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    crisis plan

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    61 views2 pages

    Crisis Plan

    Uploaded by

    api-416444696

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 2
    2 as500™ gg yy F272 On tsk nd Flow Independent with fewer than 5 PFOMPES wy aoys97019 setting directions in 6/10 trials Preventative Strategies Teaching | _ Responding i | Replacement | Consequence Setting Event Strategies Antecedent Strategies ehevior | stravegis Ifchanges occur in SN daily | NNN is given a task to complete or IMMMBwill be | Reinforce Correct schedule the likelihood that a a direction tofollow inaclassroom | taughttofollow | Student Responding behavior wil occur increases. setting, Redirection, modeling, ané | directions (Replacement Changes in QM schedule scaffolding behavior are all provided | independently | Behavior) Incl assemblies, acing drastially 1 shape postive behaviors. Piture | and remain on [Praise wil be given different tasks for herto complete, schedules and prompting, when taskinher seat | whe the absence of people she normally | possible, are used to he!PiEIMM until the taskis | completes a task that aie borcaneic far nd |espac salandoeteeelo|cempiscath [tectere Bent fe interventionist Fay), er schedule. fewerthanS ——_|and inwhich she | prompts |independently | follows directions, | Minimize/Extinguish | target behavior | Redirectons and | ‘modeling will be used to 2ssis min following dictions and eemaining on [task. What method of progress monitoring will be used to determine if the replacement behavior is working? Teacher developed data collection taken daily, unstructured appropriately sek attention from others by reducing to less than 5 Given samantha wil free time the number of times she touches others. times per day by OS/ID/20%8: Preventative Strategies T Teaching | Responding Setting Event Strategies Antecedent Strategies Replacement) Consequence Behavior GEE es unstructured free timein | MENINBwill | Reinforce Correct Strategies If changes occur iA daily schedule the likelihood that a behavior | which she needs the attention of a peer |betaught to | Student Responding wll occur increases. Changes in or adult. Redirection, modeling and | appropriately | (Replacement | SERENE schedule include assemblies, | scaffolding behavior are all provided to | seek | Behavior) ‘adding drastically different tasks for | shape positive behaviors. Picture |attention | Praise and attention hero complet, the absence of people schedules and prompting, when |without —_|willbe given when she normally works wit for example possible, are used tohelp MEM) touching | UNNEseeks her behaviorintervendonist Fay). | understand and anticipatea change in |others, attention without schedule. touching others, ize/Extinguish) | targat behavior | | Redirection and | modeling will be used to assist gin | seeking attention | appropriately. What method of progress monitoring will be used to determine if the replacement behavior is working? Teacher developed data collection taken dally. Is there a crisis plan that ensures safety for all (what to do in dangerous or high risk situations, if needed)? Idaho Code 33512(4) and 34 CFR 300324(a)2) and 300-530(8K1i) No Yes IfYes, describe escalation cycle and interventions at each stage/level: When {becomes over stimulated she will frst be allowed to finish the task at hand ifshe is capable without her criss level rising. She will then be given the option to choose ane of her sensory calming techniques (play-

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