| |
| |
| |
| Using Functional Behavioral Assessment in Schools: Contexts and Challenges | |
| |
| |
| |
| Functional Behavioral Assessment in Schools: The Current Context | |
| |
| |
| Introduction | |
| |
| |
| The Context | |
| |
| |
| Legislative Demands | |
| |
| |
| Availability of Resources and Skills in Schools | |
| |
| |
| Maturing Technology | |
| |
| |
| Supplementary Section | |
| |
| |
| |
| Changing the Way We Think about Assessment and Intervention for Problem Behavior | |
| |
| |
| Introduction | |
| |
| |
| Human Behavior Is Functional | |
| |
| |
| Human Behavior Is Predictable | |
| |
| |
| Human Behavior Is Changeable | |
| |
| |
| Assessment | |
| |
| |
| Simple Functional Behavioral Assessment | |
| |
| |
| Full Functional Behavioral Assessment | |
| |
| |
| Functional Analysis | |
| |
| |
| Intervention | |
| |
| |
| |
| Embedding Functional Behavioral Assessment Within School Systems: Case Examples | |
| |
| |
| |
| Conducting a Functional Behavioral Assessment | |
| |
| |
| Introduction | |
| |
| |
| The Assessment Process | |
| |
| |
| Simple Functional Behavioral Assessment (Simple FBA) | |
| |
| |
| Full Functional Behavioral Assessment (Full FBA) | |
| |
| |
| Supplementary Section | |
| |
| |
| |
| Designing a Behavior Support Plan | |
| |
| |
| Introduction | |
| |
| |
| Competing Behaviors | |
| |
| |
| Contextual Fit | |
| |
| |
| Example 1 | |
| |
| |
| Example 2 | |
| |
| |
| Individualizing the Behavior Support Plan | |
| |
| |
| Documenting a Behavior Support Plan | |
| |
| |
| Supplementary Section | |
| |
| |
| |
| Evaluating and Modifying the Behavior Support Plan | |
| |
| |
| Introduction | |
| |
| |
| Rationale | |
| |
| |
| Critical Elements | |
| |
| |
| Assessing Changes in Behavior | |
| |
| |
| Documenting the Evaluation Plan | |
| |
| |
| Assessing Feasibility and Fidelity of Behavior Support Plan Implementation | |
| |
| |
| Assessing Parent, Teacher, and Student Satisfaction | |
| |
| |
| Data-Based Decisions | |
| |
| |
| Maintenance Plan | |
| |
| |
| |
| 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? | |
| |
| |
| Introduction | |
| |
| |
| Behavior Support Team Structure | |
| |
| |
| Behavior Support Team Membership | |
| |
| |
| School Principal | |
| |
| |
| Individual with Competence in Behavioral Assessment and Intervention | |
| |
| |
| Representative Sample of School Staff | |
| |
| |
| Parent | |
| |
| |
| Behavior Support Team Roles and Responsibilities | |
| |
| |
| Management Roles | |
| |
| |
| Performance Roles | |
| |
| |
| |
| How Do You Get the Behavior Support Team to Work Together as a Team? | |
| |
| |
| Introduction | |
| |
| |
| Organizing Structure | |
| |
| |
| Organizing Procedure | |
| |
| |
| |
| How Do You Generate within-Building Capacity for FBA on the Behavior Support Team? | |
| |
| |
| Introduction | |
| |
| |
| The Challenge | |
| |
| |
| The Goal | |
| |
| |
| Requirements and Commitments | |
| |
| |
| Priorities | |
| |
| |
| Resources | |
| |
| |
| Continuum of Behavior Support Systems | |
| |
| |
| A Model for Generating within-Building Capacity | |
| |
| |
| Expected Training Outcomes | |
| |
| |
| The Training Model | |
| |
| |
| Leadership Models | |
| |
| |
| Model 1 | |
| |
| |
| Model 2 | |
| |
| |
| Model 3 | |
| |
| |
| Supplementary Section | |
| |
| |
| Appendices | |
| |
| |
| |
| Request for Assistance Form | |
| |
| |
| |
| Functional Behavioral Assessment-Behavior Support Plan Protocol (F-BSP Protocol) | |
| |
| |
| |
| Functional Assessment Checklist for Teachers and Staff (FACTS) | |