Behavior Plan Flowcharts & Tools

Writing a behavior plan is all about individualization. There is no one-size-fits-all formula that will work for every student. This process can be daunting and overwhelming. I get it. I’ve been there. Sitting in front of that document wondering where the heck you even start. Well, I have a new resource to the rescue. This resource is meant to be a guide in the behavior plan process. It is meant to provide you with tools and materials to develop an individualized plan for your student or child.

The key to a successful behavior plan is selecting interventions that are function-based (meaning they align with what the problem behavior is communicating). This resource will guide you through entire behavior plan process from collecting baseline data, determining the purpose of the problem behavior, selecting a replacement behavior, to training staff on the interventions.

The most exciting (and frequently requested) component of this resource are the behavior plan flowcharts. There are 20 Behavior Plan Flow Charts included in this resource for a variety of types of behaviors with different behavioral functions. These are an effective and efficient way to train staff to implement procedures correctly!

There are also editable versions included so you can customize the Flow Charts to meet the needs of your students.

I am also loving all of these replacement behavior visuals. There are a bunch of different options and they are organized by type of behavior (functionally). I have been printing these like crazy lately for different kids I am working with!

Check out my two previews to learn more!

• Using TAH Curriculum for Homeschooling from a Homeschooling Parent - September 10, 2022
• Using The Autism Helper Curriculum for Homeschool - August 8, 2022
• Literacy Subject Overview in The Autism Helper Curriculum - August 2, 2022

20 Comments

Hi Sasha, I just purchased the behavior plan flowchart packet. It is giving me some insight into my kindergarten student who walks away from work or attempts to leave the room. We are going to try to teach him to request a break. Should we give a preferred object during the break, or just set timer and remove work as the flowchart suggests? Should there be a designated break area? I think I would have a hard time getting him to transition to the break area once he gets up and walks/runs away. Thanks for your thoughts and helpful website and products! Reply

Great question. Keep in mind a break and access to a preferred object are two different reinforcers. Both can definitely work together – but just something to keep in mind. I would try initially only removing the work during the break and having him work for the preferred item – that may help getting him back to work as he will have an incentive to finish the task. Hope this helps! Reply

Thank You So Much Can You please add me to your newsltter so I can share information with Parents and Teachers… Reply

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10 Tips for Collaboration

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In this session, learn how to identify the skill deficits that your students are struggling with under the area of executive functioning skills. Embrace the power of ‘yet’ – these are skills they don’t have, yet. Learn how to approach teaching and developing these skills with the same rigor and systematic planning that we give to other areas of need. Identify ways to setup an environment that promotes independence and problem solving. Finally, learn how to track progress and fade assistance.

In this session, learn how to identify the skill deficits that your students are struggling with under the area of executive functioning skills. Embrace the power of ‘yet’ – these are skills they don’t have, yet. Learn how to approach teaching and developing these skills with the same rigor and systematic planning that we give to other areas of need. Identify ways to setup an environment that promotes independence and problem solving. Finally, learn how to track progress and fade assistance.

Schedules are an essential component to any effective classroom. Schedules let us know when transitions will occur, the order of activities, and alerts us to changes. For children with autism who may struggle with receptive language processing, schedules are even more important. Effective use of schedules can increase functional independence and decrease negative behaviors and anxiety. However, there are some common pitfalls we fall into when it comes to appropriate schedule use. Learn my 10 dos and don’ts for classroom schedules and make the most out of this must-have strategy!

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We live in a rule-driven world yet so often our children and adults lack the understanding of these guidelines. Behavior Contingency Maps show a visual representation of everyday rules. These maps illustrate the consequences that result from both appropriate and inappropriate behaviors. These maps are an ABA based intervention and help identify the ABC pattern of behavior (antecedent, behavior, consequence) and will give your student or child a concrete way of understanding that “if, then” relationship – “If you do this, this will happen.” In this session, audience members will explore the purpose & use of Behavior Contingency Maps as well as leave ready to implement this strategy immediately in an effective and positive way!

Working with the adult population can be very challenging. It can be tricky to navigate the often under-funded world of adult education in a way that is helpful and age appropriate for our adults. It’s a daunting task to create an environment that is meaningful and engaging. Individuals with autism are all so different and have a vast array of needs. In this session learn how to organize, setup, and structure your adult day program classroom. We will discuss everything from creating an efficient schedule, the physical structure, using visuals, creating a data system, and beginning curricular planning.

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