Behavior

A way for a student to request a break from an activity, task, or person.

This data collection form is intended for use by teachers, paraprofessionals, and other service providers collecting data for student Individualized Education Program (IEP) goals and baseline data to determine a need for new/updated IEP goals or behavior intervention. Frequency recording is a way to

Visual reminders of behaviors that may help to reinforce or replace verbal directions or prompts.

The purpose of this flowchart is to assist administrators and special educators in understanding the processes and federal and state discipline requirements when a student protected under the Individuals with Disabilities Education Act or IDEA violates a code of student conduct and the disciplinary

Duration recording documents how long a student engages in a specified behavior. This type of data collection is appropriate for behaviors that have a distinct beginning and ending.

Antecedent-Behavior-Consequence (A-B-C) data collection serves to identify the antecedents (A) that set the stage for or trigger problem behavior (B) to occur and the consequences (C) that appear to maintain that behavior. Typically, this data is collected over multiple sessions and is used to identify patterns and functions of behavior.

A story, paired with visuals, that helps a student understand a social situation.

Shows students what to do and what the reinforcer or preferred activity will be when they finish.

This resource is a quick reference guide to help administrators know which PEIMS discipline codes impact significant disproportionality.