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Mastering Behavior Support

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Lesson Plan

Behavior Support Training Plan

Equip clinical staff to create and implement individualized behavior support plans by guiding them through assessment, strategy selection, and progress monitoring within a 30-minute session.

Personalized behavior support plans are critical for addressing each student’s unique needs, reducing challenging behaviors, and promoting positive outcomes. Clinicians will leave ready to apply practical tools immediately.

Audience

Clinical Staff

Time

30 minutes

Approach

Hands-on practice with tools, checklists, and templates.

Materials

Prep

Review and Prepare Materials

10 minutes

Step 1

Introduction and Objectives

5 minutes

  • Welcome participants and state session goals.
  • Present learning objectives on the Behavior Support Training Slides.
  • Briefly discuss the importance of Tier 3 individualized support.

Step 2

Conducting the Behavior Assessment

7 minutes

  • Distribute the Behavior Assessment Checklist.
  • Demonstrate completing the checklist using a sample case study.
  • Facilitate a quick pair-share: attendees practice identifying target behaviors and triggers.

Step 3

Selecting and Designing Strategies

8 minutes

  • Introduce evidence-based strategies linked to assessed functions of behavior.
  • Guide participants to draft intervention steps using the Personalized Behavior Support Plan Template.
  • Discuss accommodations, supports, and data collection methods.

Step 4

Implementing and Monitoring Plans

7 minutes

  • Review the Progress Monitoring Chart.
  • Model how to record frequency/intensity data and interpret trends.
  • Have participants role-play data collection and adjustment planning.

Step 5

Reflection and Next Steps

3 minutes

  • Invite participants to share one takeaway and an action step for their caseload.
  • Highlight available resources for ongoing support.
  • Close session and collect feedback.
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Slide Deck

Mastering Behavior Support

30-minute Tier 3 Training for Clinical Staff
Design & Implement Individualized Behavior Support Plans

Welcome everyone to the session. Introduce yourself and briefly state the purpose: to equip clinical staff with the skills to design and implement individualized behavior support plans. Note timing and encourage participation.

Session Objectives

• Conduct a thorough behavior assessment
• Select evidence-based strategies linked to function
• Draft a personalized support plan
• Implement and monitor progress using data

Read through each objective aloud. Emphasize that by the end, participants will be able to assess behavior, select strategies, and monitor outcomes.

Why Tier 3 and Individualization?

• Addresses each student’s unique needs
• Reduces frequency/intensity of challenging behaviors
• Promotes positive academic & social outcomes
• Empowers clinicians with targeted interventions

Highlight why Tier 3 individualized support is critical. Mention school and student benefits, reduction of challenging behavior, and improved outcomes.

Conducting the Behavior Assessment

  1. Distribute the Behavior Assessment Checklist
  2. Demonstrate completion with a sample case
  3. Pair-share: identify target behaviors & triggers

Explain activity flow: distribute the checklist, model case completion, then have participants practice in pairs. Allocate about 7 minutes.

Behavior Assessment Checklist Overview

• Target behavior description
• Antecedent & trigger identification
• Consequence patterns
• Setting events & contextual factors

Walk through key sections of the checklist: description, antecedents, consequences, setting events. Encourage questions.

Selecting & Designing Strategies

• Link strategy to assessed function
• Consider antecedent modifications
• Teach replacement skills
• Plan reinforcement & supports

Introduce evidence-based interventions tied to behavioral functions (e.g., attention, escape, sensory).

Personalized Behavior Support Plan Template

Sections:
• Student background & function analysis
• Clear, measurable goals
• Intervention steps & accommodations
• Data collection methods

Guide participants through each section of the template: student profile, goals, interventions, data plan. Have printed/digital copies ready.

Implementing & Monitoring Plans

• Use the Progress Monitoring Chart
• Record data on frequency, duration, intensity
• Review trends and adjust plan as needed
• Engage in role-play practice

Explain the importance of consistent data collection. Model how to record frequency/intensity and interpret simple graphs.

Progress Monitoring Chart Overview

• Date & observation period
• Behavior count/intensity ratings
• Notes on context or interventions
• Visual trend analysis

Point out chart columns: date, target behavior count, notes, trend line. Stress fidelity in data recording.

Reflection & Next Steps

• Share one insight gained today
• Identify an action step for your caseload
• Discuss potential barriers & supports

Invite participants to share one key takeaway and one action they will implement. Capture responses on a shared board or flipchart.

Resources & Closing

• Coaching & consultation teams
• Online behavior support communities
• Additional templates & checklists
• Please complete session feedback

Provide links to resources for ongoing support: coaching, online modules, peer forums. Ask for feedback.

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Worksheet

Behavior Assessment Checklist

Student Name: ____________________________ Date: ______________ Time: ______________
Observer: ____________________________ Location: ____________________________


1. Target Behavior Description

Describe the behavior in clear, observable, and measurable terms (what it looks/sounds like):





2. Antecedents (What occurs immediately before the behavior?)

Select any that apply or describe other triggers:

  • Transitions (e.g., changing activities)
  • Demands/Instructions (e.g., academic tasks)
  • Peer Interaction
  • Adult Interaction
  • Environmental (e.g., noise, lighting)
  • Other: ____________________________


3. Setting Events (Contextual Factors)

Identify broader factors that may affect behavior:

  • Sleep deprivation
  • Illness/Physical discomfort
  • Hunger/Thirst
  • Medication changes
  • Recent events (e.g., family conflict)
  • Other: ____________________________


4. Consequences (What happens immediately after the behavior?)

Who responds and how? (e.g., attention given, task removed):





5. Data on Behavior

  • Frequency (number of occurrences): _______________
  • Duration (length of each occurrence): _______________
  • Intensity (rate on a 1–5 scale): _______________


6. Hypothesized Function of Behavior

(Select one or more based on observed patterns)

  • Attention (peer/adult)
  • Escape/Avoidance (tasks, demands)
  • Sensory stimulation
  • Tangible (access to items/activities)
  • Other: ____________________________


7. Notes & Next Steps

Include any additional observations or recommendations for intervention planning:










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Worksheet

Personalized Behavior Support Plan Template

Student Name: ____________________________ Date: ______________ Grade/Class: ______________
Developed By: ____________________________ Review Date: ______________


1. Student Background & Function Analysis

• Brief student profile (strengths, interests, learning context):





• Summary of target behavior(s) (from the Behavior Assessment Checklist):





• Hypothesized function(s) of behavior (e.g., attention, escape, sensory):





2. Behavioral Goals

Short-Term Goal (2–4 weeks):
• Behavior: ____________________________________________
• Measurable criteria: ____________________________________________


Long-Term Goal (6–8 weeks):
• Behavior: ____________________________________________
• Measurable criteria: ____________________________________________


3. Intervention Strategies

A. Antecedent Modifications

(List changes to environment or routine to prevent target behavior)

  • ____________________________________________________
    - ____________________________________________________


B. Teaching Replacement/Functional Skills

(List skills to be taught and instructional methods)

  • ____________________________________________________
    - ____________________________________________________


C. Consequence Strategies

(List reinforcement for appropriate behavior and responses to target behavior)

  • ____________________________________________________
    - ____________________________________________________


D. Accommodations & Supports

(e.g., seating, prompts, cueing systems)

  • ____________________________________________________
    - ____________________________________________________


4. Data Collection Plan

• Data type (frequency, duration, intensity): ____________________________
• Recording method/tool (e.g., Progress Monitoring Chart): ____________________________
• Observation schedule (when/how often): ____________________________
• Responsible staff: ____________________________





5. Implementation Logistics

• Setting(s) of intervention (e.g., classroom, lunch, recess):
- ____________________________________________
- ____________________________________________

• Materials/resources needed:
- ____________________________________________
- ____________________________________________

• Timeline & step-by-step sequence:

  1. ____________________________________________
    2. ____________________________________________
    3. ____________________________________________




6. Team Roles & Communication

Role/NameResponsibilityContact Method/Timeframe
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________




7. Review & Adjustment Plan

• Review date(s): ______________
• Data review criteria and decision rules:
- ____________________________________________
- ____________________________________________

• Adjustment strategies if goals are not met:
- ____________________________________________
- ____________________________________________





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Worksheet

Progress Monitoring Chart

Student Name: ____________________________ Behavior: ____________________________ Observer: ____________________________
Date Range: From _______________ to _______________

DateObservation Period (e.g., 9–10am)Frequency (#)Duration (min/sec)Intensity (1–5)Notes/Context
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

Trend Graph

Plot behavior frequency or intensity over time. Label axes and draw trend line:













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lenny