Inputs the user provides
- [[Process or System Name]]
- [[Intended Audience / Roles]]
- [[Prerequisites or Prior Knowledge Required]]
- [[Primary Tools / Platforms Used]]
- [[Key Compliance or Safety Requirements]]
- [[Typical Session Length or Training Duration]]
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Deliverable
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[[Process or System Name]] Training Manual
Version: 1.0
Effective Date: [[2026-06-29]]
Review Date: [[2027-06-29]]
Prepared by: [[Author / Instructional Designer Name]]
Audience: [[Target Roles — e.g., "New special education paraprofessionals and classroom aides"]]
Prerequisites: [[e.g., "Completed district onboarding; basic computer literacy; access to [[LMS or platform]]"]]
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1. Purpose and Scope
This manual provides step-by-step instructions for [[core process — e.g., "conducting a functional behavior assessment (FBA) and developing a behavior intervention plan (BIP) using the district's online system"]].
Scope: Covers intake through plan approval and initial implementation monitoring. Does not cover crisis de-escalation or full manifestation determination meetings.
Out of Scope: [[List items]]
Success Criteria: After completing this training and practice activities, participants will be able to independently complete an FBA/BIP with 90% compliance on the district rubric.
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2. Audience, Prerequisites, and Learning Objectives
Target Audience:
Prerequisites:
1. [[Prerequisite 1]]
1. [[Prerequisite 2]]
Learning Objectives:
1. Log into the system and navigate key screens.
1. Collect and enter antecedent-behavior-consequence (ABC) data accurately.
1. Analyze patterns and write a hypothesis statement.
1. Develop a BIP with prevention, teaching, and response strategies.
1. Submit for approval and document implementation fidelity checks.
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3. Tools, Systems, and Access
Required Systems:
- [[Primary platform — e.g., "District SIS + Behavior module in [[Platform]]"]]
- [[Secondary — e.g., "Google Workspace for data collection forms"]]
Access Instructions:
1. Request access via [[ticket system or form]] if not already provisioned.
1. Log in using [[SSO method]].
1. Verify multi-factor authentication is set up.
Quick Reference Card (print or bookmark):
- Help desk: [[phone / email]]
- Common error codes: [[list 3-4]]
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4. Step-by-Step Procedures
4.1 Intake and Data Collection Setup
1. Receive referral or identify student via [[data review process]].
1. Confirm parent/guardian consent is on file (document date and method).
1. Create new case in the system: select student, add team members, set target behaviors.
1. Schedule initial observation windows and share ABC data collection form with team.
Decision Point: If consent is missing or expired → Pause and contact case manager before proceeding. Log contact attempt.
4.2 Conducting Observations and Recording ABC Data
1. Open the ABC data collection tool on mobile or printed form.
1. For each observed incident, record:
- Date, time, setting, activity
- Antecedent (what happened immediately before)
- Behavior (observable, measurable description)
- Consequence (what happened immediately after)
- Duration / intensity if relevant
1. Enter data into the digital system within [[24 hours]] of observation.
1. Flag any urgent safety concerns immediately per district crisis protocol.
Note: Use precise, non-judgmental language. "Student threw pencil toward floor" not "student was defiant."
4.3 Pattern Analysis and Hypothesis Development
1. Run the system's pattern analysis report for the data collection window.
1. Review frequency, time of day, setting, and maintaining consequences.
1. Draft hypothesis statement using the format: "When [[antecedent/setting]], the student engages in [[behavior]] to [[function — e.g., escape task / obtain attention / access item]]. This is maintained by [[consequence]]."
1. Validate hypothesis with at least one additional data source (interview, scatterplot, or trial intervention).
Decision Point: If data are insufficient (<5-7 incidents or unclear pattern) → extend data collection 3-5 days and reconvene team.
4.4 Developing the Behavior Intervention Plan (BIP)
1. Open BIP template linked to the FBA case.
1. Enter prevention strategies (environmental changes, antecedent modifications).
1. Define replacement / desired behaviors with teaching plan.
1. Specify response strategies (what adults do when behavior occurs).
1. Set data collection method for implementation (frequency count, duration, etc.).
1. Identify reinforcement system and fading plan.
1. Add crisis/safety plan if needed (link to district template).
1. Review with team (at minimum gen ed teacher, special ed case manager, parent/guardian).
1. Submit for administrative / behavior specialist approval.
4.5 Implementation, Monitoring, and Adjustment
1. Share finalized BIP with all implementers; provide training as needed.
1. Begin fidelity checks (minimum 2 per week for first 3 weeks).
1. Enter progress data weekly.
1. Schedule team review at [[2 weeks / 4 weeks]] or upon 3 consecutive days of data showing no improvement.
1. Adjust plan based on data; document changes and rationale.
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5. Safety, Compliance, and Legal Callouts
Critical Safety Requirements:
- All physical intervention follows district crisis prevention training (e.g., CPI, MANDT). Document any use of restraint or seclusion per state law and district policy (typically within 24 hours).
- Never use aversive procedures not approved in the BIP and IEP.
Compliance Notes:
- FBAs and BIPs must be completed within [[timeline — e.g., "10 school days of consent or manifestation determination trigger"]].
- Parents must receive prior written notice and copy of the plan.
- Data and plans are educational records; maintain confidentiality (FERPA).
Warning Callout:
> CAUTION: Incomplete or inaccurate FBAs can lead to inappropriate interventions and legal exposure. When in doubt, consult the behavior specialist or special education administrator before final submission.
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6. Examples and Common Errors
Good ABC Entry:
Date: 3/12 10:42 AM
Setting: Math, independent seatwork
Antecedent: Teacher said "Finish the last 3 problems then you can go to centers."
Behavior: Student pushed paper off desk and put head down.
Consequence: Teacher approached, redirected verbally, student eventually complied after 4 min. No center time that day.
Poor Entry (avoid):
"Student was disruptive again during math. Got mad and refused work."
Common Errors & Fixes:
1. Vague behavior descriptions → Use "threw materials," "left area without permission," "called peer name 4 times."
1. Assuming function without data → Always state "hypothesized function based on..."
1. Overly complex plans with >5 strategies → Prioritize 2-3 high-impact, feasible strategies.
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7. Troubleshooting
| Problem | Likely Cause | Solution |
|---|
| Cannot access case | Permission not granted | Submit access request ticket; copy supervisor |
| Pattern report shows no data | Observations not entered or filters wrong | Verify date range; check team members entered data |
| Approval delayed >5 days | Reviewer backlog | Email reviewer + behavior lead with case # and "ready for review" |
| Fidelity data not collected | Staff unclear on tool | Provide 5-min refresher; add fidelity checklist to daily folder |
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8. Glossary
ABC Data: Antecedent-Behavior-Consequence data used to identify function of behavior.
BIP: Behavior Intervention Plan — document outlining prevention, teaching, and response strategies.
FBA: Functional Behavior Assessment — process to determine why a behavior is occurring.
Fidelity: Degree to which the plan is implemented as written.
Replacement Behavior: A socially appropriate behavior that serves the same function as the problem behavior.
(Expand with 8-12 additional terms specific to your process.)
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9. Competency Check & Sign-Off
Knowledge Check (complete after reading manual):
1. List the four required components of a hypothesis statement.
1. What is the minimum number of data points recommended before drafting a hypothesis?
1. Name two out-of-scope items for this process.
Skills Demonstration:
- Complete a practice FBA/BIP using the provided training case (student profile + sample data).
- Score 85% or higher on the district FBA/BIP rubric.
- Receive sign-off from supervisor or trainer.
Sign-Off Record:
| Role | Name | Date Completed | Competency Score | Signature / Digital |
|---|
| Trainee | [[ ]] | [[ ]] | [[ ]] | [[ ]] |
| Supervisor | [[ ]] | [[ ]] | [[ ]] | [[ ]] |
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10. Version History & Document Control
| Version | Date | Author | Changes | Approved By |
|---|
| 1.0 | [[2026-06-29]] | [[Name]] | Initial release | [[Name, Role]] |
| 1.1 | [[Future]] | | | |
Next Review: Annual or upon major system/process change.
Contact for Updates: [[Training team or behavior department email]]
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This manual is a living document. Print or save locally only after verifying you have the current version from the official source. Always follow the most recent district policies and state/federal regulations.
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