Building Positive Behavior Support Systems in Schools, Second Edition (2^nd Ed.) Functional Behavioral Assessment

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,and the related training DVD, Check-In, Check-Out, Second Edition: A Tier 2 Intervention for Students at Risk.

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?

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 Professor Emeritus in the Department of Special Education at the University of Utah. Dr. Hawken has 30 years of experience in the fields of psychology, education, positive behavior support (PBIS), and applied behavior analysis (ABA). She has been a PBIS/MTSS district- and school-level coach and has been has been training, coaching, and conducting research on Check-In, Check-Out (CICO) since the early 2000s. Outside the school context, Dr. Hawken is a certified life coach who is passionate about combining the science of ABA with the tactics of life coaching.

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.