1. Pit Stop – Schedule

2. Pit Stop

3. Pit Stop

4. Pit Stop

5. Pit Stop

6. Break System – “Pit Stop”
Access to the Pit Stop
Built into schedule
Student Request - presenting a yellow flag to any staff person
Staff Prompt
Length of Pit Stop
Remainder of the lap
Key Phrases
“I hate school.”
“I don’t care.”
“____ is for losers.”

7. Time Away - Garage
Tickling/touching/ scratching the necks of other students results in an immediate trip to the garage.
Four step process for the garage.
Provide a verbal prompt
Provide a visual prompt (Garage Card)
Contact the school principal
Parents will be contacted by the principal.

9. Returning to the Schedule
Pit Stop and Garage last until the next item on the schedule.
Does not need to finish what he was working on when Pit Stop/Garage was initiated
No post-incident processing
Including:
“What could you have done differently?”
“Do you know how that makes others feel?”
“Instead of _______, what could you do next time?”
Etc…

10. Post Implementation Data Collection

11. Entire Plan Makes this Work
One aspect of this plan would not change the behavior
Inter-reliance of the components
Working in interest area to all aspects of the educational plan

12. What student says/does
Developing the Script
Level 4:
Recovery
What student says/does
What staff says/does

13. FOR THE STUDENT OR THE ADULT???
EXAMPLE REPONSE PLAN / Script
FOR THE STUDENT OR THE ADULT???
R’s Goes to the Floor Flowchart
C’s Scripts: Stage 1
Stage 2
Stage 3
Stage 4

18. Reading to Younger Students

23. Student’s Name. Student
Ownership of Schedule
Date for Data Collection and
Data Analysis Purposes. Is the
Self Management System working
for Jana?

24. Jana’s 3rd Grade Daily Schedule - Independently Carry With Her
Each Class Activity or Subject was divided into 2 Sections.
The Class Activity or Subject for 20 Minutes and for a Computer
Break or Video Break for 10 Minutes. Jana was driven to create
Video’s on the Computer and then Watch the Video
Jana fed the Guinea Pigs In the Kindergarten
Class Every Day. Animals Are Intense Interest
Jana was a member of Safety
Patrol. Teaching Responsibility
Jana Read to the Kindergarten
Class Every Day. Intense Interest
Step One:
It took Jana 4 weeks to carry her schedule independently throughout the day. Several Intense Interests were embedded in the Schedule to Ensure
Engagement in Her Schedule.

25. Jana had an extremely difficult time when she perceived she made a mistake. Her behaviors Included stripping out of her clothes, property destruction in the environment where the mistake occurred, and/or physical aggression toward the adult in the environment. Several
Behavioral Systems were implemented with Jana and none of those systems were effective.
Jana was given Two Mistakes Per Activity. Meaning Jana
was allowed to Make Two Mistakes Per Activity.
Step Two:
Identify a Behavior that is
Interfering with the Students
Access in the General
Education Setting And
Curriculum. It took Jana
2 ½ Days to scratch off the
Triangle rather than having
a difficult time when she
made a mistake.
The Staff Had to Teach Jana that when she made a mistake, she could simply scratch off one of the triangles. Two triangles were allowed for each activity, because Jana rarely made a Mistake.Teach Jana when she is regulated.

26. the teacher if she felt the teacher had made an error.
When Jana was in class, she was excited to participate in class discussions,
interrupt the teacher when she felt she had something to add and correcting
the teacher if she felt the teacher had made an error.
Jana was given two question/interruption circles
Per activity. Meaning Jana was allowed to
Make statements during class discussions,
interrupt the teacher or correct the teacher twice
during each activity.
During non-instructional parts of the day
Jana can question or interrupt as much as
She wanted
Step Three:
Identify a behavior that is
preventing progress in
the general education
setting an curriculum. It
took Jana 1 day to scratch
off the circles and
Manage the amount of
Interruption to the class
The Staff had to teach Jana when she wanted to Question or Interrupt the teacher she would scratch off one of the circles. Two circles were allowed for each activity to minimize the amount of disruption to the class

27. Jana documents the number of minutes she was in the General Education
Classroom. The staff used the minutes in class as data to determine
whether the self management system is impacting the access to and progress
in the General Education Classroom and Curriculum.
Jana Documents Minutes in the General Education Classroom
During Each Instructional Period.
During non-instructional times, Jana
does not document Time in Class
Step Four:
Teach the student to collect
the data on time in class.
Teaching the student to
understand the importance
of spending time in the
General Education Setting
The staff had to teach Jana how to document
Minutes in class.

28. Jana circled Y or N for each goal area in each instructional period
Jana circled Y or N for each goal area in each instructional period. The
data was used to determine progress on Jana’s Individualized Goals and
Objectives. The data collection was also used as a Self-Management
System for Jana.
Jana was instructed to use the data collection component of the
Self-Management System. This data collection system was used to
give Jana information about her behavior during instructional times.
There was not a consequence for an N being circled. The data
collection section was individualized based on the goals and
objectives for the instructional time.
Jana did not use the data collection component during non-instructional times
Step Five:
Data Collection System. Assist
the Student in understanding
their behavior during
instructional Times
Teach the Student to Use Data
Collection System

29. The teacher posted the classroom rules on the Self
Management System. Jana did not engage with the
Rules. The rules were posted as a reminder
This is not a necessary component of the Self-Management System.
This was teacher preference based on her knowledge of how the
student responded to rules.

30. Provide area for Teacher Documentation. Not a Necessary component of a
The Self-Management System was copied and sent home daily to
the parent so they had an understanding of how their daughter
was doing daily at school.
Comments from the General and Special Education Teachers
were documented on the Self-Management System.
Explain to the student that this section
is to provide her parents with additional
information about the Self-Management
System.
Step Six:
Provide area for Teacher
Documentation. Not a
Necessary component of a
Self-Management System.
Extremely helpful

31. Components to the Plan No Contingencies in the plan
Contingencies may not be needed
The need for order and predictability may be reinforcing enough
Contingencies may inadvertently prevent success with the plan
Teach the plan first
Contingencies may lead to punishment

33. Student with Asperger Plan

35. Student Contract

36. Student Individualized Schedule

37. Self Management System

41. The Jedi Code

44. Self Management Systems Elementary - Toby
5th Grade Student with Asperger Syndrome
Work Completion Issues
Difficulty with Voice Tone
Perceived Verbal Aggression Toward Staff
Perceived Verbal Aggression Toward Students
Limited Support from Staff
Minimal Interactions with Peers

46. Sponge Bob, Squidward, and Plankton

61. Conclusions Clear Success Short Timeframe Simple Concept
a. Social Script/Story
b. Monitoring Sheet
c. Data
Interests the student