Facilitator’s Guide

Positive Behavioral Support

November, 1999
This is one of many publications available through the Bureau of
Instructional Support and Community Service, Florida Department of
Education, designed to assist school districts, state agencies which
support educational programs, and parents in the provision of special
programs. For additional information on this publication, or for a list of
available publications, contact the Clearinghouse Information Center,
Bureau of Instructional Support and Community Services, Division of
Public Schools and Community Education, Florida Department of
Education, Room 628 Turlington Building, Tallahassee, Florida 32399-
0400 (Telephone: (850) 488-1879; FAX: (850) 487-2679; Suncom 278-
1879; email: [email protected]).
 Facilitator’s Guide
Positive Behavioral Support

Florida Department of Education

Division of Public Schools and Community Education
Bureau of Instructional Support and Community Services
1999
This product was developed by the staff Positive Behavioral Support (PBS) Project.
The Positive Behavioral Support Project is part of the Department of Child and
Family Studies of the Louis de la Parte Institute at the University of South Florida,
and is funded by the State of Florida, Department of Education, Division of Public
Schools and Community Education, Bureau of Instructional Support and
Community Services (BISCS), through federal assistance under the Individuals
with Disabilities Education ACT (IDEA), Part B.


Copyright
State of Florida
Department of State
1999

Authorization for reproduction is hereby granted to the state system of public

education as defined in section 228.041(1), Florida Statues. No authorization is
granted for distribution or reproduction outside the state system of public education
without prior approval in writing.
Facilitator’s Guide

Positive Behavioral Support

developed by the staff of the
Positive Behavioral Support Project
with support from the Department of Child & Family Studies
Louis de la Parte Florida Mental Health Institute
University of South Florida and
The Rehabilitation Research & Training Center
on Positive Behavioral Support
 Contents
Facilitator’s Guide
Positive Behavioral Support
Acknowledgments ....................................vii
Introduction ..............................................1
Step 1: Identifying Goals..........................5
Step 2: Gathering Information ...............21
Step 3: Developing Hypotheses ..............37
Step 4: Designing a Support Plan...........51
Step 5: Implementing the Plan...............69
Conclusion ..............................................81
Reference List ..........................................83
Appendix .................................................89

Positive Behavioral Support Project: Team Training & Technical Assistance v

Acknowledgments
This Facilitator’s Guide was developed by the staff of the Positive
Behavioral Support (PBS) Project at the University of South Florida. It is
designed to build capacity of school districts in positive assessment based
approaches to support students with significant behavioral challenges.
The project provides assistance through a number of mechanisms:
• various inservice training models
• consultation and on-site coaching
• information and product dissemination
The following project staff participated in the development of this guide:
Meme Hieneman Mike Nolan
Judy Presley Lynn De Turo
Winnie Gayler Glen Dunlap
In addition, we appreciate the contributions of Cindy Liberton and
several individuals who reviewed drafts of the document and provided
constructive feedback.
Rob Horner, Research and Training Center on PBS
Nancy Frey, Florida Inclusion Network
Denise Rusnak, Broward County Schools
Nancy Redmond, Volusia County Schools
Sarah Robinson, Developmental Services
Evy Friend, Bureau of Instructional Support and Community
Services, Florida Department of Education
Haydee Toro, Developmental Services
Terry Tanner-Smith, Severely Emotionally Disturbed Network
Jacki Anderson, Research and Training Center on PBS
Joe Schiappacasse, Colorado State Training Team on PBS
Kevin Murdock, Hillsborough County Schools

Positive Behavioral Support Project: Team Training & Technical Assistance vii
 Introduction
Background
Behavior problems of students with disabilities can pose risks to
safety, result in loss of instructional time, and lead to physical or
educational exclusion. There has been growing dissatisfaction with
many common intervention methods because they are often too
narrowly defined, focused exclusively on consequences, unacceptably
intrusive, inappropriate for integrated settings, and/or ineffective in
producing meaningful changes in student behavior. In response to
these concerns, current approaches are individualized and better suited
to various educational environments.
Positive Positive behavioral support is an approach to intervention that integrates
Behavioral Support technical features of applied behavior analysis with person-centered
values. It offers a process for designing individualized approaches to
is a process for designing
individualized behavioral
support students experiencing behavioral difficulties in school, home,
intervention plans based on and community environments (Bambara, Mitchell-Kvacky, & Iacobelli,
understanding relationships 1994; Bishop & Jubala, 1995; Horner et al., 1990; Koegel, Koegel, &
between a student’s behavior and Dunlap, 1996). Positive behavioral support incorporates functional
aspects of his or her environment behavioral assessment and leads to behavioral intervention plans that are
(i.e., acquired through a
functional behavioral
positive (i.e., proactive, educative, and functional) in nature.
assessment). Plans include: Recent mandates including the reauthorization of the Individuals with
• modifications to the Disabilities Education Act (Public Law 105-17, 1997) and
environment corresponding regulations support positive, assessment-based
• teaching skills to replace approaches to student behavior problems. The IDEA amendments
problem behaviors require that functional behavioral assessments be conducted and
• effective management of intervention plans be developed when disciplinary sanctions result in
consequences
extended removal (i.e., 10 days or more) of students from
• promotion of positive educational settings. The amendments further encourage the use of
life-style changes
“positive behavioral interventions, strategies, and supports” when
addressing the needs of students whose behavior impedes their
learning or the learning of others.

Positive Behavioral Support Project: Team Training & Technical Assistance 1

 Positive Positive Behavioral
Behavioral Support
consists of:
Support Process
• Goal identification Positive behavioral support (PBS) may be seen as a process
• Information gathering for goal setting, functional behavioral assessment, plan
• Hypothesis development design, implementation, and evaluation. This process is
• Support plan design most effective when bolstered by effective system-wide
• Implementation and
policies and procedures (e.g., school discipline, classroom
monitoring management programs). It works best when conducted by
a team that includes individuals who support the focus
person directly (e.g., parents, teachers, related service
providers, friends, and informal supports). It should be
facilitated by individuals who are competent in creative
problem-solving, information gathering and analysis, and
designing comprehensive plans. For students who have
ongoing behavioral support needs, this process must be
continually recycled so that interventions are updated and
refined with changing needs.
Although the PBS process has a consistent sequence of
steps, the precision and thoroughness with which
assessments and interventions are done may vary given the
nature and severity of behavior, complexity of the
circumstances, and other factors. For example, the data
collection tools used, breadth of information; specificity
and number of summary statements; extensiveness of the
support plan; and degree of rigor in monitoring, training,
and oversight will necessarily vary across circumstances.
Teams should be encouraged to approach the process with
‘flexible integrity,’ making sure that their tools and
strategies fit their needs and achieve the goal of designing
effective interventions.
Note: PBS offers a proactive process for addressing
behavioral challenges. Planning and implementation may
take some time. In the interim, it may be necessary to use
crisis procedures to insure safety and the rapid de-escalation
of emergencies (see page 60).

2 Positive Behavioral Support Project: Team Training & Technical Assistance

Preview of Guide Purpose of this Guide
This guide is divided into five The Facilitator’s Guide on Positive Behavioral Support
broad steps: identifying goals,
provides a step-by-step process to guide teams through
gathering information,
developing hypotheses, assessment, planning, intervention, and evaluation. The
designing support plans, goal is to assist educators, family members, and other
implementing the plans, and support providers to work collaboratively to develop an
evaluating outcomes. understanding of circumstances affecting a student’s
Each step (or section) behavior and to design interventions that lead to positive
includes: life-style changes.
• brief narratives explaining
objectives and substeps The process and tools described in this guide represent a
• questions or tips to
moderate level of rigor involving a structured, organized
facilitate team discussion approach. This degree of vigor is most appropriate for
• examples to illustrate key circumstances in which informal problem-solving has failed
concepts and actions to resolve behavioral difficulties and a more comprehensive
• guided activities to approach is warranted. However, it may be necessary to
expedite the team’s supplement this manual with additional training and
progress resources in the most complex and challenging cases (e.g., in
• checkpoints to evaluate a few cases experimental manipulation of variables affecting
completion of goals behavior may be warranted). See the reference list for
In addition, the appendix additional resources.
contains forms to facilitate
goal identification, data Note: Throughout this guide, the individual who is the focus of
collection, synthesis, plan assessment and intervention efforts is typically referred to as
design, and monitoring of “student” (i.e., referring to school-aged individuals in educational
outcomes. A reference list is programs). However, the process described in this manual has much
included for additional
resources. broader applicability across individuals and settings.

Facilitator Competencies
Facilitator’s Role. This guide is intended to be used by
facilitators as they guide teams through a process of
positive behavioral support. Facilitators should have
training and experience in functional behavioral assessment
and intervention. They might represent a variety of
disciplines and roles in education (e.g., teachers, behavior
specialists, school psychologist, administrators) or another

Positive Behavioral Support Project: Team Training & Technical Assistance 3

 field. In order to be effective in guiding this process,
facilitators should have
the ability to promote a shared vision and goals for the
student and team
a commitment to collaboration (e.g., team building,
communication skills, shared decision-making, conflict
resolution, action planning) with professionals and families
a familiarity with the theoretical, technical, and practical
foundations of positive behavioral support, including
applied behavior analysis
a knowledge of data collection and analysis methods,
including a range of observational methods and
interviewing strategies
the capacity to design and implement comprehensive and
individualized interventions (e.g., prescribing preventive
strategies, teaching replacement skills, managing
consequences, promoting life-style change)
the ability to use available resources to insure training for
personnel, use of natural supports, and access to services
Facilitators are expected to guide, not dictate, the positive
behavioral support process. This involves keeping team
members focused on objectives, helping to establish goals and
timelines, promoting communication and coordinated
efforts, assisting in critical evaluation of activities and
outcomes, and promoting accountability.
This guide should not be seen as the only resource for
implementing functional behavioral assessment and
behavioral interventions. Effective facilitators continually
update their knowledge and skills. Facilitators are
encouraged to participate in ongoing training activities and
to use the wide range of resource materials available on these
topics (see reference list in appendix).

4 Positive Behavioral Support Project: Team Training & Technical Assistance

 Step One

Identifying Goals

Positive Behavioral Support Project: Team Training & Technical Assistance 5

6 Positive Behavioral Support Project: Team Training & Technical Assistance
Step 1: Identifying Goals
Step 2: Gathering Information
Step 1.
Identifying
Step 3: Developing Hypotheses
Step 4: Designing Support Plans
Step 5: Implementing the Plan

Goals
The first step in the positive behavioral support process is
to determine the goals of intervention. Preliminary work
should include developing a profile of the student’s
strengths and needs, identifying the team members who
will be involved in behavioral support, and targeting
specific settings and situations which require intervention.
Awareness of a student’s strengths and needs will help the
team determine intervention goals and support the student.

Example: Profile of Jordan

Jordan is a six-year-old girl. She lives with her mother,
grandmother, and two older brothers. She attends a regular
kindergarten classroom with a teacher, part-time assistant,
and a itinerant speech therapist. Jordan is outgoing, has
friends in the classroom, likes to play pretend games, and
participates well in routine classroom activities. Jordan has
limited communication skills and a mild hearing
impairment that interferes with her ability to interpret
subtle cues from others and respond accordingly. She often
gets frustrated when playing unfamiliar team games and
when trying to express her needs. During these and other
times, Jordan will cry loudly, dump materials, and push
other children. This occurs three to five times per day.

Positive Behavioral Support Project: Team Training & Technical Assistance 7

 Activity
Creating a Profile of the Student
Activity: Teams develop profile of the student’s characteristics, strengths, and needs
based on input from all members

Profile of Student’s Strengths and Needs

Who is __________________________________?

What are ____________________________’s strengths (e.g., capacities, interests)?

What are ____________________________’s challenges and needs?

8 Positive Behavioral Support Project: Team Training & Technical Assistance

Who needs to be Developing a Behavioral
on the team?
• People from all
Support Team
environments in which
the student interacts
A behavioral support team is a group of individuals who
assess the student’s behavior and circumstances to develop
• People who know the
focus individual well and individualized, proactive, and effective supports. The
have a vested interest in positive behavioral support process is most effective when
positive outcomes implemented as a collaborative process. Team members
• People who know what work together to gather information, analyze patterns,
supports and resources generate the support plan, and implement strategies. Strong
exist (and methods of teams will include individuals responsible for supporting
accessing them), as well as
potential barriers students and willing to commit time and energy to making
the intervention work.
• People able to allocate
personnel and fiscal Identifying team members and intervention settings helps
resources
to focus information gathering and intervention efforts. It
• People with special areas is important to engage all support providers as active
of expertise that may
contribute to the process participants and to design strategies that can be
(e.g., medical, speech- implemented across the full range of circumstances in
language, etc.) which the behaviors pose a concern (e.g., in classrooms, on
the bus, at home, in the community). Extended team
members may be involved in aspects of the process, but not
be required for all planning and review sessions.

Example: John’s Team

John’s team consists of John, his mother, his classroom
teacher, the teacher’s aide, the school nurse, the counselor,
and the bus driver. In addition, a behavior specialist works
with the team to help facilitate the process. These are core
team members who have contact with John on a daily basis
and provide direct support.

Positive Behavioral Support Project: Team Training & Technical Assistance 9

 Activity
Behavioral Support Team
Activity: Teams should identify individual members and obtain their commitment
to participate in this process.

BEHAVIORAL SUPPORT TEAM

STUDENT:

Who will participate in the assessment and intervention?

Person Involved Relationship Role or Responsibility

Consider:
• Have all environments in which the student interacts been considered?
• Have all people who know the student well been considered?
• Have key persons involved in possible supports and/or resources been
considered?

10 Positive Behavioral Support Project: Team Training & Technical Assistance

 Establishing Ground Rules
It may be beneficial to establish ground rules to promote
positive and productive interaction among team members.
This may be particularly important if previous contact
between team members has been limited or adversarial.
Ground rules will be used as a reference when specific
problems arise within the teaming process.

Example: Rules for Valerie’s Support Team

1. All members will attend and participate in team
meetings.
2. All team member’s perspectives are valued and therefore
all ideas will be carefully considered.
3. When differences of opinion are encountered, team
members will recognize differences and work creatively
to reach consensus or compromise.

Positive Behavioral Support Project: Team Training & Technical Assistance 11

 Activity
Establishing Ground Rules
Activity: Teams write down mutually agreed upon ground rules.

Ground Rules
Rule 1:

Rule 2:

Rule 3:

Rule 4:

Rule 5:

12 Positive Behavioral Support Project: Team Training & Technical Assistance

Quality of Life
Identifying Broader Goals
• Where we go The team should consider the broader impact of the
interventions desired for the student (and team) through
• What we do
the behavioral support process. Interventions may address
• Who we see
not only changing specific behaviors, but also enhancing the
student’s overall quality of life (expanding social networks
and making friendships; participating in a greater range of
settings and activities). An excellent avenue for establishing
a vision and identifying these outcomes is person-centered
planning. (See the reference list for some relevant citations.)

Questions to Consider:
• What would increase or strengthen the student’s
friendships and social support?
• How can participation and inclusion in the student’s
home, school, and community be increased?
• What would increase the student’s opportunity to
exercise appropriate choice making and control aspects
of his or her life?
• How can the student’s self esteem and confidence be
strengthened?
• What barriers might interfere with the student’s progress?

Example: Goals for Nick

Nick and his support team identified broad goals based on
a person-centered planning process. These goals include
being able to go to the mall and movies with friends,
completing academic assignments so that he can improve
his grade point average and participate in after school sports,
and doing household chores (e.g., dishes, laundry).

Positive Behavioral Support Project: Team Training & Technical Assistance 13

 Activity
Identifying Broad Goals
Activity: Teams consider the broader impact desired through the behavioral
support process.

Questions to Consider

What would increase or strengthen the studentÕs friendships and social support?

How can participation and inclusion in the student's home, school, and community

be increased?

What would increase the studentÕs opportunity to exercise appropriate choice making

and control aspects of his or her life?

How can the studentÕs self esteem and confidence be strengthened?

What barriers might interfere with the studentÕs progress?

14 Positive Behavioral Support Project: Team Training & Technical Assistance

 Defining Target Behaviors
Identifying Problem In order to gather data consistently and monitor the
Behaviors outcomes of interventions, specific target behaviors and
• What does the behavior objectives must be identified. Target behaviors should be
look like or sound like? defined in observable and measurable terms (in terms of
• How often does the what you see or hear) rather than being based on mental
behavior occur? states or processes.
• How intense is the
problem behavior?
• Is the behavior Examples Non-Example
dangerous to the
student and/or others? high-pitched screams poor impulse control

Does it result in
property or material kicking over chairs angry, hostile, resentful

damage?
completing tasks paying attention
• Does the problem
behavior prohibit or
limit the student from
participation in The team should establish goals for behavior change and
integrated activities? criteria for determining the success of the intervention
• Is the educational based on estimates of the frequency, duration, or severity
progress of the student of the behaviors that are currently occurring. If teams are
and/or others being
affected? unable to provide confident estimates, observations should
be conducted to gather baseline data for target behaviors.
Objectives may involve eliminating or reducing problem
behaviors to acceptable levels, increasing alternative or
desirable behaviors, and/or teaching the student to tell
when certain behaviors are appropriate. Teams should keep
in mind the broad goals of intervention. These will guide
the team in not only targeting behaviors for reduction, but
in identifying skills that contribute to the overall quality of
the individual’s life (e.g., engaging in new activities,
developing friendships).

Positive Behavioral Support Project: Team Training & Technical Assistance 15

 Activity
Defining Target Behaviors
Activity: Teams describe the target behaviors including their frequency, intensity, and
results

TARGET BEHAVIORS

Describe what the studentÕs problem behavior looks like:

Estimate how often the behavior occurs:

Describe how intense or severe the behavior is:

Determine what skills appear to be lacking:

16 Positive Behavioral Support Project: Team Training & Technical Assistance

✓ Self Check
All members of the IEP/Intervention team are involved in the
assessment and intervention process.
The team includes key stakeholders (e.g., focus individual, teachers,
parents, others involved in direct support) from all relevant settings.
Broad goals of intervention are described (e.g., improved peer
relationships, increased student participation in integrated activities).
Specific behaviors of concern are described in observable terms
(i.e., what the student does or says, what specific behaviors are not
occurring).
Baseline estimates of the behaviors of concern are established and reflect
objective measures (e.g., frequency, duration, intensity).
The team agrees on desired goals and outcomes to be reached through
the intervention.

Positive Behavioral Support Project: Team Training & Technical Assistance 17

 Sample Format
Record of Functional Behavioral Assessment and Intervention
Student Information
Name: Grade: Birth Date:

Programs: Implementation Date:

Team Members: Who will be involved in the assessment and intervention?

Intervention Settings: In what settings will the assessment and intervention be conducted?

Rationale and Goals of Intervention

Rationale: For what reason(s) was the functional behavioral assessment initiated?

____ Student is engaging in behavior that places the student or others at risk of harm and/or results in substantial property damage.

____ Behavior is resulting in exclusion from participation in activities or settings with peers.

18 Positive Behavioral Support Project: Team Training & Technical Assistance

____ Educational support team is considering a more restrictive placement due to behavior.

____ Current intervention involves excessively intrusive procedures (e.g., restraint, isolation).

____ Behavior is interfering with educational progress.

____ Behavioral difficulties persist despite consistently implemented behavior management strategies based on a less
comprehensive or systematic assessment.

____ Other:
 Sample Format - Page 2

Student Profile: What are the studentÕs greatest strengths and challenges?

Target Behaviors: What are the specific behaviors identified for increase or decrease?

Description of Behaviors of Concern Baseline Measure or Estimate

(Objective description of what student says or does) (how often, how long, how severe?)

Behaviors Targeted for Increase:

Behaviors Targeted for Decrease:

Broad Goals: What are the student's social and educational goals (e.g., increased participation in inclusive settings, development of

friendships, improved academic performance)?

Positive Behavioral Support Project: Team Training & Technical Assistance 19

20 Positive Behavioral Support Project: Team Training & Technical Assistance
 Step Two

Gathering Information

Positive Behavioral Support Project: Team Training & Technical Assistance 21

22 Positive Behavioral Support Project: Team Training & Technical Assistance
 Step 2.
Step 1: Identifying Goals
Step 2: Gathering Information
Step 3: Developing Hypotheses
Step 4: Designing Support Plans
Step 5: Implementing the Plan

Gathering
Information
Effective intervention is based on a comprehensive
understanding of the focus individual and environmental
circumstances influencing his or her behavior. A variety of
data collection methods, ranging from highly precise and
systematic to relatively informal, have been developed to
obtain this information. Teams implementing functional
behavioral assessments will need to decide which tools and
methods will be most useful given the nature of the
student’s behavior, sources of relevant information,
circumstances in which data must be collected, and time
and resources available. In general, it is important to
gather information from multiple perspectives and across a
range of settings, activities, and situations. Gathering data
should be conducted as a collaborative process and is not
necessarily the responsibility of one team member (e.g., a
teacher or behavior specialist). It may be beneficial to
develop an action plan with specific timelines and
responsibilities to guide information gathering.

Positive Behavioral Support Project: Team Training & Technical Assistance 23

 Gathering Information...
The Five When beginning the information gathering process, it is
Primary Outcomes helpful to remind the team of the five primary outcomes of
of the Functional the functional assessment process (O’Neill et al., 1997).

Behavioral • Description of the problem behaviors, including classes

or sequences of behaviors that frequently occur together.
Assessment Process
• Identification of the events, times, and situations that
• A clear description of the
problem behaviors predict when problem behaviors occur across the full
range of typical daily routines.
• Events, times, and situa-
tions that predict when • Identification of the consequences that maintain the
behaviors will and will not problem behaviors (that is, what functions the behaviors
occur (i.e., antecedents or appear to serve for the student).
setting events)
• Consequences that • Development of one or more summary statements or
maintain the problem hypotheses that describe specific behaviors, types of
behaviors (i.e., functions) situations in which they occur, and the outcomes or
• Summary statements or reinforcers maintaining them.
hypotheses • Collection of data from direct observation that support
• Direct observation data summary statements.
Information gathering typically involves indirect and direct
methods. Indirect methods include record reviews,
interviews or questionnaires, and tools to assess the broader
physical or social environment. Direct observation involves
observing and recording the student’s behavior and events
in the environment while the behavior is occurring.
Whereas indirect methods provide a great deal of
descriptive information, direct methods confirm ideas
about the variables affecting behavior. People collecting data
must insure objectivity in their recording and reporting of
information. This section consists of some tools to assist
with record reviews, interviewing, and direct observation.
Teams are encouraged to use the forms provided for
gathering information, keeping in mind the variety of
additional tools referenced in this section.

24 Positive Behavioral Support Project: Team Training & Technical Assistance

 Reviewing Records
The purpose of reviewing information generated from
records is to obtain insights into factors affecting the
person’s behavior. The following sources of information
may be relevant in a record review:
• diagnostic and medical records
• psychological information
• assessments from therapies (e.g., occupational, physical,
or speech therapy, etc.)
• social histories
• developmental profiles
• previous behavior management programs
• individual educational plans
• individual and family support plans
• anecdotal records
• incident reports/discipline summaries

Positive Behavioral Support Project: Team Training & Technical Assistance 25

 Activity
Record Review
Activity: Summarize historical information, data from evaluations, and intervention
methods that may be relevant in interpreting the student’s behavior.

Record Review Form

Summarize historical information, data from evaluations, and intervention methods that may be
relevant in interpreting the individual’s behavior.

Name of Individual: ____________________________________ Date:

Name of Reviewer: ____________________________________

General History

Medical Issues and Treatment

Educational Programs and Related Services

Psychological Evaluations

Social Histories

Intervention History

Other

26 Positive Behavioral Support Project: Team Training & Technical Assistance

 Interviewing
Interviewing Provides: Interviewing is the indirect gathering of information
• information from multiple through discussions with people regarding the focus
and unique perspectives individual and his or her behavior. It is beneficial to
• potential identification of interview the people who know the focus individual best
variables influencing
behavior
and interact with him or her across a variety of
circumstances. These people might include family
• a broader perspective than
can be achieved from members, friends, teachers, other direct support providers,
direct observation and the individual.
• an opportunity to establish There are a variety of ways to conduct interviews.
rapport with support
providers
Depending on the behaviors of concern, the level of rigor
required, and the people involved, it may be beneficial to
use more than one tool or method (e.g., open ended
formats, questionnaires, comprehensive instruments).
Interviews must be conducted in ways that promote open
communication.

Tips:
• avoid judgement and unnecessary interpretation
• ask clear open-ended questions; avoid leading
• actively listen and reflect on important points to allow
the interviewee to expand his or her point of view

Additional tools are available for conducting interviews.

The Functional Assessment Interview and the Student
Directed Functional Assessment Interview (O’Neill et al.,
1997) can be used when comprehensive interviews are
needed. Screening tools like the Functional Analysis
Screening Tool (Iwata, 1995) and the Motivational
Assessment Scale (Durand&Crimmins,1988) provide a
high degree of structure.

Positive Behavioral Support Project: Team Training & Technical Assistance 27

 Activity
Interviewing
Activity: Conduct interviews with individuals who know the student well and interact
with him or her in a variety of settings and situations. (You may need additional paper
or to write on the back to note as much information as possible.)

Interview Guide for Functional Assessment

Student: Interviewer:

Respondent: Relationship:

Date:
7. Under what circumstances do these behaviors occur most frequently?

Interviews should be conducted with individuals who know the student well and interact with
With whom (who)?
him or her in a variety of settings and situations (e.g., parents, teachers). In order to get useful
information from the interview, questions may need to be repeated and clarified for some
In what settings (where)?
respondents. Probing should be done to encourage thoughtful, open communication in a
nonjudgmental, unhurried way. It may be necessary to record some responses on the back or on a
What times of the day (when)?
separate page.

1. What are the studentÕs strengths, skills, and interests?

8. Can you tell when the student is going to behave this way? How can you tell?

2. What are the studentÕs challenges and areas of greatest difficulty? 9. Do you think there are medical reasons for these behaviors?

Is the student sick, tired, or hungry?

3. What people, things, and activities does the student like most?

10. Are there situations in which the behaviors never or rarely occur? What are those situations?

4. What people, things, and activities does the student like least?

11. Does the student have better and more appropriate ways to:

5. What are the studentÕs problem behaviors? deal with difficult situations?

How would you describe these behaviors? communicate wants and needs?

Which are the most problematic for you?

12. What skills does the student lack that might help his or her behavior?

How often do these behaviors occur?

6. What do you think causes (motivates) the behavior (i.e., why does the student do it)?
13. How do you react or respond to the studentÕs:

problem behavior?

positive behavior?

14. Does the studentÕs behavior allow him or her to get things? If so, what?

15. Does the studentÕs behavior allow her or him to avoid things? If so, what?

16. What do you think needs to be done to help this student?

28 Positive Behavioral Support Project: Team Training & Technical Assistance

 Direct Observation
Selecting the Right Data collection through direct observation focuses on
Data Collection System recording patterns of behavior and events in the
• Which aspects of the environment as they are actually occurring. Data should be
behavior should be collected at various times and in different settings,
documented?
continuing until discernible patterns emerge.
• Which elements of the
context should be Gathering information through direct observation
considered? provides:
• How long should data be
collected? • measurable units of information
• Which system will be • new or additional insights about the variables
manageable? influencing behavior
Systems should be selected based on circumstances and
needs. Two particularly useful tools included in this section
are scatter plots and ABC (Antecedent-Behavior-
Consequence) recording.

Positive Behavioral Support Project: Team Training & Technical Assistance 29

 Scatter Plot
A method of recording the occurrence and nonoccurrence
of behavior across activities, routines, and time periods,
providing a visual display of patterns. Scatter plots:
• identify patterns of responding in natural settings
• suggest possible methods of environmental control

Scatter Plot

Student: John
Target Behavior:
Observer: Ms. Lewis (teacher)
Leaving seat without
Dates: 3/2 through 3/13
permission

Using a scatter plot involves recording the times

of the day (and/or activities) in which the behavior does occur and does not occur to identify
patterns that occur over days or weeks.

Dates

3/2 3/3 3/4 3/5 3/6 3/9 3/10 3/11 3/12 3/13
Time Activity

7:30 Arrival

8:00 Writing

8:30 Social Skills

9:00 Reading

NA NA NA NA NA NA NA NA NA NA
9:30 P.E.

NA
10:00 Science

NA
10:30 Crafts

NA
11:00 Mathematics

NA
11:30 Lunch

NA NA NA NA NA NA NA NA NA NA
12:00 Recess

12:30 Projects

1:00 Music

1:30 Reading

2:00 Mathematics

NA NA NA NA NA NA NA NA NA NA
2:30 Dismissal

Behavior did not occur

Behavior occurred

NA
Did not observe

30 Positive Behavioral Support Project: Team Training & Technical Assistance

 Activity
Scatter Plot
Activity: Based on the time of day and particular activity, mark whether the targeted
behavior does occur or does not occur to identify patterns over days and weeks.

Scatter Plot

Student: Target Behavior:

Observer:

Dates: through

Using a scatter plot involves recording the times of the day (and/or activities) in which the
behavior does occur and does not occur to identify patterns that occur over days or weeks.

Dates

Time Activity

Behavior did not occur

Behavior occurred

NA
Did not observe

Positive Behavioral Support Project: Team Training & Technical Assistance 31

 ABC Recording
ABC Recording is a method of recording the Antecedents,
Behaviors, and Consequences that occur in particular
circumstances. ABC Recording:
• identifies factors that precipitate the behavior
• identifies variables that maintain the occurrence of the
behavior
• identifies patterns between the behavior and antecedent
or consequent variables

ABC Recording Form

EXAMPLE

Student: Sally Time Begin: 2:15

Observer: Ms. Jones (counselor) Time End: 2:28

Date: April 1, 1995

ABC recording involves documenting the studentÕs behavior and the events that immediately precede and
follow it. The more specific and precise the description, the more useful the data will be.

A Ð Antecedents B Ð Behavior C Ð Consequences

describe activity and specific describe exactly what the describe events that followed or
events preceding the behavior student said or did results of the behavior
(e.g., specific interactions)
(e.g., reprimands, delays in activity)

Entire class is working on a Sally says ÒNOÓ and moves closer Teacher tells Sally that she did
cooking project. Two students next to the students who are frosting. frosting last week and that she will
to Sally are frosting cookies. have to let other students have a
Teacher asks Sally to be a cutter. turn.

Teacher praises students who are Sally grabs the knife from one of Student slaps Sally and begins to
working and then looks at Sally. the two students frosting. cry. Teacher scolds Sally loudly
and returns the knife to the other
student.

Student resumes frosting and Sally sits down at the table and Teacher goes to Sally and tells her
teacher begins to assist some other puts her head between her hands. that she knows that she is upset and
students. She cries softly. that Sally is a Ògood frosterÓ.

One of the students frosting asks to Sally picks up the knife and looks Teacher says ÒOkay, you can frost
go to the bathroom and puts down at the teacher. for a little whileÓ.
knife.

Teacher resumes helping other Sally begins frosting and, while Student next to her says ÒickÓ softly.
students with her back to Sally. the teacher is focused elsewhere, Teacher does not appear to hear it.
licks the knife.

32 Positive Behavioral Support Project: Team Training & Technical Assistance

 Activity
ABC Recording
Activity: Record the student’s behavior and the events that immediately precede and
follow it. The more specific and precise the description, the more useful the data will be.

ABC Recording Form

Student: ______________________________________ Time Begin: _____________

Observer:_____________________________________ Time End: _______________

Date : ______________________

ABC recording involves documenting the studentÕs behavior and the events that immediately precede and
follow it. The more specific and precise the description, the more useful the data will be.

A - Antecedents B - Behavior C - Consequences

describe activity and specific describe exactly what the describe events that followed or
events preceding the behavior student said or did results of the behavior
(e.g., specific interactions)
(e.g., reprimands, delays in activity)

Positive Behavioral Support Project: Team Training & Technical Assistance 33

 Other Assessments
Guidelines for Other assessments may also produce valuable information for
Data Collection better understanding an individual’s behavior. For example,
• Define behavior in medical evaluations may provide insight into physiological
observable and issues affecting behavior. Academic, vocational, or speech-
measurable terms language assessments may assist a team in evaluating a
• Insure the reliability of student’s current capabilities and more effectively selecting
the behavioral definition replacement skills. Reinforcer inventories may help clarify the
• Select a data collection functions of behavior and assist teams in identifying strategies
system that fits behavior to motivate student performance. Assessment tools that
and circumstances
evaluate broader environmental factors affecting student
• Provide training for the
individuals collecting data
behavior (e.g., curriculum, physical environment, classroom
management) may also be extremely useful in the functional
• Collect data across people,
time, and circumstances assessment process.
• Analyze trends and
patterns in the data

34 Positive Behavioral Support Project: Team Training & Technical Assistance

✓ Self Check
Pertinent records have been reviewed (e.g., academic records, discipline
referrals, child study notes, anecdotal records, evaluations, interventions).
Interviews have been conducted with more than one person
(e.g., student, parent, teacher, administrator, related service provider)
who interact with student in different settings and activities.
Direct observations have been conducted across relevant circumstances
(e.g., multiple settings, more than one setting, over time).
Other assessments have been conducted as needed, to determine broader
variables affecting student behavior.
Objective information regarding antecedents, consequences, and
ecological and motivational variables has been obtained.
Sufficient information has been collected to detect patterns in behavior.

Positive Behavioral Support Project: Team Training & Technical Assistance 35

 Functional Assessment Methods
Records: What records were reviewed? academic records child study notes What relevant information was obtained?
(cumulative)
anecdotals/home notes
discipline records
evaluations (e.g., social
previous interventions work, psychological)
Conducted by: other:

36 Positive Behavioral Support Project: Team Training & Technical Assistance

See attached summary/notes
Interviews: What interviews were conducted? student parent(s) What relevant information was obtained?
ESE teacher administrator
Tools used: general education teacher related services
other:
Conducted by:
See attached interviews
Observations: What direct observations occurred? Location Date/Time What relevant information was obtained?
Tools used:
Conducted by:
See attached observations
Other Assessments: What, if any, other assessments were conducted (e.g., ecological or classroom management inventories, reinforcer surveys, academic assessments)
?
 Step Three

Developing Hypotheses

Positive Behavioral Support Project: Team Training & Technical Assistance 37

38 Positive Behavioral Support Project: Team Training & Technical Assistance
Step 1: Identifying Goals
Step 2: Gathering Information
Step 3.
Step 3: Developing Hypotheses
Step 4: Designing Support Plans
Step 5: Implementing the Plan
Developing
Hypotheses
Analyzing Patterns
Once data have been collected, they should be analyzed to
determine patterns. Using the information gathered so far,
the team now should review observational and interview
data to identify any patterns or trends surrounding the
student’s behavior. Patterns in information may suggest the
conditions in which behavior is most likely and least likely
to occur and/or may indicate the function(s) of the
problem behaviors.

Antecedents (Contexts)
• In what settings does the behavior occur?
• What times of day does the behavior occur?
• Does the behavior occur in the presence of a certain
person(s)?
• In what activities is the behavior most likely to occur?
• In what activities is the behavior least likely to occur?

Consequences (Functions)
• What happens to the student after the behavior?
• Do the surroundings in the environment change as a
result of the behavior?
• What is gained or lost?
• How do others respond to the behavior?

Positive Behavioral Support Project: Team Training & Technical Assistance 39

 example
Example: Kevin
Target Behavior
Kevin’s targeted behavior: putting his head down on desk for more than 30
seconds, closing book, and refusing to respond.

Interview
Results from Interview with the Teacher
Questions Answers
What are the studentÕs challenges Completing classwork, reading
and areas of greatest difficulty?

Under what circumstances do these All of his teachers have noticed this
behaviors occur most frequently? during independent activities
With whom (who)?

In what settings (where)? Independent and group assignments

What times of day (when)? Mostly before lunch

Can you tell when the student is Sometimes if he is reprimanded for

going to behave this way? How? something early in the day, heÕs
more likely to act sad, put his head
down, and be noncompliant

How do you react to the studentÕs Leave alone

problem behavior?

Positive behavior? Verbal approval some of the time

40 Positive Behavioral Support Project: Team Training & Technical Assistance

example
Example: Kevin (continued)
Scatter Plot
Scatter Plot
Student: Kevin
Target Behavior:
Observer: Ms. Clark (teacher)

Dates: 3/1 through 3/12 Putting his head down for more
than 30 seconds, closing books,
Using a scatter plot involves recording the times and refusing to respond.
of the day (and/or activities) in which the
behavior does occur and does not occur to identify
patterns that occur over days or weeks. Pattern Analysis
Dates
Time Activity 3/1 3/2 3/3 3/4 3/5 3/8 3/9 3/10 3/11 3/12 • Circumstances in
8:00 Language Arts which behavior is
8:30 Language Arts
9:00 Reading
most likely:
9:30 Reading independent
10:00 Science tasks and oral
10:30 Science
reading assignments
Behavior did not occur

Behavior occurred • Circumstances in

NA
Did not observe
which behavior is
least likely: activities
involving group
work and the use of
ABC Recording manipulatives (e.g.,
science class)
ABC Recording Form
EXAMPLE
• Possible functions of
behavior: Avoid
Student: Kevin Time Begin: 9:30 am
independent and oral
Observer: Ms. Clark Time End: 10:00 am
reading; teacher and/
Date: March 2
or peer attention
ABC recording involves documenting the studentÕs behavior and the events that immediately precede and

follow it. The more specific and precise the description, the more useful the data will be.

A Ð Antecedents B Ð Behavior C Ð Consequences

describe activity and specific describe exactly what the describe events that followed or
events preceding the behavior student said or did results of the behavior
(e.g., specific interactions)
(e.g., reprimands, delays in activity)

Reading 9:00 Closes book when it is his turn. After several teacher prompts,

Class is reading, taking turns. and coaxing from peers, Kevin is

Kevin is next. skipped.

Reading 9:30 Puts head down without Teacher asks other student the

Class is reading a short story. answering, eyes open. question.

Kevin is asked a comprehension

question.

Positive Behavioral Support Project: Team Training & Technical Assistance 41

 Activity
Analyzing Patterns
Activity: Analyze the patterns evident in the data collected and record relevant
information below.

Analyzing Patterns
Circumstances in which the behavior is most likely:

Circumstances in which the behavior is least likely:

Possible functions of the behavior:

42 Positive Behavioral Support Project: Team Training & Technical Assistance

 Generating Summary
Useful hypotheses are:
Accurate: supported by data
(observations, interviews)
Statements
Precise: describe relationships
Patterns identified during data collection and analysis
in specific, observable terms should be summarized so that the team can use the
information to guide the intervention. A hypothesis is a
Concise: worded as simply as
possible summary statement that describes one’s best guess about the
relationship between behaviors and characteristics of the
Constructive: helpful for
guiding intervention environment (i.e., the specific contexts and functions). The
goal is to identify circumstances regularly associated with the
occurrence (and nonoccurrence) of problem behavior.
A sample format for hypothesis statements is as follows:
1. when this occurs (describe context)
2. the student does (describe the behavior)
3. to access or avoid (describe functions)

Examples:
1. When the teacher’s attention is withdrawn
or focused on another student,
2. Lisa makes noises;
3. this results in the teacher scolding and
moving closer to her.

1. When unanticipated changes in the

schedule occur,
2. Ben throws his materials;
3. picking them up delays the transition to the
next activity.

1. When Donna finishes her work before the

other students,
2. she scribbles on the desk;
3. this alleviates her boredom.

Positive Behavioral Support Project: Team Training & Technical Assistance 43

 example

44 Positive Behavioral Support Project: Team Training & Technical Assistance

 Activity
Developing Hypotheses
Activity: Write the hypothesis statement(s) in the format provided. Make sure the
team has confidence in and agrees upon the hypotheses.

Hypothesis Statement

When this occurs...

(describe circumstances)

the student does...

(describe behavior)

to get/to avoid...
(describe consequences)

Positive Behavioral Support Project: Team Training & Technical Assistance 45

 Setting Events
In addition to events immediately preceding and following
behavior, broader issues may be important. Setting events
refer to conditions or circumstances that alter the
probability of a behavior occurring. Such variables may
have an indirect impact on behavior.

Examples:
1. Medical concerns (e.g., failing to take regularly delivered
medication increases the probability that Johnny will
shout in class; when Susie has physical discomfort
associated with sitting for long periods of time it
increases the likelihood she will throw down her books
and cry)
2. Activity patterns (when the curriculum offers little
variety and mostly repetitive tasks this increases the
likelihood that Margaret will get out of her seat, wander
around the room, and tease peers; Michael will attempt
to pull out his hair especially when his schedule is
disrupted due to a special activity)
3. Relationships with others (Kevin is more likely to put
his head down and close his book when he was
reprimanded by a teacher earlier in the day; Darrel is
more likely to use profanities when a friend or peer
group is present)

46 Positive Behavioral Support Project: Team Training & Technical Assistance

 Activity
Setting Events
Activity: Decide if there are other variables that appear to be affecting the
student’s behavior. Write your ideas below.

Setting Events

Medical issues:

Activity patterns:

Relationships with others:

Other relevant setting events:

Positive Behavioral Support Project: Team Training & Technical Assistance 47

 Hypothesis Testing
In generating hypotheses, the team may need to gather
more information or test their hypotheses to confirm the
relationships between the behavior and aspects of the
environment. Informal testing might involve systematically
changing the circumstances around behavior, recording
data, and noting changes in behavior. For example, for the
following hypothesis, “When
Johnny is given a choice between
two tasks, he is less likely to
throw his materials in order to
delay having to complete his
work,” the teacher might
provide choices during some
class periods, but not in others
and compare the level of
disruptive behavior in each
situation (i.e., throwing).

Functional Analysis
In a limited number of cases (e.g., when there has been a
history of unsuccessful intervention based on imprecise
assessment), it may be necessary to conduct more rigorous
testing under highly controlled conditions (i.e., to perform
a functional or experimental analysis). Functional analysis
involves systematically manipulating antecedents or
consequences to verify their impact on behavior. This type
of testing requires extensive resources and staff with
expertise in behavior analysis. This may not be feasible or
necessary in most circumstances. (A number of research
articles are provided in the references list to offer examples
of functional analysis.)

48 Positive Behavioral Support Project: Team Training & Technical Assistance

✓ Self Check
Identified patterns include circumstances in which the behaviors of
concern are most and least likely (i.e., where, when, with whom).
Identified patterns include specific functions the behavior appears to
serve for the student (i.e., what they get or avoid).
Patterns are summarized into written hypotheses.
The hypotheses are clear, concise, and accurate (i.e., based on data).
Consideration has been given to setting events which may be affecting
behavior.
Team consensus is achieved regarding patterns addressed in the
hypotheses.

Positive Behavioral Support Project: Team Training & Technical Assistance 49

50 Positive Behavioral Support Project: Team Training & Technical Assistance
 Step Four

Designing Support Plans

Positive Behavioral Support Project: Team Training & Technical Assistance 51

52 Positive Behavioral Support Project: Team Training & Technical Assistance
Step 1: Identifying Goals
Step 2: Gathering Information
Step 4.
Designing
Step 3: Developing Hypotheses
Step 4: Designing Support Plans
Step 5: Implementing the Plan

Support Plans
The development of summary statements is a significant
accomplishment because it signals that the team is ready to
move from functional assessment to intervention. Well
developed hypotheses provide the foundation for positive
and effective individualized behavioral support plans. Plans
should include components that promote positive behavior
and deter problem behavior. Such components are based
on the understanding reflected in the hypotheses.
Using the information from the summary statements, one
recommended strategy is to begin intervention planning
by using the competing behaviors model (O’Neill et al.,
1997). This model uses summary statement information
(setting events, antecedents, behaviors, and maintaining
consequences) to identify specific replacement skills and
other desired behaviors.

Positive Behavioral Support Project: Team Training & Technical Assistance 53

 Competing
Behavior Model

Teams insert information from summary statements:

antecedents, targeted behaviors, and reinforcing consequences
of the behavior into the boxes provided. To begin the
intervention planning process using the competing
behavioral model the team must answer the following
questions:
1. What are the setting events (if any) that your team
identified as having a significant influence on the
behavior?
2. What is the desired behavior for the student and what
consequences will maintain that desired behavior?
The team discusses the desired behavior they envision for
the person. They determine the expectations of the
environment (e.g., of the teacher in the classroom) and
decide what behavior will meet those expectations. They
also discuss what happens or will happen after the
behavior to encourage or maintain the desired behavior.

54 Positive Behavioral Support Project: Team Training & Technical Assistance

 Competing Behavior Model (continued)
3. What is the replacement behavior, or behavior that
achieves the same function as the problem behavior?
Teams make sure the replacement behavior is appropriate
behavior and achieves the same function (i.e., obtains the
same reinforcing consequence) as the problem behavior. In
other words, it allows the student to get or avoid the same
thing (e.g., peer or teacher attention, delays in an activity).

Interventions should be designed to address the

environmental circumstances affecting behavior, to teach
skills, and to promote measurable changes in behavior and
positive life-style enhancement.

Positive Behavioral Support Project: Team Training & Technical Assistance 55

 Activity
Competing Behavior Model
Activity: Teams complete the competing behavior model, identifying setting events,
antecedents, behaviors, and reinforcing consequences. They then determine desired
behaviors and replacement behaviors to be targeted for instruction.

56 Positive Behavioral Support Project: Team Training & Technical Assistance

 Intervention Planning
Questions
Effective Positive Behavior Support Plans are:
What modifications to the Proactive. Behavioral support plans should include
environment (social or
physical) may prevent problem
adjustments to the environment that reduce the likelihood
behavior? of problem behavior occurring and allow the student to be
as independent and successful as possible. Proactive
What skills does the student strategies may include modifying the curriculum,
need to develop to: reorganizing the physical setting, and clarifying routines
• achieve the same function and expectations.
as the problem behavior?
Educative. Teaching replacement skills and building
• allow the student to better
cope with his or her generalizable competencies are critical for producing broad,
circumstances? durable behavioral change for students. An intervention
plan should target specific skills that will allow the student
How can consequences be to meet his or her objectives in more effective, efficient,
managed so that the specific and appropriate ways (e.g., communicative alternatives to
reinforcers maintaining the
student’s behavior are: the problem behavior), and enhance the student’s overall
independence, integration, and quality of life.
• maximized for positive
behavior? Functional. Effective interventions also involve managing
• minimized for problem consequences so that reinforcement is given for desired
behavior? behaviors (e.g., use of replacement skills) and withheld
following problem behavior, making problem behaviors less
What broader changes to the
person’s lifestyle might effective for the student. Positive interventions use the most
indirectly support his or her natural, least intrusive consequences that adequately address
behavior? the functions of behavior.

Positive Behavioral Support Project: Team Training & Technical Assistance 57

 example
Intervention Planning

Examples of Possible Interventions

Hypotheses Intervention Strategies
When the teacher Õs attention is withdrawn Tell Lisa when you will be unavailable for

or focused on another student, Lisa makes extended periods, ÒI'm helping ____ now.Ó

noises; this results in the teacher scolding Teach Lisa to raise her hand when she

her and moving closer. needs attention or help. Remind her to do

this. Provide attention whenever Lisa

raises her hand, even if just to say ÒIÕll be

there in a minute.Ó Ignore all noises.

When unanticipated changes in the Provide a written or picture schedule and

schedule occur, Ben throws his materials; refer to it throughout the day. Prepare Ben

having to pick them up delays the transition for changes, noting them on the schedule.

to the next activity. Teach him to ask for clarification regarding

changes and reward him for smooth

transitions. Have him pick up his materials

after he finishes the next activity

When Donna finishes her work before the Give Donna something to do when her

other students, she scribbles on her desk; work is finished (e.g., coloring, teacher

this alleviates her boredom. helper). Teach her to ask for activities

or items and provide them

consistently following requests.

58 Positive Behavioral Support Project: Team Training & Technical Assistance

 Activity
Behavioral Intervention Planning
Activity: Using the questions below as a guide and the hypotheses generated by the
team, decide what strategies will be used to address each of the areas below.

Behavioral Intervention Plan Components

Proactive: Educative: Functional:

What environmental What behaviors (skills) will How will consequences be
adjustments will be used to be taught to replace or meet managed to insure the student
make the studentÕs problem the same function as the receives reinforcers for
behavior unnecessary? studentÕs problem behavior positive behavior, not
and improve his or her ability problem, behavior?
to function more effectively?

Positive Behavioral Support Project: Team Training & Technical Assistance 59

 Crisis Management
The primary If a student’s behavior poses significant risk to self or others,
the behavioral support plan may also need to include
goals of strategies to insure safety and rapid de-escalation of the
emergency crisis. Such emergency procedures, while necessary, should
not be viewed as part of programmatic intervention, but
procedures are rather as a necessity in isolated crises. Emergency procedures
are reactive strategies implemented to safely prevent people
to protect engaging in severe self-injurious, aggressive, or destructive
behavior from doing substantial damage to themselves or
individuals other people in their environment.
from harm and Individual school districts and agencies decide what crisis
intervention strategies and staff training are implemented
to de-escalate within their settings. It may be necessary to obtain support
the crisis. from individuals trained in safe management procedures
for this aspect of the plan.
Use of emergency procedures should be viewed as evidence
that the behavioral support plan is in need of revision. Any
crisis plan should be monitored closely (recording
frequency or duration of use) and include precautions and
limitations. If the use of these procedures fails to diminish
over time or provokes emotional reactions from the
student, the team should promptly revise the plan.
Crisis = Unforeseen
combination of Example: Crisis Management
circumstances posing When Michael threatens to hit others (e.g., raises his hand
continuous risk that calls in their direction), block him with an open hand. If he
for immediate action. attempts to hit more than once in 60 seconds, move him
away from others and explain that he will be able to rejoin
the group when he has “quiet hands.”

60 Positive Behavioral Support Project: Team Training & Technical Assistance

 Activity
Crisis Planning
Activity: Decide whether crisis management procedures are needed to insure the
safety and de-escalation of the student’s behavior in emergency situations. If so,
describe specific strategies in this crisis plan:

Crisis Plan
When the student:

The staff or support providers will:

Positive Behavioral Support Project: Team Training & Technical Assistance 61

 Generalization and
Maintenance
Well designed behavioral support plans should produce
broad, durable changes in student behavior (e.g., enhancement
of peer relationships, increased participation in integrated
activities). Specifically, intervention strategies lead to
achievement of important goals established by the team at the
outset of the assessment and intervention process. It may be
necessary to identify specific methods to promote generalization
and maintenance of the student’s behavior change.
Consideration should be given to:
• focusing on target behaviors relevant to the social and
physical context (specify replacement behaviors for
multiple environments if needed)
• teaching skills where they will be practiced in the natural
environment (classroom, playground, grocery store, with
different people, etc.)
• modifying aspects of the supporting settings to promote
adaptive behavior (planning for inclusion in a variety of
settings and activities)
• utilizing existing natural reinforcers and contingencies
(use self reinforcement, use everyday activities and people
as reinforcers)

62 Positive Behavioral Support Project: Team Training & Technical Assistance

 Generalization and maintenance should address strategies
for promoting self management. Monitoring and
evaluating one’s own behavior affords a level of personal
control, independence, and responsibility in responding to
daily circumstances. Some features of self-management are:
• self-monitoring (e.g., the student tracking own
performance by logging incidents in a notebook such as
speaking out of turn)
• self-reinforcement (e.g., taking a break following
completion of a specific number of math problems,
recruiting praise from a teacher for using a particular
social skill)
• self-correction (e.g., student uses behavioral checklist to
evaluate own performance at the end of each class
period)

Generalization and
Maintenance
ü Use a variety of examples
ü Teach flexible sequences
ü Vary aspects of environments
ü Diminish prompts and cues
ü Use natural contingencies
ü Reduce reinforcement over time

Positive Behavioral Support Project: Team Training & Technical Assistance 63

 Activity
Generalization and Maintenance
Activity: Teams should evaluate their behavioral support plan to determine if
it promotes generalization and maintenance and build in additional strategies
as needed.

Generalization and Maintenance

Yes No
Teaches skills relevant to context
Strategies can be used in natural environment
Modifications to environment promote independence
Natural cues and reinforcers are utilized
Student is responsible for his or her own behavior

64 Positive Behavioral Support Project: Team Training & Technical Assistance

 Behavioral Support Plans
Behavioral support plans should be developed
collaboratively with input from the student’s entire team
and should be integrated into a student’s overall program
and daily routines, rather than being separate from the
educational curriculum. Goals for teaching replacement
skills, for example, should be addressed in a student’s IEP or
ISP (e.g., “When tasks are difficult, Joey will request
assistance or a break rather than destroying his materials”).
Documenting behavioral support plans can be relatively
informal or involve more elaborate written protocols based
on the circumstances (e.g., IDEA disciplinary requirements
dictate well documented plans). At a minimum, plans
should include descriptions of the target behaviors and
intervention goals; intervention strategies to prevent,
replace, and/or manage problem behaviors; and mechanisms
for insuring implementation and progress. In serious
situations (e.g., involving due process), it may be beneficial
to document in great detail the functional assessment,
hypotheses, step-by-step intervention procedures, and
monitoring and accountability mechanisms.

Contextual Fit
In addition to behavioral support plan elements being
consistent with the hypotheses and principles of human
behavior, they must also fit in the context. Some questions
teams should consider include the following:
• How does the plan align with the goals of the student
and support providers?
• Do the people implementing the plan have the capacity
and commitment to do so?
• Are the resources needed for the plan available?

Positive Behavioral Support Project: Team Training & Technical Assistance 65

66 Positive Behavioral Support Project: Team Training & Technical Assistance
✓Self Check
Intervention strategies are clearly linked to the functional assessment
information (hypotheses)
The IEP/Intervention team develops a behavioral intervention plan that
includes:
descriptions of the behaviors of concern, goals for intervention, and
patterns identified through the functional assessment
modifications to the social or physical environment that may prevent
the problem behavior and/or increase the likelihood of alternative
appropriate behaviors
specific behaviors (skills) to be taught and/or reinforced that will:
a) achieve the same function as the problem behavior
b) allow the student to cope more effectively with their
circumstances
strategies for managing consequences so that the reinforcement is:
a) maximized for positive behavior
b) minimized for problem behavior
Goals of intervention and specific replacement skills are incorporated
into the student’s overall educational plan (e.g., the IEP, ISP)
If necessary to insure safety and rapid de-escalation of behavior, crisis
management procedures and criteria for their use are determined
The behavioral intervention plan facilitates achievement of broad goals
identified by the team and promotes the durability of behavior change
Everyone working with the student on a regular basis is familiar with the
behavioral intervention plan and agrees to implement its strategies

Positive Behavioral Support Project: Team Training & Technical Assistance 67

 Behavioral Intervention Plan Summary
Intervention components: What strategies will be used (based on the hypotheses)? ____ See attached implementation plan
Proactive: What environmental adjustments will be used to Educative: What behaviors (skills) will be taught to replace Functional: How will consequences be managed to insure
make the studentÕs problem behavior unnecessary? (meet the same function as) the studentÕs problem behavior the student receives reinforcers for positive, not problem,
and improve his or her ability to function more effectively? behavior?
When the student does . . . Adults will do . . .

68 Positive Behavioral Support Project: Team Training & Technical Assistance

____ goals integrated within the studentÕs IEP/ISP
Crisis Management: Are crisis management procedures needed to insure safety and de-escalation of the studentÕs behavior in emergency situations?
____ yes ____ no If so, describe strategies:
____ See attached crisis plan
Generalization and Maintenance: What strategies (e.g., natural cues and contingencies) will be used to insure that behavior changes transfer acros
s environments?
 Step Five

Implementing the Plan

Positive Behavioral Support Project: Team Training & Technical Assistance 69

70 Positive Behavioral Support Project: Team Training & Technical Assistance
Step 1: Identifying Goals
Step 5.
Step 2: Gathering Information
Step 3: Developing Hypotheses
Step 4: Designing Support Plans
Implementing
the Plan and
Step 5: Implementing the Plan

Monitoring
Outcomes
Once the behavioral intervention plan has been developed,
it must be consistently implemented in order to be
effective. Teams may need to use additional resources to
implement the plan and train personnel and other support
providers. Implementation may require reevaluating
existing systems and providing opportunities for staff
development.
A good support plan will fit naturally within the routine and
structures of the environment in which it is implemented
(e.g., the classroom or home). The plan must be “doable” and
team members must be committed to its implementation.

Positive Behavioral Support Project: Team Training & Technical Assistance 71

 Identifying Training and
The most important
resource contributing Resources
to an effective support While developing and monitoring behavioral intervention
plan is the team plans, it may be determined that additional training and/or
members’ commitment, resources are necessary. It is important for the members of
the support team to talk about what they need in order to
capacity, and concern make the plan work. It may be that the team has discovered
for the student. gaps in their knowledge and skills. Additional training could
be provided for the entire team or for specific team
members. Strategies such as modeling, coaching, and
feedback allow team members to work together to ensure
effective implementation of the support plan.

• What training and resources are needed?

• How will they be obtained?

One of the most important resources is time. Regular

opportunities (e.g., weekly or monthly) to sit down with the
team and discuss how well the plan is working is crucial to
this process. Setting aside this
Action Planning time now may help the team
What needs to be done? When will it be done? maintain focus and be
Who will do it?
(timelines)
proactive (i.e., not meeting
Review plan with John, peer buddy, and 9/7 JohnÕs mother and homeroom
paraprofessionals only in times of crisis).
teacher

Obtain materials and develop a self- 9/10 Resource teacher

monitoring system
An action planning format is
Provide coaching in plan implementation 9/13 - 9/16 Guidance counselor/district an excellent tool to clarify
program specialist
objectives, timelines, and
Gather data to evaluate planÕs
effectiveness
9/13 - ongoing Teachers
team members responsible
for implementation.
Arrange follow-up meeting with team 9/30 JohnÕs mother and program
specialist

72 Positive Behavioral Support Project: Team Training & Technical Assistance

 Activity
Action Planning
Activity: Teams should decide next steps, complete actions plans, and make sure
all members understand their roles.

Action Planning
What needs to be done? When will it be done? Who will do it?
(timelines)

Positive Behavioral Support Project: Team Training & Technical Assistance 73

 Monitoring Outcomes
The team will need to track changes in the student’s target
behaviors and evaluate broader lifestyle changes that occur as
a result of the intervention (i.e., based on the original goals
determined by the team). Teams will want to use objective
measures to document success. Examples of possible
measures are shown in a table on the following page.
If minimal progress occurs in decreasing problem behaviors,
increasing replacement skills, or enhancing the student’s
lifestyle (e.g., providing more opportunities for integration,
expansion of social networks), the behavioral support plan,
and possibly the assessment, should be reevaluated. It may be
necessary to repeat or expand the information gathering
process and/or to adjust aspects of interventions.

74 Positive Behavioral Support Project: Team Training & Technical Assistance

 Monitoring Outcomes
(continued)
Possible Outcomes of Successful Intervention
Possible Outcomes Examples Documentation
significant reduction in target aggression decreased to near frequency counts of target
behaviors zero levels; remains in behaviors; attendance records
assigned area
acquisition of adaptive skills asks for break rather than log of activities and breaks
(replacement skills) throwing materials; requested; length of time
participates in group games engaged
improvements across many improvements in academic grades; medical reports
behaviors; absence of side performance;
effects medications discontinued
reduced need for crisis decreased referrals or decreased referrals; incident reports
intervention use of crisis management
behavior changes across improvements seen on bus, in reports from adults in other
settings or circumstances cafeteria, with babysitter settings
participation in integrated changes in placement; attends IEP (time in ESE reduced);
community settings field trips or outings schedule of activities
expansion of relationships more frequent phone conver- diary; activity or contact log;
and friendships sations or outings with peers; reports from peers
expanded network of social
relationships
increased independence in diminished adult supervision; reduced staff-student ratio;
daily routines completes aspects of daily schedule or activity log
schedule unprompted
involvement in broader range participates in broader range schedule of activities
of meaningful activities of activities (e.g., goes to
movies, art projects)
personal satisfaction with increased smiling; reports observation and reports
behavior or lifestyle satisfaction with changes
(Adapted with permission from Meyer & Evans, 1989; Evaluating outcomes in nonaversive intervention for behavior:

A manual for home and community. Baltimore: Paul H. Brookes)

Positive Behavioral Support Project: Team Training & Technical Assistance 75

 Activity
Monitoring Outcomes
Activity: Teams develop a plan for monitoring intervention results to include types
of outcomes, measurement strategies, and timelines.

Monitoring Plan for Intervention Outcomes

Types of Outcomes Methods Timelines

What will the team measure? How will it be measured? When and how often will it be
measured?

Decreases in problem behavior

Increases in alternative skills

Other
(lifestyle changes)

76 Positive Behavioral Support Project: Team Training & Technical Assistance

 Dynamic Process
Functional assessment and intervention is best understood
as dynamic process rather than one with a definite
beginning and ending. Over time, behavioral interventions
will need to be adjusted as the student’s needs and
circumstances change. Teams determine when they need to
go back and repeat steps.

FUNCTIONAL ASSESSMENT

POSITIVE INTERVENTIONS

For example, this graph illustrates the outcomes of Billy’s

intervention. Although the plan resulted in substantial
decreases in aggression (i.e., from nine incidents per day to
fewer than three), he is still having some problems,
particularly on Mondays. It would make sense for the team
to reconvene to identify why this pattern is occurring and
to develop additional strategies.

10

Positive Behavioral Support Project: Team Training & Technical Assistance 77

78 Positive Behavioral Support Project: Team Training & Technical Assistance
✓Self Check
Training and resources needed to implement the behavioral intervention
plan are made available to the team
An action plan for implementation is developed, including determining
specific objectives or activities, identifying responsible persons, and
setting timelines
Plan implementation is monitored (through reports or observations) to
insure that intervention strategies are used consistently across settings
Objective information is collected to evaluate the effectiveness of the
behavioral intervention plan. This information includes:
decreases in problem behavior
increases in replacement skills
achievement of broader goals
durability of behavior change
(generalization and maintenance)
The team communicates consistently (based on the team’s timelines) to
review progress and adjust the behavioral intervention plan, if necessary

Positive Behavioral Support Project: Team Training & Technical Assistance 79

 Implementation, Monitoring, and Evaluation
Implementation Action Plan
What (objectives, activities) When (timeline) Who (persons responsible

80 Positive Behavioral Support Project: Team Training & Technical Assistance

Training and Resources: What training and/or resources are needed to implement the plan? How will they be obtained?
Monitoring: Who will be responsible for monitoring progress? _________________________________
How frequently will monitoring take place? ____ daily ____ weekly ____ monthly ____ other:
How will implementation and outcomes be evaluated?
Signatures of Team Members:
___________________________________________ ____________________________________________
___________________________________________ ____________________________________________
___________________________________________ ____________________________________________
 Conclusion
Positive behavioral support is a collaborative, problem-
solving approach to resolving serious behavioral challenges
and promoting improved quality of life. It reflects not only
a shift in methods to address problem behavior, but also
changing perspectives on what constitutes appropriate
intervention, and the roles of individuals with disabilities,
families, educators, and other service providers in the
educational process. To the greatest extent possible,
elements of positive behavioral support should be infused
within existing educational structures and processes.

Positive Behavioral Support Project: Team Training & Technical Assistance 81

82 Positive Behavioral Support Project: Team Training & Technical Assistance
References

Postitive Behavioral Support Project: Team Training & Technical Assistance 83

84 Positive Behavioral Support Project: Team Training & Technical Assistance
References
Alberto, P.A. & Troutman, A.C. (1990). Applied behavior analysis for teachers (third
edition). New York: Macmillan Publishing Company.

Bambara, L.M. & Knoster, T.P. (1995). Guidelines: Effective behavioral support.
Pennsylvania Department of Education: Bureau of Special Education.

Bambara, L.M., Mitchell-Kvacky, A.A., & Iacobelli, S. (1994). Positive behavioral support
for students with severe disabilities: An emerging multicomponent approach for addressing
challenging behavior. School Psychology Review, 23, 263-278.

Bishop, K.D. & Jubala, K.D. (1995). Positive behavioral support strategies. In M.S.
Falvey (Ed.), Inclusive and heterogeneous schooling: Assessment, curriculum, and instruction (pp.
159-186). Baltimore: Paul H. Brookes.

Carr, E.G., Levin, L., McConnachie, G., Carlson, J.I., Kemp, D.C., & Smith, C.E.
(1994). Communication-based intervention for problem behavior: A user’s guide for producing
positive change. Baltimore: Paul H. Brookes.

Dunst, C.J., Trivette, C.M., & Johanson, C. (1994). Parent-professional collaboration and
partnerships. In C. Dunst, C. Trivette, & A. Deal (Eds.), Supporting and strengthening families
(Volume 1): Methods, strategies, and practices (pp. 197-211). Cambridge, MA: Brookline Books.

Demchak, M. & Bossert, K.W. (1996). Assessing problem behaviors. Innovations (No. 4).
Washington, D.C.: American Association on Mental Retardation.

Donnellan, A.M., LaVigna, G.W., Negri-Schoultz, N. & Fassbender, L. (1988). Progress

without punishment. New York: Teachers College Press.

Durand, V.M. & Crimmins, D.B. (1988). Identifying variables maintaining self-injurious
behavior. Journal of Autism and Developmental Disorders, 18, 99-117.

Foster-Johnson, L. & Dunlap, G. (1993). Using functional assessment to develop

effective, individualized interventions for challenging behaviors. Teaching Exceptional Children,
25, 44-50.

Hieneman, M. & Dunlap, G. (1999). Issues and Challenges in Implementing

Community-Based Behavioral Support for Two Boys with Severe Behavioral Difficulties. In J.R.
Scotti & L.H. Meyer (Eds.), Behavioral Intervention: Principles, Models, and Practices (pp. 363-
384). Baltimore, MD: Paul H. Brookes.

Positive Behavioral Support Project: Team Training & Technical Assistance 85

 Horner, R.H. & Carr, E.G. (1997). Behavioral support for students with severe
disabilities: Functional assessment and comprehensive intervention. Journal of Special Education,
31, 84-104.
Horner, R.H., Dunlap, G., Koegel, R.L., Carr, E.G., Sailor, W., Anderson, J. A., Albin,
R.W., & O’Neill, R.E. (1990). Toward a technology of “nonaversive” behavioral support.
Journal of the Association for Persons with Severe Handicaps, 15, 125-132.
Iwata, B.A. Functional Analysis Screening Tool (FAST). (1995). Florida Center on Self-
Injury, University of Florida.
Iwata, B.A., Vollmer, T.R., & Zarcone, J.R. (1990). The experimental (functional) analysis
of behavior disorders: Methodology, applications, and limitations. In A. Repp & N. Singh
(Eds.), Perspectives on the use of nonaversive and aversive interventions for persons with severe
disabilities (pp. 301-330). Sycamore: Sycamore Publishers.
Kincaid, D. (1996). Person-centered planning. In L.K. Koegel, R.L. Koegel, & G.
Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the
community (pp.439-465). Baltimore, MD: Paul H. Brookes.
Koegel, L.K., Koegel, R.L., & Dunlap, G. (1996). Positive behavioral support: Including
people with difficult behavior in the community. Baltimore: Paul H. Brookes Publishers.
Lohrmann-O’Rourke, S., Knoster, & Llewellyn, G. (1999). Screening for understanding: An
initial line of inquiry for school-based settings. Journal of Positive Behavioral Interventions, 1, 35-42.
Meyer, L.H. & Evans, I.M. (1989). Nonaversive intervention for behavior problems: A
manual for home and community. Baltimore: Paul H. Brookes Publishers.
Meyer, L.H. & Evans, I.M. (1993). Science and practice in behavioral intervention:
Meaningful outcomes, research validity, and usable knowledge. Journal of the Association for
Persons with Severe Handicaps, 18, 224-234.
Mullen, K.B. & Frea, W.D. (1995). A parent/professional consultation model for
functional analysis. In R. Koegel & L. Koegel (Eds.), Teaching children with autism: Strategies for
initiating positive interactions and learning opportunities (pp. 175-188). Baltimore: Paul H.
Brookes Publishers.
O’Brien, J., Mount, B., & O’Brien, C. (1991). Framework for accomplishment: Personal
profile. Decatur: Responsive Systems Associates.
O’Neill, R.E., Horner, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton, J.S.
(1997). Functional assessment and program development for problem behavior: A practical
handbook. Pacific Grove, CA: Brooks/Cole.
Rainforth, B., York, J., & MacDonald, C. (1992). Collaborative teams for students with severe
disabilities: Integrating therapy and educational services. Baltimore: Paul H. Brookes Publishers.

86 Positive Behavioral Support Project: Team Training & Technical Assistance

 Repp, A.C., Felce, D., & Barton, L.E. (1988). Basing the treatment stereotypic and self-
injurious behavior on hypotheses on their causes. Journal of Applied Behavior Analysis, 21, 281-289.
Repp, A.C. & Horner, N.N. (1999). Functional analysis of problem behavior: From effective
assessment to effective support. Belmont, CA: Wadsworth Publishing.
Sulzer-Azaroff, B. & Mayer, G.R. (1991). Behavior analysis for lasting change. Chicago:
Holt, Rinehart, & Winston.
Tilly, W.D., Knoster, T.K., Kovaleski, J., Bambara, L., Dunlap, G., & Kincaid, D. (1998).
Functional behavioral assessment: Policy development in light of emerging research and practice.
National Association of State Directors of Special Education (NASDSE).
Topper, K. Williams, W., Leo, K., Hamilton, R.W., & Fox, T.A. (1994). Positive approaches
to understanding and addressing challenging behaviors. University Affiliated Program of Vermont.
Touchette, P.E., MacDonald, R.F., & Langer, S.N. (1985). A scatterplot for identifying
stimulus control of problem behavior. Journal of Applied Behavior Analysis, 18, 343-351.

Positive Behavioral Support Project: Team Training & Technical Assistance 87

88 Positive Behavioral Support Project: Team Training & Technical Assistance
Appendix

Blank Forms

Positive Behavioral Support Project: Team Training & Technical Assistance 89

 List of Forms
Sample Format
Student Information and Goals (p.18, 91)
Functional Assessment Methods (p. 36, 93)
Summary (Hypothesis) Statements (p. 50, 94)
Behavioral Intervention Summary (p. 68, 95)
Implementation, Monitoring, and Evaluation (p. 80, 96)
Profile of Student’s Needs (p. 8, 97)
Behavioral Support Team (p.10, 98)
Ground Rules (p. 12, 99)
Identifying Broad Goals (p. 14, 100)
Target Behaviors (p. 16, 101)
Records Review Form (p. 26, 102)
Interview Guide for Functional Assessment (p. 28, 103)
Scatter Plot (p. 30, 105)
ABC Recording (p. 32, 106)
Analyzing Patterns (p. 42, 107)
Hypothesis Statement (p. 45, 108)
Setting Events (p. 47, 109)
Competing Behavior Model (p. 56, 110)
Behavioral Intervention Plan Components (p. 59, 111)
Crisis Plan (p. 61, 112)
Generalization and Maintenance (p. 64, 113)
Action Planning (p. 73, 114)
Monitoring Plan for Intervention Outcomes (p. 76, 115)

90 Positive Behavioral Support Project: Team Training & Technical Assistance

 Sample Format
Record of Functional Behavioral Assessment and Intervention
Student Information
Name: Grade: Birth Date:

Programs: Implementation Date:

Team Members: Who will be involved in the assessment and intervention?

Intervention Settings: In what settings will the assessment and intervention be conducted?

Rationale and Goals of Intervention

Rationale: For what reason(s) was the functional behavioral assessment initiated?

____ Student is engaging in behavior that places the student or others at risk of harm and/or results in substantial property damage.

____ Behavior is resulting in exclusion from participation in activities or settings with peers.

____ Educational support team is considering a more restrictive placement due to behavior.

____ Current intervention involves excessively intrusive procedures (e.g., restraint, isolation).

____ Behavior is interfering with educational progress.

____ Behavioral difficulties persist despite consistently implemented behavior management strategies based on a less
comprehensive or systematic assessment.

____ Other:

Positive Behavioral Support Project: Team Training & Technical Assistance 91

 Sample Format - Page 2
Student Profile: What are the studentÕs greatest strengths and challenges?

92 Positive Behavioral Support Project: Team Training & Technical Assistance

Target Behaviors: What are the specific behaviors identified for increase or decrease?
Description of Behaviors of Concern Baseline Measure or Estimate
(Objective description of what student says or does) (how often, how long, how severe?)
Behaviors Targeted for Increase:
Behaviors Targeted for Decrease:
Broad Goals: What are the student's social and educational goals (e.g., increased participation in inclusive settings, development of
friendships, improved academic performance)?
 Functional Assessment Methods

Records: What records were reviewed? academic records child study notes What relevant information was obtained?
(cumulative)
anecdotals/home notes
discipline records
evaluations (e.g., social
previous interventions work, psychological)
Conducted by: other:

See attached summary/notes

Interviews: What interviews were conducted? student parent(s) What relevant information was obtained?
ESE teacher administrator
Tools used: general education teacher related services
other:

Conducted by:

See attached interviews

Observations: What direct observations occurred? Location Date/Time What relevant information was obtained?

Tools used:

Conducted by:

See attached observations

Other Assessments: What, if any, other assessments were conducted (e.g., ecological or classroom management inventories, reinforcer surveys, academic assessments)
?

Positive Behavioral Support Project: Team Training & Technical Assistance 93

94 Positive Behavioral Support Project: Team Training & Technical Assistance
 Behavioral Intervention Plan Summary
Intervention components: What strategies will be used (based on the hypotheses)? ____ See attached implementation plan

Proactive: What environmental adjustments will be used to Educative: What behaviors (skills) will be taught to replace Functional: How will consequences be managed to insure
make the studentÕs problem behavior unnecessary? (meet the same function as) the studentÕs problem behavior the student receives reinforcers for positive, not problem,
and improve his or her ability to function more effectively? behavior?

When the student does . . . Adults will do . . .

____ goals integrated within the studentÕs IEP/ISP

Crisis Management: Are crisis management procedures needed to insure safety and de-escalation of the studentÕs behavior in emergency situations?
____ yes ____ no If so, describe strategies:

____ See attached crisis plan

Generalization and Maintenance: What strategies (e.g., natural cues and contingencies) will be used to insure that behavior changes transfer acros
s environments?

Positive Behavioral Support Project: Team Training & Technical Assistance 95

 Implementation, Monitoring, and Evaluation
Implementation Action Plan
What (objectives, activities) When (timeline) Who (persons responsible

96 Positive Behavioral Support Project: Team Training & Technical Assistance

Training and Resources: What training and/or resources are needed to implement the plan? How will they be obtained?
Monitoring: Who will be responsible for monitoring progress? _________________________________
How frequently will monitoring take place? ____ daily ____ weekly ____ monthly ____ other:
How will implementation and outcomes be evaluated?
Signatures of Team Members:
___________________________________________ ____________________________________________
___________________________________________ ____________________________________________
___________________________________________ ____________________________________________
 Profile of Student’s Strengths and Needs
Who is __________________________________?

What are ____________________________’s strengths (e.g., capacities, interests)?

What are ____________________________’s challenges and needs?

Positive Behavioral Support Project: Team Training & Technical Assistance 97

 BEHAVIORAL SUPPORT TEAM

STUDENT:

Who will participate in the assessment and intervention?

Person Involved Relationship Role or Responsibility

98 Positive Behavioral Support Project: Team Training & Technical Assistance

 Ground Rules
Rule 1:

Rule 2:

Rule 3:

Rule 4:

Rule 5:

Positive Behavioral Support Project: Team Training & Technical Assistance 99

 Questions to Consider

What would increase or strengthen the studentÕs friendships and social support?

How can participation and inclusion in the student's home, school, and community

be increased?

What would increase the studentÕs opportunity to exercise appropriate choice making

and control aspects of his or her life?

How can the studentÕs self esteem and confidence be strengthened?

What barriers might interfere with the studentÕs progress?

100 Positive Behavioral Support Project: Team Training & Technical Assistance
 TARGET BEHAVIORS

Describe what the studentÕs problem behavior looks like:

Estimate how often the behavior occurs:

Describe how intense or severe the behavior is:

Determine what skills appear to be lacking:

Positive Behavioral Support Project: Team Training & Technical Assistance 101
 Record Review Form
Summarize historical information, data from evaluations, and intervention methods that may be
relevant in interpreting the individual’s behavior.

Name of Individual: ____________________________________ Date:

Name of Reviewer: ____________________________________

General History

Medical Issues and Treatment

Educational Programs and Related Services

Psychological Evaluations

Social Histories

Intervention History

Other

102 Positive Behavioral Support Project: Team Training & Technical Assistance
 Interview Guide for Functional Assessment

Student: Interviewer:

Respondent: Relationship:

Date:

Interviews should be conducted with individuals who know the student well and interact with
him or her in a variety of settings and situations (e.g., parents, teachers). In order to get useful
information from the interview, questions may need to be repeated and clarified for some
respondents. Probing should be done to encourage thoughtful, open communication in a
nonjudgmental, unhurried way. It may be necessary to record some responses on the back or on a
separate page.

1. What are the studentÕs strengths, skills, and interests?

2. What are the studentÕs challenges and areas of greatest difficulty?

3. What people, things, and activities does the student like most?

4. What people, things, and activities does the student like least?

5. What are the studentÕs problem behaviors?

How would you describe these behaviors?

Which are the most problematic for you?

How often do these behaviors occur?

6. What do you think causes (motivates) the behavior (i.e., why does the student do it)?

Positive Behavioral Support Project: Team Training & Technical Assistance 103
 7. Under what circumstances do these behaviors occur most frequently?

With whom (who)?

In what settings (where)?

What times of the day (when)?

8. Can you tell when the student is going to behave this way? How can you tell?

9. Do you think there are medical reasons for these behaviors?

Is the student sick, tired, or hungry?

10. Are there situations in which the behaviors never or rarely occur? What are those situations?

11. Does the student have better and more appropriate ways to:

deal with difficult situations?

communicate wants and needs?

12. What skills does the student lack that might help his or her behavior?

13. How do you react or respond to the studentÕs:

problem behavior?

positive behavior?

14. Does the studentÕs behavior allow him or her to get things? If so, what?

15. Does the studentÕs behavior allow her or him to avoid things? If so, what?

16. What do you think needs to be done to help this student?

104 Positive Behavioral Support Project: Team Training & Technical Assistance
 Scatter Plot

Student: Target Behavior:

Observer:

Dates: through

Using a scatter plot involves recording the times of the day (and/or activities) in which the
behavior does occur and does not occur to identify patterns that occur over days or weeks.

Dates

Time Activity

Behavior did not occur

Behavior occurred

NA
Did not observe

Positive Behavioral Support Project: Team Training & Technical Assistance 105
 ABC Recording Form

Student: ______________________________________ Time Begin: _____________

Observer:_____________________________________ Time End: _______________

Date : ______________________

ABC recording involves documenting the studentÕs behavior and the events that immediately precede and
follow it. The more specific and precise the description, the more useful the data will be.

A - Antecedents B - Behavior C - Consequences

describe activity and specific describe exactly what the describe events that followed or
events preceding the behavior student said or did results of the behavior
(e.g., specific interactions)
(e.g., reprimands, delays in activity)

106 Positive Behavioral Support Project: Team Training & Technical Assistance
 Analyzing Patterns
Circumstances in which the behavior is most likely:

Circumstances in which the behavior is least likely:

Possible functions of the behavior:

Positive Behavioral Support Project: Team Training & Technical Assistance 107
 Hypothesis Statements

When this occurs...

(describe circumstances)

the student does...

(describe behavior)

To get/to avoid...
(describe consequences)

When this occurs...

(describe circumstances)

the student does...

(describe behavior)

To get/to avoid...
(describe consequences)

When this occurs...

(describe circumstances)

the student does...

(describe behavior)

To get/to avoid...
(describe consequences)

108 Positive Behavioral Support Project: Team Training & Technical Assistance
 Setting Events

Medical issues:

Activity patterns:

Relationships with others:

Other relevant setting events:

Positive Behavioral Support Project: Team Training & Technical Assistance 109
110 Positive Behavioral Support Project: Team Training & Technical Assistance
 Behavioral Intervention Plan Components

Proactive: Educative: Functional:

What environmental What behaviors (skills) will How will consequences be
adjustments will be used to be taught to replace or meet managed to insure the student
make the studentÕs problem the same function as the receives reinforcers for
behavior unnecessary? studentÕs problem behavior positive behavior, not
and improve his or her ability problem, behavior?
to function more effectively?

Positive Behavioral Support Project: Team Training & Technical Assistance 111
 Crisis Plan
When the student:

The staff or support providers will:

112 Positive Behavioral Support Project: Team Training & Technical Assistance
 Generalization and Maintenance
Yes No
Teaches skills relevant to context
Strategies can be used in natural environment
Modifications to environment promote independence
Natural cues and reinforcers are utilized
Student is responsible for his or her own behavior

Positive Behavioral Support Project: Team Training & Technical Assistance 113
 Action Planning
What needs to be done? When will it be done? Who will do it?
(timelines)

114 Positive Behavioral Support Project: Team Training & Technical Assistance
 Monitoring Plan for Intervention Outcomes

Types of Outcomes Methods Timelines

What will the team measure? How will it be measured? When and how often will it be
measured?

Decreases in problem behavior

Increases in alternative skills

Other
(lifestyle changes)

Positive Behavioral Support Project: Team Training & Technical Assistance 115
116 Positive Behavioral Support Project: Team Training & Technical Assistance
Tom Gallagher, Commissioner
ESE 310667