Addressing Student Problem Behavior – Part III
This is the third of three guides that address the 1997 Amendments to IDEA as they relate to the issue of functional assessment and positive behavioral intervention plans and supports. The first monograph, Addressing Student Problem Behavior: An IEP Team's Introduction to Functional Behavioral Assessment and Behavioral Intervention Plans, provides a general overview of these requirements. The second monograph, entitled Addressing Student Problem Behavior-Part II: Conducting a Functional Behavioral Assessment, examines the rationale for functional behavioral assessment and the process of conducting one, and describes the ways schools and IEP teams can translate this new public policy into classroom practice, by means of a step-by-step approach to functional behavioral assessment. The second monograph covers steps 1-6 of an integrated ten-step process that has been used by some for conducting functional behavioral assessments (see sidebar: A Method for Conducting a Functional Behavioral Assessment) and focuses on determining the function of student problem behaviors.
This third monograph discusses how to use the information gathered during the functional behavioral assessment process to develop and implement positive behavioral intervention plans that address both the short- and long-term needs of the student. We cover steps 7-10 of a functional assessment process that includes ways some school personnel are developing positive behavioral intervention plans and supports. In addition, we explore various factors associated with developing a thorough intervention plan and offer some thoughts on possible obstacles to conducting functional behavioral assessments. Finally, we encourage schools to make use of the functional behavioral assessment process and positive behavioral intervention plans as part of a system-wide program of academic and behavioral supports to better serve all students. We offer a list of sources for readers interested in obtaining more information on functional behavioral assessment and positive behavioral intervention plans. Blank forms and sample completed forms that might be used for developing positive behavioral intervention plans and crisis/emergency intervention plans are included in the Appendices.