The A-B-C Chart

This is a tool used to collect information and annotate events that are occurring while observing a child in the environment that the unfavorable behavior is happening. The A refers to the antecedent or activity that happens right before the problem behavior occurs. The B refers to the problem behavior that is observed and the C refers to the consequence that follows the behavior. On the A-B-C chart, there should be columns for date and time, as well as possible function of the behavior. The A-B-C chart should be used on several occasions in order to find a pattern of behavior. (Tonya)

Simple Example:
Time: 9:30 am
Antecedent: Teacher announces it is time for math
Behavior: Student yells, "I hate math"
Consequence: Students laugh, class disrupted, student sent to sit in hallway
Possible Function: attention, escape or delay assignment

Example of blank A-B-C chart can be found online at:

Example of completed A-B-C chart can be found online at:

Self-Advocacy Behavior Management Model (SABM)

This article focused on a behavior modification style that ultimately delegated the students’ to be responsible for their own conduct. The self-advocacy behavior management model (SABM) was designed for secondary students, to help them with skilled decision making; a necessary skill. The teacher’s responsibility is to facilitate the students through the process of recognizing the problem, figuring out how to remedy it, looking back to ensure the effectiveness, and modifying as necessary. Although this article was only conducted in one classroom, I believe it is a great tool for older students to have.

Sebag, R. (2010). Behavior Management through Self-Advocacy: A Strategy for Secondary Students with Learning Disabilities [Electronic Version]. Teaching Exceptional Children, 42(6), 22-29. (Christine)

Choice Reinforcement Menu

It is important the the student is allowed to have choices for reinforcers. The following link provides a "reinforcement inventory" assessment where the teacher can determine, by the students choices, if the best reinforces for the student fit into a category of adult approval, competitive approval, peer approval, independent rewards or consumable Rewards (CECP, 2010). It is an invaluable tool in developing a behavioral plan with positive reinforcers that will work. (Tonya)

Powerpoint for Staff Development

The following site provides a good power point summary of positive behavior supports that would be useful review for any staff development program. It offers concise and useful information on providing a postive atmosphere with evidence-based practices for implementing a positive behavior system. (Angie)

The Scatter Plot

Example of blank Scatter Plot for found online at:

I used this scatter plot form while conducting data collection on a student and found it to be easy to implement resulting in a visual documentation of patterns for behaviors including times behaviors occured and activities that were antecedent to the behaviors. This documentation became one important piece for determining functions of behavior and identifying possible functions for the behavior. (Angie)


Self-Management, Problem-Solving, Organizational, and Planning Software for Children and Teachers

Free download at

Includes tools for designing contracts, self-monitoring charts, planning tools and point systems with students.

The following articles describe how KidTools can be used to provide students direct instruction of appropriate behaviors they may use to replace undesired behaviors (Miller, 2007; Miller, Koury, Mitchem, Fitzgerald & Hollingsead, 2005).

Fidelity Tools

The following forms allow not only individual teachers, but and entire school to monitor the progress of SWPBS. The forms include a Fidelity tool and a Self-Assessment Survey.

Functional Behavior Assessment Observation Form

This form is used to determine the time of day and frequency of the unwanted behaviors. I found this form very useful in determining if a student was disruptive during a certain subject, possibly seeking avoidance. Having a clear idea of when the disruptions occur are essential in finding a good intervention to replace the behavior.

REACH Differentiated Instruction Inventory

The planning tool that I chose to include is the “REACH Inventory: An Inventory of Differentiated Instruction Quality Indicators (Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A., 2008). This allows teachers to figure out to what extent they are differentiating their instruction, and ways that they can differentiate. Differentiating instruction can often seem an overwhelming task, and often a teacher may not know where to start. Through the utilization of this simple tool, a teacher can take inventory of his/her current instructional practices and asses simple ways to differentiate what they are currently teaching.
Rock, M. L., Gregg, M., Ellis, E., & Gable, R. A., (2008). REACHL A Framework for differentiating classroom instruction. Preventing School Failure. 52(2). p. 31-47.
Retrieved online at:

Behavior Count

This is an excellent tool for keeping track of difficult behaviors. Example of a blank behavior count can be found at: (Christine)