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Achievement First Achievement First

Tier III Interventions

Step 1: Conduct Functional Behavior Assessment

Collect comprehensive data and information to develop a clear understanding of the relationship of events and circumstances that trigger and maintain problem behavior including setting events.

  • Contact the parent to discuss the process and obtain permission to evaluate.
  • Define the challenging behavior.
  • Prioritize: From all of the challenging behaviors, determine which one or two to prioritize. Consider which behaviors: disrupt the entire class, interfere with meaning instructional time, place people at risk or harm, or interfere with a teacher’s ability to manage an activity.
  • Conduct Classroom Observations conducted by multiple observers
  • Review student records and other data
  • Complete a Student Interview(reinforce survey and student interest survey)
  • Complete a Parent Interview
  • Complete Staff Interviews
  • Create a summary and establish a baseline of student behavior and hypothesize the functions of the student’s problem behavior.

Step 2: Writing a Behavior Improvement Plan

Once behavior hypotheses statement is developed to summarize the data gathered from the functional assessment process, the team can develop a behavior support plan.

  • Prevention Strategies: Remove or support as many setting events and triggering antecedents as possible.
  • Make a plan for direct instruction of replacement behaviors: what, who, when, and how
  • Outline a clear Consequence Chain.
  • Create a Positive Reinforcement System(behavior chart).
  • Culture Plan: Script out how teachers will proactively teach the advisory/homeroom about how to support student.
  • Classroom Culture Plan: Script out how teachers will explain the student’s behavior to the rest of the class if/when target behaviors occur.

Step 3: Communicate

Once the plan is developed, a norming plan with teachers needs to be developed as well as investing in and communicating with parents. Begin to practice the replacement strategies with the student and share a student friendly version.

  • Write an investment letterand invite parent meeting to the meeting.
  • Hold a parent meeting. (Call the day before to remind parent about meeting.)
  • Schedule meetings with teachers to make sure they understand what’s in it and role play some potential situations with the scholar so that teachers can practice the strategies embedded in the plan.
  • Plan the rollout conversation with scholar for investment
  • Schedule times for the scholar to practice the replacement behavior.
  • Script a reset conservation with scholar when/if he is removed
  • Determine the target for the challenging behavior and sketch an aim line.
  • Determine who/when/where/how will work with the student to monitor his/her progress.
  • Create a teacher implementation checklist.

Step 4: Implement + Progress Monitor

The effectiveness of the behavior support plan must be monitored. This monitoring includes measurement of changes in problem behavior and the achievement of new skills and lifestyle outcomes.

  • Create a fidelity checklist.
  • Explain the plan and the behavior chartto the student. Be excited!
  • Practice key elements of the plan.
  • Determine how to ensure quick wins in the first two weeks.
  • Determine what data needs to be collected to monitor the plan to see if it’s working.
  • Determine how members of the SLT will ensure how the plan is being followed.
  • Give it at least three weeks and schedule a follow up meeting to determine when will the team reconvene to ensure the plan is being followed and determine how to improve the plan.
  • Once progress is being made, plan to slowly de-scaffold supports.

Conducting a Functional Behavioral Assessment (FBA) ​

Writing a BIP: Using a FBA to Write a BIP

​​Communicate, Implement, and Progress Monitor