Table of Contents

CONTENTS

Introduction 1

CHAPTER 1
Cracking the Code 7
Embracing a New Perspective on Behavior

• REFLECT: How Do You Think About Behavior? 10
• REFLECT: Examining Your Assumptions 12
• CASE STUDY: Julian, a Student with Anxiety 13
• CASE STUDY: Malik, a Student with Anxiety 15
• PRACTICE: Reframing Our Understanding of Behavior 17

CHAPTER 2
The FAIR Behavior Intervention Plan 19
Practicing the Fundamentals

• PRACTICE: Functional Communication 23
• PRACTICE: Replacement Behavior 24
• PRACTICE: Writing Target Behaviors 28
• PRACTICE: Analyzing Stan's ABC Notes 31
• PRACTICE: Analyzing Juanita's ABC Notes 33
• PRACTICE: Analyzing Raul's ABC Notes 35
• PRACTICE: Analyzing ABC Notes for Your Students 37
• PRACTICE: Structured ABC Data Sheet 38

CHAPTER 3
Key Interventions for Successfully Supporting Students 41

• REFLECT: Supporting Student Work Initiation 47
• REFLECT: Transitions and Your Students 49
• CASESTUDY: Xavier, a Fourth-Grade Student 53
• CASESTUDY: Trevor, a First-Grade Student 54
• PRACTICE: Making a Transition Support Plan 55
• REFLECT: Evaluating Breaks in Your Classroom 59
• PRACTICE: Brainstorming Breaks 62
• PRACTICE: Evaluating Break Data 64
• REFLECT: Finding Islands of Competence 68
• PRACTICE: Planning Islands of Competence 71
• PRACTICE: Brainstorming Barriers to Alternative Lunches 71

CHAPTER 4
"Get Away From Me!" 73
Strategies and Interventions for Students with Anxiety-Related Behaviors

• CASE STUDY: Analyzing Harry’s Behavior Plan 78
• CASESTUDY: Analyzing Chandra’s Behavior Plan 80
• REFLECT: Analyzing Your Student's Behavior Plan 82
• PRACTICE: Creating a Writing Checklist 87
• PRACTICE: Creating a "How I Feel About Writing" Sheet 88
• REFLECT: Prioritizing Skills and Strategies 91
• PRACTICE: Creating a Visual Self-Regulation Sheet 99
• REFLECT: Planning a Check-In 104
• REFLECT: Creating Check-In and Check-Out Sheets 106
• CASESTUDIES: Catching It Early with Sophia and Sam 109
• CASE STUDY: Prioritizing Strategies for Omar 113
• CASESTUDY: Prioritizing Strategies for Stacey 113

CHAPTER 6
Creating FAIR Behavior Intervention Plans 147

• CASE STUDY: Aton, Grade 3 151
• CASE STUDY: Devan, Grade 6 154
• CASE STUDY: Angela, Grade K 157

CHAPTER 7
Tools for Monitoring Progress and Implementation 161

• REFLECT: Creating Data Sheets for Your Student 165
• PRACTICE: Making an Implementation Checklist 177
• PRACTICE: Putting It All Together 178

APPENDIX A
Individualized Education Program Goals and Objectives 183

APPENDIX B
Protocols: Safety, Bolting, Threat, and Self-Harm 187

APPENDIX C
Helpful Apps 207

APPENDIX D
FAIR Behavior Intervention Plan Template 217

APPENDIX E
Updated FAIR Behavior Intervention Plan for Students with Anxiety-Related Behavior 221

APPENDIX F
Updated FAIR Behavior Intervention Plan for Students with Oppositional Behavior 227

APPENDIX G
Answer Key 235

Notes 255
Acknowledgments 259
About the Author 261
Index 263

About the Author

Jessica Minahan is a board-certified behavior analyst and special educator who serves as the director of behavioral services at the Neuropsychology & Education Services for Children & Adolescents group practice in Newton, Masssachusetts, USA and as a consultant to clients nationwide. She is coauthor of The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students.

Reviews

"The Behavior Code and The Behavior Code Companion are essential texts for a graduate teacher education course I teach on understanding behavior and classroom management. Used for the past five years, both in Boston and Barbados, these books help teachers understand the purpose and triggers of children's challenging behaviors and they provide effective responsive strategies that support a child to learn positive social and behavioral skills. These books have changed the way I work with new teachers, with a focus on social emotional learning, reducing anxiety, and getting to the root of challenging behaviors. Teachers develop FAIR Plans that support an individual child but find that their plans foster a learning environment that supports all children." --Stephanie Cox Su�rez, associate clinical professor emeritus, Teaching and Learning Department, Boston University