Fearless (School Elective Program)


Transcending Specific Places, Cultures, & Times In Each Students Development

Through the lens bringing together concepts and content for deeper thinking and meaning; drawing instruction and students continually back to the significance of real life application,  the Fearless interactive learning skill curriculum includes a participant analysis of inner strength development, anger management and self control, and responsive skills. Fearless includes life skill development (time management, preparation, follow through, and positive emotion to self-esteem), and problem solving (re-balancing the imagination, critical thinking skills, and dealing with stressful environments).


The Fearless Affective Skills curriculum, training students to increase appropriate behavior, helps students learn problem-solving skills and better ways to respond in any type of situation. The program offers an intervention plan for both general education classrooms and special education classes. This intervention plan includes changes that will be made in classrooms or other environments to reduce or eliminate problem behaviors. The course curriculum teaches students how to define the problem; decide who "owns" the problem; think of as many solutions as possible to solve the problem; select a solution to try; use the solution; and evaluate its success. The Fearless curriculum emphasizes the importance of consequences and disciplines being different for students based on their individual needs.

Core Program Identifiers
These identifiers include the 1) progress of current participating students based on percentage successful and percentage unsuccessful; 2) next steps for non-responders; 3) exiting students (at the end of the semester; and 4) progress of students who have been faded from interventions.

Student Program Exit Criteria
To exit the program, students should 1) be passing, 2) be missing less than 10% of instructional time (days / classes), 3) and have less than three referrals for disciplinary infractions for the semester.


“Don’t let negativity empower your movement.

Create your roadmap through Affective Skills.”


Our Functional Behavioral Data Tracking System is a proprietary software designed to understand the variables within the environments that are associated with positive social interactions. In doing so, the software pinpoints behavioral event settings, triggers, problem behavior, targets of calculated needs, and functional analysis. The technology then develops a hypothesis around why problem behaviors occur and the functions of the behaviors. Direct observations of a student are used to develop and support the hypothesis about why problem behaviors are occurring with the student. The hypothesis is then tested and the software evaluates the success of the behavioral interventions that in turn are written into the students behavioral intervention plan.

Steps of the FBA Data Tracking Software Design

1. Data collected of event settings determining where the behaviors occur and where they do not.
2. Data collected of what may contribute to the behaviors and what is unique about the environments where behaviors are not a concern.
3. Data collected showing how behavior is different in the places where the problem behaviors do occur.
4. Data collected illustrating behaviors likely to occur in a specific set of circumstances or setting.
5. An educated guess (hypothesis) based on the data constructed around why problem behaviors occur and the function of the behaviors. It helps predict where and why problem behaviors are most likely to occur, and where and why they are least likely to occur.
6. Provides strategies to replace problem behaviors with appropriate behaviors that serve the same function for the child.
7. Provides positive behavioral interventions that are written into the students behavior intervention plan and identifies the students behavior(s) that most need to change.


Conditioned Minds Foundation has found incentive based rewards to be an effective tool for motivating self-learning skill development in High School students. Students are motivated to be more productive because they create a feeling of pride and achievement. Students tend to reach for higher benchmarks by setting realistic small term daily goals, then aligning all short term goals to see a visual display of how long term goals are attainable.







Instructional Goal Planning

Introductory Assessments


Performance Modeling

Prevention Over Inspection

Flow Chart: Continuous Improvement


A behavior intervention plan (BIP) is a plan used for teaching and rewarding positive behaviors. The plan describes the problem behavior, the reasons the behavior occurs and the intervention strategies that will address the problem behavior. Throughout the Fearless program, this intervention helps prevent or stop problem behaviors in school. The BIP is based on the results of the Functional Behavioral Assessment data tracking system, but does not always work as planned. There can be a mismatch between the intervention and the targeted behavior. We may assume the misbehavior happens for one reason, but the real reason is something else completely. Another reason the intervention plan may not work once the Functional Behavioral Assessment data is provided is a failure to monitor and adjust the rewards or reinforcement for appropriate behavior over time. Although certain rewards worked the first time, they can get old over time and need to be switched up.

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