TABLE OF CONTENTS

	Acknowledgments
	Introduction
	Rationale for Using Functional Behavioral Assessments to Develop Positive Behavior Interventions
	Functional Assessment is a Team Effort
	A Method for Conducting a Functional Behavioral Assessment
	Direct and Indirect Measures of Student Behavior

	Summary of Steps to Conduct a Functional Behavioral Assessment
	The Behavior Intervention Plan
	Conclusion
	Additional Information on Functional Assessment
	Appendix A: Scatterplots
	Appendix B: ABC Charts
	Appendix C: Functional Assessment Interview Forms
	Appendix D: Sample Teacher and Student Interviews
	Appendix E: Problem Behavior Questionnaire
	Appendix F:  Data Triangulation Chart
	Appendix G: Behavior Pathway Charts
	Other Available Resources

THE BEHAVIOR INTERVENTION PLAN

After collecting sufficient information about a student’s behavior to determine the likely function of that behavior, the IEP team must develop (or revise) the student’s behavior intervention plan. The process of identifying possible behavioral supports and developing and implementing a behavioral intervention plan will be discussed in more detail in the third and final monograph in this series. This plan should include positive strategies, program modifications, and the supplementary aids and supports required to address the disruptive behaviors and allow the student to be educated in the least restrictive environment. It also should contain strategies to teach the student "functionally equivalent" replacement behaviors (i.e., behavior that serves the same purpose but is more acceptable). This is accomplished by drawing upon the information collected during the functional behavioral assessment to determine the most effective and practical intervention(s) and supports to address the student’s behavior.

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