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Every educator knows that problem behavior interferes with learning and has detrimental effects on a student's academic achievement as well as life beyond school. What is also clear is that traditional, one dimensional interventions, such as suspensions and punishment, focus only on reacting to the problem behavior and do not  work.

Behavior Success is the holistic, research based solution that does work.

Behavior Success addresses the root of the problem behavior, guides educators on how to create and implement effective strategies, and supports educators with the training they need to decrease problem behaviors and increase learning.

Create a Plan

Behavior Success guides the educator through six essential steps to create and implement an effective behavior plan.

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Define Behavior

Describing the problem behavior in concise, observable terms so everyone on the team is clear about what behavior is targeted for change.

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Determine Function

Behavior occurs for a reason or function. A hypothesis must first be formed about why a problem behavior is occurring, so as to develop effective function-based strategies to decrease the behavior.

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Antecedent Strategies

Antecedent Strategies include teaching skills to replace the problem behavior as well as proactive strategies that prevent the behavior from occurring in the first place.

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Consequence Strategies

Consequence Strategies include those that are implemented after a problem behavior has occurred (to decrease the problem behavior), and those that are implemented after an appropriate behavior has occurred (to increase the appropriate behavior).

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Track Effectiveness

Goals and objectives are set for the behavior and data is taken to accurately measure whether the problem behavior has decreased. This also enables data-based programmatic decisions to be made.

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Evaluate Plan

Review dates are set for the team to evaluate the effectiveness of the behavior plan and determine if changes need to be made to the plan.

Students with disabilities make up 70% of all students who are physically restrained by adults in their schools.*

*(U.S. Department of Education Office of Civil Rights, 2012)

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