Kansas Institute for Positive Behavior Support

Targeted Case Management

SECTION 2

Section 2 contains information about the foundation for positive behavior support. If you take the time to build a good foundation, you will develop a plan that will effectively support the focus individual and maintain active involvement from each team member. As a case manager or any member of a support team you are often pulled from all directions and sometimes asked to do the impossible. Remember, as you are practicing what you have learned in this guide, always take time to keep yourself healthy. As a case manager or any member of a support team you are pulled from all directions and sometimes asked to do the impossible

A. Collaborative Team Process
Many behavior support plans that are well written and include sound and accurate interventions are filed away without ever being used. One reason for this implementation failure may due to the lack of attention given to how well a behavior support plan matches the values, skills, and resources within an environment.

Frequently, specialists are asked to recommend how to address specific behavior problems. These outside experts might conduct an assessment, write a report, and present the information to the individuals requesting it. Sometimes the recommendations made are very complex making implementation difficult. At other times, the recommended interventions, although effective, require so much skill, effort, or resources, that implementation is impossible. Additionally, interventions may also fail if they are not a good match with the values and beliefs of the individuals who are supposed to implement. A positive behavior support plan that is considered a good match with the values, skills, and resources available is said to have good "contextual fit."

The active involvement of the individual, parents, staff, and other professionals is essential to ensuring that a positive behavior support plan has good contextual fit. This also helps to ensure that the positive behavior support process results in strategies that take into account:

The strengths and needs of the person engaging in problem behavior,
The abilities of the people who will implement the plan,
The feasibility of interventions that are identified given available resources, and
The features of the social and physical environment where the plan will be implemented.

Another advantage of the team approach is that the workload can be balanced across several team members. Sharing responsibilities for gathering information, implementing interventions, and evaluating the results makes it less likely that any one person will feel overwhelmed.

Before beginning a team process, it is important to consider information, tools, and strategies that can enhance collaboration and problem solving. Teams providing support to a child or adult are often defined by their diversity. Every group of individuals brings unique strengths and perspectives to a meeting. The combination of personalities that come together in a group can result in positive and exciting outcomes. Each person-centered plan and positive behavior support effort can vary significantly in the degree of complexity and time needed to implement the interventions and strategies identified. Professionals should tailor the plans to the unique needs of an individual. Positive behavior support does not take a standardized or "cookbook" approach. Teams members must work together to identify strengths, needs, set goals, and find solutions to the problems.

A simple problem solving method includes:

Identifying the problem,
Brainstorming solutions,
Deciding which solutions should be implemented

Identifying the problem or issue. A clearly stated problem is easier for the team to understand and address. It is important for the team to carefully review the information already gathered before problem solving begins (e.g., evaluation results, person-centered plans, etc.). After reviewing data that have been collected about an issue, team members can identify the most important variables related to the problem. Once the issues are clearly defined, team members can decide which issues are considered a higher priority and should be addressed first.

Brainstorming. Brainstorming is an activity that team members can use to generate many different ideas in a short period of time. It involves the active participation of all team members. During brainstorming sessions, all team members openly share their ideas. Some basic ground rules to follow when brainstorming include:

There are no wrong ideas during brainstorming. All ideas should be shared during the brainstorming session without judgment or criticism.
The greater the number of ideas generated, the more likely team members will be able to select ones that best address the issue.
Team members should try as best they can to focus on the identified issue(s) and not the complexity of the situation.
All team members need to participate in brainstorming including the focus person whenever possible.
Record all ideas on flip chart paper and in large print, so team members can refer to the ideas during the brainstorming session.
Keep the brainstorming session short (15 minutes or less is recommended).

Decide which solutions should be implemented. At the end of a brainstorming session, the team should discuss the pros and cons of each of the ideas in a positive and constructive manner. Everyone should have the opportunity to participate equally. Deciding which solutions to implement may sometimes be difficult. If teams cannot come to an agreement, there are a number of strategies that may be used, including Consensus Making Strategies, Negotiation, or Voting. You may learn more about specific strategies for problem solving in each of the Kansas Institute for Positive Behavior Support modules.

For more information and resources:
http://www.kipbs.org/new_kipbs/fsi/teamBuild.html

B. Collecting Assessment Data
Gathering information about the world around us is an important first step when making decisions. We check the temperature to decide what type of coat to wear, we look at the number of vacation days we have earned before planning a trip, and we check to see what we have in the cupboard when making a shopping list. If you think about it, these bits of information, or data, help guide us in our decisions every day. Why wouldn't we collect similar information in order to better support the individuals we work with every day?

The best way to make a decision is to look at how behavior has changed (or not changed) over a period of time. That way, the trends or tendencies of an individual's behavior can be better understood. Without data to base decisions on, we could be responding to subjective information that may or may not accurately reflect the real situation. While our sense of what is happening may be accurate, it is always important to "back up" intuition with objective information.

One of the most important things to do when supporting someone who is experiencing difficulties is to collect information about the behavior and situations around it, so that we can better define what the problem actually is, and in turn, develop more accurate strategies to deal with it. Some information that may be important to gather includes:

How often it occurs,
Under what circumstances it is most and least likely to occur, and
Information about related behaviors.

Gathering information about a person's appropriate behaviors is just as important as collecting information about problem behaviors. For instance, in most vocational situations, the skills of an individual are assessed to determine what types of job training he or she will need. Teachers evaluate academic skills to determine what types of instruction are necessary for a child to succeed.

The data collected to determine what may be occurring is called Assessment Data. There are direct and indirect methods to collect assessment data.

1.Indirect Methods:
One of the most straightforward means of gathering information for conducting a Functional Behavior Assessment is to simply ask caregivers or an informant why they believe that an individual engages in problem behavior. Indirect methods of gathering information include brief questionnaires, checklist, and ratings scales. These types of information gathering methods are cost effective and may provide a good first step in the process of gathering information for the functional assessment.

Another strategy for obtaining information regarding the variables influencing an individual's problem behavior is to use an interview format that allows the caregiver to respond to open-ended as well as directed questions. One of the most commonly used interviews is called the Functional Assessment Interview (FAI; O'Neill et al., 1997). The FAI allows one to obtain information about the current issues surrounding problem behavior from the individual's primary caregiver as well as others in his or her environment. There is a long version that can be completed by primary caregivers and a shortened version that can be completed by the target individual. The entire FAI interview takes anywhere from 30-90 minutes to complete. Example Form

Other ways to gather functional assessment information indirectly include reviewing previous assessments and evaluations. Medical records, old behavior support plans, psychological reports, Individual Education or Family Service Plans, mental health documents, laboratory results, and allied health provider assessments (e.g., occupational therapy, speech and language therapy, and nursing) are all sources of useful information. Special permission is often required to obtain these records and issues of confidentiality are associated with acquiring access to this information. Although record reviews are sometimes considered to be a supplemental addition to the functional assessment, the information obtained can provide important insights into the development of the problem behavior and details about the person's health and communication history.
http://www.kipbs.org/new_kipbs/files /RecordReview.pdf
http://www.kipbs.org/new_kipbs/files /PositiveEnvironmentChecklist.pdf

2. Direct Methods:
Direct observations can be used validate information gathered with indirect methods and to identify and evaluate hypotheses about the function maintaining a problem behavior.

Direct observation methods help to identify the relationship between the occurrence of problem behaviors and environmental events that occur closely in time to the behavior. Through direct observations, the observer collects data on the frequency of targeted problem behavior as well as other events that occur before and after the behavior.

In addition, direct observations can provide valuable information regarding other behaviors that may be in the same response class as the problem behavior and that could be used as replacement behaviors in an intervention.

Direct observations can also be used to identify and confirm hypotheses regarding the function of the behavior, information needed to create an effective positive behavior support plan.

Some direct observation methods include:

Scatter plot
ABC Chart
Functional Assessment Observation tool

Scatter plot
A common tool for gathering direct observation information is the scatter plot. A scatter plot (Touchette, MacDonald, & Langer, 1985) is an interval recording method that can help to identify whether there are any patterns of problem behavior that occur during specific time periods across the day.

The scatter plot is essentially a grid with time plotted on the y-axis and successive days plotted on the x-axis. The amount of time within each square of the grid can vary given the frequency of the problem behavior (e.g., 15 minute, 30 minute, or 1 hour intervals). Each square is filled in when problem behavior occurs, using codes based on the frequency of the behavior. For example, a square of the grid is completely filled in when the behavior occurs during the interval at what is considered a high frequency for that individual (e.g., 7-10 times), it's half filled in if the behavior occurs at a moderate level (e.g., 2-7 times), and it is left blank if no problem behavior occurs. Based on the density and number of squares filled in one the grid across the day, a pattern may emerge providing clues regarding the variables that may be affecting problem behavior at certain times of the day or across days of the week or month.

ABC Chart
One of the best methods for collecting direct observation data is an A-B-C (Antecedent-Behavior-Consequence) chart.

Although this may be done by simply writing down everything that occurs during a period of time in a narrative, running account (e.g., Bijou, Peterson, & Ault, 1968), and the information can then be coded and interpreted to look at patterns or correlations between certain events and behavior, an alternative is to note the antecedents and consequences of behavior using a chart that allows you to fill in the appropriate information before and after the target behavior (Reichle & Johnston, 1993). One of the advantages to this type of data collection method is that information regarding a wide variety of behaviors and events can be evaluated.

Functional Assessment Observation Form (O'Neill et al., 1997) A more complex, but efficient direct observation method, the Functional Assessment Observation Form (O'Neill et al., 1997), combines elements of the scatter plot and ABC chart. The form allows one to enter information regarding the behavior(s) of interest, as well as any special setting events, antecedents, and consequences that might be related. Several possible antecedents and functions that have already been identified can be listed on the form. The individual is observed over time by either an outside observer or by a primary caregiver in the environment and each instance of problem behavior is recorded on the form, as well as antecedents and consequences related to it.

Advantages and Disadvantages of Direct Observations
Direct observation methods have a number of advantages: 1) data collection is fairly easy and requires minimal training, 2) the observations can be done unobtrusively and no changes in the person's life are needed, and 3) the data can often be gathered by individuals who are already in the environment.

A possible disadvantage to direct observation includes reactivity from either the person being observed or by other individuals in his or her environment. The presence of an observer may cause individuals in the environment to act differently then they would if no observer was present.

Another possible disadvantage is that the behavior may not occur, or not enough, during the observation time. This may be due to inadequate opportunities to collect data, the fact that the behavior simply occurs at a low frequency, or due to environmental constraints that limit opportunities to observe the behavior. Without an adequate number of opportunities to observe the occurrence of the behavior, it can be difficult to identify the antecedents and consequences for the behavior.

There are several ways to minimize these disadvantages:

Conduct observations on several different occasions. This will allow issues such as reactivity to the observer to decrease and provide increased opportunities to observe the behavior.
Conduct observations across a variety of settings and situations. This will provide the person doing the assessment the opportunity to observe the behavior under several different setting event and antecedent conditions, which have an effect on the occurrence of the behavior.
Have people in the person's daily environment collect data. This increases the opportunities for data collection and reduces reactivity to an outside observer

It is important to remember that direct observation data provide correlational information about the events that may be affecting problem behavior naturally occurring within the individual's environment. Although correlational data provide support that certain events are related, they do not confirm beyond a doubt the causal relationship between a behavior and an environmental event. In other words, based on the data collected, you can come up with some hypotheses about what may be affecting behavior and a strong likelihood that your hypotheses are correct. Also, it is important to collect information regarding other factors that may affect an individual's quality of life, which in turn can affect problem behavior. Therefore, directly measuring other aspects of a person's life besides problem behavior may be helpful, including the amount and quality of a person's social interactions with peers and caregivers, level of communication skills, vocational/self-care/academic abilities, and daily activity patterns.

Resources and Tools:
http://rrtcpbs.fmhi.usf.edu/rrtcpbsweb/Products/fbapractice.pdf
http://www.kipbs.org/new_kipbs/fsi/behavassess.html

C. The ABC's of Behavior

Setting events:
A setting event may occur immediately before a problem behavior or days in advance of the behavior. Setting events change how an individual responds to events and situations in his or her environment by changing the effectiveness of the consequences (both reinforcers and punishers) in the environment. Some setting events are easy to identify, but other setting events can be more difficult. For example, the death of a grandfather may occur weeks before a child's behavior problems begin to emerge at school. We may assume that the child has recovered from the event or has finished mourning his grandfather's death, but new events or circumstances for the child may be associated with problem behavior weeks or even months later.

The most common setting events can be due to environmental, social, or physiological factors.
- Environmental setting events are those events that occur in the physical surroundings and that have an effect on behavior. Examples include the number of children in the school cafeteria, the level of noise on a playground.
- Social setting events are more directly related to people or social situations in the environment. For example, a friend's hurtful remark may make going to school less reinforcing. Having just been the center of attention at a party may make positive statements from a boyfriend less reinforcing.
- Physiological setting events include health or physical events. For example, being sick with the flu certainly makes food less reinforcing. In addition, it can also have an emotional impact such as making a mother more likely to lose her temper with her kids when they are being noisy. Chronic medical conditions or physical impairments can also have an impact on behavior. Having asthma makes playing soccer outside less reinforcing than indoor activities. A child with cerebral palsy may find playing board games more difficult than playing computer games with a joystick.
It is important to evaluate all possible setting events since their impact on behavior is often overlooked. Too often we identify the environmental events that occur directly before and/or after a problem behavior and do not take into account these other types of events.
Antecedents:
The stimulus or event that directly precedes a problem behavior is defined as an antecedent. These events (or stimuli) are often said to "trigger" for problem behavior. For example, problem behavior may occur in the presence of certain individuals, the presence of a particular staff person may be an antecedent for problem behavior if that person frequently gives instructions in an authoritative manner. A certain type of activity can also serve as a trigger for problem behavior. For example, being prompted to complete a complicated math problem may be more likely to cause problem behavior than an easier assignment.
Consequences:
Consequences that maintain behavior are said to "reinforce" the behavior that they follow. There are three types of reinforcement,
- Positive reinforcement
- Negative reinforcement, and
- Sensory or automatic reinforcement
There are several types of reinforcers: Edible, tangible, activity, social
- Anything can act as a reinforcer
- Reinforcers are specific to the person
- Reinforcers can change: There are times when certain things are more attractive than others
- Remember: Reinforcers always increase behavior!!!!!
Consequences that decrease behavior from happening in the future are said to "punish" the behavior that they follow.

D. Operational Definitions and Hypothesis Building
Once you have collected all of the functional assessment data your teams needs, the next step is to use this information to specifically define the target behavior and to build hypothesis statements describing the behavior, and the function or functions maintaining it.

D. Operational Definitions and Hypothesis Building
Once you have collected all of the functional assessment data your teams needs, the next step is to use this information to specifically define the target behavior and to build hypothesis statements describing the behavior, and the function or functions maintaining it.

Operational Definitions
Operational definitions are essential for assessing, changing, and evaluating interventions. An operational definition should include a brief title for the behavior. For example, "aggression." The next step is to provide information about what the behavior looks like, or in other words, the topography or physical movements involved. For example, "aggression is defined as hitting adults and peers." However, a hit with an open hand on the back is much different from a punch in the face with a fist, but both would fall under the category of "aggression" and "hitting," therefore, this needs to be specified. Information about the behavior's intensity should be included as well. The intensity of a hit may vary greatly. A hit may be described as contact with another person that leaves no marks or results in slight redness to the skin. On the other hand, forceful hits might be described as contact with another person that can throw a person off balance or result in severe bruising.

Elements of an Operational Definition

A title
A brief description of the behavior
The topography of the behavior (what it looks like specifically)
Description of the behavior's intensity

Criterion	Definition	Good Example	Bad Example
Objectivity	Refers to observable characteristics of the behavior or to events in the environment that can be observed.	The number of cigarettes smoked.	The amount of time spent studying.
Clarity	The definition is so clear that another person unfamiliar with the behavior could measure it consistently.	A tantrum is defined as screaming, shouting, whining, stomping feet, throwing things, or slamming doors.	Count each time the person seems depressed.
Completeness	The boundaries of the behavior are clearly delineated so that responses can be easily included or excluded. This usually includes a time frame for measurement as well.	A new episode of tantrums is counted if there is at least 10 minutes of calm between behaviors	Keep track of how often the person seems to be in a good or a bad mood

Operational definitions describe the behavior in objective terms. A good definition identifies what should and should not be counted, and provides a specific time frame for data collection. Often these definitions are developed based on informal observations of the individual.

Hypothesis Building
Once the data have been gathered and reviewed, and the behaviors specified and defined, look for patterns that emerge across different sources of information; evidence that an event or issue is related to problem behavior becomes stronger when it appears in multiple assessment sources and across both indirect and direct assessment methods.

The information gathered can be organized by first listing all of the possible setting events related to the problem behavior, the antecedents that trigger problem behavior, the problem behavior itself, and the consequences that may be maintaining the problem behavior. Note that there may be more than one function identified for each behavior. If you have more than one possible function maintaining problem behavior, create two different hypothesis statements.

In some cases, it can be useful to list all of the behaviors in a response class (behaviors maintained by the same function) within one hypothesis statement. In other situations, creating a hypothesis statement for each behavior will help the team remain clear about how a person's problem behaviors are related.

The positive behavior support plan is developed based upon these hypothesis statements.

Examples of hypothesis statements

Greg is the class clown and often will make jokes and be off task in a number of ways. It appears that if he has been working for a long period of time or has had little interaction with his peers or his supervisor, he is more likely to disrupt the workroom by making rude comments, inappropriate jokes, or leaving his work station. His coworkers can't help but react and laugh when he starts doing these things.

Here is a possible hypothesis for what is maintaining Greg's disruptive behavior:

Setting Event	Antecedent	Behaviors	Consequence/ Function
No peer interaction for past hour	Independent work assignment	Making jokes Out of seat/off task	Gets peer attention

Mei Lin doesn't always get up early enough to eat breakfast in the morning before going to school. She is slow to warm up to the classroom routine and unfortunately, math, her most difficult subject, is scheduled first thing in the morning. On days that she doesn't have time to eat breakfast and when her math worksheets are given to her, she knocks the materials off her desk, throws items at her paraprofessional, and attempts to kick and hit peers or educational staff. When this happens, her teacher will reschedule the math for after lunch when Mei Lin is usually calmer and more likely to complete her work. To help keep her calm, Mei Lin is usually allowed to work on an art project, which is one of her favorite activities.

The following hypothesis statements may be derived by Mei Lin's team to describe the situation. Note that problem behavior may be controlled by either escape from the task or access to the preferred activity (art project):

Setting Event	Antecedent	Behaviors	Consequence/ Function
No breakfast	Difficult math work	Throws work materials, aggression	Escape from a difficult task
Setting Event	Antecedent	Behaviors	Consequence/ Function
No breakfast	Difficult math work	Throws work materials, aggression	Gets to do preferred activity

E. Measuring the Behavior
Once the target behavior has been defined clearly, and the hypothesis statement identified, the next step is to determine what is the best way to measure this behavior. The team will need to identify,

Who will be recording the behavior;
How will the measures be collected; and
How often observations will occur.

In many settings, a person within the setting records the data. This person should be in fairly close proximity to the individual they are observing to make sure all instances of the behavior can be seen. The observer should be trained to identify and record all relevant behavior in a timely way to help ensure that the data are accurate. Sometimes a person may record his or her own behavior using self-monitoring. Self-monitoring can be a valuable strategy for managing your own behavior or for teaching others to monitor their behavior.

Data collection is important, as this will allow the team to determine the effects of the interventions, and how to proceed based on this information. Data collected before any interventions have been implemented are referred to as a baseline data. In order to evaluate the effects of the interventions, baseline data are compared to the data gathered during interventions. There are a number of data collection methods that can be used to measure behavior. Different aspects of the target behavior may be measured using different recording methods and each has its own strengths and weaknesses.

For more information on data collection methods, click here

Resources and Measurement Tools:
http://www.kipbs.org/new_kipbs/fsi/behavassess.html

F. Intervention: Increasing Appropriate Behavior
Most of the information in this section was gathered from the Encouraging Student Progress (ESP) - Facilitator Training Notebook. Tieghi-Benet, M. C., Miller, L. K., Reiners, J. A., Robinett, B. E., Freeman, R. L., Smith, C. L., Baer, D. M., & Palmer, A. (2000).

When working with a family member or a member of a support team usually the main question is, "how do we make this stop?" We want to support the focus individual to the best of our ability. If an intervention is being "thrown" at the problem this may cause harm, increase undesirable behaviors as well as being confusing to the focus individual and all members of his/her circle of support. For interventions to be effective, time spent developing these interventions, and ensuring that everyone implements them in the same way, is important.

There are several things that you can do to try to change a behavior:

You can do things before the behavior occurs, to encourage appropriate and/or discourage problem behaviors
You can do things after the behavior occurs, to encourage appropriate and/or discourage problem behaviors

Most of the time, you will be able to discourage problem behaviors simply by focusing on increasing appropriate behaviors.

Increasing Appropriate Behavior
Determining appropriate behaviors to focus on:

Look at the function of the behavior:
- What are some appropriate behaviors that would serve the same function as the problem behavior?
- You may want to select one of these behaviors to encourage
Look at the problem behavior:
- What are some other behaviors that may be incompatible with this behavior?
- You may want to select one of these behaviors to encourage
Other appropriate behaviors

Before the behavior occurs:

Make sure that the person knows how to do the appropriate behavior: Practice the appropriate behavior
Set up the environment for success
Look at setting events and antecedents of problem behavior: Is there a way to change these to encourage appropriate behaviors and discourage problem behaviors?
State the contingencies
Give choices
Prompt the appropriate behavior
Give rationales as to why it is important to engage in such a behavior
Model the appropriate behavior
Reinforce others for engaging in the appropriate behavior with behavior specific praise

After the appropriate behavior occurs:

Reinforce it!

About Reinforcers
There are several types of reinforcers: Edible, tangible, activity, social

Anything can act as a reinforcer
Reinforcers are specific to the person
Reinforcers can change: There are times when certain things are more attractive than others

Remember: Reinforcers always increase behavior!!!!!

Selecting reinforcers:

You can look at a list of items to get ideas of things that may act as reinforcers
You can present a variety of choices and see which items/activities the person selects
You can observe the person to try to determine things that they like
You can ask the person
You can look at the consequences maintaining inappropriate behaviors and use these as reinforcers for appropriate behaviors

It is always a good idea to have a variety of reinforcers available:

This provides variety: If you always use the same reinforcer, after a while it may lose strength.
This provides choice: If you have a selection of reinforcers, you are more likely to have something that is reinforcing at that particular point in time. In addition, choice, in itself, may also be a reinforcer.
One way to provide a variety of reinforcers is to have a list of potential reinforcers - A "reinforcer menu" -

How to present a reinforcer:

Whenever you are reinforcing a behavior, no matter what the reinforcer is, it is always a good idea to present it with behavior specific praise:
- This allows the person to know exactly what behavior is being reinforced
- This will be helpful in the future, when decreasing the rate of reinforcement ("thinning" reinforcement)

When to present a reinforcer:

At first, it is very important to reinforce the desired behavior immediately after it occurs, and to reinforce it every time that it occurs:

Reinforcing the behavior immediately after it occurs provides immediate feedback to the person.
In addition, by reinforcing immediately you are minimizing the time lapse between the behavior and the reinforcer, decreasing the chances that other behaviors will occur before the reinforcer is given, and therefore decreasing the chances of reinforcing the wrong behavior
If the reinforcer is one that may not be provided immediately, for example an activity, you should at least try to provide immediate feedback, let the person know that they have "earned" that reinforcer and when it will take place, and make sure that you follow through (regardless of the behavior that occurs in between).
Reinforcing the behavior every time that it occurs lets the person know that you are paying attention to their behavior, and that they are doing what you want them to be doing.

Once the behavior is established, you should slowly begin to increase the time lapse between the behavior and the presentation of the reinforcer, as well as begin to decrease the rate of reinforcement:

The reason for increasing the time lapse between the behavior and the presentation of the reinforcer is so that it resembles the more natural context, where the person usually needs to be a little patient.
The reason for decreasing the rate of reinforcement is that if behavior is reinforced every single time that it occurs, once reinforcement stops the behavior will quickly decrease. If behavior is reinforced every once in a while this will maintain and strengthen the behavior, as the person will know that reinforcer is still available.

Reinforcer quantity:

If too much of the reinforcer is provided in a small amount of time, the reinforcer is likely to lose strength quickly
How much of the reinforcer to provide depends on the type of reinforcer and on the number of times that it may be presented in a given amount of time
It is important to provide enough of the reinforcer to maintain the behavior, but not too much that the person will lose interest

Teaching New Behavior
Sometimes, the person may not display the behavior that we would like to see because they do not know how to perform that particular behavior.

When teaching a new behavior, it is a good idea to:

Begin by naming the behavior or the skill that you are going to tech,
Provide a rationale as to why this behavior is important,
Describe the behavior that you are going to teach,
Model the behavior,
Ask the person to practice the behavior, and
Reinforce each attempt or approximation to the behavior.
As the behavior begins to occur, reinforce closer and closer approximations.

It is important to understand that a new behavior may take some time to develop. At first, you will probably need to prompt the behavior for the behavior to occur, and you will need to reinforce approximations to the behavior (even if they are not good approximations to it).

With increased practice, the behavior will begin to look closer and closer to what the final product should look like. As this occurs, you should increase your criteria for reinforcement.

Example - Suppose that you want to teach Todd to bring all of his materials class:

You should explain to Todd why it is important that he bring all of his materials to class, and describe specifically what you mean by "all materials" (notebook, pen, pencil, textbook, coloring pencils).
You would then have Todd practice gathering these items from his locker and bring them to class.
At first, you might need to prompt Todd to get the items. However, it is possible that even with the prompt, Todd might come back to class with only a pencil. This is okay: It is a first step, and you should reinforce this behavior rather than punish not having all of the items.
Once Todd starts to bring a pencil to class on a regular basis, you might require him to also have another item in order to provide reinforcement, for instance he might need to have a pencil and a notebook.
Once the pencil and the notebook get to class on a regular basis, you might increase the requirement to 3 items for reinforcement to occur, and so on.

Reinforcing closer and closer approximations to the final behavior is referred to as "shaping."

Resources and Tools:
Additional information and resources regarding interventions can be found in the KIPBS Module 7.