Clear and specific antecedents and consequences

In checkboxes and initial lines of questioning, we ask for broad characterizations

In follow-up we ask clarifying questions to identify specific events that will go in the summary

work too hard

activity too long

nonpreferred peer

transition

ASK YOURSELF - Do I need more information to intervene? I can't identify or intervene on work too hard - I can identify and break down assignments above a grade 3 reading level

Double digit multiplication, writing requiring 3 or more sentences, or reading above Grade 1

Seated activity lasting longer than 10 minutes, independent projects spanning a few weeks, waiting in

Next to Miracle in lunch line, in small group with David

Ending specials and returning to home room, returning from ipad break to circle time

Specific description of actual events in data collection

Identifying broad functions for summary statement and intervention planning

REMEMBER: There are only 4 functions (demand, tangible, attention, automatic) and they are either avoided or gained. Anything else as a function has no empirical support.

Teacher says "You can't talk like that in my class, come over here and explain yourself" / Gain attention

Peers roll their eyes and walk away / avoid peer attention

Teacher dismisses student from test, "looks like youre upset, why dont you take a brain break" / Avoid demand