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https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/19665/Kaye_oregon_0171A_11398.pdf?sequence=1&isAllowed=y
about current skills of school psychologists in function-based behavior support planning, or how skills are related to other relevant variables. A small body of research suggests that, although some school personnel may have training related to functional behavioral assessments and function-based behavior support planning, current behavior support
https://ceedar.education.ufl.edu/wp-content/uploads/2014/09/Handout-15-Function-Based-Behavior-Intervention-Plan.pdf
Adapted’fromHorner(2004),’Behavior)Support)Plan)Template.’ Page1’ Handout #15: Function-Based Behavior Intervention Plan This form is intended to assist school teams as they develop a behavior intervention plan (BIP) based on the results of a functional assessment of behavior, which should be attached to this plan.
https://ceedar.education.ufl.edu/wp-content/uploads/2014/09/Handout-16-Function-Based-Intervention-Strategies.pdf
Handout #16: Function-Based Intervention Strategies The following tables provide possible intervention strategies to incorporate into a comprehensive behavior intervention plan based on the function of the problem behavior. Additional resources are listed at this end of this handout.
https://ppsfba.weebly.com/worksheet-for-fb-bsp.html
Worksheet for Function Based Behavior Support Planning The Worksheet for Function-Based Thinking is an individualized approach to addressing a student's concerning behavior. It may be a step to try before conducting a Functional Behavior Assessment.
https://ppsfba.weebly.com/uploads/2/5/0/7/25071730/differentiated_fba.doc
(School Psych, Behavior Specialist, Behavior Teachers, persons who have undergone significant training in FBA) Same + Coach Support (Behavior Consultant, PBIS coach, ASD consultant…) Required Components to develop plan Review existing info Consideration of Context & Culture. Same plus: File/Records Review Consideration of Context & Culture
https://intensiveintervention.org/sites/default/files/Handout1_BehaviorCEC2014.pdf
National Center on Intensive Intervention Planning Intensive (Tier 3) Function-Based Interventions—4 replacement behaviors, and (c) allow the student to access the consequences that are maintaining the problem behavior in a more appropriate way. Use the Function-Based Intervention and Positive Behavior Support Plan Worksheet (pages 15–
https://www.fabasinc.org/schools/function-based-intervention/
Function-Based Intervention is an action plan that is developed by taking into consideration the information obtained from the Functional Behavior Assessment and must addresses the purpose that the behavior serves for the child.
https://www.scred.k12.mn.us/UserFiles/Servers/Server_3022443/File/Social%20Behavior/BSP%20Training%20PPT%20(2016).pdf
Behavior Support Planning Behavior Support is the redesign of environments, not the redesign of individuals. Behavior support plans define changes in the behavior of those who will implement the plan- a BSP describes what we will do differently.
https://files.eric.ed.gov/fulltext/EJ801186.pdf
Implications of Current Research on the Use of Functional Behavior Assessment and Behavior Support Planning in School Systems Kent McIntosh & Hadas Av-Gay Abstract Functional behavior assessment and function-based supp ort have increasingly been used in school settings in the past decade.
https://www.iloveaba.com/2012/09/writing-behavior-plans.html
This behavior plan was created based on John’s history and current behavioral problems, and to ensure that staff members are aware of the protocols that must be kept in place to support John. (The history, or background, is usually obtained from record review or parent/staff interview.
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