Teaching · Special Education

The whole plan on one card, and the logic checked.

Fill in the behavior, its function, how to prevent it, what to teach instead and how to respond. The summary prints as the card adults carry, and it checks that the replacement and the responses fit what the behavior gets the student.

Start a quick-reference card What you get

$12one-time · every device you sign in on

Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the New special education teacher kit, $39 for 31 items.

The quick-reference card

One record per student and plan. Use initials or a code, never a name. The example is made up.

Loading the form. If nothing appears, turn on JavaScript.

What you get

Teaching · Special Education$12 · included with Classroom and Whole-school licenses

What you finish with: For each plan, a one-page card for every adult, plus a check that the definition is observable, the replacement serves the same function and responses do not reward the behavior.
Who it is for: Special education teachers and behavior specialists who write plans, and the paraprofessionals, general education and specials teachers who carry them out.
Format: Browser form. Several saved cards; printed as the quick-reference card or a blank form; CSV with one row per card; export and import a file.
Access: $12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the New special education teacher kit ($39) and the Special Education toolkit ($99), and 2 more bundles. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives: The Special Education space in Caveat Teaching.
Support: Questions about an order, access or a correction: team@caveatacademic.com.

Drawn for this page. A replacement behavior gets the student the same thing the problem behavior did, by a quicker, acceptable route.

How to use it

Start a record with the student’s initials or a code and the plan date.
Copy the behavior definition and the function from the team’s assessment.
Mark the triggers and prevention steps.
Write the replacement behavior, the function it serves and how it is rewarded.
Mark what to do and avoid, add safety steps if needed, and print the card.

Start a quick-reference card

What the card is for

Function first

A behavior keeps happening because it gets the student something: away from a hard task, attention, an item, or a sensory result. A plan works when the replacement gets the same thing more easily, and when adults stop responses that accidentally reward the behavior, such as removing the task for a student who left to escape it.

Why a card

A plan that lives in a file does not help the specials teacher or the lunch aide in the moment. A short card with the same steps for every adult makes responses consistent, which is what makes a plan work.

What this tool is not

It does not identify the function; a functional behavioral assessment by the team does. Under IDEA, the IEP team considers positive behavioral interventions and supports when behavior impedes learning; the full plan governs.

Sources

Individuals with Disabilities Education Act regulations, 34 CFR 300.324(a)(2)(i) (consideration of positive behavioral interventions and supports) and 300.530(f) (functional behavioral assessment and behavioral intervention plan).
U.S. Department of Education, Office of Special Education and Rehabilitative Services (2016). Dear Colleague Letter on the inclusion of behavioral supports in IEPs.
Center on Positive Behavioral Interventions and Supports (OSEP Technical Assistance Center): function-based support and behavior support planning.
Crone, D. A., Hawken, L. S., and Horner, R. H. Building Positive Behavior Support Systems in Schools: Functional Behavioral Assessment, 2nd edition (2015).

The example student is made up. The card summarizes a plan the team wrote; it does not replace the plan or the assessment. Support: team@caveatacademic.com.