behavior behavior Uses questioning techniques to ensure match of the Uses questioning techniques to Uses questioning techniques to interventions selected to the ensure match of the ensure match of the hypothesis and guides the team interventions selected to the interventions selected to the to selection of alternate hypothesis and guides the hypothesis and guides the strategies when the link is team to selection of alternate team to selection of alternate absent. strategies when the link is strategies when the link is absent. absent. Uses questioning methods to ask the teacher/implementer how the Uses questioning methods to Uses questioning methods to behavior strategy selected will ask the teacher/implementer ask the teacher/implementer be implemented in the classroom how the behavior strategy how the behavior strategy selected will be implemented selected will be implemented Provides enough questioning so in the classroom in the classroom that the teacher/implementer describes the sequence of steps Provides enough questioning Provides enough questioning (e.g., task analysis) of the so that the so that the intervention as it will be teacher/implementer describes teacher/implementer describes implemented. the sequence of steps (e.g., the sequence of steps (e.g., task analysis) of the task analysis) of the Keeps the development of the intervention as it will be intervention as it will be plan visible to the team/teacher implemented. implemented. by seating arrangement or using technology so that everyone can Keeps the development of the Keeps the development of the view the plan as it is being plan visible to the plan visible to the developed. team/teacher by seating team/teacher by seating arrangement or using arrangement or using Evaluates the technology so that everyone technology so that everyone teacher’s/implementer’s comfort can view the plan as it is being can view the plan as it is being and competency at various developed. developed. points during the development of the plan by asking questions Evaluates the Evaluates the Summarizes the plan once teacher’s/implementer’s teacher’s/implementer’s comfort and competency at comfort and competency at developed, identifies the items various points during the various points during the that need to be completed in development of the plan by development of the plan by order to implement the plan, and asking questions asking questions assigns responsibilities in a way so that the teacher is not solely Summarizes the plan once Summarizes the plan once responsible for doing all of the developed, identifies the items developed, identifies the items
Uses questioning techniques to ensure match of the interventions selected to the hypothesis and guides the team to selection of alternate strategies when the link is absent. Uses questioning methods to ask the teacher/implementer how the behavior strategy selected will be implemented in the classroom Provides enough questioning so that the teacher/implementer describes the sequence of steps (e.g., task analysis) of the intervention as it will be implemented. Keeps the development of the plan visible to the team/teacher by seating arrangement or using technology so that everyone can view the plan as it is being developed. Evaluates the teacher’s/implementer’s comfort and competency at various points during the development of the plan by asking questions Summarizes the plan once developed, identifies the items that need to be completed in order to implement the plan, and assigns responsibilities in a way so that the teacher is not solely responsible for doing all of the behavior Uses questioning techniques to ensure match of the interventions selected to the hypothesis and guides the team to selection of alternate strategies when the link is absent. Uses questioning methods to ask the teacher/implementer how the behavior strategy selected will be implemented in the classroom Provides enough questioning so that the teacher/implementer describes the sequence of steps (e.g., task analysis) of the intervention as it will be implemented. Keeps the development of the plan visible to the team/teacher by seating arrangement or using technology so that everyone can view the plan as it is being developed. Evaluates the teacher’s/implementer’s comfort and competency at various points during the development of the plan by asking questions Summarizes the plan once developed, identifies the items behavior Uses questioning techniques to ensure match of the interventions selected to the hypothesis and guides the team to selection of alternate strategies when the link is absent. Uses questioning methods to ask the teacher/implementer how the behavior strategy selected will be implemented in the classroom Provides enough questioning so that the teacher/implementer describes the sequence of steps (e.g., task analysis) of the intervention as it will be implemented. Keeps the development of the plan visible to the team/teacher by seating arrangement or using technology so that everyone can view the plan as it is being developed. Evaluates the teacher’s/implementer’s comfort and competency at various points during the development of the plan by asking questions Summarizes the plan once developed, identifies the items