Use the Table below to complete the following:
· Identify Ms. Nichols’ definitions of Greyson’s target behavior and the desired behavior. Write each in the designated cell in the first row of the table.
· For each definition, determine whether it meets each of the listed criteria. If it does, keep the check mark, if not, keep the x.
Stated in Positive Terms
Clear, Concise, and Complete
Level A: Case 2
3. Identify Mrs. Banks’ definition of Raúl’s target behavior. Is the definition stated in positive terms? Is it measurable, observable, and clear, concise, and complete?
4. What additional information should the Schoolwide Positive Behavior Support Team seek from Mrs. Banks when trying to create a behavioral definition?
Level B: Case 1
3. What elements of an operation definition are not included in Ms. Leigh’s definition?
4. Is it possible to write an operation definition? Explain why or why not?
Level B: Case 2
3. List the three target behaviors that Mr. Brown identified for Felicia. Explain why you think each of these definitions is sufficient or insufficient.
4. List the two desired behaviors that Mr. Brown identified for Felicia. Explain why you think each of these definitions is sufficient or insufficient.
5. Choose one of the target behaviors Mr. Brown refers to and rewrite its definition to make it an operational definition.
Level C: Case 1
3. Is there sufficient information from the teachers to create an operational definition for all the behaviors mentioned? Explain why or why not.
4. Combine the information gathered from both teachers to create an operational definition for one of Tony’s inappropriate behaviors.
Level C: Case 2
3. Using the information gathered from all teachers, create an operational definition for each problem behavior mentioned by Stephanie’s general education teachers: