Behavior List. Ref. No. Behavior. Grade. Std. Domain/Category. Social/ Emotional will notify the teacher when angry (words, signal)
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1 will notify the teacher when angry (words, signal) will use appropriate language to ask for help when frustrated will use appropriate language to tell a peer why he/she is angry will state anger rather than using physical violence will accept direction from teacher when angry will respond in a non-aggressive manner to staff when corrected will continue working when frustrated will demonstrate self-control while in a stressful situation will request a time-away when in a stressful situation will arrive at school on time will be in classroom before the bell rings will be in his/her seat ready to work when tardy bell rings will remain in class will wait quietly for teacher direction Attendance: Punctuality Attendance: Punctuality Attendance: Punctuality Attendance: Punctuality 1
2 will increase response time to adult/authority figure initiated interactions by over baseline will accept directions from an authority figure will respond appropriately to instructions will comply with teacher s directions with less than prompts when presented with a task at his/her instructional level will follow a part verbal direction will (locate, read, follow) directions on a worksheet at his/her instructional level will demonstrate an understanding of classroom rules by stating them will follow all classroom rules will follow classroom procedures to get a drink or hall pass will follow all school rules will use a (picture, gesture, prop) to express basic need will (verbally, gesturally) respond to a staff or peer greeting by waving or saying hi will offer hand up, palm out gesture to receive high five from peers or staff will initiate a (verbal, nonverbal) response that is appropriate to the social context 2
3 will use the (word, sign) please in conjunction with a request for a toy or other item from staff or peers will use the (word, sign) thank you when appropriate to peers or staff will (present/point to) a break card to indicate need to leave an activity will (sign, verbalize) to staff need to leave an activity will indicate negations appropriately through use of ( no card, verbally, shaking head, gently pushing an item away will increase his/her participation at (an activity) without demonstrating escape behavior from baseline will increase his/her participation at (non-preferred activity) without demonstrating escape behavior from baseline will follow directions to group within seconds will spontaneously raise hand to participate in group lesson will maintain appropriate behavior during group lesson will sit quietly, raise hand and maintain proper eye contact during group lesson will work cooperatively in group situations will participate in group songs and finger plays will join a group game or activity (upon request, spontaneously) 3
4 will respond to social initiation cues from peers will participate in school activities will stand in line appropriately will raise hand and ask for help if needed will request help with nonacademic issues that may arise will give a verbal response to teacher questions in a one-to-one setting will sit at desk and begin a task when asked will read directions prior to beginning a task, if required will reduce talking out in class from baseline of will stay on-task when completing a written assignment will attend to task without bothering or talking to peers will complete an independent task requiring minutes will bring required materials (notebook, pencils, calculator) to class will demonstrate the appropriate use of materials 4
5 will return equipment to appropriate storage area will maintain a neat and orderly work area will keep a daily assignment notebook of class assignments and homework expectations will finish class work on time will satisfactorily complete homework assignments will carry or fill out point sheet will maintain a passing grade in (mainstreamed class) will use appropriate facial expressions when interacting with (peers, adults) will use appropriate gestures when interacting with (peers, adults) will use appropriate eye contact when interacting with (peers, adults) will exhibit proper (body stance, posture, distance) when interacting with (peers, adults) will demonstrate proper sitting posture when being praised will interact with at least one peer during free time will interact positively with peers 5
6 will display appropriate emotions in an interpersonal situation with (peers or adults) will list in sequence the components of the agreed-upon problem solving model will use the agreed-upon problem solving model in a hypothetical situation will interact with the teacher using the agreed-upon problem solving model to find a solution to a group situation will interact with peers using the agreed-upon problem solving model to find a solution to a group situation will use the agreed-upon problem solving model independently to find appropriate solutions to a problem which he/she is personally involved in will identify internal and physical indicators of stress that may lead to behavioral outbursts will state alternative behaviors for a given situation will identify strategies for relaxation will identify strategies to reduce anxiety will discuss his/her feelings and the alternative behavior he/she will choose (verbally, in writing) prior to exhibiting an inappropriate behavior will state causes of own behavior will identify consequences of behavior will explain situations truthfully 6
7 will accept consequences of own behavior will identify positive self-attributes will increase number of positive self-statements from baseline will accept positive feedback will state realistic self- criticism will identify strengths and weaknesses as a step in goal-setting will set realistic behavioral goals for self will generate options to reach a goal will develop a plan to reach goals will accurately evaluate goal achievement for self will verbalize feelings will state own opinion when asked will control mood swings will follow through on commitments 7
8 will verbally discuss negative feelings instead of acting them out will ignore verbal provocation from a peer by (walking away, not replying, not reacting) will (ignore, give an appropriate verbal response) when teased, criticized or bothered by a peer will ignore physical provocation from a peer by walking away will ignore inappropriate behavior of others will reduce incidence of aggression to others from baseline will reduce incidence of aggression toward self from baseline will reduce incidence of hitting others from baseline will reduce incidence of stealing from baseline will reduce incidence of noncompliance to authority requests from baseline will reduce (avoidance, escape) behavior from undesired activities from baseline will reduce (avoidance, escape) behavior in new situations from baseline will reduce incidence of avoidance of social situations from baseline will reduce incidence of escape from social situations from baseline 8
9 will keep his/her hands to self as appropriate will reduce incidence of inappropriately touching others from baseline will reduce incidence of sexual aggression from baseline will reduce incidence of lewd and suggestive remarks from baseline will refrain from loud, unnecessary conversation during class time will remain calm when things do not happen as expected will respond appropriately to changes in schedule will respond appropriately to losing or winning will apologize for misbehavior when confronted with a misdeed will use a chart (or other method) of recording to monitor own behavior throughout the day will accept consensus decision of group will comply with contract will decrease duration of use of a self-stimulatory item during classroom activities from baseline will use (signs, gestures, items, pictures) to request a (swing, rocker, other vestibular seeking activity) when desired 9
10 will accept and use gum or jerky rather than an inappropriate item to chew on for oral stimulation will use (signs, gestures, items, pictures) to request (deep tissue stimulation item) when feeling the need for deep tissue pressure will use (signs, gestures, items, pictures) to request modification when over stimulated by (lights, sound, people will locate the appropriate place for personal self-stimulation when needed will delay seeking personal self-stimulation in order to complete requested task will work independently alongside a small group of peers will follow a (verbal, gestural) prompt from staff to wait for an item will follow a (verbal, gestural) prompt from staff to wait his/her turn will indicate an understanding of turn-taking by identifying his/her turn given cues from staff will share tools/materials with peers will allow others to handle or manipulate materials will ask to use others property will return property to owner will share work space with peers Sharing s Sharing s Sharing s Sharing s Sharing s Sharing s Sharing s Sharing s Sharing s 10
11 will share responsibility for putting away (toys, material) will transition (to, from) (activity) without tantrum behavior will follow an individually designed visual schedule of his/her daily activities will demonstrate an understanding of finished by putting away materials/items from an activity following (verbal, gestural, light physical) prompts will respond to a (timer, buzzer, bell) within seconds to end a classroom activity will retrieve materials/items for an activity when given (verbal, gestural, light physical) prompt will give staff a self-stimulatory item when requested to begin a task will listen attentively when peers are talking will speak with permission or in turn will decrease interruptions when others are talking will participate in class discussions will respond verbally appropriately to conversations of peers will initiate conversations with peers will make positive comments to peers Sharing s Transition Between Atiiti Transition Between Atiiti Transition Between Atiiti Transition Between Atiiti Transition Between Atiiti Transition Between Atiiti 11
12 will offer to help fellow students will apologize to others as appropriate will speak in an appropriate voice tone when speaking to (adults/peers) will use an appropriate volume when speaking to (adults/peers) will use appropriate (word choice, language) when speaking to (adults/peers) will use appropriate language when receiving counsel will make appropriate comments in response to praise will use appropriate greetings with (adults/peers) will make relevant comments when speaking to (adults/peers) will respond verbally when spoken to by teacher will verbalize his/her feelings using an I statement rather than a blame statement will choose appropriate interactions with peers during free time will interact with peers/adults in an appropriate and mature manner will interact with peers and adults in an appropriate and mature manner 12
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