SBT Protocol (adapted from “FTF SBT Design Workbook”) _ April 2024

This protocol is meant to be individualized for each learner based on the results of the Practical Functional
Assessment (PFA). Not every treatment phase will be necessary for every client. Please use this protocol template to
backwards design the treatment package from the final phase (treatment extension and generality) to the first phase
(simple functional communication training).

Client name and age:

Language abilities:
Sex: Ethnicity:
Known or suspected trauma
history:

Specific contingency
identified to influence
problem behavior in the
IISCA:
Session day, time, and
duration:
Plan for video recording,
data collection, and IOA:

Describe a successful outcome (this is the long term goal that you will use to backwards design your treatment):
What does the team want the client to do in six months that they cannot/will not do now?

At what level of independence?

In what environments?

When what challenges are introduced?

Any other treatment “branches” (e.g., academics, social skills, vocational skills, ADLs)?

Describe how to respond to non-dangerous and dangerous problem behavior throughout the SBT process:

Response to non-dangerous behavior:

Response to dangerous behavior:

1. Describe the initial, intermediate, and then more complex communication response (i.e., the better mand) to
produce the reinforcers; also describe how you will teach that behavior.

Simple functional communication response (FCR):

Complex FCR:

Teaching procedure:

2. Describe which denial/delay signals you will use, which tolerance response(s) you will teach, and how you will
teach the tolerance response.

Delay/Denial signals:

Tolerance response (TR):

Teaching procedure:

3. Describe the initial contextually appropriate behaviors (CAB). These are the behaviors that will be instructed
following tolerance responses and strengthened via the termination of the delay.
CAB 1: Instructional control of stopping ongoing activity & relinquishing all positive reinforcers (e.g., a. pause game, b.
look up, c. hand me the iPad):

(a)
(b)
(c)
(d)
4. Describe then task analyze a relevant contextually appropriate behavior (CAB) chain.
Branch A:
Description of Terminal Performance

CAB 2: Instructional control of transitioning to alternative area and readying to listen/learn Examples:
To table-top academics:
a.) stand up
a) b.) walk to that table
c.) sit up in the chair
d.) hand in lap
b)
To participate in gym games:
a) turn to me
c) b) walk over there
c) get ready like this
(model stance)
d)
To play alone:
a) stand up
b) walk over there
c) take a set
CAB 3: Instructional control of a few (1-3) responses/time units of cooperation within a single, Examples:

relevant activity To table-top academics:

a.) Show me the ___
b.) Show me the ___
Activity and prompts: c.) Show me the ___
To participate in gym games:
a) Catch
b) Throw to me
c) Put ball in basket
To play alone:
a) 2 s of engagement
b) 5 s of engagement
c) 10 s of engagement

CAB 4: Instructional control of a few (1-3) responses/time units of cooperation within multiple relevant activities
Activity:
1. 2. 3.

Activity:
1. 2. 3.

Activity:
1. 2. 3.
CAB 5: Instructional control of more (1-10+) responses/time units of cooperation w/in multiple Consider:
s. 1, 3, 5
activities m. 1, 3, 6, 10
Short l. 1, 3, 6, 10, 10+
Medium
Long

CAB 6: Instructional control of lots of (1-10+) responses/time units of cooperation w/in multiple Examples:
a) Require more
activities complex/conditional
while being challenged discrimination
b) Interrupting correct
performance,
c) Changing
activity/expectation,
 d) Having to complete in
different way,
e) Vague instructions,
f) Program for missing
items from task
g) Introduce unknown tasks

5. Describe then task analyze a second relevant CAB chain.

Branch B:
Description of Terminal Performance

CAB 2: Instructional control of transitioning to alternative area and readying to listen/learn Examples:

a) To table-top academics:
e.) stand up
f.) walk to that table
g.) sit up in the chair
h.) hand in lap
b)
To participate in gym games:
d) turn to me
e) walk over there
c) f) get ready like this
(model stance)
To play alone:
d) stand up
d) e) walk over there
f) take a set
CAB 3: Instructional control of a few (1-3) responses/time units of cooperation within a single, Examples:

relevant activity To table-top academics:

a.) Show me the ___
b.) Show me the ___
Activity and prompts: c.) Show me the ___
To participate in gym games:
a) Catch
b) Throw to me
c) Put ball in basket
To play alone:
a) 2 s of engagement
b) 5 s of engagement
c) 10 s of engagement

CAB 4: Instructional control of a few (1-3) responses/time units of cooperation within multiple relevant activities
Activity:
1. 2. 3.

Activity:
1. 2. 3.

Activity:
1. 2. 3.

CAB 5: Instructional control of more (1-10+) responses/time units of cooperation w/in multiple Consider:
s. 1, 3, 5
activities m. 1, 3, 6, 10
Short: l. 1, 3, 6, 10, 10+
Medium:
Long:
CAB 6: Instructional control of lots of (1-10+) responses/time units of cooperation w/in multiple Examples:
a) Require more
activities: complex/conditional
while being challenged discrimination
b) Interrupt correct
performance
c) Change activity or rules of
activity
d) Require completion in
new, different way
e) Issue vague instructions
f) Program for missing items
from task
g) Introduce unknown tasks

6. Describe then task analyze a third relevant CAB chain (if necessary).
Branch C:
Description of Terminal Performance

CAB 2: Instructional control of transitioning to alternative area and readying to listen/learn Examples:

a) To table-top academics:
i.) stand up
j.) walk to that table
k.) sit up in the chair
l.) hand in lap
b)
To participate in gym games:
g) turn to me
h) walk over there
c) i) get ready like this
(model stance)
To play alone:
g) stand up
d) h) walk over there
i) take a set

CAB 3: Instructional control of a few (1-3) responses/time units of cooperation within a single, Examples:

relevant activity To table-top academics:

a.) Show me the ___
b.) Show me the ___
Activity and prompts: c.) Show me the ___
To participate in gym games:
a) Catch
b) Throw to me
c) Put ball in basket
To play alone:
a) 2 s of engagement
b) 5 s of engagement
c) 10 s of engagement

CAB 4: Instructional control of a few (1-3) responses/time units of cooperation within multiple relevant activities
Activity:
2. 2. 3.

Activity:
2. 2. 3.
 Activity:
2. 2. 3.

CAB 5: Instructional control of more (1-10+) responses/time units of cooperation w/in multiple Consider:
s. 1, 3, 5
activities m. 1, 3, 6, 10
short. l. 1, 3, 6, 10, 10+
Medium.
Long.
CAB 6: Instructional control of lots of (1-10+) responses/time units of cooperation w/in multiple Examples:
a) Require more
activities complex/conditional
while being challenged discrimination
b) Interrupt correct
performance
c) Change activity or rules
of activity
d) Require completion in
new, different way
e) Issue vague instructions
f) Program for missing
items from task
g) Introduce unknown tasks

Notes:
 Skill-Based Treatment: Steps and Data Sheets (Revised: May 2019; FTF Behavioral Consulting, Inc.)

Data Sheet and Guide for the Skill-Based Treatment of Problem Behavior (Revised: May 2019; FTF Behavioral Consulting, Inc.)
Organization:_________________________ Client Name:________________________ Skills Teacher:______________________________ Supervisor:____________________________ Consultant:_________________________

Functional Communication Training

Responses Reinforced Progressively Changing Response Requirements
Write in specific form; note if form Trial #:____ Trial #:____ Trial #:____ Trial #:____ Trial #:____ Instructions
Step Date changes within step EO SR EO SR EO SR EO SR EO SR
#: #: #: #: #: This sheet is to be used to guide the shaping
5 PB: PB PB PB PB PB
Eng Eng Eng Eng Eng of the skills as well as to record trial-by-trial
#: #: #: #: #: data during the EO and SR periods.
8 sFCR: sFCR sFCR sFCR sFCR sFCR
Eng Eng Eng Eng Eng
#: #: #: #: #: DATA COLLECTION
8 Replace PB with simple communication sFCR sFCR sFCR sFCR sFCR
Eng Eng Eng Eng Eng In EO, circle the response to EO if
#: #: #: #: #: independent; slash the response if prompted.
8 sFCR sFCR sFCR sFCR sFCR
Eng Eng Eng Eng Eng In SR, circle Eng if it occurred throughout
#: #: #: #: #: majority of the SR period.
8 sFCR sFCR sFCR sFCR sFCR
Eng Eng Eng Eng Eng
If one or more severe problem behaviors
#: #: #: #: #:
8 sFCR sFCR sFCR sFCR sFCR occurred in either EO or SR, write R1 or R1s,
Eng Eng Eng Eng Eng
respectively, next to the expected behavior.
#: #: #: #: #:
8 sFCR sFCR sFCR sFCR sFCR If one or more mild problem behaviors
Eng Eng Eng Eng Eng
occurred, write R2 or R2s, respectively, next
#: #: #: #: #:
8 sFCR sFCR sFCR sFCR sFCR to the expected behavior.
Eng Eng Eng Eng Eng
#: #: #: #: #:
8 sFCR sFCR sFCR sFCR sFCR SHAPING CRITERIA
Eng Eng Eng Eng Eng
#: #: #: #: #: Remain at each teaching step until 3
8 sFCR sFCR sFCR sFCR sFCR consecutive trials of the target response level
Eng Eng Eng Eng Eng
#: #: #: #: #: have been completed with zero PB, all
8 sFCR sFCR sFCR sFCR sFCR expected skills are occurring independently,
Eng Eng Eng Eng Eng
#: #: #: #: #: and engagement is consistent during SR.
8 sFCR sFCR sFCR sFCR sFCR
Eng Eng Eng Eng Eng
#: #: #: #: #: PROMPTING & REINFORCEMENT
8 sFCR sFCR sFCR sFCR sFCR
Eng Eng Eng Eng Eng The behaviors noted are those expected and
#: #: #: #: #: thus reinforced on the specified trial.
8 sFCR sFCR sFCR sFCR sFCR
Eng Eng Eng Eng Eng
#: #: #: #: #: The skills are to be prompted just prior to
8 sFCR sFCR sFCR sFCR sFCR
Eng Eng Eng Eng Eng being expected initially and then once
#: #: #: #: #: independent, still prompted if PB or
8 sFCR sFCR sFCR sFCR sFCR
Eng Eng Eng Eng Eng noncompliance occurs unexpectedly.
#: #: #: #: #:
8 sFCR sFCR sFCR sFCR sFCR
Eng Eng Eng Eng Eng NO PRE-EMPTIVE PROMPT PROBE
#: #: #: #: #: Every 4th or 5th trial progress the EO (all the
8 sFCR sFCR sFCR sFCR sFCR
Eng Eng Eng Eng Eng way to CAB6) without prompting the FCR
#: #: #: #: #: unless R1s or R2s occur. If FCR is emitted at
8 sFCR sFCR sFCR sFCR sFCR
Eng Eng Eng Eng Eng
any point, reinforce it. If R1s/R2s or
#: #: #: #: #: noncompliance occur at any point, prompt
8 sFCR sFCR sFCR sFCR sFCR
Eng Eng Eng Eng Eng
the FCR and reinforce the prompted FCR. If
#: #: #: #: #:
8 sFCR sFCR sFCR sFCR sFCR CAB6 expectations are completed, provide
Eng Eng Eng Eng Eng
the synthesized SR. On these trials, cross out
8 sFCR #: sFCR #: sFCR #: sFCR #: sFCR #:

FTF Behavioral Consulting Skill-Based Treatment Workbook |Page

 Eng Eng Eng Eng Eng the required responses and simply record if
FCR, R1, R2 or CAB6 were emitted.
EO = establishing operation; SR = synthesized reinforcement; PB = problem behavior; Eng = Engagement; sFCR = simple functional communication response; cFCR = complex FCR

FTF Behavioral Consulting Skill-Based Treatment Workbook |Page

 Data Sheet and Guide for the Skill-Based Treatment of Problem Behavior (Revised: May 2019; FTF Behavioral Consulting, Inc.)
Organization:_________________________ Client Name:________________________ Skills Teacher:______________________________ Supervisor:____________________________ Consultant:_________________________

Functional Communication Training

Responses Reinforced Progressively Changing Response Requirements
Write in specific form; note if form Trial #:____ Trial #:____ Trial #:____ Trial #:____ Trial #:____ Instructions
Step Date changes within step EO SR EO SR EO SR EO SR EO SR
#: #: #: #: #: This sheet is to be used to guide the shaping
9 cFCR: cFCR cFCR cFCR cFCR cFCR
Eng Eng Eng Eng Eng of the skills as well as to record trial-by-trial
#: #: #: #: #: data during the EO and SR periods.
9 Improve form of communication cFCR cFCR cFCR cFCR cFCR
Eng Eng Eng Eng Eng
#: #: #: #: #: DATA COLLECTION
9 cFCR cFCR cFCR cFCR cFCR
Eng Eng Eng Eng Eng In EO, circle the response to EO if
#: #: #: #: #: independent; slash the response if prompted.
9 cFCR cFCR cFCR cFCR cFCR
Eng Eng Eng Eng Eng In SR, circle Eng if it occurred throughout
#: #: #: #: #:
9 cFCR cFCR cFCR cFCR cFCR majority of the SR period.
Eng Eng Eng Eng Eng
If one or more severe problem behaviors
#: #: #: #: #:
9 cFCR cFCR cFCR cFCR cFCR occurred in either EO or SR, write R1 or R1s,
Eng Eng Eng Eng Eng
respectively, next to the expected behavior.
#: #: #: #: #:
9 cFCR cFCR cFCR cFCR cFCR If one or more mild problem behaviors
Eng Eng Eng Eng Eng
occurred, write R2 or R2s, respectively, next
#: #: #: #: #:
9 cFCR cFCR cFCR cFCR cFCR to the expected behavior.
Eng Eng Eng Eng Eng
#: #: #: #: #:
9 cFCR cFCR cFCR cFCR cFCR SHAPING CRITERIA
Eng Eng Eng Eng Eng
#: #: #: #: #: Remain at each teaching step until 3
9 cFCR cFCR cFCR cFCR cFCR consecutive trials of the target response level
Eng Eng Eng Eng Eng
#: #: #: #: #: have been completed with zero PB, all
9 cFCR cFCR cFCR cFCR cFCR expected skills are occurring independently,
Eng Eng Eng Eng Eng
#: #: #: #: #: and engagement is consistent during SR.
9 cFCR cFCR cFCR cFCR cFCR
Eng Eng Eng Eng Eng
#: #: #: #: #: PROMPTING & REINFORCEMENT
9 cFCR cFCR cFCR cFCR cFCR
Eng Eng Eng Eng Eng The behaviors noted are those expected and
#: #: #: #: #: thus reinforced on the specified trial.
9 cFCR cFCR cFCR cFCR cFCR
Eng Eng Eng Eng Eng
#: #: #: #: #: The skills are to be prompted just prior to
9 cFCR cFCR cFCR cFCR cFCR
Eng Eng Eng Eng Eng being expected initially and then once
#: #: #: #: #: independent, still prompted if PB or
9 cFCR cFCR cFCR cFCR cFCR
Eng Eng Eng Eng Eng noncompliance occurs unexpectedly.
#: #: #: #: #:
9 cFCR cFCR cFCR cFCR cFCR
Eng Eng Eng Eng Eng NO PRE-EMPTIVE PROMPT PROBE
#: #: #: #: #: Every 4th or 5th trial progress the EO (all the
9 cFCR cFCR cFCR cFCR cFCR
Eng Eng Eng Eng Eng way to CAB6) without prompting the FCR
#: #: #: #: #: unless R1s or R2s occur. If FCR is emitted at
9 cFCR cFCR cFCR cFCR cFCR
Eng Eng Eng Eng Eng
any point, reinforce it. If R1s/R2s or
#: #: #: #: #:
9 cFCR cFCR cFCR cFCR cFCR noncompliance occur at any point, prompt
Eng Eng Eng Eng Eng
the FCR and reinforce the prompted FCR. If
#: #: #: #: #:
9 cFCR cFCR cFCR cFCR cFCR CAB6 expectations are completed, provide
Eng Eng Eng Eng Eng
the synthesized SR. On these trials, cross out
9 #: #: #: #: #:
cFCR cFCR cFCR cFCR cFCR the required responses and simply record if
Eng Eng Eng Eng Eng FCR, R1, R2 or CAB6 were emitted.
EO = establishing operation; SR = synthesized reinforcement; PB = problem behavior; Eng = Engagement; sFCR = simple functional communication response; cFCR = complex FCR

FTF Behavioral Consulting Skill-Based Treatment Workbook |Page

 Data Sheet and Guide for the Skill-Based Treatment of Problem Behavior (Revised: May 2019; FTF Behavioral Consulting, Inc.)
Organization:_________________________ Client Name:________________________ Skills Teacher:______________________________ Supervisor:____________________________ Consul tant:_________________________

Tolerance Response Training and Early Chaining

Responses Reinforced Progressively Changing Response Requirements
Write in specific form; note if form Trial #:____ Trial #:____ Trial #:____ Trial #:____ Trial #:____ Instructions
Step Date changes within step EO SR EO SR EO SR EO SR EO SR
#: cFCR #: cFCR #: #: cFCR #: This sheet is to be used to guide the shaping
10 cFCR or TR cFCR cFCR
Eng TR Eng TR Eng Eng TR Eng of the skills as well as to record trial-by-trial
#: #: cFCR #: cFCR #: cFCR #: data during the EO and SR periods.
10 Communicate and tolerate denial cFCR cFCR
Eng Eng TR Eng TR Eng TR Eng
cFCR #: #: cFCR #: #: cFCR #: DATA COLLECTION
10 cFCR cFCR
TR Eng Eng TR Eng Eng TR Eng In EO, circle the response to EO if
#: cFCR #: #: cFCR #: cFCR #: independent; slash the response if prompted.
10 cFCR cFCR
Eng TR Eng Eng TR Eng TR Eng
In SR, circle Eng if it occurred throughout
#: cFCR #: cFCR #: cFCR #: cFCR #:
10 cFCR majority of the SR period.
Eng TR Eng TR Eng TR Eng Eng
If one or more severe problem behaviors
#: #: cFCR #: cFCR #: cFCR #:
10 cFCR cFCR occurred in either EO or SR, write R1 or R1s,
Eng Eng TR Eng TR Eng TR Eng
respectively, next to the expected behavior.
cFCR #: #: cFCR #: #: cFCR #:
10 cFCR cFCR If one or more mild problem behaviors
TR Eng Eng TR Eng Eng TR Eng
#: cFCR #: #: cFCR #: cFCR #: occurred, write R2 or R2s, respectively, next
10 cFCR cFCR to the expected behavior.
Eng TR Eng Eng TR Eng TR Eng
#: cFCR #: cFCR #: #: cFCR #:
10 cFCR cFCR SHAPING CRITERIA
Eng TR Eng TR Eng Eng TR Eng
cFCR #: #: cFCR #: cFCR #: #: Remain at each teaching step until 3
10 cFCR cFCR consecutive trials of the target response level
TR Eng Eng TR Eng TR Eng Eng
#: cFCR #: #: cFCR #: cFCR #: have been completed with zero PB, all
10 cFCR cFCR expected skills are occurring independently,
Eng TR Eng Eng TR Eng TR Eng
#: #: cFCR #: cFCR #: cFCR #: and engagement is consistent during SR.
10 cFCR cFCR
Eng Eng TR Eng TR Eng TR Eng
cFCR #: #: cFCR #: #: cFCR #: PROMPTING & REINFORCEMENT
10 cFCR cFCR
TR Eng Eng TR Eng Eng TR Eng The behaviors noted are those expected and
#: cFCR #: #: cFCR #: cFCR #: thus reinforced on the specified trial.
10 cFCR cFCR
Eng TR Eng Eng TR Eng TR Eng
#: cFCR #: cFCR #: #: cFCR #: The skills are to be prompted just prior to
10 cFCR cFCR
Eng TR Eng TR Eng Eng TR Eng being expected initially and then once
cFCR #: #: cFCR #: cFCR #: #: independent, still prompted if PB or
10 cFCR cFCR
TR Eng Eng TR Eng TR Eng Eng noncompliance occurs unexpectedly.
#: cFCR #: #: cFCR #: cFCR #:
10 cFCR cFCR
Eng TR Eng Eng TR Eng TR Eng NO PRE-EMPTIVE PROMPT PROBE
#: #: cFCR #: cFCR #: cFCR #: Every 4th or 5th trial progress the EO (all the
10 cFCR cFCR
Eng Eng TR Eng TR Eng TR Eng way to CAB6) without prompting the FCR
cFCR #: #: cFCR #: #: cFCR #: unless R1s or R2s occur. If FCR is emitted at
10 cFCR cFCR
TR Eng Eng TR Eng Eng TR Eng
any point, reinforce it. If R1s/R2s or
#: cFCR #: #: cFCR #: cFCR #:
10 cFCR cFCR noncompliance occur at any point, prompt
Eng TR Eng Eng TR Eng TR Eng
the FCR and reinforce the prompted FCR. If
#: #: cFCR #: cFCR #: cFCR #:
10 cFCR cFCR CAB6 expectations are completed, provide
Eng Eng TR Eng TR Eng TR Eng
the synthesized SR. On these trials, cross out
cFCR #: #: cFCR #: cFCR #: #: the required responses and simply record if
10 cFCR cFCR
TR Eng Eng TR Eng TR Eng Eng FCR, R1, R2 or CAB6 were emitted.
EO = establishing operation; SR = synthesized reinforcement; PB = problem behavior; Eng = Engagement; cFCR = Complex FCR; TR = Tolerance response; CAB = Contextually appropriate behavior

FTF Behavioral Consulting Skill-Based Treatment Workbook |Page

Data Sheet and Guide for the Skill-Based Treatment of Problem Behavior (Revised: May 2019; FTF Behavioral Consulting, Inc.)
Organization:_________________________ Client Name:________________________ Skills Teacher:______________________________ Supervisor:____________________________ Consul tant:_________________________

Tolerance Response Training and Early Chaining

Responses Reinforced Progressively Changing Response Requirements
Write in specific form; note if form Trial #:____ Trial #:____ Trial #:____ Trial #:____ Trial #:____ Instructions
Step Date changes within step EO SR EO SR EO SR EO SR EO SR
cFCR cFCR This sheet is to be used to guide the shaping
#: cFCR #: #: #: #:
12 cFCR or TR or CAB 1 cFCR TR cFCR TR of the skills as well as to record trial-by-trial
Eng TR Eng Eng Eng Eng
CAB 1 CAB 1 data during the EO and SR periods.
cFCR cFCR
Communicate and tolerate denial cFCR #: #: cFCR #: #: #:
12 TR TR cFCR DATA COLLECTION
and relinquish positive reinforcers TR Eng Eng TR Eng Eng Eng
CAB 1 CAB 1 In EO, circle the response to EO if
cFCR cFCR cFCR independent; slash the response if prompted.
#: #: #: cFCR #: #:
12 TR cFCR TR TR
Eng Eng Eng TR Eng Eng In SR, circle Eng if it occurred throughout
CAB 1 CAB 1 CAB 1
majority of the SR period.
cFCR cFCR cFCR
#: #: #: #: #: If one or more severe problem behaviors
12 TR cFCR TR TR TR
Eng Eng Eng Eng Eng occurred in either EO or SR, write R1 or R1s,
CAB 1 CAB 1 CAB 1
cFCR cFCR cFCR respectively, next to the expected behavior.
#: #: #: cFCR #: #: If one or more mild problem behaviors
12 cFCR TR TR TR
Eng Eng Eng TR Eng Eng occurred, write R2 or R2s, respectively, next
CAB 1 CAB 1 CAB 1
cFCR cFCR cFCR to the expected behavior.
#: #: cFCR #: #: #:
12 TR TR cFCR TR
Eng Eng TR Eng Eng Eng
CAB 1 CAB 1 CAB 1 SHAPING CRITERIA
cFCR cFCR Remain at each teaching step until 3
cFCR #: #: cFCR #: #: #:
12 TR TR cFCR consecutive trials of the target response level
TR Eng Eng TR Eng Eng Eng
CAB 1 CAB 1 have been completed with zero PB, all
cFCR cFCR cFCR expected skills are occurring independently,
#: #: #: cFCR #: #:
12 TR cFCR TR TR and engagement is consistent during SR.
Eng Eng Eng TR Eng Eng
CAB 1 CAB 1 CAB 1
cFCR cFCR PROMPTING & REINFORCEMENT
#: cFCR #: #: #: #:
12 cFCR TR cFCR TR The behaviors noted are those expected and
Eng TR Eng Eng Eng Eng
CAB 1 CAB 1 thus reinforced on the specified trial.
cFCR cFCR
cFCR #: #: cFCR #: #: #:
12 TR TR cFCR The skills are to be prompted just prior to
TR Eng Eng TR Eng Eng Eng
CAB 1 CAB 1
being expected initially and then once
cFCR cFCR cFCR
#: #: #: cFCR #: #: independent, still prompted if PB or
12 TR cFCR TR TR
Eng Eng Eng TR Eng Eng noncompliance occurs unexpectedly.
CAB 1 CAB 1 CAB 1
cFCR cFCR
#: cFCR #: #: #: #: NO PRE-EMPTIVE PROMPT PROBE
12 cFCR TR cFCR TR
Eng TR Eng Eng Eng Eng Every 4th or 5th trial progress the EO (all the
CAB 1 CAB 1
cFCR cFCR way to CAB6) without prompting the FCR
cFCR #: #: cFCR #: #: #: unless R1s or R2s occur. If FCR is emitted at
12 TR TR cFCR
TR Eng Eng TR Eng Eng Eng
CAB 1 CAB 1 any point, reinforce it. If R1s/R2s or
cFCR cFCR noncompliance occur at any point, prompt
cFCR #: #: cFCR #: #: #:
12 TR TR cFCR the FCR and reinforce the prompted FCR. If
TR Eng Eng TR Eng Eng Eng
CAB 1 CAB 1 CAB6 expectations are completed, provide
cFCR cFCR the synthesized SR. On these trials, cross out
cFCR #: #: cFCR #: #: #:
12 TR TR cFCR the required responses and simply record if
TR Eng Eng TR Eng Eng Eng
CAB 1 CAB 1 FCR, R1, R2 or CAB6 were emitted.
EO = establishing operation; SR = synthesized reinforcement; PB = problem behavior; Eng = Engagement; cFCR = Complex FCR; TR = Tolerance response; CAB = Contextually appropriate behavior

FTF Behavioral Consulting Skill-Based Treatment Workbook |Page

 Data Sheet and Guide for the Skill-Based Treatment of Problem Behavior (Revised: May 2019; FTF Behavioral Consulting, Inc.)
Organization:_________________________ Client Name:________________________ Skills Teacher:______________________________ Supervisor:______________________ ______ Consultant:_________________________

Tolerance Response Training and Early Chaining

Responses Reinforced Progressively Changing Response Requirements
Write in specific form; note if form Trial #:____ Trial #:____ Trial #:____ Trial #:____ Trial #:____ Instructions
Step Date changes within step EO SR EO SR EO SR EO SR EO SR
cFCR This sheet is to be used to guide the shaping
cFCR cFCR
cFCR #: TR #: #: #: #: of the skills as well as to record trial-by-trial
13 CFCR or TR or CAB 1 or CAB 2 TR cFCR TR
TR Eng CAB 1 Eng Eng Eng Eng data during the EO and SR periods.
CAB 1 CAB 1
CAB 2
cFCR DATA COLLECTION
Communicate, tolerate denial, cFCR cFCR
#: #: TR #: cFCR #: #: In EO, circle the response to EO if
13 relinquish positive reinforcers, and TR cFCR TR
Eng Eng CAB 1 Eng TR Eng Eng
transition and get ready to learn CAB 1 CAB 1 independent; slash the response if prompted.
CAB 2
In SR, circle Eng if it occurred throughout
cFCR cFCR
cFCR majority of the SR period.
TR #: #: #: TR #: cFCR #:
13 cFCR TR If one or more severe problem behaviors
CAB 1 Eng Eng Eng CAB 1 Eng TR Eng
CAB 1 occurred in either EO or SR, write R1 or R1s,
CAB 2 CAB 2
cFCR cFCR respectively, next to the expected behavior.
cFCR If one or more mild problem behaviors
#: #: cFCR #: TR #: TR #:
13 cFCR TR occurred, write R2 or R2s, respectively, next
Eng Eng TR Eng CAB 1 Eng CAB 1 Eng
CAB 1
CAB 2 CAB 2 to the expected behavior.
cFCR cFCR
cFCR
cFCR #: #: TR #: #: TR #: SHAPING CRITERIA
13 TR cFCR
TR Eng Eng CAB 1 Eng Eng CAB 1 Eng Remain at each teaching step until 3
CAB 1
CAB 2 CAB 2 consecutive trials of the target response level
cFCR cFCR have been completed with zero PB, all
cFCR
#: #: TR #: cFCR #: TR #: expected skills are occurring independently,
13 TR cFCR
Eng Eng CAB 1 Eng TR Eng CAB 1 Eng and engagement is consistent during SR.
CAB 1
CAB 2 CAB 2
cFCR cFCR PROMPTING & REINFORCEMENT
cFCR
#: #: TR #: TR #: cFCR #:
13 TR cFCR The behaviors noted are those expected and
Eng Eng CAB 1 Eng CAB 1 Eng TR Eng
CAB 1 thus reinforced on the specified trial.
CAB 2 CAB 2
cFCR
cFCR cFCR The skills are to be prompted just prior to
cFCR #: TR #: #: #: #:
13 TR cFCR TR being expected initially and then once
TR Eng CAB 1 Eng Eng Eng Eng
CAB 1 CAB 1 independent, still prompted if PB or
CAB 2
cFCR cFCR noncompliance occurs unexpectedly.
cFCR
TR #: #: #: TR #: cFCR #:
13 cFCR TR NO PRE-EMPTIVE PROMPT PROBE
CAB 1 Eng Eng Eng CAB 1 Eng TR Eng
CAB 1
CAB 2 CAB 2 Every 4th or 5th trial progress the EO (all the
cFCR cFCR way to CAB6) without prompting the FCR
cFCR
#: TR #: #: cFCR #: TR #: unless R1s or R2s occur. If FCR is emitted at
13 cFCR TR
Eng CAB 1 Eng Eng TR Eng CAB 1 Eng any point, reinforce it. If R1s/R2s or
CAB 1
CAB 2 CAB 2 noncompliance occur at any point, prompt
the FCR and reinforce the prompted FCR. If
cFCR
cFCR cFCR CAB6 expectations are completed, provide
cFCR #: TR #: #: #: #:
13 TR cFCR TR the synthesized SR. On these trials, cross out
TR Eng CAB 1 Eng Eng Eng Eng
CAB 1 CAB 1 the required responses and simply record if
CAB 2
FCR, R1, R2 or CAB6 were emitted.
EO = establishing operation; SR = synthesized reinforcement; PB = problem behavior; Eng = Engagement; cFCR = Complex FCR; TR = Tolerance response; CAB = Contextually appropriate behavior

FTF Behavioral Consulting Skill-Based Treatment Workbook |Page

Data Sheet and Guide for the Skill-Based Treatment of Problem Behavior (Revised: May 2019; FTF Behavioral Consulting, Inc.)
Organization:_________________________ Client Name:________________________ Skills Teacher:______________________________ Supervisor:____________________________ Consultant:_________________________
Diversified Chaining Branch:_______________________ / New people:_______________________ / New locations:__________________ / Extended time:________
Responses Reinforced Progressively Changing Response Requirements
Write in specific form; note if form Trial #:____ Trial #:____ Trial #:____ Trial #:____ Trial #:____ Instructions
Step Date changes within step EO SR EO SR EO SR EO SR EO SR
cFCR This sheet is to be used to guide the shaping
cFCR
CFCR, TR, CAB 1, CAB 2, or CAB3 cFCR TR of the skills as well as to record trial-by-trial
cFCR #: TR #: #: #: #:
14 Communicate, tolerate denial, TR cFCR CAB 1 data during the EO and SR periods.
TR Eng CAB 1 Eng Eng Eng Eng
relinquish positive reinforcers, CAB 1 CAB 2
CAB 2
CAB3 DATA COLLECTION
cFCR In EO, circle the response to EO if
transition and get ready to learn, and/or cFCR
TR cFCR
cooperate/comply/respond accurately TR #: #: #: cFCR #: #: independent; slash the response if prompted.
14 cFCR CAB 1 TR
to 1-3 instructions within 1 activity, and/or CAB 1 Eng Eng Eng TR Eng Eng In SR, circle Eng if it occurred throughout
CAB 2 CAB 1
engage for 10-60 seconds in 1 activity CAB 2 majority of the SR period.
CAB3
cFCR If one or more severe problem behaviors
cFCR occurred in either EO or SR, write R1 or R1s,
TR cFCR cFCR
#: #: #: TR #: #: respectively, next to the expected behavior.
14 CAB 1 cFCR TR TR
Eng Eng Eng CAB 1 Eng Eng If one or more mild problem behaviors
CAB 2 CAB 1
CAB 2
CAB3 occurred, write R2 or R2s, respectively, next
cFCR to the expected behavior.
cFCR
cFCR TR
#: #: cFCR #: #: TR #:
14 cFCR TR CAB 1 SHAPING CRITERIA
Eng Eng TR Eng Eng CAB 1 Eng
CAB 1 CAB 2 Remain at each teaching step until 3
CAB 2
CAB3 consecutive trials of the target response level
cFCR have been completed with zero PB, all
cFCR
cFCR TR cFCR expected skills are occurring independently,
#: #: TR #: #: #:
14 TR CAB 1 cFCR TR and engagement is consistent during SR.
Eng Eng CAB 1 Eng Eng Eng
CAB 2 CAB 1
CAB 2
CAB3
PROMPTING & REINFORCEMENT
cFCR
cFCR cFCR The behaviors noted are those expected and
TR
#: #: TR #: cFCR #: TR #: thus reinforced on the specified trial.
14 CAB 1 cFCR
Eng Eng CAB 1 Eng TR Eng CAB 1 Eng
CAB 2
CAB 2 CAB 2 The skills are to be prompted just prior to
CAB3
cFCR cFCR being expected initially and then once
cFCR TR TR independent, still prompted if PB or
#: #: #: #: cFCR #: noncompliance occurs unexpectedly.
14 TR cFCR CAB 1 CAB 1
Eng Eng Eng Eng TR Eng
CAB 1 CAB 2 CAB 2
CAB3 CAB 3 NO PRE-EMPTIVE PROMPT PROBE
cFCR Every 4th or 5th trial progress the EO (all the
cFCR
cFCR TR way to CAB6) without prompting the FCR
#: TR #: #: cFCR #: #:
14 cFCR TR CAB 1 unless R1s or R2s occur. If FCR is emitted at
Eng CAB 1 Eng Eng TR Eng Eng
CAB 1 CAB 2 any point, reinforce it. If R1s/R2s or
CAB 2
CAB3 noncompliance occur at any point, prompt
cFCR the FCR and reinforce the prompted FCR. If
cFCR
cFCR cFCR TR
#: TR #: #: #: #: CAB6 expectations are completed, provide
14 TR TR cFCR CAB 1
Eng CAB 1 Eng Eng Eng Eng the synthesized SR. On these trials, cross out
CAB 1 CAB 2
CAB 2 the required responses and simply record if
CAB3
FCR, R1, R2 or CAB6 were emitted.
cFCR cFCR cFCR
#: #: #: #: #:
14 TR cFCR TR TR TR
Eng Eng Eng Eng Eng
CAB 1 CAB 1 CAB 1

FTF Behavioral Consulting Skill-Based Treatment Workbook |Page

 CAB 2 CAB 2
CAB3
EO = establishing operation; SR = synthesized reinforcement; PB = problem behavior; Eng = Engagement; cFCR = Complex FCR; TR = Tolerance response; CAB = Contextually appropriate behavior

Data Sheet and Guide for the Skill-Based Treatment of Problem Behavior (Revised: May 2019; FTF Behavioral Consulting, Inc.)
Organization:_________________________ Client Name:________________________ Skills Teacher:______________________________ Supervisor:____________________________ Consultant:_________________________

Diversified Chaining Branch:_______________________ / New people:_______________________ / New locations:__________________ / Extended time:________

Responses Reinforced Progressively Changing Response Requirements
Write in specific form; note if form Trial #:____ Trial #:____ Trial #:____ Trial #:____ Trial #:____ Instructions
Step Date changes within step EO SR EO SR EO SR EO SR EO SR
15 cFCR cFCR This sheet is to be used to guide the shaping
CFCR, TR, CAB 1 or 2, or CAB4
TR cFCR TR of the skills as well as to record trial-by-trial
Communicate, tolerate denial, #: #: #: #: cFCR #:
CAB 1 cFCR TR CAB 1 data during the EO and SR periods.
relinquish positive reinforcers, Eng Eng Eng Eng TR Eng
CAB 2 CAB 1 CAB 2
CAB4 CAB4 DATA COLLECTION
15 transition and get ready to learn, and/or cFCR cFCR In EO, circle the response to EO if
cFCR
cooperate/comply/respond accurately TR TR
#: #: cFCR #: #: TR #: independent; slash the response if prompted.
to 1-3 instructions within multiple cFCR CAB 1 CAB 1
Eng Eng TR Eng Eng CAB 1 Eng In SR, circle Eng if it occurred throughout
activities, CAB 2 CAB 2
CAB 2 majority of the SR period.
CAB4 CAB4
15 cFCR cFCR If one or more severe problem behaviors
cFCR occurred in either EO or SR, write R1 or R1s,
and/or TR TR
cFCR #: #: TR #: #: #: respectively, next to the expected behavior.
engage for 10-60 seconds in multiple CAB 1 cFCR CAB 1
TR Eng Eng CAB 1 Eng Eng Eng If one or more mild problem behaviors
activities CAB 2 CAB 2
CAB 2
CAB4 CAB4 occurred, write R2 or R2s, respectively, next
15 cFCR cFCR to the expected behavior.
TR TR cFCR
#: #: #: cFCR #: #:
CAB 1 cFCR CAB 1 TR SHAPING CRITERIA
Eng Eng Eng TR Eng Eng
CAB 2 CAB 2 CAB 1 Remain at each teaching step until 3
CAB4 CAB4 consecutive trials of the target response level
15 cFCR cFCR have been completed with zero PB, all
cFCR TR TR expected skills are occurring independently,
#: #: #: #: cFCR #:
TR cFCR CAB 1 CAB 1 and engagement is consistent during SR.
Eng Eng Eng Eng TR Eng
CAB 1 CAB 2 CAB 2
CAB4 CAB4
PROMPTING & REINFORCEMENT
15 cFCR cFCR
The behaviors noted are those expected and
TR cFCR TR
#: #: #: cFCR #: #: thus reinforced on the specified trial.
cFCR CAB 1 TR CAB 1
Eng Eng Eng TR Eng Eng
CAB 2 CAB 1 CAB 2
CAB4 CAB4 The skills are to be prompted just prior to
15 cFCR cFCR being expected initially and then once
cFCR independent, still prompted if PB or
TR TR
cFCR #: TR #: #: #: #: noncompliance occurs unexpectedly.
CAB 1 cFCR CAB 1
TR Eng CAB 1 Eng Eng Eng Eng
CAB 2 CAB 2
CAB 2
CAB4 CAB4 NO PRE-EMPTIVE PROMPT PROBE
15 cFCR cFCR Every 4th or 5th trial progress the EO (all the
TR TR cFCR way to CAB6) without prompting the FCR
#: #: #: cFCR #: #:
CAB 1 cFCR CAB 1 TR unless R1s or R2s occur. If FCR is emitted at
Eng Eng Eng TR Eng Eng
CAB 2 CAB 2 CAB 1 any point, reinforce it. If R1s/R2s or
CAB4 CAB4 noncompliance occur at any point, prompt
15 cFCR cFCR the FCR and reinforce the prompted FCR. If
cFCR
TR TR
#: #: cFCR #: #: TR #: CAB6 expectations are completed, provide
cFCR CAB 1 CAB 1
Eng Eng TR Eng Eng CAB 1 Eng the synthesized SR. On these trials, cross out
CAB 2 CAB 2
CAB 2
CAB4 CAB4

FTF Behavioral Consulting Skill-Based Treatment Workbook |Page

15 cFCR cFCR the required responses and simply record if
cFCR
TR TR FCR, R1, R2 or CAB6 were emitted.
cFCR #: #: TR #: #: #:
CAB 1 cFCR CAB 1
TR Eng Eng CAB 1 Eng Eng Eng
CAB 2 CAB 2
CAB 2
CAB4 CAB4
EO = establishing operation; SR = synthesized reinforcement; PB = problem behavior; Eng = Engagement; cFCR = Complex FCR; TR = Tolerance response; CAB = Contextually appropriate behavior

Data Sheet and Guide for the Skill-Based Treatment of Problem Behavior (Revised: May 2019; FTF Behavioral Consulting, Inc.)
Organization:_________________________ Client Name:________________________ Skills Teacher:______________________________ Supervisor:____________________________ Consultant:_________________________
Diversified Chaining Branch:_______________________ / New people:_______________________ / New locations:__________________ / Extended time:________
Responses Reinforced Progressively Changing Response Requirements
Write in specific form; note if form Trial #:____ Trial #:____ Trial #:____ Trial #:____ Trial #:____ Instructions
Step Date changes within step EO SR EO SR EO SR EO SR EO SR
16s cFCR cFCR This sheet is to be used to guide the shaping
CFCR, TR, CAB 1, 2, or CAB5-short cFCR
TR TR of the skills as well as to record trial-by-trial
Communicate, tolerate denial, #: #: #: TR #: cFCR #:
CAB 1 cFCR CAB 1 data during the EO and SR periods.
relinquish positive reinforcers, Eng Eng Eng CAB 1 Eng TR Eng
CAB 2 CAB 2
transition and get ready to learn, and/or CAB 2
CAB5-1 CAB5-6 DATA COLLECTION
16s cFCR cFCR In EO, circle the response to EO if
cooperate/comply/respond accurately
cFCR TR TR
to 1, 3, or 6 instructions #: #: cFCR #: #: #: independent; slash the response if prompted.
cFCR TR CAB 1 CAB 1
within multiple activities, Eng Eng TR Eng Eng Eng In SR, circle Eng if it occurred throughout
CAB 1 CAB 2 CAB 2
majority of the SR period.
CAB5-6 CAB5-1
16s cFCR cFCR If one or more severe problem behaviors
and/or TR TR cFCR occurred in either EO or SR, write R1 or R1s,
cFCR #: #: #: #: #: respectively, next to the expected behavior.
engage for 10, 60, or 120 seconds in CAB 1 CAB 1 cFCR TR
TR Eng Eng Eng Eng Eng If one or more mild problem behaviors
multiple activities CAB 2 CAB 2 CAB 1
CAB5-6 CAB5-3 occurred, write R2 or R2s, respectively, next
16s cFCR cFCR to the expected behavior.
cFCR
TR TR
#: #: TR #: cFCR #: #:
CAB 1 cFCR CAB 1 SHAPING CRITERIA
Eng Eng CAB 1 Eng TR Eng Eng
CAB 2 CAB 2 Remain at each teaching step until 3
CAB 2
CAB5-3 CAB5-6 consecutive trials of the target response level
16s cFCR cFCR have been completed with zero PB, all
cFCR TR TR expected skills are occurring independently,
#: #: #: #: cFCR #:
TR cFCR CAB 1 CAB 1 and engagement is consistent during SR.
Eng Eng Eng Eng TR Eng
CAB 1 CAB 2 CAB 2
CAB5-1 CAB5-6
PROMPTING & REINFORCEMENT
16s cFCR cFCR
cFCR The behaviors noted are those expected and
TR TR
#: TR #: #: cFCR #: #: thus reinforced on the specified trial.
cFCR CAB 1 CAB 1
Eng CAB 1 Eng Eng TR Eng Eng
CAB 2 CAB 2
CAB 2 The skills are to be prompted just prior to
CAB5-6 CAB5-3
16s cFCR cFCR being expected initially and then once
TR cFCR TR independent, still prompted if PB or
cFCR #: #: #: #: #: noncompliance occurs unexpectedly.
CAB 1 TR cFCR CAB 1
TR Eng Eng Eng Eng Eng
CAB 2 CAB 1 CAB 2
CAB5-1 CAB5-6 NO PRE-EMPTIVE PROMPT PROBE
16s cFCR cFCR Every 4th or 5th trial progress the EO (all the
cFCR
TR TR way to CAB6) without prompting the FCR
#: #: TR #: cFCR #: #:
CAB 1 cFCR CAB 1 unless R1s or R2s occur. If FCR is emitted at
Eng Eng CAB 1 Eng TR Eng Eng
CAB 2 CAB 2 any point, reinforce it. If R1s/R2s or
CAB 2
CAB5-6 CAB5-3 noncompliance occur at any point, prompt
16s #: cFCR #: cFCR #: cFCR #: cFCR #: the FCR and reinforce the prompted FCR. If
cFCR
Eng TR Eng TR Eng TR Eng TR Eng

FTF Behavioral Consulting Skill-Based Treatment Workbook |Page

 CAB 1 CAB 1 CAB 1 CAB6 expectations are completed, provide
CAB 2 CAB 2 the synthesized SR. On these trials, cross out
CAB5-1 CAB5-6 the required responses and simply record if
16s cFCR C cFCR FCR, R1, R2 or CAB6 were emitted.
cFCR
TR TR
#: #: #: cFCR #: TR #:
CAB 1 cFCR CAB 1
Eng Eng Eng TR Eng CAB 1 Eng
CAB 2 CAB 2
CAB 2s
CAB5-3 CAB5-6
EO = establishing operation; SR = synthesized reinforcement; PB = problem behavior; Eng = Engagement; cFCR = Complex FCR; TR = Tolerance response; CAB = Contextually appropriate behavior

Data Sheet and Guide for the Skill-Based Treatment of Problem Behavior (Revised: May 2019; FTF Behavioral Consulting, Inc.)
Organization:_________________________ Client Name:________________________ Skills Teacher:______________________________ Supervisor:____________________________ Consultant:_________________________
Diversified Chaining Branch:_______________________ / New people:_______________________ / New locations:__________________ / Extended time:________
Responses Reinforced Progressively Changing Response Requirements
Write in specific form; note if form Trial #:____ Trial #:____ Trial #:____ Trial #:____ Trial #:____ Instructions
Step Date changes within step EO SR EO SR EO SR EO SR EO SR
16m cFCR cFCR This sheet is to be used to guide the shaping
CFCR, TR, CAB 1, 2, or CAB5-medium cFCR
TR TR of the skills as well as to record trial-by-trial
Communicate, tolerate denial, #: #: #: TR #: cFCR #:
CAB 1 cFCR CAB 1 data during the EO and SR periods.
relinquish positive reinforcers, Eng Eng Eng CAB 1 Eng TR Eng
CAB 2 CAB 2
transition and get ready to learn, and/or CAB 2
CAB5-3 CAB5-10 DATA COLLECTION
16m cFCR cFCR In EO, circle the response to EO if
cooperate/comply/respond accurately
cFCR TR TR
to 1, 3, 6, or 10 instructions #: #: cFCR #: #: #: independent; slash the response if prompted.
cFCR TR CAB 1 CAB 1
within multiple activities, Eng Eng TR Eng Eng Eng In SR, circle Eng if it occurred throughout
CAB 1 CAB 2 CAB 2
majority of the SR period.
CAB5-3 CAB5-3
16m cFCR cFCR If one or more severe problem behaviors
and/or TR TR cFCR occurred in either EO or SR, write R1 or R1s,
cFCR #: #: #: #: #: respectively, next to the expected behavior.
and/or engage for 10, 60, 120, or 300 CAB 1 CAB 1 cFCR TR
TR Eng Eng Eng Eng Eng If one or more mild problem behaviors
seconds in multiple activities CAB 2 CAB 2 CAB 1
CAB5-10 CAB5-1 occurred, write R2 or R2s, respectively, next
16m cFCR cFCR to the expected behavior.
cFCR
TR TR
#: #: TR #: cFCR #: #:
CAB 1 cFCR CAB 1 SHAPING CRITERIA
Eng Eng CAB 1 Eng TR Eng Eng
CAB 2 CAB 2 Remain at each teaching step until 3
CAB 2
CAB5-1 CAB5-10 consecutive trials of the target response level
16m cFCR cFCR have been completed with zero PB, all
cFCR TR TR expected skills are occurring independently,
#: #: #: #: cFCR #:
TR cFCR CAB 1 CAB 1 and engagement is consistent during SR.
Eng Eng Eng Eng TR Eng
CAB 1 CAB 2 CAB 2
CAB5-6 CAB5-1
PROMPTING & REINFORCEMENT
16m cFCR cFCR
cFCR The behaviors noted are those expected and
TR TR
#: TR #: #: cFCR #: #: thus reinforced on the specified trial.
cFCR CAB 1 CAB 1
Eng CAB 1 Eng Eng TR Eng Eng
CAB 2 CAB 2
CAB 2 The skills are to be prompted just prior to
CAB5-1 CAB5-10
16m cFCR cFCR being expected initially and then once
TR cFCR TR independent, still prompted if PB or
cFCR #: #: #: #: #: noncompliance occurs unexpectedly.
CAB 1 TR cFCR CAB 1
TR Eng Eng Eng Eng Eng
CAB 2 CAB 1 CAB 2
CAB5-6 CAB5-3 NO PRE-EMPTIVE PROMPT PROBE
16m cFCR cFCR cFCR Every 4th or 5th trial progress the EO (all the
TR #: #: TR #: cFCR #: TR #: way to CAB6) without prompting the FCR
cFCR
CAB 1 Eng Eng CAB 1 Eng TR Eng CAB 1 Eng unless R1s or R2s occur. If FCR is emitted at
CAB 2 CAB 2 CAB 2

FTF Behavioral Consulting Skill-Based Treatment Workbook |Page

 CAB5-10 CAB5-1 any point, reinforce it. If R1s/R2s or
16m cFCR cFCR noncompliance occur at any point, prompt
cFCR TR TR the FCR and reinforce the prompted FCR. If
#: #: cFCR #: #: #: CAB6 expectations are completed, provide
cFCR TR CAB 1 CAB 1
Eng Eng TR Eng Eng Eng
CAB 1 CAB 2 CAB 2 the synthesized SR. On these trials, cross out
CAB5-3 CAB5-10 the required responses and simply record if
16m cFCR C cFCR FCR, R1, R2 or CAB6 were emitted.
cFCR
TR TR
#: #: #: cFCR #: TR #:
CAB 1 cFCR CAB 1
Eng Eng Eng TR Eng CAB 1 Eng
CAB 2 CAB 2
CAB 2s
CAB5-6 CAB5-10
EO = establishing operation; SR = synthesized reinforcement; PB = problem behavior; Eng = Engagement; cFCR = Complex FCR; TR = Tolerance response; CAB = Contextually appropriate behavior

Data Sheet and Guide for the Skill-Based Treatment of Problem Behavior (Revised: May 2019; FTF Behavioral Consulting, Inc.)
Organization:_________________________ Client Name:________________________ Skills Teacher:______________________________ Supervisor:____________________________ Consultant:_________________________
Diversified Chaining Branch:_______________________ / New people:_______________________ / New locations:__________________ / Extended time:________
Responses Reinforced Progressively Changing Response Requirements
Write in specific form; note if form Trial #:____ Trial #:____ Trial #:____ Trial #:____ Trial #:____ Instructions
Step Date changes within step EO SR EO SR EO SR EO SR EO SR
16l cFCR cFCR This sheet is to be used to guide the shaping
CFCR, TR, CAB 1, 2, or CAB5-long cFCR
TR TR of the skills as well as to record trial-by-trial
Communicate, tolerate denial, #: #: #: TR #: cFCR #:
CAB 1 cFCR CAB 1 data during the EO and SR periods.
relinquish positive reinforcers, Eng Eng Eng CAB 1 Eng TR Eng
CAB 2 CAB 2
transition and get ready to learn, and/or CAB 2
CAB5-6 CAB5-10+ DATA COLLECTION
16l cFCR cFCR In EO, circle the response to EO if
cooperate/comply/respond accurately
cFCR TR TR
to 1, 3, 6, 10, or more instructions #: #: cFCR #: #: #: independent; slash the response if prompted.
cFCR TR CAB 1 CAB 1
within multiple activities, Eng Eng TR Eng Eng Eng In SR, circle Eng if it occurred throughout
CAB 1 CAB 2 CAB 2
CAB5-1 CAB5-10+ majority of the SR period.
16l cFCR cFCR If one or more severe problem behaviors
and/or TR TR cFCR occurred in either EO or SR, write R1 or R1s,
cFCR #: #: #: #: #: respectively, next to the expected behavior.
engage for 10, 60, 120, 300, or more CAB 1 CAB 1 cFCR TR
TR Eng Eng Eng Eng Eng If one or more mild problem behaviors
seconds in multiple activities CAB 2 CAB 2 CAB 1
CAB5-3 CAB5-10 occurred, write R2 or R2s, respectively, next
16l cFCR cFCR to the expected behavior.
cFCR
TR TR
#: #: TR #: cFCR #: #:
CAB 1 cFCR CAB 1 SHAPING CRITERIA
Eng Eng CAB 1 Eng TR Eng Eng
CAB 2 CAB 2 Remain at each teaching step until 3
CAB 2
CAB5-1 CAB5-6 consecutive trials of the target response level
16l cFCR cFCR have been completed with zero PB, all
cFCR TR TR expected skills are occurring independently,
#: #: #: #: cFCR #:
TR cFCR CAB 1 CAB 1 and engagement is consistent during SR.
Eng Eng Eng Eng TR Eng
CAB 1 CAB 2 CAB 2
CAB5-10+ CAB5-10
PROMPTING & REINFORCEMENT
16l cFCR cFCR
cFCR The behaviors noted are those expected and
TR TR
#: TR #: #: cFCR #: #: thus reinforced on the specified trial.
cFCR CAB 1 CAB 1
Eng CAB 1 Eng Eng TR Eng Eng
CAB 2 CAB 2
CAB 2 The skills are to be prompted just prior to
CAB5-1 CAB5-6
16l cFCR cFCR being expected initially and then once
TR cFCR TR independent, still prompted if PB or
cFCR #: #: #: #: #: noncompliance occurs unexpectedly.
CAB 1 TR cFCR CAB 1
TR Eng Eng Eng Eng Eng
CAB 2 CAB 1 CAB 2
CAB5-10+ CAB5-3

FTF Behavioral Consulting Skill-Based Treatment Workbook |Page

16l cFCR cFCR NO PRE-EMPTIVE PROMPT PROBE
cFCR
TR TR Every 4th or 5th trial progress the EO (all the
#: #: TR #: cFCR #: #:
CAB 1 cFCR CAB 1 way to CAB6) without prompting the FCR
Eng Eng CAB 1 Eng TR Eng Eng
CAB 2 CAB 2 unless R1s or R2s occur. If FCR is emitted at
CAB 2
CAB5-1 CAB5-10+ any point, reinforce it. If R1s/R2s or
16l cFCR cFCR noncompliance occur at any point, prompt
cFCR TR TR
#: #: cFCR #: #: #: the FCR and reinforce the prompted FCR. If
cFCR TR CAB 1 CAB 1
Eng Eng TR Eng Eng Eng CAB6 expectations are completed, provide
CAB 1 CAB 2 CAB 2
the synthesized SR. On these trials, cross out
CAB5-10 CAB5-3
the required responses and simply record if
16l cFCR C cFCR
cFCR FCR, R1, R2 or CAB6 were emitted.
TR TR
#: #: #: cFCR #: TR #:
CAB 1 cFCR CAB 1
Eng Eng Eng TR Eng CAB 1 Eng
CAB 2 CAB 2
CAB 2s
CAB5-10+ CAB5-1
EO = establishing operation; SR = synthesized reinforcement; PB = problem behavior; Eng = Engagement; cFCR = Complex FCR; TR = Tolerance response; CAB = Contextually appropriate behavior

Data Sheet and Guide for the Skill-Based Treatment of Problem Behavior (Revised: May 2019; FTF Behavioral Consulting, Inc.)
Organization:_________________________ Client Name:________________________ Skills Teacher:______________________________ Supervisor:____________________________ Consultant:_________________________

Challenged Chaining Branch:_____________________ / New people:_______________________ / New locations:__________________ / Extended time:________

Responses Reinforced Progressively Changing Response Requirements
Write in specific form; note if form Trial #:____ Trial #:____ Trial #:____ Trial #:____ Trial #:____ Instructions
Step Date changes within step EO SR EO SR EO SR EO SR EO SR
CFCR, TR, CAB 1, 2, or CAB6 cFCR cFCR This sheet is to be used to guide the shaping
cFCR
Communicate, tolerate denial, TR TR of the skills as well as to record trial-by-trial
#: #: #: TR #: #:
17 relinquish positive reinforcers, CAB 1 cFCR CAB 1 TR data during the EO and SR periods.
Eng Eng Eng CAB 1 Eng Eng
transition and get ready to learn, and/or CAB 2 CAB 2
CAB 2
cooperate/comply/respond accurately CAB6-10+ i CAB6-6 i DATA COLLECTION
17 to 1, 3, 6, 10, or more instructions cFCR cFCR In EO, circle the response to EO if
within multiple activities, and/or cFCR TR TR
#: #: cFCR #: #: #: independent; slash the response if prompted.
engage for 10, 60, 120, 300, or more cFCR TR CAB 1 CAB 1
Eng Eng TR Eng Eng Eng In SR, circle Eng if it occurred throughout
seconds in multiple activities, CAB 1 CAB 2 CAB 2
majority of the SR period.
while being challenged CAB6-1 i CAB6-10 i
17 cFCR cFCR If one or more severe problem behaviors
TR TR cFCR occurred in either EO or SR, write R1 or R1s,
#: #: #: #: #: respectively, next to the expected behavior.
Challenges: TR CAB 1 CAB 1 cFCR TR
Eng Eng Eng Eng Eng If one or more mild problem behaviors
CAB 2 CAB 2 CAB 1
CAB6-3 i CAB6-10+ i occurred, write R2 or R2s, respectively, next
17 cFCR cFCR to the expected behavior.
cFCR
TR TR
#: #: TR #: cFCR #: #:
i. CAB 1
Eng
cFCR
Eng CAB 1 Eng TR Eng
CAB 1
Eng
SHAPING CRITERIA
CAB 2 CAB 2 Remain at each teaching step until 3
CAB 2
CAB6-1 i CAB6-6 i consecutive trials of the target response level
17 cFCR cFCR have been completed with zero PB, all
cFCR TR TR expected skills are occurring independently,
#: #: #: #: cFCR #:
TR cFCR CAB 1 CAB 1 and engagement is consistent during SR.
Eng Eng Eng Eng TR Eng
CAB 1 CAB 2 CAB 2
CAB6-10 i CAB6-3 i
PROMPTING & REINFORCEMENT
17 cFCR cFCR
cFCR The behaviors noted are those expected and
TR TR
#: TR #: #: cFCR #: #: thus reinforced on the specified trial.
ii. cFCR
Eng CAB 1 Eng
CAB 1
Eng TR Eng
CAB 1
Eng
CAB 2 CAB 2
CAB 2 The skills are to be prompted just prior to
CAB6-10+ i CAB6-3 i
17 cFCR #: cFCR #: cFCR #: #: cFCR #: being expected initially and then once
cFCR
TR Eng TR Eng TR Eng Eng TR Eng

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 CAB 1 CAB 1 CAB 1 independent, still prompted if PB or
CAB 2 CAB 2 noncompliance occurs unexpectedly.
CAB6-6 i CAB6-1 i
17 cFCR cFCR NO PRE-EMPTIVE PROMPT PROBE
cFCR
TR TR Every 4th or 5th trial progress the EO (all the
#: #: TR #: cFCR #: #:
iii. CAB 1
Eng
cFCR
Eng CAB 1 Eng TR Eng
CAB 1
Eng way to CAB6) without prompting the FCR
CAB 2 CAB 2
CAB 2 unless R1s or R2s occur. If FCR is emitted at
CAB6-6 i CAB6-10+ i
any point, reinforce it. If R1s/R2s or
17 cFCR cFCR
noncompliance occur at any point, prompt
cFCR TR TR
#: #: cFCR #: #: #: the FCR and reinforce the prompted FCR. If
cFCR TR CAB 1 CAB 1
Eng Eng TR Eng Eng Eng CAB6 expectations are completed, provide
CAB 1 CAB 2 CAB 2
CAB6-1 i CAB6-6 i the synthesized SR. On these trials, cross out
17 cFCR cFCR the required responses and simply record if
cFCR FCR, R1, R2 or CAB6 were emitted.
TR TR
#: #: #: cFCR #: TR #:
iv. CAB 1
Eng
cFCR
Eng
CAB 1
Eng TR Eng CAB 1 Eng
CAB 2 CAB 2
CAB 2
CAB6-10 i CAB6-10+ i
EO = establishing operation; SR = synthesized reinforcement; PB = problem behavior; Eng = Engagement; cFCR = Complex FCR; TR = Tolerance response; CAB = Contextually appropriate behavior

Data Sheet and Guide for the Skill-Based Treatment of Problem Behavior (Revised: May 2019; FTF Behavioral Consulting, Inc.)
Organization:_________________________ Client Name:________________________ Skills Teacher:______________________________ Supervisor:____________________________ Consultant:_________________________

Challenged Chaining Branch:_____________________ / New people:_______________________ / New locations:__________________ / Extended time:________

Responses Reinforced Progressively Changing Response Requirements
Write in specific form; note if form Trial #:____ Trial #:____ Trial #:____ Trial #:____ Trial #:____ Instructions
Step Date changes within step EO SR EO SR EO SR EO SR EO SR
CFCR, TR, CAB 1, 2, or CAB6 cFCR cFCR This sheet is to be used to guide the shaping
cFCR
Communicate, tolerate denial, TR TR of the skills as well as to record trial-by-trial
#: #: #: TR #: #:
17 relinquish positive reinforcers, CAB 1 cFCR CAB 1 TR data during the EO and SR periods.
Eng Eng Eng CAB 1 Eng Eng
transition and get ready to learn, and/or CAB 2 CAB 2
CAB 2
cooperate/comply/respond accurately CAB6-10+ ii CAB6-6 ii DATA COLLECTION
17 to 1, 3, 6, 10, or more instructions cFCR cFCR In EO, circle the response to EO if
within multiple activities, and/or cFCR TR TR
#: #: cFCR #: #: #: independent; slash the response if prompted.
engage for 10, 60, 120, 300, or more cFCR TR CAB 1 CAB 1
Eng Eng TR Eng Eng Eng In SR, circle Eng if it occurred throughout
seconds in multiple activities, CAB 1 CAB 2 CAB 2
majority of the SR period.
while being challenged CAB6-1 ii CAB6-10 ii
17 cFCR cFCR If one or more severe problem behaviors
TR TR cFCR occurred in either EO or SR, write R1 or R1s,
#: #: #: #: #: respectively, next to the expected behavior.
Challenges: TR CAB 1 CAB 1 cFCR TR
Eng Eng Eng Eng Eng If one or more mild problem behaviors
CAB 2 CAB 2 CAB 1
CAB6-3 ii CAB6-10+ ii occurred, write R2 or R2s, respectively, next
17 cFCR cFCR to the expected behavior.
cFCR
TR TR
#: #: TR #: cFCR #: #:
i. CAB 1
Eng
cFCR
Eng CAB 1 Eng TR Eng
CAB 1
Eng
SHAPING CRITERIA
CAB 2 CAB 2 Remain at each teaching step until 3
CAB 2
CAB6-1 ii CAB6-6 ii consecutive trials of the target response level
17 cFCR cFCR have been completed with zero PB, all
cFCR TR TR expected skills are occurring independently,
#: #: #: #: cFCR #:
TR cFCR CAB 1 CAB 1 and engagement is consistent during SR.
Eng Eng Eng Eng TR Eng
CAB 1 CAB 2 CAB 2
CAB6-10 ii CAB6-3 ii
PROMPTING & REINFORCEMENT
17 cFCR cFCR cFCR
The behaviors noted are those expected and
#: TR #: TR #: cFCR #: TR #:
ii. cFCR
Eng CAB 1 Eng CAB 1 Eng TR Eng CAB 1 Eng thus reinforced on the specified trial.
CAB 2 CAB 2 CAB 2

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 CAB6-10+ ii CAB6-3 ii The skills are to be prompted just prior to
17 cFCR cFCR being expected initially and then once
TR cFCR TR independent, still prompted if PB or
cFCR #: #: #: #: #: noncompliance occurs unexpectedly.
CAB 1 TR cFCR CAB 1
TR Eng Eng Eng Eng Eng
CAB 2 CAB 1 CAB 2
CAB6-6 ii CAB6-1 ii NO PRE-EMPTIVE PROMPT PROBE
17 cFCR cFCR Every 4th or 5th trial progress the EO (all the
cFCR
TR TR way to CAB6) without prompting the FCR
#: #: TR #: cFCR #: #:
iii. CAB 1
Eng
cFCR
Eng CAB 1 Eng TR Eng
CAB 1
Eng unless R1s or R2s occur. If FCR is emitted at
CAB 2 CAB 2 any point, reinforce it. If R1s/R2s or
CAB 2
CAB6-6 ii CAB6-10+ ii noncompliance occur at any point, prompt
17 cFCR cFCR the FCR and reinforce the prompted FCR. If
cFCR TR TR CAB6 expectations are completed, provide
#: #: cFCR #: #: #:
cFCR TR CAB 1 CAB 1
Eng Eng TR Eng Eng Eng the synthesized SR. On these trials, cross out
CAB 1 CAB 2 CAB 2
the required responses and simply record if
CAB6-1 ii CAB6-6 ii
FCR, R1, R2 or CAB6 were emitted.
17 cFCR cFCR
cFCR
TR TR
#: #: #: cFCR #: TR #:
iv. CAB 1
Eng
cFCR
Eng
CAB 1
Eng TR Eng CAB 1 Eng
CAB 2 CAB 2
CAB 2
CAB6-10 ii CAB6-10+ ii
EO = establishing operation; SR = synthesized reinforcement; PB = problem behavior; Eng = Engagement; cFCR = Complex FCR; TR = Tolerance response; CAB = Contextually appropriate behavior

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