Prevent-Teach-Reinforce Fidelity Checklist for Individualized (FBA) Implementation Process Instructions: Indicate whether or not the following activities occurred in the development of intervention strategies to address your student’s problem behaviors. Was a team (defined as at least one other person other than the teacher) YES NO formed to discuss the behavior and develop plans for intervention? Did the team include the student or was student input considered at each YES NO step of the process? Did the team identify and define a minimum of one problem behavior to YES NO be decreased? Did the team identify and define a minimum of one appropriate/alternative YES NO behavior to be increased? Did the team come to consensus on the behaviors identified, the YES NO definitions, and the progress-monitoring method? Was a daily progress-monitoring data system established to measure YES NO occurrence of problem and appropriate behaviors identified for decrease and increase? Did the data measure have a minimum of 3 days of baseline data? YES NO Did the teacher and the student provide input on the functional behavior YES NO assessment? Did the functional behavior assessment result in a hypothesis statement or YES NO summary that included the target behavior and the triggers (antecedents) and the function based on consequences that follow problem behavior? Did the team come to consensus on the hypothesis statement? YES NO
Prevent-Teach-Reinforce Fidelity Checklist for Individualized (FBA) Implementation Process Instructions: Indicate whether or not the following activities occurred in the development of intervention strategies to address your student’s problem behaviors. Was a team (defined as at least one other person other than the teacher) formed to discuss the behavior and develop plans for intervention? YES NO Did the team include the student or was student input considered at each step of the process? YES NO Did the team identify and define a minimum of one problem behavior to be decreased? YES NO Did the team identify and define a minimum of one appropriate/alternative behavior to be increased? YES NO Did the team come to consensus on the behaviors identified, the definitions, and the progress-monitoring method? YES NO Was a daily progress-monitoring data system established to measure occurrence of problem and appropriate behaviors identified for decrease and increase? YES NO Did the data measure have a minimum of 3 days of baseline data? YES NO Did the teacher and the student provide input on the functional behavior assessment? YES NO Did the functional behavior assessment result in a hypothesis statement or summary that included the target behavior and the triggers (antecedents) and the function based on consequences that follow problem behavior? YES NO Did the team come to consensus on the hypothesis statement? YES NO
PTR-Tools-revised-June-2016.docx