Quality Indicator Review and Resource Guides for Behavioral Supports and Interventions - Intensive Individualized Behavioral Interventions
The State Education Department
The University of the State of New York
Albany, NY 12234
Office of Special Education
Quality Indicator Review and Resource Guides for Behavioral Supports and Interventions - PDF
(1.05 MB)
- School-Wide Positive Behavioral Systems
- Classroom Management
- Small Group Interventions (SGI) for At-Risk Students
- Intensive Individualized Behavioral Interventions (Updated May 2014)
Individualized Intensive Interventions focus on addressing the needs of students who exhibit recurring problem behaviors that are not sufficiently addressed by a school’s broader behavioral systems. The interventions are developed for individual students, but are most effective when they work in conjunction with existing systems (i.e., positive school-wide, classroom, and small-group behavioral supports). Individualized Intensive Interventions are designed by a comprehensive team to thoroughly analyze, address, and monitor the needs of students with these more severe or chronic behaviors, and are most often developed in the form of Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs).
Key Question:
Does the school have a consistent effective school-wide discipline system, with sufficient allocation of resources to include an efficient system for addressing the needs of students with severe or chronic behavioral problems? (See Office of Special Education Quality Indicator on School-Wide Positive Behavioral Systems for more in-depth indicators)Indicator: School Infrastructure |
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Quality Indicator | Description/Look Fors: | Comments/Evidence |
Component 1: |
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There is an effective positive school-wide discipline system in place. |
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Written, school-wide discipline procedures, meeting rosters, memos, records of classroom visits, budgets, schedules ,job descriptions, plan description, IST or referral records |
Component 2: Professional Development |
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Staff are trained in effective intensive individual behavioral interventions. |
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Attendance records, training evaluations, teacher reports, surveys, observation checklists |
Key Question:
Are proactive classroom behavioral support systems in place to reduce the need for small group and individualized interventions? (See Office of Special Education Quality Indicator on Classroom Management for more in-depth indicators)
Indicator: Behavior Management |
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Quality Indicator | Description/Look Fors: | Comments/Evidence |
Component 1: Classroom Management |
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Effective classroom management strategies are used in all classrooms. |
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Component 2: Nonclassroom Behavioral Supports |
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Effective management strategies are used in nonclassroom settings. |
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Key Question:
Does the school have a consistent, high quality system for small group intervention for at risk students? (See Office of Special Education Quality Indicator on Targeted Small Group Behavioral Interventions for more in-depth indicators.)Indicator: Interventions for At-Risk Students |
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Quality Indicator | Description/Look Fors: | Comments/Evidence |
Component 1: High Quality Small Group Intervention |
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Evidence-based small group interventions for behaviorally at-risk students are in place. |
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At risk criteria policies, monitors are identified, training dates, written description of secondary strategies, written action plan |
Note: In regulations, FBAs and BIPs should be considered for a student with a disability when:
- the student exhibits persistent behaviors that impede his or her learning or that of others, despite consistently implemented general school-wide or classroom-wide interventions;
- the student’s behavior places the student or others at risk of harm or injury;
- the CSE or CPSE is considering more restrictive programs or placements as a result of the student’s behavior; and/or
- a student’s behavior resulting in suspensions or removals has been determined to be related to the student’s disability.
- conducting a Functional Behavior Assessment:
- an appropriate consent is required through the CSE/CPSE process; and
- information obtained through the FBA process should be documented and/or referenced in the development of the IEP.
Although the FBA and BIP process is required when appropriate for students with disabilities they may also be an excellent tool for any student with intensive behavioral concerns.
Key Question:
Do teams identify the problem behavior(s) of students with chronic difficulties in concrete, measurable terms? Do they determine why the student engages in problem behaviors that impede learning and how the environment is related to the behavior(s)?Indicator: Developing Intensive Individualized Behavioral Interventions: Functional Behavioral Assessments |
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Quality Indicator | Description/Look Fors: | Comments/Evidence |
Component 1: FBA Team Process and Composition |
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FBA’s should be developed through a team process. |
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FBA team list, FBA, survey, implementation fidelity, team interview, team notes, BIP. |
RESOURCES/TOOLS: |
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Component 2: Identifying Problem Behavior |
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Baseline data are collected on the clearly defined behavior using multiple sources. |
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Problem behavior defined in FBA, copy of data collection tools/summary of data, progress monitoring report dates set, conducted and noted. |
Component 3: Contextual Factors: Factors Influencing Behavior |
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Factors that maintain the problem behavior are identified. |
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RESOURCES/TOOLS for Components 2 & 3:
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Component 4: Hypothesis and replacement behavior development |
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Function of the behavior and replacement behavior(s) are identified. |
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FBA |
RESOURCES/TOOLS:
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Key Question:
Do teams develop intervention plans that are measurable, that identify and teach replacement behaviors, and include supports and proactive strategies to prevent problem behavior from occurring?Indicator: Developing Intensive Individualized Behavioral Interventions: Behavior Intervention Plan |
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Quality Indicator | Description/Look Fors: | Comments/Evidence |
Component 1: Behavior Intervention Plan |
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Comprehensive BIPs are developed based on the FBAs, and are implemented with fidelity. |
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BIP linked to hypothesis, team membership/participation, BIP, plan is implemented, progress monitoring data |
- Classroom Management Checklist
(*adapted from Geoff Colvin's Classroom Strategies)
- Learnet – What Problems are Seen?
common causes for problem behavior (hypothesis), organizing observations to confirm hypothesis, and prevention strategies. Provides scripts /tutorials on specific replacement skills.
- Behavior Support Plan Template
Behavior Support Team Planning Guide.
- New Jersey Positive Behavior Supports in Schools Individual Resources
- Understanding and Responding to Escalating Behavior
- Anger Management Programs
- Practical Functional Behavioral Assessment Training Manual for School-Based Personnel
by Sheldon Loman, PhD & Christopher Borgmeier, PhD
Component 2: Replacement Behaviors |
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Behaviors are identified and taught that are intended to replace the problem behavior. |
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FBA/BIP, progress monitoring data |
RESOURCES/TOOLS:
- PowerPoint with information on teaching replacement behaviors
- Strategies for identifying appropriate replacement behaviors
based on function
- Rubric for evaluating possible replacement behaviors
- Brief overview of BIP with section on qualities of replacement behaviors
- Identifying replacement/alternate behaviors
Component 3: Consequences |
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The consequences of the behavior are managed in order to increase expected behavior and decrease problem behavior. |
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FBA, BIP, IEP |
RESOURCES/TOOLS:
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Force Choice Reinforcement Menu
- Tip Sheet on differential reinforcement
- Stimulus Preference Assessment directions
– method for identifying reinforcers
Component 4: Monitoring and Evaluation of Plan |
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A process is in place for monitoring, evaluating and modifying the plan as determined. |
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Survey, BIP, progress monitoring data BIP, CSE/CPSE Minutes, IEP (PLEP) |
RESOURCES/TOOLS:
- Functional Behavioral Assessment Behavior Support Plan (F-BSP) Protocol
see last page for evaluation plan
- Checklist to assess FBA and BIP
- Benchmarks for Advanced Tiers
with a tool for evaluating Tier 3 Intervention Plans
Key Question:
Is there a structure in place for supporting students with intensive needs that engages the student, family, school and community agencies?Indicator: Developing Intensive Individualized Behavioral Interventions: Support for Families with Intensive Needs |
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Quality Indicator | Description/Look Fors: | Comments/Evidence |
Component 1: Collaborative Planning to develop cohesive supports for families |
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Structure is in place for student, family and community agencies to develop a collaborative plan |
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RESOURCES/TOOLS:
- National Wraparound Initiative
- Phases of Wraparound Planning
- Resources for Understanding and Implementing Wraparound
- Education Information Tool
- Family/Caregiver Satisfaction Tool
- Home, School, Community Tool
- Student Disposition Tool
- Tertiary Student Discharge Tool
- Wraparound Integrity Tool
- Youth Satisfaction Tool
Regulations/ Memos
The Office of Special Education publications
Web Resources
- New York State PBIS Technical Assistance Center: www.nyspbis.org
- National Wraparound Initiative: www.nwi.pdx.edu
- PBIS.org: Tertiary Level Prevention: http://pbis.org/school/tertiary_level/default.aspx
- Center for Effective Collaboration and Practice: http://cecp.air.org/fba/
, www.fape.org/idea/what_idea_is/osher/main.htm
- National Association of School Psychologists Resource page: www.nasponline.org/resources/completetopiclist.aspx
- Office of Juvenile Justice and Delinquency Prevention Program, searchable database of effective programs: www2.dsgonline.com/mpg/search.aspx
- Promising Practices Network, searchable database of evidence-based programs: www.promisingpractices.net/programs.asp
- National Institute on Drug Abuse Research-Based Guide: 2nd Edition (2003): www.drugabuse.gov/pdf/prevention/RedBook.pdf
Bibliography
Bruns, E. J. & Walker, J. S. (2010). The wraparound process: An overview of implementation essentials. In E. J. Bruns & J. S. Walker (Eds.), The resource guide to wraparound. Portland, OR: National Wraparound Initiative. Gives an overview of the wraparound process and briefly describes 6 primary components.
Bruns, E. J., & Suter, J. C. (2010). Summary of the wraparound evidence base. In E. J. Bruns & J. S. Walker (Eds.), The resource guide to wraparound. Portland, OR: National Wraparound Initiative. Gives a good summary of the research base for wraparound procedures.
Crimmins, D., Farrell, A.F., Smith, P.W. & Bailey, A. (2007). Positive strategies for students with behavioral problems. Baltimore, MD: Paul H. Brookes Co. In-depth description of PBS principles and application in FBA/BIP process.
Crone, D.A., Hawkins, L.S. & Bergstrom, K. (2007). Elementary and middle school settings: A demonstration of training, implementing, and using functional behavioral assessment in 10 elementary and middle school settings. Journal of Positive Behavior Supports, 9(1), pp. 15–29. Describes a training structure and evaluates effectiveness in increasing team implementation and teacher knowledge of FBA/BIP.
Dunlap, G., Iovannone, R., Kincaid, D., Wilson, K., Christiansen, K., Strain, P. & English, C. (2010). Prevent–Teach–Reinforce: The school-based model of individualized positive behavior support. Baltimore, MD: Paul H. Brookes Co. Gives a clear, step-by-step process for completing FBAs and BIPS, starting from team formation and assessment and going through assessing fidelity of implementation. Includes many useful, easy-to-use forms.
Freeman, R., Eber, L., Anderson, C., Irvin, L., Horner, R., Bounds, M., & Dunlap, G. (2006). Building inclusive school cultures using school-wide positive behavior support: Designing effective individual support systems for students with significant disabilities. Research & Practice for Persons with Severe Disabilities, 31 (1), pp. 4–17. Discusses PBIS in the context of supporting students with the most intense behavioral needs. Includes some case studies at elementary level.
Kutash, K., Duchnowski, A. J. & Lynn, N, (2006). School-based mental health: An empirical guide for decision-makers. Tampa, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research and Training Center for Children’s Mental Health. Describes general findings in research on school-based mental health programs and gives research base for some specific programs.
O’Neill, R.E., Horner, R. H., Albin, R. W., Storey, K. & Sprague, J. R. (1997). Functional Assessment and Program Development for Problem Behavior: A Practical Handbook Edition 2. Pacific Grove, CA: Wadsworth Publishing Company. Step-by-step process, with tools, for completing through FBAs and BIPs.
Salend, S. J. & Taylor, L. S. (2002). Cultural perspectives: Missing pieces in the functional assessment process. Intervention in School and Clinic, 38(2), 104-112. Brief article on how to build cultural sensitivity into the FBA/BIP process.
Scott, T., & Eber, L. (2003). Functional assessment and wraparound as systemic school processes: Primary, secondary, and tertiary systems examples. Journal of Positive Behavior Supports, 5, 131-143. Somewhat dry and academic, but places FBA/BIP and Wraparound in context of school-wide systems, and describes how elements of each inform school-wide, universal systems as well as secondary and tertiary system.
Scott, T.M. & Caron, D.B. (2005). Conceptualizing functional behavior assessment as prevention practice within positive behavior support systems. Preventing School Failure, 50 (1), pp. 13 – 20. Brief overview of how the tenets of FBA can be used at all three levels of PBIS system. Discusses efficient use of resources across three tiers to meet student needs.
Skiba, R. (2004). Zero tolerance: The assumptions and the facts. Education Policy Briefs, 2(1). Bloomington, IN: Center for Evaluation and Education Policy. Brief discussion on both intended and actual outcomes of zero tolerance policies in schools. Gives concise information that could be beneficial for use with districts when discussing suspension practices for students.
Steege, M.W. & Watson, T.S. (2008). Best practices in functional behavior assessment. In Best Practices in School Psychology V. Thomas, A. & Grimes, J. (Eds.). Bethesda, MD: NASP. Provides an overview of the research and findings on FBAs.
Sugai, G., Horner, R.H., Dunlap, G., Hieneman, M., Lewis, T.J., Nelson, C.M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A.P., Turnbull, H.R., Wickham, D., Ruef, M., & Wilcox, B. (1999). Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools. OSEP Center on Positive Behavioral Interventions and Support: Technical Assistance Guide 1 Version 1.4.4. Basic overview of what PBIS and FBA are and how they fit together. Easy to read and has an extensive bibliography.
Van Acker, R., Boreson, L., Gabl, R.A. & Potterton, T. (2005). Are we on the right course? Lessons learned about current FBA/BIP practices in schools. Journal of Behavioral Education, 14(1), pp. 35-56. Concise summary of a research study reviewing FBA/BIPs to determine if they include critical, key components. Includes a simple checklist for reviewing FBA/BIPs.