Synopses & Reviews
"Despite federal mandates for functional behavior assessment and planning, school districts nationwide still lack the capacity to use FBA procedures to help challenging students succeed. This is the first text I have found that provides systemic strategies to embed positive behavioral support into the fabric of school routines and practice. While Crone and Horner emphasize the need for increased training and staff resources, their model respects the time and fiscal constraints facing practitioners. Their suggested continuum of support provides a pragmatic decision tree for adjusting the intensity of behavioral assessment to the complexity of students' behavior problems. I recommend this text for courses on ecobehavioral interventions in schools and for school psychology practica. The text's frank pragmatism and its sensitivity to systemic features of schools make it an excellent choice for the pivotal courses that bridge university recommendations for best practices with school mandates for realistic practice."--Beth Doll, PhD, School Psychology Program, University of Nebraska-Lincoln
"A concise and clear exposition of a proven approach to addressing serious behavior problems in schools. Using functional behavioral assessment, the authors offer a step-by-step guide to developing effective positive behavior support plans as required by IDEA 1997. The book is replete with many useful examples, checklists, and forms that facilitate the work of school psychologists, special educators, and counselors. This is a valuable resource for making schools more safe and responsive to children's needs. It is also a suitable text for use in graduate education."--Jonathan Sandoval, PhD, Division of Education, University of California, Davis.
"Crone and Horner have put together an incredibly helpful resource for school personnel facing the huge challenges of students with significant behavior problems. This book offers a clear blueprint for leaders and members of behavior support teams, outlining in clear and achievable steps the process of putting together support systems based in functional behavioral assessment. All types of educational personnel, including school psychologists, teachers, special educators, and administrators, will find this an invaluable text for identifying behavior problems and implementing real solutions. The book is replete with helpful examples and practical forms that help move the notion of positive support from idea into action."--Judith J. Carta, PhD, Juniper Gardens Children's Project, University of Kansas
"Overall, we think the authors have taken a complicated process and have broken it down into manageable steps. Their approach is facilitated by the conversational writing style employed and [the] resulting easy reading level....A valuable resource for use in creating behavior support teams in schools by practitioners....The authors have provided an excellent framework for successfully implementing IDEA 1997 requirements and recommendations with respect to FBA."--School Psychology Quarterly
"This second edition offers the most complete and detailed explanation of FBA that exists in the field today. The presentation is innovative and practical, with case examples that help readers understand how concepts of assessment are transformed into evidence-based strategies for support and intervention. Students and professionals will gain expertise in the crucial topics of behavioral assessment and school-based behavior support. Crone, Hawken, and Horner have expanded and sharpened the descriptions in the first edition, and the result is a singular contribution of significant importance."--Glen Dunlap, PhD, College of Education, University of Nevada, Reno
"An outstanding resource for building the systems needed for individual behavior support. The new content in the second edition is outstanding, from teaching school personnel how to conduct brief FBAs to using the latest technology for more effective and efficient behavior support. This book belongs on the shelf of anyone interested in getting function-based support implemented well in school systems."--Kent McIntosh, PhD, Department of Special Education and Clinical Sciences, University of Oregon
"The updated second edition includes all of the tools and step-by-step examples of FBA-BSPs that were so valuable in the first edition, but also includes new information on technological advances in FBA, applications to academic concerns and preschool populations, and current trends in FBA. University trainers will find this an ideal text for coursework at both the undergraduate and graduate levels--it is essential reading for those preparing to make a difference as future educators."--Ruth A. Ervin, PhD, Department of Educational and Counselling Psychology and Special Education, University of British Columbia, Canada
"Now in a revised second edition, this book presents the next generation of strategies for implementing, supporting, and sustaining individual positive behavior supports in schools. I am impressed with the authors' comprehensive multilevel systems approach for embedding supports in typical school contexts. This is a 'must-have' work for practitioners who truly want to make a difference."--Linda M. Bambara, EdD, Special Education Program, Lehigh University
This indispensable volume presents an up-to-date conceptual model and practical tools for meeting the challenges of severe problem behavior in elementary and middle-school settings. The focus is on developing and implementing team-based support plans for the 1-5% of students who require intensive, individualized behavioral assessment and intervention. Outlined are field-tested procedures that enable the practitioner to evaluate student needs using functional behavioral assessment; transform assessment results into practical, function-based interventions; develop school-wide systems that support the assessment and intervention process; establish clear roles for leaders and members of behavior support teams; and work collaboratively with administrators, teachers, students, and parents. A much-needed resource and text, the book features illustrative case examples, figures, and charts. Also included are reproducible assessment instruments, parent and teacher forms, sample meeting agendas, and other useful materials.
Note: A less intensive, prevention-oriented intervention for students with moderate problem behavior is presented in the complementary volume, Responding to Problem Behavior in Schools.
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. Also available: Dr. Hawken's training DVD, The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk, which demonstrates the BEP in action.
About the Author
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, is Professor in the Department of Special Education at the University of Utah. She has over 15 years of experience helping schools implement positive behavior interventions and supports. Her research focus is on Check-In/Check-Out, a Tier 2 behavior intervention for students at risk. Dr. Hawken has consulted nationally and internationally on supporting implementation of CICO as well as on how to combine functional behavioral assessment procedures with CICO to improve its effectiveness.
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.
Table of Contents
I. Using Functional Behavioral Assessment in Schools: Contexts and Challenges
1. Functional Behavioral Assessment in Schools: The Current Context
2. Changing the Way We Think about Assessment and Intervention for Problem Behavior
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:
Questions and Considerations
6. Who Will Be Involved in the Behavior Support Team and What Is Needed from Each Person?
7. How Do You Get the Behavior Support Team to Work Together as a Team?
8. How Do You Generate within-Building Capacity for FBA on the Behavior Support Team?
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 Behavioral Assessment Observation Form
Appendix H Functional Assessment Observation Form
Appendix I A Checklist for Assessing the Quality of Behavior Support Planning: Does the Plan (or Planning Process) Have These Features?