have a couple of things to share and a blog hop to give you some other blogs to peruse in my absence.


Shopping at Pete's Grocery Store: New Functional Life Skills Activities

I cannot tell you how excited I am to show you my newest product...and how exhausted I am of making and editing it.  It is by far one of the most, if not the most, extensive set of activities I've ever made.  Let me start by telling you what inspired it.

7 Ways to Use Post-It Notes in the Classroom

I know, I know.  I'm in the middle of a series on behavior, but I keep interrupting myself.  However, I really wanted to take advantage of the chance to link up with Speech Time Fun with the How Do You Use It linky because I simply CANNOT live without post-it notes in the classroom.  Really!  I can't!  They are only slightly less important to me than Velcro (and that's really just because I've run classrooms with no Velcro and used paperclips for attaching the kids' schedules).  So, before I get started, just a couple of notes.  Never fear, the 5 Steps to Meaningful Behavioral Support posts will be back soon (unless I get distracted--Oh, look, a squirrel!).  Really, I only have a few more distracting posts to insert into the series.  It's summer!  If you need your behavior fix, you can find the series HERE.  If you are looking for your Workbasket fix in the linky, you can find it HERE.  In the meantime, if you want to see ideas about how to use post-it notes in the classroom, keep reading.

Workbasket Wednesday Linkup


We interrupt the regularly schedule broadcast of the behavioral support series to talk about one of my favorite topics--workbaskets!  Don't know what workbaskets are?  They are part of structured work systems and you can learn more about them at the Structured Work System tab above.  It is very clear from my Facebook page and responses on the blog that workbaskets are a popular topic.  I love them and I love to share them (mine and others').  So I thought I would start a monthly linky for us all to share our workbasket ideas with everyone.  So, if you blog (or just have some pictures to share), check out the guidelines at the end of this post, grab the button and link up a post with your workboxes!

The DOs and DON'Ts of Hypothesis Statements: Step 3 of 5 to Meaningful Behavioral Support

To see the other posts in this series click HERE.

So I'm back at promised with some helpful tips for writing hypothesis statements that lead to successful behavioral support.  This will finish up step 3 (developing hypotheses) and we will be ready to move on to what we all were waiting for--creating behavioral support plans.  I know that the process of an FBA can seem ridiculously long, especially when you are dealing with some really difficult behavioral issues.  However, I can tell you that without this process, the behavioral support will not be as successful and the process will just get longer.  Being able to develop strong hypothesis statements that are our best guess about why the behavior is occurring is like a doctor doing a throat culture to see if your sore throat is strep.  If it is, antibiotics will help.  If it isn't, they won't and you have to address it a different way.  Just giving you antibiotics doesn't eliminate your sore throat and it has side effects of making you (and the population) more resistant to that treatment (antibiotics) in the future.  So, with all of that said, here are some things to know about writing hypothesis statements that will hopefully help lead to better behavioral support.  It's a bit long so grab your favorite beverage and dive in.  Or click on the pictures and the Pin button to pin it for later.  :)

Developing Hypotheses About the Function of Challenging Behavior: Step 3 with a FREEBIE!

To see the other posts in this series click HERE.

So, we've defined the behavior, prioritized which to address first, reviewed records and interviewed, and taken ABC data and summarized it.  Now, what do we do with all of that information?  We need to develop our best guess, or hypothesis, about the function of the behavior.  So, how do we do that?  I have a freebie and some guidelines to help with that.

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