Develop supports that are aligned with the perceived function, and will make the

problem behavior irrelevant, inefficient and ineffective.

Function:__________Attention_________________

ANTECEDENT STRATEGIES

Address current antecedents,

context, and setting events

*PBIS strategies: high fives,

tickets, external motivators
*Allow choice when completing
tasks (ie: order of completion,
which to start on, crayon vs
markers etc.)
*Visual Schedule: allowing him
the ability to know what is next
in his day, what changes are
occurring and when he can
gain adult attention
Two built in breaks throughout
the day (with and without
peers)
Check and Connect

INSTRUCTIONAL
STRATEGIES

Identify and teach functionally

equivalent replacement
behavior
Daily Skills that include but
are not limited to teaching
the following (Skills with
counselor or facilitator)
Teach how to take a break:
a. Raise hand
b. Wait for an adult to say
your name
c. Ask for break
Teach how to request
attention:
a. Raise hand
b. Wait for an adult to say
your name
c. Talk to teacher about
your needs
Teach what to do when I wait
for teacher to help me
a. First, give teacher
question card
b. Look with your eyes

CONSEQUENCE STRATEGIES:
Replacement behaviors are
used
Reinforce replacement
behaviors

CONSEQUENCE
STRATEGIES:
Replacement behaviors are
not used
Withhold reinforcer when
student demonstrates problem
behavior

Verbal script:
a. Thank you for raising
your hand, what did you
want to say?
b. Thank you for raising
your hand, what can I
help you with?
c. Way to go ****You
remembered to raise
your hand to get my
attention
d. Nice job setting the timer
and waiting for me to
come help you
e. **** thanks for waiting
and using your eyes to
think and asking a friend
for help. How can I help
you or do you still need

Verbal script:
a. Remember *** when you
need my attention, you
can raise your hand and
I will see you need
me...lets try
b. Remember to set the
timer for 1 minute and I
will come talk to you
when it goes off
c. Remember *** what you
do after notifying the
teacher that you need
help? (Look with your
eyes)
d. Verbal prompt(s) during
break if needed

Preferred peers
Preferential seating near
focused learners
Corrective feedback/praise for
peers

c. Ask a buddy
d. Wait for adult to help
Video Modeling
Scheduled High Quality
Attention
Meet with assigned teacher in
the morning for 20 minutes to
discuss what happened last
night and what he wants to tell
his classroom teacher in the
morning.
a. Teacher writes down
what he wants to tell or
**** draws a picture
b. Place in an envelope for
his to transition back to
his classroom
c. When he enters the
room, he gives the
envelope to his teacher
who will set a timer for 1
minute before she can
talk to him.
d. When the timer goes off
the teacher will take the
envelope and talk with
**** about his letter

help?

Non-verbal prompts:
a. Visual/gestural prompt
to raise hand
b. Visual/gestural prompt
with finger over lips and
hand in air
c. Gestural point to the
timer
d. Visual/gestural cue of
eyes (Look with eyes)
e. Visual need help task
strip on desk
f. Question cards for
teacher
Crisis team available if problem
behaviors escalate. **** will be
transported to Room 121 for
processing.