[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-194531-105":53,"doc-detail-194531-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","antecedents-behavior-consequence-behavior-support-plan-template-7-21-23-wba","Antecedents-Behavior-Consequence Behavior Support Plan Template - 7-21-23 WBA","","Behavior support plan template structured around antecedents, observable behavior, and consequences to form a team hypothesis about the function of the behavior of concern. Includes sections to write a hypothesis statement, define measurable annual goals with conditions and criteria, and specify how progress will be monitored and reported to parents. Provides space for short-term objectives, antecedent prevention strategies, taught replacement behavior with instructional prompts, and reinforcement procedures with plans to thin schedules. 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What activities does the student engage in or stop engaging in? What does the student gain, or what does the student avoid, escape, or postpone?) | To gain:\u003Cbr>To avoid, escape, or postpone:\u003Cbr>*Note: The perceived function of the behavior of concern is the team’s hypothesis. Ongoing data collection and analysis are required to support or refute this hypothesis. |\n| Hypothesis statement:\u003Cbr>When (antecedents to the behavior of concern)   the student (behavior of concern)   in order to (perceived function of the behavior of concern)  |  |  |  |\n\n| MEASURABLE ANNUAL GOAL\u003Cbr>Include: Condition, Name, Behavior, and Criteria (Refer to Annotated IEP for description of these components) | Describe HOW the student’s progress toward\u003Cbr>meeting this goal will be measured | Describe WHEN periodic reports on progress will be provided to parents | Report of Progress |\n| --- | --- | --- | --- |\n|  |  |  |  |\n|  |  |  |  |\n\n| Short term objectives / Benchmarks |\n| --- |\n|  |\n|  |\n|  |\n\n| A Antecedent (prevention) Strategies:\u003Cbr>Outline strategies to assist in preventing the behavior of concern from occurring and to increase the occurrence of the replacement behavior. This may include a description of environmental adjustments, or adjustments to type of content or instruction presented to the student. |  |\n| --- | --- |\n| B Replacement Behavior:\u003Cbr>Identify the behavior that will be taught to the student as a replacement to the behavior of concern. The replacement behavior should efficiently achieve the same function as the behavior of concern. Include the plan for instruction including prompts, and systematic adjustment of behavior requirements over time (based on data). |  |\n| → | C Consequences (reinforcement) for when the student performs the replacement behavior:\u003Cbr>Describe specific procedures for providing reinforcement when the student performs the replacement behavior, so that the replacement behavior will be effective and efficient for the student in achieving the same function. Reinforcement should increase the likelihood that the student will continue or increase the replacement behavior. Also, include a plan for systematically thinning the reinforcement schedule over time (based on data). |\n\n| Modifications and SDI | Location | Frequency | Projected Beginning Date | Anticipated Duration |\n| --- | --- | --- | --- | --- |\n|  |  |  |  |  |\n|  |  |  |  |  |\n|  |  |  |  |  |\n\n| Service | Location | Frequency | Projected Beginning Date | Anticipated Duration |\n| --- | --- | --- | --- | --- |\n|  |  |  |  |  |\n|  |  |  |  |  |\n|  |  |  |  |  |","cbCaijjU1vgnbnex","https://ap.wps.com/l/cbCaijjU1vgnbnex","pdf",704703,"English","# Behavior of Concern Analysis\n## Antecedents to the Behavior of Concern\n## Definition of the Behavior of Concern\n## Consequences Maintaining the Behavior of Concern\n## Perceived Function of the Behavior of Concern\n# Hypothesis Statement\n# Measurable Annual Goal and Progress Reporting\n## Measurable Annual Goal\n## Progress Measurement\n## Report of Progress\n# Short-Term Objectives / Benchmarks\n# Behavior Support Strategies\n## A Antecedent (Prevention) Strategies\n## B Replacement Behavior\n## C Consequences (Reinforcement) for Replacement Behavior\n# Modifications and SDI\n## Modifications and SDI Table\n# Services\n## Service Schedule Table","[{\"question\":\"What information is needed to identify antecedents for a behavior of concern?\",\"answer\":\"Antecedents describe what happens before the behavior, including medical factors, social variables, activity demands, and environmental stimuli that may trigger it.\"},{\"question\":\"How should the measurable annual goal be defined in this template?\",\"answer\":\"The goal must include the condition, the student name, the target behavior, and criteria for success, with progress measurement described separately.\"},{\"question\":\"What does the template require for replacement behavior and reinforcement?\",\"answer\":\"It identifies the replacement behavior taught to achieve the same function as the behavior of concern, including instructional prompts and plans to systematically adjust requirements based on data, plus reinforcement procedures and a schedule-thinning plan over time.\"}]","Antecedents-Behavior-Consequence Behavior Support Plan Template - 7-21-23 WBA | PDF"]