Functional Behavioral Assessments and Behavior Support Plans for Work-Based Learning

This article provides an overview of how reinforcement serves as the foundation for a function-based approach to support students with challenging behavior. Understanding reinforcement is essential when providing function-based support for students with challenging behavior. Reinforcement “strengthens” behavior, increasing the probability that similar behaviors occur again. By understanding and using reinforcement accurately, educators conduct efficient functional behavioral assessments; develop and implement positive, aligned, and individualized behavior support plans; and avoid misrules and misconceptions about reinforcement.

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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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Functional Behavior Assessments and Behavior Support Plans

Comprehensive Behavior Management: Individualized, Classroom, and Schoolwide Approaches Comprehensive behavior management: Individualized, classroom, and schoolwide approaches ◽

10.4135/9781452243931.n4 ◽

2012 ◽

pp. 110-145

Keyword(s):

Behavior Support ◽

Behavior Support Plans ◽

Functional Behavior ◽

Functional Behavior Assessments ◽

And Behavior

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Tracking behavior assessment methodology and support strategies: a national survey of how schools utilize functional behavioral assessments and behavior intervention plans

Emotional and Behavioural Difficulties ◽

10.1080/13632750903073459 ◽

2009 ◽

Vol 14 (3) ◽

pp. 215-228 ◽

Cited By ~ 15

Author(s):

Michael A. Couvillon ◽

Lyndal M. Bullock ◽

Robert A. Gable

Keyword(s):

National Survey ◽

Behavior Intervention ◽

Behavior Assessment ◽

Assessment Methodology ◽

Behavior Intervention Plans ◽

Support Strategies ◽

Functional Behavioral Assessments ◽

Behavioral Assessments ◽

And Behavior ◽

Tracking Behavior

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Classroom-Based Functional Behavioral Assessment

Journal of Disability Policy Studies ◽

10.1177/1044207311399380 ◽

2011 ◽

Vol 22 (3) ◽

pp. 140-149 ◽

Cited By ~ 6

Author(s):

R. Allan Allday ◽

J. Ron Nelson ◽

Caroline S. Russel

Keyword(s):

Behavioral Assessment ◽

Teacher Involvement ◽

Behavior Intervention Plan ◽

Disabilities Education Act ◽

Intervention Plan ◽

Functional Behavioral Assessments ◽

Brief Functional Analysis ◽

Behavioral Assessments ◽

Education Act ◽

And Behavior

Functional behavioral assessments (FBA) have been mandated for use in schools since the reauthorization of the Individuals with Disabilities Education Act in 1997. Prior to this time, FBA were under-utilized in schools because of the complexity of the process. Translating this tool into an applied use in the schools has proven challenging to practicing teachers. We examined data-based and practical articles related to key components of FBA, including data collection, hypothesis development, brief functional analysis, and behavior intervention plan development and how these components are utilized and disseminated.Computer database searches returned 45 articles related to teacher involvement in the FBA process. Results suggest that each component is being disseminated in both data-based and practical articles to varying degrees; however, there remains a gap in the research-to-practice application of FBA.

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Barriers to implementing classroom management and behavior support plans: An exploratory investigation

Psychology in the Schools ◽

10.1002/pits.22127 ◽

2018 ◽

Vol 56 (1) ◽

pp. 5-17 ◽

Cited By ~ 11

Author(s):

Melissa A. Collier-Meek ◽

Lisa M. H. Sanetti ◽

Ashley M. Boyle

Keyword(s):

Classroom Management ◽

Behavior Support ◽

Behavior Support Plans ◽

Exploratory Investigation ◽

And Behavior

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Outcomes of Behavior Support Training to an Agency Providing Residential and Vocational Support to Persons with Developmental Disabilities

Journal of the Association for Persons with Severe Handicaps ◽

10.2511/rpsd.23.2.144 ◽

1998 ◽

Vol 23 (2) ◽

pp. 144-148 ◽

Cited By ~ 11

Author(s):

Daniel J. Baker

Keyword(s):

Best Practice ◽

Direct Care ◽

Care Staff ◽

Behavior Support ◽

Persons With Disabilities ◽

Behavior Support Plans ◽

Functional Assessments ◽

One Year ◽

And Behavior ◽

Vocational Support

The development of behavior support strategies in the homes and workplaces of persons with disabilities remains a challenge. This report presents a study of behavior support training for a residential and vocational support agency. Three training sessions were provided to managerial and direct-care staff, during which trainees worked in teams to plan or complete functional assessments and behavior support plans for focus persons supported by the agency. Before training, there were no complete functional assessments for the focus persons but there were behavior support plans for two of the focus persons. Posttraining, functional assessments and behavior support plans were either developed or improved to meet the standards for best practice for all focus persons. One behavior support plan was not written until approximately one year after the completion of the training sessions. The frequency of problem behavior was reduced for all focus persons. The limitations and strengths of this approach are described herein for clinicians and researchers.

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Alignment of Supplementary Aids and Services With Student Needs and Placement

Intellectual and Developmental Disabilities ◽

10.1352/1934-9556-59.3.187 ◽

2021 ◽

Vol 59 (3) ◽

pp. 187-203

Author(s):

Samantha Gross Toews ◽

Russell Johnston ◽

Jennifer A. Kurth ◽

Andrea L. Ruppar ◽

Jessica A. McQueston ◽

...

Keyword(s):

Social Communication ◽

Low Frequency ◽

Future Research ◽

Behavior Support ◽

Significant Disabilities ◽

Policy Practice ◽

Placement Decisions ◽

Communication Needs ◽

Educational Placements ◽

And Behavior

Abstract Trends in the supplementary aids and services (SAS) written in individualized education programs (IEPs) for students with significant disabilities (a) in different educational placements, (b) with and without behavior support plans (BSP), and (c) with and without complex communication needs (CCN) are examined using multivariate analysis of variance. Results show no significant differences in SAS for students across separate, resource, and inclusive placements. Students with BSPs had significantly more collaborative and behavior SAS than those without BSPs. Students with CCN had significantly more social-communication SAS than those whose IEPs indicated little to no communication support needs; however, 51.1% of students with CCN had no social-communication SAS. Findings raise concern around the extent to which SAS are considered before placement decisions, the high frequency of paraprofessional support for students with BSPs, and the low frequency of social-communication SAS written for students with CCN. Implications for policy, practice, and future research are provided.

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