Step 2: Determine the expected behaviors

Once you have identified what challenging behaviors you want to reduce and when they are most likely to occur, the second step is to clearly define what appropriate behaviors you expect to see during the context you will target. In other words, what behaviors would you hope to see students engaging in during the identified time of day/activity or in a particular location? These expected behaviors can be found in the schoolwide expectation matrix built with input from your full faculty and staff using the Schoolwide Expectation Survey for Specific Settings (SESSS; Lane et al., 2010). In many situations, the expected, appropriate behavior may be the opposite of whatever challenging behavior you have identified. For example, if the challenging behavior is calling out during large-group instruction, the expected behavior may be sitting quietly and raising one’s hand to be called on. During this step, it is helpful to consider the schoolwide expectation matrix that your school developed as part of the positive behavior intervention and support (PBIS) plan in your behavioral domain. This matrix will clearly lay out what expected behaviors look like in all settings within the school (e.g., classroom, hallway, playground). In addition, look over the specific skills taught in your validated social and emotional well-being curriculum taught as part of your Tier 1 social learning domain.