Behavior Plans

Functional Behavior Assessment

Developed by: Rachel Freeman, Ph.D., University of Kansas Functional behavioral assessment (FBA) is a process used to gather details about the events that predict and maintain a student’s problem behavior. The purpose of the FBA is to provide information that will be used to design effective positive behavior support plans. To support a student who is engaging in problem behaviors in your classroom, it is important to consider the reasons why a student may be engaging in problem behavior. Behaviors are not repeated unless they serve a function for the student.

Positive Behavior Support Planning

Developed by: Rachel Freeman, University of Kansas When team members have completed the functional behavioral assessment and are confident that they have identified the correct hypothesis statement for a student's problem behavior, the next step is PBS planning. The goal of the planning process is to directly link the functional behavioral assessment findings to PBS interventions.

Positive Behavior Support Interventions

Developed by: Rachel Freeman, University of Kansas The student and his or her team starts the process of implementing PBS planning interventions in a series of meetings using the implementation checklist from the PBS planning module. Once the interventions are selected from the PBS Planning Tool, the team uses the meeting process to decide who will take a lead role in implementing each element of an intervention and when those interventions will begin. Interventions should be implemented during specific routines that are associated with problem behavior. These routines are identified through the FBA process and interventions are tailored to address the specific situations and settings.

Classroom and Group Support

Developed by: Kaye Otten, PhD, University of Kansas Medical Center and Jodie Tuttle, M.Ed., Millard Public Schools Effective classroom and group support is based in the philosophy of positive behavioral interventions and supports. This section will focus on describing specific “teacher tools” for classroom and group behavioral support. As practitioners with over twenty years of combined experience teaching students with challenging behavior in a variety of settings, we have found these classwide and specialized group interventions to be effective. It is crucial to remember that these interventions are rarely used in isolation, but are combined with each other and other systems and strategies based on the unique characteristics of the group of students being targeted.

School-wide Environmental Support