Within most schools, 1-5% of the student population will need intensive, individualized support to achieve desired social and academic outcomes. Similarly to Tier 2, a team whose members are competent and fluent in more advanced behavior practices, will utilize assessments to identify problem areas with more precision, and more specifically align interventions matched to the function of a student's behavior.
This section describes the steps found to be effective in developing, implementing, and sustaining a Tier 3 system of evidence-based practices with high fidelity.
Functional Behavior Assessment (FBA) Description
Functional Behavior Assessment is an effective proactive technology that is established as a systematic, evidence-based process for assessing the relationship between a behavior and the context in which that behavior occurs. An important goal of FBA is to guide a team in developing a positive behavior intervention plan based on the function of the behavior. Interventions that are based on the results of a FBA lead to a more significant change in student behavior.
Steps
1. Define behavior in observable and measurable terms
2. Ask about behavior by interviewing staff, student, and family member
a. Specify routines where and when behavior occurs
b. Summarize where, when, and why behavior occurs
3. See the behavior
a. Observe the behavior during routines specified
b. Observe to verify summary from interviews
4. Hypothesize: A final summary of where, when, and why behaviors occur
Training Modules for Functional Behavior Assessment:
Loman, S., & Borgmeier, C. (2010). Practical Functional Behavioral Assessment Training Manual for School-Based Personnel.
A Behavior Intervention Plan (BIP)
A Behavior Intervention Plan is a proactive action plan to address behaviors that are interfering in the learning of the student or others. A BIP is appropriate when interventions at Tier 1 and Tier 2 have not been successful. A BIP may be a component of a student’s IEP or 504 plan. A hallmark of a quality BIP is the incorporation of positive behavior interventions and supports and the focus on understanding the “why” the behavior occurred so that there is a focus on teaching an alternative behavior that meets the student’s need in a more prosocial way. This often includes making instructional and environmental changes, aligning reinforcement for positive behaviors, and response strategies to discourage unsafe or interfering behaviors.
Components of BIP
• Target behaviors objectively defined
• Hypothesis of behavior (obtained from the Functional Behavior Assessment)
• Specific goals that are measurable
• Evidence-based interventions matched to function
• Descriptive implementation strategies of interventions
• Persons implementing roles and responsibilities
• Data collection procedures outlined
• Progress monitoring
• Parent input and involvement in the development and monitoring of the plan
Critical Features Scoring Checklist
FBA and Behavior Intervention Planning Technical Adequacy Tool for Evaluation
Rehabilitation for Empowerment, Natural Supports, Education, and Work (RENEW)
RENEW is a structured school-to-career transition planning and individualized wraparound process for youth with emotional and behavioral challenges. Developed in 1996 by staff at the Institute on Disability (IOD), RENEW is being provided by schools, community mental health centers, community-based providers, and IOD staff members to youth. The model focuses on supporting each youth to design and pursue a plan for the transition from school to adult life. RENEW has substantially increased the high school completion, employment, and post-secondary education participation rates among our most vulnerable youth.
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