Building Positive Behavior Support Systems in Schools: Functional Behavioral Assessment

ISBN-13: 9781462519729 / Angielski / Miękka / 2015 / 288 str.

United States) Horner Robert H. (University of Oregon

Opis

A widely used practitioner guide and text, this book presents a blueprint for meeting the challenges of severe problem behavior in grades PreK-8. It shows how to provide effective behavior support for the 1-5% of students who require intensive, individualized intervention. Case examples illustrate step-by-step procedures for identifying student needs using functional behavioral assessment (FBA) and designing, implementing, and evaluating team-based behavior support plans (BSPs). The book also describes how to build school- and districtwide capacity to conduct FBA-BSPs. Reproducible forms and worksheets are included; purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.

New to This Edition:
*Incorporates current FBA-BSP research and best practices.
*Chapters on developing districtwide capacity; FBA apps and software; applications for academic problems; and early childhood settings.
*Increased attention to FBA-BSP as a Tier III intervention within a multi-tiered framework.

See also the authors' less intensive intervention for moderate problem behavior: Responding to Problem Behavior in Schools, Second Edition: The Behavior Education Program. Also available: Dr. Hawken's training DVD, The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk, which demonstrates the BEP in action.

Recenzje

"This second edition offers the most complete and detailed explanation of FBA that exists in the field today. The presentation is innovative and practical, with case examples that help readers understand how concepts of assessment are transformed into evidence-based strategies for support and intervention. Students and professionals will gain expertise in the crucial topics of behavioral assessment and school-based behavior support. Crone, Hawken, and Horner have expanded and sharpened the descriptions in the first edition, and the result is a singular contribution of significant importance."--Glen Dunlap, PhD, College of Education, University of Nevada, Reno

"An outstanding resource for building the systems needed for individual behavior support. The new content in the second edition is outstanding, from teaching school personnel how to conduct brief FBAs to using the latest technology for more effective and efficient behavior support. This book belongs on the shelf of anyone interested in getting function-based support implemented well in school systems."--Kent McIntosh, PhD, Department of Special Education and Clinical Sciences, University of Oregon; Co-Director, OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports

"The updated second edition includes all of the tools and step-by-step examples of FBA-BSPs that were so valuable in the first edition, but also includes new information on technological advances in FBA, applications to academic concerns and preschool populations, and current trends in FBA. University trainers will find this an ideal text for coursework at both the undergraduate and graduate levels--it is essential reading for those preparing to make a difference as future educators."--Ruth A. Ervin, PhD, Department of Educational and Counselling Psychology and Special Education, University of British Columbia, Canada

"Now in a revised second edition, this book presents the next generation of strategies for implementing, supporting, and sustaining individual positive behavior supports in schools. I am impressed with the authors' comprehensive multilevel systems approach for embedding supports in typical school contexts. This is a 'must-have' work for practitioners who truly want to make a difference."--Linda M. Bambara, EdD, Special Education Program, Lehigh University

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Spis treści

I. Using Functional Behavioral Assessment in Schools: Context and Framework
1. Functional Behavioral Assessment in Schools: Historical Background and the Current Context, Robert E. O'Neill & Kaitlin Bundock
2. Functional Behavioral Assessment in Schools: Thinking Functionally across All Tiers of Behavior Support
II. Embedding Functional Behavioral Assessment within School Systems: Case Examples
3. Conducting a Functional Behavioral Assessment
4. Designing a Behavior Support Plan
5. Evaluating and Modifying the Behavior Support Plan
III. Using Functional Behavioral Assessment within School Systems: Building School-Based and District-Based Capacity
6. Who Will Be Involved in the Behavior Support Team and How Do You Get the Behavior Support Team to Work Together as a Team?
7. How Do You Generate within-Building Capacity for Functional Behavior Assessment on the Behavior Support Team?
8. Improving District Capacity to Deliver Basic FBA-BSP Support, M. Kathleen Strickland-Cohen, Sheldon L. Loman, & Robert H. Horner
IV. Functional Behavioral Assessment as Applied to Specific Problems or Specific Populations
9. Functional Behavioral Assessment for Academic Concerns, Courtenay A. Barrett & Donna M. Gilbertson
10. Functional Behavioral Assessment with Preschool-Age Children
11. Technology Trends in Functional Behavioral Assessment and Intervention, J. Matt Jameson, Allison L. Bruhn, & Leanne S. Hawken
Appendix A
Request for Assistance Form
Appendix B
Functional Behavioral Assessment–Behavior Support Plan Protocol (F-BSP Protocol)
Appendix C
Functional Assessment Checklist for Teachers and Staff (FACTS)
Appendix D
Student-Guided Functional Assessment Interview (Primary)
Appendix E
Assessing Activity Routines Form
Appendix F
Brief Functional Assessment Interview Form
Appendix G
Functional Assessment Observation Form
Appendix H
A Checklist for Assessing the Quality of Behavior Support Planning: Does the Plan (or Planning Process) Have These Features?

O autorze

Deanne A. Crone, PhD, is Research Associate at the Center on Teaching and Learning at the University of Oregon. She has directed several research and training grants that address behavior disorders, positive behavior support, and functional behavioral assessment. Dr. Crone has presented her work on function-based support locally, regionally, and nationally, and has conducted workshops with a variety of professionals, including school psychologists, administrators, teachers, and paraprofessionals. With Leanne S. Hawken and Robert H. Horner, she is coauthor of Responding to Problem Behavior in Schools, Second Edition.

Leanne S. Hawken, PhD, BCBA, is Director of Content and Curriculum at Parent Playbook and Professor Emeritus in the Department of Special Education at the University of Utah. She is a recipient of the College of Education Research Award from the University of Utah. Her research focuses on positive behavior support, including schoolwide behavior support, targeted interventions for students at risk, and functional assessment/behavior support planning for students engaging in severe problem behavior. She frequently leads presentations and workshops on Check-In, Check-Out and positive behavior interventions and supports. In addition to over 20 book chapters and journal articles, she is coauthor of Building Positive Behavior Support Systems in Schools, Second Edition; Responding to Problem Behavior in Schools, Second Edition; and the training DVD Check-In, Check-Out, Second Edition: A Tier 2 Intervention for Students at Risk.

Robert H. Horner, PhD, is Professor of Special Education at the University of Oregon and Director of Educational Community Supports, a research unit within the College of Education that develops and implements practices resulting in positive, durable, and scientifically validated change in the lives of individuals with disabilities and their families. Dr. ­Horner’s 35-year history of research has focused on applied behavior analysis, stimulus control, instructional technology, positive behavior support, and large-scale system change.