TBL Levels
Where do students on a level 1 eat lunch?
TBL
If you have continually given a student prompts to engage in appropriate behavior, and the behavior continues and is disrupting class, what would be the next step?
Contact Mr. Leonard or Mr. McCallum for assistance.
What do we want to minimize for refusal, IVB, and environmental disruption?
Attention
A, B, and C stand for...
Antecedent
Behavior
Consequence
Name the four functions of behavior.
Sensory/Automatic, Attention, Escape/Avoidance, Tangible
What level do students have to be on to use their Chromebooks at lunch and go to the break room (not teacher-directed)?
5
True or false: A student needs a pass to leave the classroom during class time to go to the guidance office, but not their locker or the bathroom.
False - Students should always leave class with a pass.
What are examples of environmental disruption (choose all that apply)?
A. Hitting objects
B. Yelling
C. Slamming items on the desk
D. Tearing up a worksheet
E. Making loud, repetitive noises that cause other students to look at him during class
F. Tapping a pencil on the desk
A, C, and D
Why should we prompt students to ask for a break instead of asking them if they need a break (yes/no)?
So they can practice engaging in the appropriate behavior (saying, "I want/need a break") and receiving reinforcement (break).
Read the scenario and identify the potential function(s).
Jake is working independently in math class. He begins to swear and slam his fists on the desk. The teacher asks him to leave the classroom. The teacher goes out into the hallway with Jake and they discuss his behavior.
Attention
A student who is not on the appropriate level is in the break room without permission. What would be an appropriate staff response?
A. Prompt them to return to the room they should be in at that time
B. If A. is unsuccessful, tell Mr. Leonard/Mr. McCallum
C. Give them a cookie
D. A & B
D.
What is the ideal ratio of positive to negative comments?
"Refusal" is defined as "Any instance in which A says he will not complete work assigned by a teacher and/or engages in activities unrelated to the current classroom demands/expectations (includes putting his head down on his desk, leaving the classroom without permission, playing with toys/materials, listening to music, etc.)"...for how long?
Any instance in which A says he will not complete work assigned by a teacher and/or engages in activities unrelated to the current classroom demands/expectations (includes putting his head down on his desk, leaving the classroom without permission, playing with toys/materials, listening to music, etc.) in excess of 1 minute.
DAILY DOUBLE - Each team gets 100 points per student. All 4 = 500 points.
Identify 2 potential specific reinforcers by student and explain how you know this may be a reinforcer:
Team Dave: MS, TW, MF, MB
Team Kevin: AA, AO, CB, DO
Responses vary.
100 pts = 2 specific potential reinforcers identified for a student
All 4 students = 500 pts
Read the scenario and identify the potential function(s).
Mary is directed to complete an English paper. She requests to take a break in the TBL room. She goes to TBL and is offered fidget toys and time on the therapy ball until she is ready to return to class.
Avoidance
Tangible
What is the difference in privileges between Level 2/3 and Level 4?
Level 2/3 - Chromebook during SFS, check out, and "free time"
Level 4 - Level 2/3 privileges + Pack up early, Chromebook during homeroom
What is the procedure for a student leaving class without permission?
-Send group text
-Follow the student until assistance arrives
-Return to class and get work and bring to TBL (or, if applicable, return to the other student you are working with in that class).
Describe the reinforcement intervention for appropriate task completion/remaining in classroom.
Verbal praise/social attention
Access to breaks from demands
Access to preferred items/activities if less than 5 min of refusal, respectful language, respecting people and property, and safe body
All group members demonstrate behavior momentum.
Give high-probability ("easy") tasks and praise before giving a low-probability ("difficult") demand.
Why is negative attention sometimes reinforcing?
Negative attention is predictable, often occurs immediately, and can result in high quality attention (such as 1:1 interaction).
What is the criteria to return to class for a student who starts the day on Level 1 or is kicked out of class for disruptive behavior?
2 blocks earning all checks
Make a plan for a successful remainder of the day
Demonstrate the prompt-help-wait procedure with a student who is engaging in refusal and yelling during class.
1. Prompt - Calmly state expectations and wait at least 30 seconds before repeating.
2. Help - Ask the student if they need help.
3. Don't take the bait (don't engage in extended back-and-forth; calmly restate expectations).
4. More than 5-10 prompts/minutes = notify Kevin and explain situation.
5. Wait - If student is refusing but is not engaging in behavior that is disruptive to class, have the student check in with Kevin after class (make sure Kevin knows to expect them).
Name 3 antecedent management strategies that help set A up for a successful class/task completion.
Help is a combination of which two functions?
Escape and attention
Read the scenario and identify the potential reinforcer(s).
During math class, Dave watches YouTube and laughs loudly instead of doing his work on Prodigy. The teacher walks over and tells him to do his work. He opens Prodigy, and then returns to the YouTube tab when the teacher walks away.Attention
Avoidance
Tangible