1. Functional Assessment & Positive Behavior Support Plans
Tim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive Behavioral Interventions and Supports
<pbis.org>

2. Behavior is functionally related to the teaching environment
The Key
Behavior is functionally related to the teaching environment

3. Basic Steps in FBA-BIP Process
Conduct functional behavioral assessment
Create plan based on functional assessment outcome
Develop infra-structure to support behavior change (system change)

4. Positive Behavior Support Plan
Teach replacement behavior(s) that result in same/similar outcome
Environment should not allow problem behavior to result in previous outcomes
Ideally replacement behavior should be more efficient than problem behavior

6. FBA – PBS Plan Process Success requires:
Individual(s) with expertise in FBA-PBS
Fluency with a clear process among all staff whereby roles are clearly defined
A basic understanding of Applied Behavior Analysis (Behavior is functionally related to the teaching environment) among all school staff

7. Essential Steps to Individual PBS Plans
Request for assistance
Operationally define problem/replacement behavior
Background/archival data/ data collection/Environmental Assessment
Functional Behavioral Assessment
Indirect measures
Direct observation
Develop hypothesis regarding function of problem behavior
Develop a PBS plan
Social skill instruction
Self management
Environmental modifications
Implement, Monitor and Evaluate progress

8. Behavior Support Elements
*Problem & alternative behaviors
*Hypothesis statement
*Competing behavior analysis
*Contextual fit
*Strengths, preferences, & lifestyle outcomes
*Evidence-based interventions
*Team
*Specialist
Problem Behavior
Functional Assessment
Intervention & Support Plan
*Implementation support & data plan
*Technical adequacy
*Sustainability plan
Fidelity of Implementation
Impact on Behavior & Lifestyle

9. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%

10. Benton Elementary I am…. All Settings Classroom Hallways Cafeteria
Bathrooms
Playground
Assemblies
Safe
Keep bodies calm in line
Report any problems
Ask permission to leave any setting
Maintain personal space
Walk
Stay to the right on stairs
Banisters are for hands
Push in chairs
Place trash in trash can
Wash hands with soap and water
Keep water in the sink
One person per stall
Use equipment for intended purpose
Wood chips are for the ground
Participate in school approved games only
Stay in approved areas
Keep body to self
Enter and exit gym in an orderly manner
Respect
ful
Treat others the way you want to be treated
Be an active listener
Follow adult direction(s)
Use polite language
Help keep the school orderly
Be honest
Take care of yourself
Walk quietly so others can continue learning
Eat only your food
Use a peaceful voice
Allow for privacy of others
Clean up after self
Line up at first signal
Invite others who want to join in
Enter and exit building peacefully
Share materials
Applaud appropriately to show appreciation
A Learner
Be an active participant
Give full effort
Be a team player
Do your job
Be a risk taker
Be prepared
Make good choices
Return to class promptly
Use proper manners
Leave when adult excuses
Follow bathroom procedures
Be a problem solver
Learn new games and activities
Raise your hand to share
Keep comments and questions on topic

11. Positive Behavior Support Social Competence & Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

13. Impact on Moving Students to More Restrictive Settings
Elementary schools who implement SW-PBS refer students to alternative/special school at lower rates compared to schools who are not implementing SW-PBS (r = , p < 0.01)
Schools who build SW-PBS have less recidivism to alternative settings once students returned to home-school

14. Big Ideas
Understand interaction between behavior and the teaching environment
Behavior is functionally related to the teaching environment
Build Positive Behavior Support Plans that teach pro-social “replacement” behaviors
Create environments to support the use of pro-social behaviors
Around individual student need / self-management
Classroom
School-wide