This much-needed volume presents an up-to-date conceptual model and practical tools for systematically addressing the challenges of problem behavior in schools. Spelling out both the 'whys' and 'hows' of developing and implementing individual behavior support plans, the book gives particular attention to the organizational and team-based structures needed to effect change. Outlined are field-tested procedures that enable the practitioner to: * evaluate student needs using functional behavioral assessment * transform assessment results into practical, function-based interventions for grades K-8 *develop school-wide systems that support the assessment and intervention process *establish clear roles for leaders and members of behavior support teams *work collaboratively with administrators, teachers, students, and parents *meet federal mandates despite limited time and resources An invaluable resource and text, the book features illustrative case examples, figures, and charts. Also included are reproducible assessment instruments, parent and teacher forms, sample meeting agendas, and other useful materials.

Deanne A. Crone, PhD, is Assistant Professor of School Psychology at the University of Oregon.

Robert H. Horner, PhD, is Professor of Special Education at the University of Oregon and director of Educational Community Supports (ECS), a College of Education research unit.

PART ONE. USING FUNCTIONAL BEHAVIORAL ASSESSMENT IN SCHOOLS: CONTEXTS AND CHALLENGES

Functional Behavioral Assessment in Schools: The Current Context

3

(8)

Introduction

3

(2)

The Context

5

(1)

Legislative Demands

5

(1)

Availability of Resources and Skills in Schools

6

(2)

Maturing Technology

7

(1)

Supplementary Section

8

(3)

Changing the Way We Think about Assessment and Intervention for Problem Behavior

11

(18)

Introduction

11

(4)

Human Behavior Is Functional

11

(1)

Human Behavior Is Predictable

12

(1)

Human Behavior Is Changeable

13

(2)

Assessment

15

(9)

Simple Functional Behavioral Assessment

21

(2)

Full Functional Behavioral Assessment

23

(1)

Functional Analysis

24

(1)

Intervention

24

(5)

PART TWO. EMBEDDING FUNCTIONAL BEHAVIORAL ASSESSMENT WITHIN SCHOOL SYSTEMS: CASE EXAMPLES

Conducting a Functional Behavioral Assessment

29

(26)

Introduction

29

(1)

The Assessment Process

30

(24)

Simple Functional Behavioral Assessment (Simple FBA)

35

(9)

Full Functional Behavioral Assessment (Full FBA)

44

(10)

Supplementary Section

54

(1)

Designing a Behavior Support Plan

55

(15)

Introduction

55

(1)

Competing Behaviors

55

(5)

Contextual Fit

60

(2)

Example 1

61

(1)

Example 2

61

(1)

Individualizing the Behavior Support Plan

62

(1)

Documenting a Behavior Support Plan

63

(5)

Supplementary Section

68

(2)

Evaluating and Modifying the Behavior Support Plan

70

(17)

Introduction

70

(1)

Rationale

70

(1)

Critical Elements

71

(11)

Assessing Changes in Behavior

72

(4)

Documenting the Evaluation Plan

76

(4)

Assessing Feasibility and Fidelity of Behavior Support Plan Implementation

80

(1)

Assessing Parent, Teacher, and Student Satisfaction

81

(1)

Data-Based Decisions

82

(2)

Maintenance Plan

84

(3)

PART THREE. USING FUNCTIONAL BEHAVIORAL ASSESSMENT WITHIN SCHOOL SYSTEMS: QUESTIONS AND CONSIDERATIONS

Who Will Be Involved in the Behavior Support Team and What Is Needed from Each Person?

87

(9)

Introduction

87

(1)

Behavior Support Team Structure

88

(3)

Behavior Support Team Membership

91

(2)

School Principal

91

(1)

Individual with Competence in Behavioral Assessment and Intervention

92

(1)

Representative Sample of School Staff

92

(1)

Parent

93

(1)

Behavior Support Team Roles and Responsibilities

93

(3)

Management Roles

93

(2)

Performance Roles

95

(1)

How Do You Get the Behavior Support Team to Work Together as a Team?

96

(14)

Introduction

96

(1)

Organizing Structure

97

(3)

Organizing Procedure

100

(10)

How Do You Generate within-Building Capacity for FBA on the Behavior Support Team?

110

(53)

Introduction

110

(1)

The Challenge

110

(1)

The Goal

111

(1)

Requirements and Commitments

111

(4)

Priorities

111

(1)

Resources

112

(2)

Continuum of Behavior Support Systems

114

(1)

A Model for Generating within-Building Capacity

115

(5)

Expected Training Outcomes

115

(1)

The Training Model

116

(4)

Leadership Models

120

(2)

Model 1

120

(1)

Model 2

121

(1)

Model 3

121

(1)

Supplementary Section

122

(5)

APPENDICES

Appendix A Request for Assistance Form

127

(2)

Appendix B Functional Behavioral Assessment-Behavior Support Plan Protocol (F-BSP Protocol)

129

(18)

Appendix C Functional Assessment Checklist for Teachers and Staff (FACTS)

147

(4)

Appendix D Student-Guided Functional Assessment Interview (Primary)

151

(2)

Appendix E Assessing Activity Routines Form

153

(2)

Appendix F Brief Functional Assessment Interview Form

155

(2)

Appendix G Functional Behavioral Assessment Observation Form

157

(2)

Appendix H Functional Assessment Observation Form

159

(2)

Appendix I A Checklist for Assessing the Quality of Behavior Support Planning: Does the Plan (or Planning Process) Have These Features?

161

(2)

References

163

(4)

Index

167

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