You Can Help Every Provider Have a Better Understanding of Functional Behavior Assessment! A Review of the Website: Basic FBA to BSP

2017 ◽  
Vol 26 (3) ◽  
pp. 152-154 ◽  
Author(s):  
Gwendolyn Joy Shultz ◽  
Nathan Havens ◽  
Beth Newberry Gurney ◽  
Jon Burt
Keyword(s):  
Classroom Behavior ◽  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
State University ◽  
Behavior Support ◽  
Functional Behavior ◽  
Portland State University ◽  
And Behavior ◽  
Support Plan ◽  
Analyze Data

Managing problematic classroom behavior is a challenge for many teachers, regardless of population. The website, www.basicfba.com , designed by researchers at Portland State University, offers teachers and practitioners a wealth of materials to assist them in conducting and maintaining a functional behavior assessment and behavior support plan. Tools are also provided to allow participants to graph and analyze data. This article gives an overview of the resources available and how they may be used.

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

1998 ◽  
Vol 23 (2) ◽  
pp. 144-148 ◽  
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.

Functional Behavior Assessments and Behavior Intervention Plans: Legal Requirements and Professional Recommendations

2016 ◽  
Vol 19 (3) ◽  
pp. 180-190 ◽  
Author(s):  
Lauren W. Collins ◽  
Perry A. Zirkel
Keyword(s):  
Best Practice ◽  
Behavior Intervention ◽  
Legal Requirements ◽  
Behavior Intervention Plans ◽  
State Laws ◽  
Functional Behavior ◽  
Functional Behavior Assessments ◽  
Education Act ◽  
Critical Components ◽  
And Behavior

Functional behavior assessments (FBAs) and behavior intervention plans (BIPs) are critical components in the education of students with, or at risk for, emotional disturbance (ED). The purpose of this article is to compare the legal requirements with the professional requirements for FBAs and BIPs. The comparison is first according to the procedural dimension (e.g., the when and how questions) and then on the substantive dimension (the what question). The results reveal a dramatic difference between the legal requirements under the Individuals With Disabilities Education Act and the professional recommendations for best practice. Our recommendation for both scholars and practitioners is not to fuse or confuse these two levels: one representing the mandatory minimum and the other representing the professional desideratum. Rather, due differentiation provides a proper framework for proposed additions to federal and state laws, strategic opportunities for advocacy in the litigation process, and ample latitude for effective choices for prophylactic practice.

Understanding Motivating Operations and the Impact on the Function of Behavior

2020 ◽  
Vol 56 (2) ◽  
pp. 119-122
Author(s):  
Doris Adams Hill ◽  
Theoni Mantzoros ◽  
Jonté C. Taylor
Keyword(s):  
Behavioral Interventions ◽  
Special Educators ◽  
Motivating Operations ◽  
Behavior Intervention Plans ◽  
Education Professionals ◽  
Functional Behavior ◽  
Special Education Professionals ◽  
And Function ◽  
And Behavior ◽  
The Impact

Special educators are often considered the experts in their school when it comes to developing functional behavior assessments (FBA) and behavior intervention plans (BIP), yet rarely are they trained much beyond basic antecedents, behaviors, and consequences (ABC). This column discusses concepts that will expand special education professionals’ knowledge to make better decisions regarding interventions for the students they serve. Specifically, the focus is on motivating operations (MO) and function-based interventions and the implications of these on behavior. Knowledge of the concept of MOs can enhance a teacher’s ability to provide evidence-based interventions and more fully developed behavioral interventions for students in their purview.

Alignment of Supplementary Aids and Services With Student Needs and Placement

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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