DDOE
CDS

PTR Forms and Tools

The Delaware Department of Education has partnered with the Delaware Positive Behavior Support Project to build the state’s capacity to conduct effective Functional Behavioral Assessments (FBA) and Behavior Intervention Plans (BIPs). Prevent-Teach-Reinforce. Technical assistance has been facilitated by Dr. Rose Iovannone from the University of South Florida, a co-author of the Prevent-Teach-Reinforce model.

A Brief Overview of the Prevent-Teach-Reinforce Model:

Step 1: Goal Setting and Daily Progress Monitoring

Resource Description How to Use
Goal Setting Student Version This document allows the student to organize their goals and acknowledge target behaviors to change. Facilitators can use this document to help create interventions based on the student’s own ideas of ways to change their behavior.
Goal Setting Basic Version This document encourages the student to think of three target behaviors to decrease and three to increase. Teams can use this table to help create interventions based on the student’s own definitions of target behavior.
Goal Setting with Broad Goals This document encourages the teams to think of target behaviors to increase and decrease as well as broad goals across behavioral, social, and academic areas. Facilitators can use this tool to help facilitate conversations about a student’s needs beyond changing problem behaviors.  This form can be helpful if the team would like to address areas beyond behavior (e.g. social and academic)
Guiding Questions for Setting up IBRST This document provides helpful questions related to which behaviors to target and duration, frequency, and latency metrics for setting up the IBRST. Facilitators can use this document to help train teachers on how to use the IBRST tool and report data on the duration, frequency, and latency metrics for behavior.
Individualized Behavior Rating Scale Tool (IBRST): Word Version This tool allows the team to quantify the targeted behavior and monitor progress of the student. Facilitators can use this tool to track problem behaviors and desired  behavior throughout the day.
Data Collection: IBRST Google Sheets Version This folder contains the IBRST data tracking sheet to graph behaviors over time and directions on how to collect and graph that information. Teams may opt to use these tools to collect IBRST data electronically using google sheets.
Student Observation Data Tools:  ABC Google Sheets This document describes how to use the ABC collection tool and measure student behaviors. Facilitators can use this tool to track behaviors based on the context, days of the week, the antecedent, behavior, and consequences.  It can be used as a supplement to the PTR interview and IBRST to prioritize problem behaviors and pinpoint maintaining antecedents and consequences to the problem behavior.

Step 2: Functional Behavior Assessment

Resource Description How to Use
PTR Checklist: Google Form Version This folder contains interview forms to be used to gather data in the PTR process from teachers for one or multiple students. Use these tools to collect the PTR FBA Checklist via electronic versus paper form.  This can be particularly helpful when collecting information across multiple informants.
Newest PTR FBA Checklist This document allows the team/facilitator to analyze when the targeted behavior occurs and how it is related to the environment. Teams can use this checklist to analyze and evaluate each behavior targeted on the IBRST tool.
PTR FBA Checklist: Student Version This tool allows the team to better understand the nature of the triggers and create an accurate hypothesis for the behavior. Facilitators can use this document to understand the factors that contribute to behavior from the perspective of the student to guide an FBA.
PTR FBA Checklist: Secondary Multiple Teachers This tool allows the team to better understand the nature of the triggers and create an accurate hypothesis adapted for multiple teachers. Facilitators can use this document to understand the various factors contributing to a specific student’s behavior from multiple teachers to guide an FBA.
PTR FBA Checklist: Secondary One Teacher This tool allows the team to better understand the nature of the triggers and create an accurate hypothesis, adapted for one teacher. Facilitators can use this document to understand the various factors contributing to a specific student’s behavior from a secondary teacher’s perspective to guide an FBA.
PTR FBA Summary Table Cheat Sheet This table assists the team in developing a final hypothesis that guides the use of interventions. Facilitators can use this table as a guide to define the antecedents, function of behavior, and consequences for the student related to the PTR methods.
PTR FBA Summary Table Blank Form A blank version of the table that assists the team in developing a final hypothesis that guides use of interventions. Facilitators can use this table to organize the information gathered via the FBA checklists (and other sources of information).  It is meant to facilitate conversation about when the behavior occurs and what happens after the behavior occurs to help the team develop a hypothesis statement.

Step 3a:  Behavior Intervention Plan

Resource Description How to Use
PTR Intervention Checklist with linked intervention fact sheets This form allows teams to choose one prevent, teach and reinforce intervention based on rankings by teachers.  It includes a description of each intervention to support in decision making. Facilitators can use this tool to guide the team as they select the preferred functionally related interventions to be implemented by those working with the student.  It can be helpful to review prior to the BIP development meeting as a way to bring a few ideas that might work for the student to the team.
Behavior Intervention Plan Template This task analysis form encourages the team to break down the adult behavior steps for each behavior strategy. Teams can use this outline to identify the explicit steps of implementation for each intervention part of the behavior intervention plan to ensure clarity and fidelity.

Step 3b: Coaching/Training the Plan

Resource Description How to Use
PTR Coaching/
Training/Fidelity Option A
This form allows the facilitator to identify core adult behaviors for each intervention strategy for the teacher to refer to, as well as measure implementation fidelity once the behavior plan begins. Teams may find it beneficial to use this form to measure fidelity of intervention implementation by collecting data on whether it was implemented and if it led to some impact on behavior.
PTR Coaching/Training/Fidelity Option B This form allows the facilitator to identify core adult behaviors for each intervention strategy for the teacher to refer to, as well as measure implementation fidelity once the behavior plan begins. This outline may be beneficial to measure fidelity of interventions and provides space to list the implementation steps for each. Teams may then monitor whether each step was implemented and if that impacted behavior.

Step 4:  Progress Monitoring/Next Steps

Resource Description How to Use
Follow Up Guidance for Data Based Decision Making This form provides questions to evaluate the effectiveness of the behavior intervention plan within 3 weeks of implementation. Use this form to guide and track discussions about student progress with their intervention plan.
Decision-making tree for reviewing PTR data This flow chart outlines the various decision points that teams must consider when reviewing a student’s progress while implementing PTR interventions Teams should use this form to guide their decision making when reviewing PTR plans.
Usage Rating Profile This form allows the team to analyze the acceptability, understanding, feasibility, and system climate/support for the intervention for the student. Facilitators can use this tool to determine the social validity of the plans based on how teacher’s feel about the interventions

Forms for those Coaching Others to Implement the PTR Process (Master Facilitators):

Resource Description How to Use
FBA and BIP Technical Adequacy Tool for Evaluation (TATE) This tool prompts the team to analyze the functional behavior assessment and the behavior intervention plan to ensure fidelity. Facilitators can use this tool to assess whether their FBA has adequate sources and data collected.
FBA and BIP Technical Adequacy Tool for Evaluation (TATE) Scoring Guide This tool assists the team in scoring both sections to determine what aspects are completely addressed, which ones are partially addressed, and which aspects are not addressed. Facilitators can use this tool to score their TATE and determine what aspects of the FBA/BIP are addressed and which ones they need to further delve into.
New version!

Coach/Coachee planning form

This tool allows the team to analyze the goal setting/daily progress monitoring of behavior, the functional behavior assessment, the PTR behavior intervention plan, and the PTR coaching/training the plan. Coaches and facilitators can use this tool to assess the progress monitoring and FBA/BIP process with their coachee and analyze where they are meeting their goals and where they are not and may need improvement.
New tool!

PTR Coach Implementation Reflection Form

This tool provides a way to gather on-going feedback from a facilitator who is learning to facilitate the PTR process. Master Facilitators may choose to collect on-going feedback as their coachee progresses through the steps OR use this tool as a way to debrief in person.
New version!

PTR Foundations Facilitator Skills – IC Map

This document allows the facilitator/coach to analyze whether their skills, intervention plan, and progress monitoring abilities are at the levels of ideal application, acceptable application, or in need of additional support/practice. Coaches can use this document to support their coachee in evaluating core skills needed to effectively facilitate the PTR process.  It also include an action plan for areas of needed professional development.

Optional Forms:

Resource Description How to Use
Teacher/Consultant Alliance Scale This rating scale encourages teachers and consultants to understand each other’s experiences related to the PTR process. This rating scale may be beneficial in examining the relationship between teacher and consultant in the process to ensure that involved parties feel heard and to identify any potential problems.
PTR Classroom Team Survey This survey allows the team to rate the effectiveness of the team and determine their strengths and weaknesses. It may be beneficial for teams to examine their strengths and weaknesses to identify specific areas that can be improved upon in the PTR process, such as meeting frequently and shared responsibilities.
PTR Teacher Work Style Survey This survey allows the teacher to analyze their work style and how well they work with a paraeducator. The Work Style Survey can be used to help teachers identify how they typically and best work, and that information can be applied to improve coordination with paraeducators.
PTR Paraeducator Work Style Survey This survey prompts the paraeducator to analyze their work style. Team may wish to use these forms during the initial stages of coming together to form a team.  PTR plans are most effective in environments where those working with the student are collaborative.
PTR Work Style Score Comparison Sheet This form allows the teacher and paraeducator to compare their scores side-by-side to look for areas of agreement/disagreement and discuss solutions. This is a helpful tool to facilitate conversation in classrooms where the educator and para-educator may not be on the same page about expectations and ways of working.