TABLE OF CONTENTS

• Acknowledgements
• Introduction
• Rationale for Developing Positive Behavioral Interventions
• Overview of Functional Behavioral Assessment
• Addressing Student Problem Behavior is a Team Effort
• A Method for Developing, Implementing and Monitoring a Positive Behavioral Intervention Plan

7. Develop and Implement Behavioral Intervention Plan

8. Monitor Faithfulness of Implementation of the Plan

9. Evaluate Effectiveness of the Behavioral Intervention Plan

10. Modify the Behavioral Intervention Plan

• Obstacles to Effective Functional Behavioral Assessment and Behavioral Intervention Plans and Supports
• Conclusion
• Additional Information on Functional Behavioral Assessment and Positive Behavioral Intervention Plans
• Appendix A:
  Functional Assessment/Behavioral Intervention Checklist
• Appendix B:
  Positive Behavioral Intervention Plan Planning Form
• Appendix C:
  Forced-Choice Reinforcement Menu
• Appendix D:
  Sample Crisis/Emergency Plan
• Other Available Resources

 9. Evaluate Effectiveness of the Behavioral Intervention Plan

The second evaluation procedure that should be developed by the IEP team is one that is sufficiently aligned with the function of the behavior to be used to accurately measure changes in the behavior of concern, itself. For example, the IEP team should measure the behavior (baseline) prior to starting the intervention. This is done through the direct observation stage of conducting a functional behavioral assessment. The team should then continue to measure the behavior (e.g., direct classroom observation of Charles’ disruptive acts) once the intervention has been implemented. These progress checks need not be as detailed as the initial functional behavioral assessment observations, but should be detailed enough to yield information that the IEP team can then use to begin to evaluate the impact of the intervention plan. The team does this by using the baseline information as a standard against which to judge subsequent changes in student behavior, measured through progress checks. Team members may see positive changes, negative changes, or no changes at all. Data on student behavior should be collected and analyzed about every two to three days; more complex or intrusive intervention plans may necessitate more frequent measurement.

When a severe problem behavior is resistant to change, complex, intrusive intervention packages may be required. The more complicated the intervention plan, the more likely that its impact will go beyond the behaviors the IEP team has identified for intervention. That is, the plan may have an effect on non-targeted behavior (e.g., it could "spill over" and reduce or eliminate other inappropriate or appropriate behaviors). For this reason, it may be necessary to collect information on non-targeted behavior (e.g., positive social interactions with classmates and adults; appropriate classroom behavior). Throughout this process, IEP teams must determine when reassessment will take place and specify the ultimate goal of the behavior change. Finally, it is important to remember that if a student already has a behavioral intervention plan, the IEP team may elect to simply review the plan and modify it.