Building Positive Behavior Support Systems in Schools : Functional Behavioral Assessment

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