Behavior Intervention Plans Based on Tier 3 Functional Behavioral Assessments

The school special education evaluation process can be a time of uncertainty for many families. Some families are apprehensive and unaware of the services that can be offered to them and their children. Many are not prepared to contribute ideas or have limited knowledge of possible resources. The chapter lays out how social workers can capitalize on their understanding of systems, mental health, child development, strengths-based perspective, social justice, and equity to best serve these families and their children during this process. The chapter presents an overview of the special education process; fundamental federal, state, and local policies and procedures; eligibility requirements; functional behavioral assessments; behavior intervention plans; and measurable individualized educational program goals. It reviews the essential steps that school social workers must take to ensure a comprehensive process while collaborating within a multidisciplinary team.

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Functional Behavioral Assessments: Legal Requirements and Challenges

School Psychology Review ◽

10.1080/02796015.2001.12086112 ◽

2001 ◽

Vol 30 (2) ◽

pp. 239-251 ◽

Cited By ~ 10

Author(s):

Erik Drasgow ◽

Mitchell L. Yell

Keyword(s):

Legal Requirements ◽

Functional Behavioral Assessments ◽

Behavioral Assessments

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Behavior Intervention Plans

Encyclopedia of Special Education ◽

10.1002/9781118660584.ese0300 ◽

2014 ◽

Author(s):

Tim Knoster ◽

Kristy Kelly ◽

Kelly McGraw

Keyword(s):

Behavior Intervention ◽

Behavior Intervention Plans

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Digital Behavior Intervention Plans: Effects on General Education Teacher Fidelity of Implementation

Journal of Special Education Technology ◽

10.1177/0162643419854502 ◽

2019 ◽

Vol 35 (3) ◽

pp. 155-166

Author(s):

Christopher Holcomb ◽

Joshua N. Baker ◽

Cori More

Keyword(s):

General Education ◽

Students With Disabilities ◽

Student Behavior ◽

Study Data ◽

Fidelity Of Implementation ◽

Behavior Intervention ◽

Probe Design ◽

Behavior Intervention Plans ◽

General Education Teacher ◽

Teacher Student

The purpose of this study was to investigate the effects of digital behavior intervention plans (DBIPs) with multimedia anchored instruction on general education teachers’ fidelity of implementation while teaching students with disabilities. A multiple probe design was used to investigate the effects of DBIPs across six teacher–student dyads. The effects on student desirable and undesirable behaviors were also examined across all phases of the study. Data for all six teacher participants suggest a functional relationship and show that all teachers increased their fidelity of implementation of BIPs. In addition, the teachers’ fidelity of implementation of the BIPs showed a moderate to high effect on increasing desirable student behavior and neutralized undesirable student behavior. Further results and implications for fidelity of implementation and research are discussed.

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Functional Behavior Assessments and Behavior Intervention Plans in Rural Schools: An Exploration of the Need, Barriers, and Recommendations

Preventing School Failure Alternative Education for Children and Youth ◽

10.1080/1045988x.2016.1144555 ◽

2016 ◽

Vol 60 (4) ◽

pp. 305-310 ◽

Cited By ~ 2

Author(s):

Lindsay Oram ◽

Sarah Owens ◽

Melissa Maras

Keyword(s):

Rural Schools ◽

Behavior Intervention ◽

Behavior Intervention Plans ◽

Functional Behavior ◽

Functional Behavior Assessments ◽

And Behavior

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IMPLEMENTATION OF BASIC SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTION SUPPORTS BY SCHOOL PERSONNEL

Men Disability Society ◽

10.5604/17345537.1233863 ◽

2016 ◽

Vol 4 (34) ◽

pp. 5-14

Author(s):

Jonathan Chitiyo

Keyword(s):

Implementation Process ◽

School Personnel ◽

Positive Behavior ◽

Behavior Support ◽

Behavioral Expectations ◽

Widespread Implementation ◽

Functional Behavioral Assessments ◽

Positive Behavior Intervention ◽

Behavioral Assessments ◽

Problem Behavior In Schools

School-Wide Positive Behavior Support (SWPBS) is increasingly becoming a popular approach to managing problem behavior in schools. Despite its widespread implementation, little research has been done focusing on the implementation process. The purpose of the current study was to explore the implementation of SWPBIS in school systems. Specifically, the researcher wanted to examine the extent to which school personnel used different SWPBIS classroom- based practices. Results indicated that the most frequently used practices were teaching students behavior expectations and rewarding students who met the behavioral expectations. The least used practices were collecting data for decision making, graphing data, and conducting functional behavioral assessments. Recommendations and implications are provided.

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