Typical School Personnel Developing and Implementing Behavior Support Plans Problem behaviors such as aggression, non-compliance, property destruction and social withdrawal continue to be among the largest challenges faced by educators in schools today. Without effective intervention, recurrent behavior problems often result in removal from general education settings (e.g., office referrals, detentions, suspensions), and can ultimately lead to unnecessary referrals for special education services and diagnoses of emotional and behavioral disorders (January, Casey, & Paulson, 2011). With the 1997 and 2004 reauthorizations of IDEA mandating the use of functional behavioral assessment (FBA) to guide the development of behavior support for students with disabilities exhibiting problem behavior that impedes their educational success, a great deal of attention shifted to the efficacy and feasibility of providing function-based support for individual students in school settings. Since that time a significant body of research indicates that individualized function-based supports based on FBA information are highly effective in decreasing persistent patterns of challenging behavior (Cook et al., 2012; Didden, Duker, & Korzilius ,1997; Filter & Horner, 2009; Iwata et al, 1982/1994; Marquis et al., 2000; Newcomer & Lewis; 2004; Pelios, Morren, Tesch & Axelrod, 1999), and the use of FBA is now advocated as best practice for addressing challenging behavior of students with and without disabilities (Cooper, Heron, & Heward, 2007; Scott, Anderson & Alter, 2012; Renshaw, Christensen, Marchant, & Anderson, 2008). Traditionally, FBA has been most commonly applied with students exhibiting serious and/or pervasive challenging behaviors that have been resistant to previous intervention efforts. However, FBA and the implementation of function-based interventions can be most effective
Typical School Personnel Developing and Implementing Behavior Support Plans Problem behaviors such as aggression, non-compliance, property destruction and social withdrawal continue to be among the largest challenges faced by educators in schools today. Without effective intervention, recurrent behavior problems often result in removal from general education settings (e.g., office referrals, detentions, suspensions), and can ultimately lead to unnecessary referrals for special education services and diagnoses of emotional and behavioral disorders (January, Casey, & Paulson, 2011). With the 1997 and 2004 reauthorizations of IDEA mandating the use of functional behavioral assessment (FBA) to guide the development of behavior support for students with disabilities exhibiting problem behavior that impedes their educational success, a great deal of attention shifted to the efficacy and feasibility of providing function-based support for individual students in school settings. Since that time a significant body of research indicates that individualized function-based supports based on FBA information are highly effective in decreasing persistent patterns of challenging behavior (Cook et al., 2012; Didden, Duker, & Korzilius ,1997; Filter & Horner, 2009; Iwata et al, 1982/1994; Marquis et al., 2000; Newcomer & Lewis; 2004; Pelios, Morren, Tesch & Axelrod, 1999), and the use of FBA is now advocated as best practice for addressing challenging behavior of students with and without disabilities (Cooper, Heron, & Heward, 2007; Scott, Anderson & Alter, 2012; Renshaw, Christensen, Marchant, & Anderson, 2008). Traditionally, FBA has been most commonly applied with students exhibiting serious and/or pervasive challenging behaviors that have been resistant to previous intervention efforts. However, FBA and the implementation of function-based interventions can be most effective
2012-12-20-Implementing-Basic-Behavior-Support.docx