Behavior Support Plan 5 3 1 Rubric Operational Description of the target Description of the target Description of the Description of behavior(s) unambiguous and behavior(s) somewhat target behavior(s) Problem concise. The description of the ambiguous and would be ambiguous, lengthy and Behavior(s) behavior should refer to difficult for an unfamiliar refer to features of the observable features only. person to identify and behavior that are measure. neither observable nor measurable. Functional Concise statement identifying the Functional Assessment No Functional Assessment antecedent conditions, target Summary Statement is Assessment Summary Summary behaviors, consequences and incomplete and/or unclear. Statement included. Statement hypothesized function of behavior. Intervention/ Strategies to make the problem Some prevention strategies Inappropriate Prevention behavior unnecessary are are identified, but the list is prevention strategies Strategies identified. Three environmental incomplete. Strategies may are identified or no manipulations are considered: include restructuring prevention strategies restructuring schedule, adapting schedule, adapting are identified. curricular content, individualized curricular content, instruction. individualized instruction. Intervention/ Teaching strategies to make the A partial list of strategies Strategies to make the Teaching problem behavior inefficient are to make the problem problem behavior Strategies identified. Appropriate behavior inefficient is inefficient are not replacement behaviors and new identified. Appropriate identified or are adaptive skills are identified. replacement behaviors and inappropriate for the new adaptive skills may be student’s situation. identified but the list is incomplete. Intervention / Strategies to make the problem A partial list of strategies Strategies to make the Consequence behavior ineffective are to make the problem problem behavior Strategies identified. Strategies are behavior ineffective is ineffective are not research-based and appropriate identified. Strategies are identified or do not fit for the student’s situation. not research-based. the student’s situation. Safety or A safety/emergency plan is Safety/emergency plan is No safety/emergency Emergency included in the BSP (if incomplete. plan is included (if Plan appropriate). The plan describes appropriate). what constitutes an emergency; intervention strategies to be implemented; specific criteria for ending implementation of any intrusive or restrictive interventions, debriefing, feedback and follow-up procedures required after the implementation of emergency/crisis interventions.
Behavior Support Plan Rubric 5 3 1 Operational Description of Problem Behavior(s) Description of the target behavior(s) unambiguous and concise. The description of the behavior should refer to observable features only. Description of the target behavior(s) somewhat ambiguous and would be difficult for an unfamiliar person to identify and measure. Description of the target behavior(s) ambiguous, lengthy and refer to features of the behavior that are neither observable nor measurable. Functional Assessment Summary Statement Concise statement identifying the antecedent conditions, target behaviors, consequences and hypothesized function of behavior. Functional Assessment Summary Statement is incomplete and/or unclear. No Functional Assessment Summary Statement included. Intervention/ Prevention Strategies Strategies to make the problem behavior unnecessary are identified. Three environmental manipulations are considered: restructuring schedule, adapting curricular content, individualized instruction. Some prevention strategies are identified, but the list is incomplete. Strategies may include restructuring schedule, adapting curricular content, individualized instruction. Inappropriate prevention strategies are identified or no prevention strategies are identified. Intervention/ Teaching Strategies Teaching strategies to make the problem behavior inefficient are identified. Appropriate replacement behaviors and new adaptive skills are identified. A partial list of strategies to make the problem behavior inefficient is identified. Appropriate replacement behaviors and new adaptive skills may be identified but the list is incomplete. Strategies to make the problem behavior inefficient are not identified or are inappropriate for the student’s situation. Intervention / Consequence Strategies Strategies to make the problem behavior ineffective are identified. Strategies are research-based and appropriate for the student’s situation. A partial list of strategies to make the problem behavior ineffective is identified. Strategies are not research-based. Strategies to make the problem behavior ineffective are not identified or do not fit the student’s situation. Safety or Emergency Plan A safety/emergency plan is included in the BSP (if appropriate). The plan describes what constitutes an emergency; intervention strategies to be implemented; specific criteria for ending implementation of any intrusive or restrictive interventions, debriefing, feedback and follow-up procedures required after the implementation of emergency/crisis interventions. Safety/emergency plan is incomplete. No safety/emergency plan is included (if appropriate).
Applying-ABA-Approaches-Syllabus_SAMPLE_8.10.15.docx