| Collecting behavioral function data from multiple sources (e.g., FBA) | [Primary] 2.17 Collecting and Using Data; 2.11 Obtaining Informed Consent[Secondary] 2.12 Considering Medical Factors; 2.03 Protecting Confidential Information; 2.05 Documentation Protection and Retention | [Primary] 4.1 Assessment; 8.1 Record Content/Record Context; 3.4 Informed Consent[Secondary] 4.3 Specialty Consultation; 3.1 Confidential Information; 3.2 Disclosure and Expressed Authorization; 8.2 Safeguarding of Records | Share information strictly on a need-to-know basis; minimize personally identifying information. |
| Using evidence-based interventions (including individualized interventions) | [Primary] 2.01 Providing Effective Treatment; 2.14 Selecting, Designing, and Implementing Behavior-Change Interventions[Secondary] 2.18 Continual Evaluation; 1.05 Practicing within Scope of Competence; 1.06 Maintaining Competence | [Primary] 4.5 Behavior Change Plans; 4.4 Programming[Secondary] 4.6 Environmental Variables; 4.9 Protect from Harm and Reinforcers; 2.1 Scope of Competence; 2.2 Professional Development | Implement function-based BIPs; verify reinforcer safety and appropriateness. |
| Prioritizing child welfare (safety and minimization of harm) | [Primary] 3.01 Responsibility to Clients; 2.15 Minimizing Risk of Behavior- Change Interventions; 2.01 Providing Effective Treatment[Secondary] 1.07 Cultural Responsiveness and Diversity; 2.12 Considering Medical Factors | [Primary] 5.2 Clients Rights; 6.1 Avoiding Harm; 4.9 Protect from Harm and Reinforcers[Secondary] 6.2 Unfair Discrimination; 4.3 Specialty Consultation; 4.8 Restrictive Interventions | Establish team norms that prioritize safety, access to learning, and dignity. |
| Using restrictive procedures and/or punishment procedures when necessary | [Primary] 2.15 Minimizing Risk of Behavior-Change Interventions; 2.14 Selecting, Designing, and Implementing Behavior-Change Interventions[Secondary] 2.16 Describing Interventions Before Implementation; 2.11 Informed Consent; 2.18 Continual Evaluation | [Primary] 4.9 Protect from Harm and Reinforcers; 4.7 Punishment Procedures; 4.8 Restrictive Interventions[Secondary] 6.1 Avoiding Harm; 3.4 Informed Consent; 4.1 Assessment; | Strict criteria (reinforcement first; monitor side effects); minimize harm; pre/post data-based evaluation and consent |
| Analyzing and modifying environmental/contextual variables (e.g., antecedents, setting events) | [Primary] 2.19 Addressing Conditions Interfering with Service Delivery; 2.14 Selecting, Designing, and Implementing Behavior-Change Interventions[Secondary] 2.17 Collecting and Using Data; 2.10 Collaborating with Colleagues | [Primary] 4.6 Environmental Variables; 4.1 Assessment[Secondary] 4.5 Behavior Change Plans; 6.9 Clarification of Roles | Assess/modify environmental variables; data-based planning and decisions. |
| Linking to community resources(referral and interprofessional collaboration) | [Primary] 2.10 Collaborating with Colleagues; 3.02 Identifying Stakeholders[Secondary] 1.05 Scope of Competence; 2.08 Communicating About Services; 2.11 Informed Consent | [Primary] 4.3 Specialty Consultation; 5.4 Third Party Involvement, 6.9 Clarification of Roles[Secondary] 2.1 Scope of Competence; 3.2 Disclosure and Expressed Authorization; 6.10 Interruption and Termination | Clarify interagency roles and the approved scope of information sharing. |
| Monitoring and evaluating individual student progress/outcomes to inform decision-making | [Primary] 2.18 Continual Evaluation; 2.17 Collecting and Using Data[Secondary] 2.06 Accuracy in Documentation; 2.08 Communicating About Services | [Primary] 4.1 Assessment; 4.2 Explaining Results; 10.5 Research Data and Results[Secondary] 8.1 Record Content/Record Context; 4.6 Environmental Variables | If there is no progress, revise immediately and document the rationale for changes. |
| Promoting the least restrictive environment (prioritizing alternatives to exclusionary practices) | [Primary] 2.15 Minimizing Risk of Behavior-Change Interventions; 1.08 Nondiscrimination[Secondary] 1.07 Cultural Responsiveness and Diversity; 2.14 Selecting, Designing, and Implementing Behavior-Change Interventions | [Primary] 4.8 Restrictive Interventions; 4.9 Protect from Harm and Reinforcers; 6.1 Avoiding Harm[Secondary] 6.2 Unfair Discrimination; 5.2 Clients Rights; 4.5 Behavior Change Plans | Prioritize the least restrictive options, replacement skills, and environmental adjustments. |
| Advocating for alternatives to exclusionary discipline and rights-based supports (e.g., consistent with the intent of FAPE) | [Primary] 1.02 Conforming with Legal and Professional Requirements; 1.03 Accountability[Secondary] 1.08 Nondiscrimination; 2.17 Collecting and Using Data; 2.08 Communicating About Services | [Primary] 1.2 Ethical Responsibility; 5.2 Clients Rights[Secondary] 1.1 Adherence to Code; 6.2 Unfair Discrimination; 6.1 Avoiding Harm; 6.9 Clarification of Roles | If there is a risk of rights violations, raise concerns using data and pursue corrective action. |
| Developing and implementing discipline/crisis response policies (including high-risk situations) | [Primary] 1.02 Legal/Professional Requirements; 2.15 Minimizing Risk of Behavior-Change Interventions[Secondary] 1.03 Accountability; 1.04 Practicing within a Defined Role; 2.05 Documentation Protection; 2.06 Accuracy in Documentation | [Primary] 1.1 Adherence to Code; 4.9 Protect from Harm and Reinforcers; 6.9 Clarification of Roles[Secondary] 1.3 Ethical Dilemmas; 4.7 Punishment; 4.8 Restrictive; 8.2 Safeguarding of Records; 9.1 Accuracy/Completeness | Provide guidance and consultation to staff/professionals; present the evidence base, alternatives, and potential side effects; document decisions and rationales; use supervision structures for dilemmas. |
| Demonstrating respect and collaboration among professionals (team-based Tier 3) | [Primary] 2.10 Collaborating with Colleagues; 1.04 Defined Role[Secondary] 1.10 Awareness of Personal Biases; 3.02 Identifying Stakeholders | [Primary] 6.4 Professional Relationships; 2.1 Scope of Competence; 4.3 Specialty Consultation[Secondary] 6.8 Conflict of Interest; 6.5 Multiple Relationships; 6.3 Harassment | Maintain shared awareness of interdisciplinary goals; disclose and avoid conflicts of interest. |
| Involving students and parents/guardians in decision-making (goals, procedures, risks, and alternatives) | [Primary] 2.09 Involving Clients and Stakeholders; 2.08 Communicating About Services[Secondary] 2.11 Informed Consent; 2.16 Describing Interventions Before Implementation | [Primary] 5.1 Identifying the Client; 5.4 Third Party Involvement; 4.2 Explaining Results[Secondary] 3.4 Informed Consent; 6.9 Clarification of Roles; | Obtain consent and reflect preferences; document exit/transition criteria. |
| Considering cultural and family contexts (social validity and equity) | [Primary] 1.07 Cultural Responsiveness and Diversity; 1.10 Awareness of Personal Biases[Secondary] 1.08 Nondiscrimination; 2.01 Effective Treatment | [Primary] 4.4 Programming; 6.2 Unfair Discrimination[Secondary] 5.2 Clients Rights; 6.8 Conflict of Interest; 4.2 Explaining Results | Incorporate family values/resources and prevent misinterpretation of culturally shaped communication. |
| Monitoring implementation fidelity (including staff training and coaching) | [Primary] 4.06 Providing Feedback to Supervisees; 2.18 Continual Evaluation[Secondary] 2.17 Collecting and Using Data; 2.10 Collaborating with Colleagues; 2.06 Accuracy in Documentation | [Primary] 7.2 Supervisor to Monitor Performance; 7.1 Standard of Supervision[Secondary] 4.5 Behavior Change Plans; 6.9 Clarification of Roles; 9.1 Accuracy and Adequacy/ Completeness | Provide advance notice of the purpose, documentation, and scope of supervision/coaching. |