The purpose of CBART is to provide evidence-based and individualized neuro-affirming support for learners in our agency with complex and /or intense behaviors, and social-emotional needs. Our team collaborates with other professionals utilizing a problem-solving approach to ensure comprehensive and coordinated support across the educational community.
Universal Strategies - Start Here!
Literacy and Students with ASD page - from Grand Valley State University’s START Project
Strategies for Improving Literacy for Students with ASD - student profile & protocol
- Books Available through the Green Hills Media Department
Drawing a Blank: Improving Comprehension for Readers on the Autism Spectrum by Emily Iland
How Do I Teach this Kid?: Visual Work Tasks for Beginning Learners on the Autism Spectrum by Kimberly A. Henry
How Do I Teach this Kid to Read?: Teaching Literacy Skills to Young Children with Autism, from Phonics to Fluency by Kimberly A. Henry
Developing Number Concepts, Book 1: Counting, Comparing, and Pattern by Kathy Richardson
Developing Number Concepts, Book 2: Addition and Subtraction by Kathy Richardson
Tasks Galore by Laurie Eckenrode, Pat Fennell, et al.
Tasks Galore for the Real World by Eckenrode, Laurie. Fennell, Pat.; Hearsey, Kathy.
Tasks Galore, Let’s Play by Laurie Eckenrode
Tasks Galore, Literature-Based Thematic Units by Laurie Eckenrode and Pat Fennell
Making a Referral
- Project Core
- The Autism Helper
- Autism Navigator
- Grand Valley State Start
- Differentiated Hierarchy - Academic Accommodations
- Advancing Social Communication and Play
- The Organization for Autism Research (OAR)
Tools for Problem-Solving Approach (PSA):
- Principles of Behavior
- School Team Interview Template
- Intervention Progress Monitoring Example - Make a copy before use
- Measuring Behavior in the Classroom
- Data Collection Definitions
- Guidance Document for the Problem Solving Approach
Functional Behavioral Assessment (FBA) Process:
Data Collection Tools
Data Collection Reference Sheet
|ABC 1 Bundle with Checkboxes||Observations are made under naturally occurring conditions.
The two ABC data bundles on this page are intended to be used following teacher interviews and observations that result in identification of concerning/target behavior(s), potential triggers or antecedents, and adult and peer responses to behavior.
Team members will clearly define behavior(s), contexts, antecedents, and consequences and add these to the second tab on the ABC spreadsheets.
|ABC 2 Bundle with Key & Analysis|
|COA Bundle||To be used with trained CBT member(s) only.|
|Functional Analysis Bundle||To be used with trained CBT member(s) only.|
|Preference Assessment Bundle||Preference assessments benefit the FBA process by providing direct observation data that the team will include in either the descriptive summary or test portion of the FBA document. (RIOT) Preference Assessment Decision Making.|
|Behavior Scatter Plot||Collecting Scatter Plot data may be a useful way for teams to begin the data collection process. It also can help teams identify when the student does well or the activities in which no behaviors of concern are observed.
A visual representation of a student’s undesirable behavior over time. (typically over 2 weeks)
Helps identify a possible relationship between environmental conditions of a behavior that is frequent, seemingly random but steady over long periods of time.
|BIP Implementation Log||This implementation log will help teams collect data about the implementation of a student's Behavior Intervention Plan (BIP)|
|FAST Screening Tool||An Indirect Assessment tool.
The FAST identifies factors that may influence problem behaviors. Use it only for screening as part of a comprehensive functional analysis of the behavior. Administer the FAST to several individuals who interact with the client frequently. Then use the results to guide direct observation in several different situations to verify suspected behavioral functions and to identify other factors that may influence the problem behavior
|Intensity Datasheet||This data sheet will help teams collect intensity as well as duration data.|
|Motivation Assessment Scale||The Motivation Assessment Scale (MAS; Durand & Crimmins, 1988, 1992; Haim, 2002) is a rating scale designed to help identify the motivation behind a target problem behavior. It yields scores on subscales that represent possible functions of behavior.|
|Questions About Behavioral Function (QBAF)||The Questions About Behavioral Function (QABF; Matson & Vollmer, 1995; Paclawskyj, Matson, Rush, Smalls, & Vollmer, 2000) is a 25-item rating scale that is designed to identify variables maintaining problem behavior in persons with intellectual disability and/or autism. It yields scores on five factors/functions.|
|Paired Choice Preference Assessment||Use this link to determine which preference assessment to select.|
|Free Operant Data Sheet||Use this link to determine which preference assessment to select. Consider using FOPA when a student has difficulty allowing tangible items to be restricted.|
|Single Stimulus Preference Assessment||Use this link to determine which preference assessment to select.|
|MSW Preference Assessment||Use this link to determine which preference assessment to select.|
|MSWO Preference Assessment||Use this link to determine which preference assessment to select.|
|Momentary Time Sampling|
|Guidelines for Using Momentary Time Sampling|
|Can't Do/Won't Do Assessment|
|Can't Do/Won't Do Article|
|Can't Do/Won't Do Instructional Hierarchy|
- The National Clearinghouse of Autism Evidence & Practice
- The Center for Secondary Education for Students with Autism Spectrum Disorders
- The Organization for Autism Research (OAR)
State and National Organizations/News: