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BSP Fidelity Checklist Form

This document provides a checklist of procedures and strategies to implement when working with an individual. It includes general daily procedures, teaching strategies for various skills, use of a visual schedule, functional communication training using a token economy, responding to triggers and problem behaviors, and reactive procedures. The goal is to promote independence, communication, safety skills, and appropriate behavior while reducing challenging behaviors.

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Erin Cooper
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
1K views

BSP Fidelity Checklist Form

This document provides a checklist of procedures and strategies to implement when working with an individual. It includes general daily procedures, teaching strategies for various skills, use of a visual schedule, functional communication training using a token economy, responding to triggers and problem behaviors, and reactive procedures. The goal is to promote independence, communication, safety skills, and appropriate behavior while reducing challenging behaviors.

Uploaded by

Erin Cooper
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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BSP Fidelity Checklist

Implemented Protocol:

General Daily Procedures:


These are procedures that should be implemented throughout the day and staff
should aim to become fluent in doing these things regularly
When directing her to move, position yourself so that you can block her from lying
down
Provide access to a VARIETY of leisure activities throughout the day (Not
continuous access to highly preferred things like keyboard/iPad)
Use First/Then statements
Provide choices for activities and the order of completion
Arrange visual schedule to include contingencies (less preferred followed by highly
preferred)
Interrupt/block self stimulatory behaviors prior to placing demands
Interrupt/block self stimulatory behavior when engaging in refusal/noncompliance
Use token/reinforcement board throughout the day to earn preferred
items/activities
Teaching Strategies:
Various opportunities will occur throughout the day to generalize skills
__________ is learning in sessions. Taking opportunities to practice these in
natural settings and using appropriate levels of assistance (consistently fading
amount of help provided) will help increase her independence with these skills.
Help/prompts (for the following) are provided immediately when __________
responds incorrectly AND are faded appropriately to ensure she completes tasks
INDEPENDENTLY
Opportunities are taken to practice responding to safety commands ("stop", "stay
with me", "come here", looking before crossing the street, etc)
Opportunities are taken to increase communication (labeling and describing
things, back and forth communication, etc.)
Opportunities are taken to ensure she is doing self care (hygiene activities)
activities independently and assisting with daily activities (i.e., chores, prepping
her own snacks, etc.)
Opportunities are taken throughout the day to have her describe how things feel
(i.e., prompt her to touch or point and say "how does this feel?")
"No, but...(redirection options)" statements are used when being told no
Teaching Strategies - Visual Schedule
Visual schedule has upcoming activities on it

Schedule activities are arranged strategically so that she has to do certain activities
before highly preferred activities are available (she can have some choices in tasks
included as well)
__________ is prompted to say "I'm finished___" when she finishes tasks with a
clear ending (i.e., do not ask if she is finished, just prompt her to say it") AND no
more than a gesture to check her schedule is used to direct her to move the task
BSP Fidelity Checklist
to complete and see what's next (Don't tell her to check her schedule at this time)
When tasks end that require you to tell her it is finished, present her schedule and
direct her to see what's next
Once one schedule is completed, the next is created so it is used throughout the
day
Teaching Strategies - Functional Communication Training
Short phrases with a DESCRIBING word are prompted before access to the
item/activity is given
Independent requests with describing words are reinforced
Reinforcement is faded for requests for "5 minutes" so that she receives praise for
asking, is told she can have a break after she completes a very small step in the
task using First/Then statements (i.e., "good telling me you need a break, do (very
small part of the task) and then you can have a break"
She does not have access to preferred items during the break
If she requests preferred items on the break from the demand, direct her to the
token board to see that she has to do the task first and then she can have the
requested item
Teaching Strategies - Token Economy/Reinforcement Board

Token board is used throughout the day to earn access to preferred


items/activities
She is shown the reinforcement choices/menu in the purple book and chooses
what she is working for
Requests in the form of short phrases with describing words are prompted when
she chooses
Reinforcement matches the task requirements
Motivation is reassessed (i.e., count to 3, the provide choices again) if she is
noncompliant
Responding to triggers and precursors - High-P Procedure

Responding to triggers and precursors - High-P Procedure

__________ chooses a reinforcer for the token board to initiate the high-P
procedure
She earns a token for each of the first 4 High-P instructions (see plan for examples)

Any noncompliance to high-p requests results in prompting until compliance is


gained
Low-P instruction is given and she earns immediate reinforcement (i.e.,final token
and the reinforcer she was working for) for compliance with this request
Noncompliance with the low-P results in a First/Then statement (i.e., instruction
first, then reinforcer)
BSP Fidelity Checklist
Continued noncompliance after 30 seconds is followed by counting to 3 and
reassess motivation
First/then instruction is provided in 30-45 second intervals until compliance is
gained
No additional instructions are given until compliance is gained

Responding to triggers and precursors


When identified triggers are observed or precursor behaviors are observed, the
following should be implemented.
Common Triggers: demands (low-P instructions), being told no, indications she
might be in pain.
Commonly observed precursors: include long periods of refusal/noncompliance,
making eye contact and tensing or poking her body/face with a finger, making a
grimace, and becoming tearful, making a grimace and then folding her hands
together and saying “happy yes”.
When told No, a "no, but you may_____" statement is used for redirection

When clear indications of pain are apparent (see BSP for examples), ask her to
show you what hurts, prompt safe hands, prompt requests for needs, and praise
calm behavior
Praise and reinforce (i.e., tokens) any independent use of coping strategies (safe
hands, deep breaths, requests for safety materials, etc)
Prompt coping strategies when precursors are observed if she isn't already doing
so
Any safety items she requests are immediately provided

Any SIB or aggression is responded to with Neutral blocking, NO verbal reprimands

Appropriate requests are prompted

Task demands are still required to be completed. This behavior does not allow her
to escape the demand
Reactive Procedures
If problem behaviors occur, refer to the following strategies to respond.
NEUTRAL (Calm, non-emotional, in-control, responses)

Access to reinforcers is immediately blocked if target behaviors occur

Non-dangerous behaviors (gentle taps to her face or tapping her wrists together)
are not attended to
If a demand was placed, NEUTRALLY block SIB/aggression and prompt completion
of the task
BSP Fidelity Checklist
If no demand preceded the behavior, NEUTRALLY block SIB/aggression and praise
once calm
Impact cushions/soft items are used to block more intense SIB/aggression

She can be prompted to bite the impact cushion or other bite item

She is not given access to denied items in response to tantrum behavior

When in the community, she is within arm's reach

If she attempts to elope, she is told "stop" and NEUTRALLY retrieved

She is prompted to ask for any items she was running toward and you can
accompany her to the item if appropriate

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