family involvement in functional assessmentfifa.fmhi.usf.edu/fifamanual.pdffamily involvement in...

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2 Family Involvement in Functional Assessment: A Guide for School Professionals

3Family Involvement in Functional Assessment: A Guide for School Professionals

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TTTTTable of Contentsable of Contentsable of Contentsable of Contentsable of Contents

About the Collaborators ...................................................................................................... 7Features and Usage .............................................................................................................. 7Positive Behavior Support and Families ............................................................................... 9

Section 1 : Creating FSection 1 : Creating FSection 1 : Creating FSection 1 : Creating FSection 1 : Creating Family Family Family Family Family Friendly Schoolsriendly Schoolsriendly Schoolsriendly Schoolsriendly SchoolsLaying the Foundation for Successful Partnerships with Families .......................................... 13Engaging Families to Participate in Behavior Support Initiatives .......................................... 16

Section 2: The Steps in PSection 2: The Steps in PSection 2: The Steps in PSection 2: The Steps in PSection 2: The Steps in Positive Behavior Support Positive Behavior Support Positive Behavior Support Positive Behavior Support Positive Behavior Support Prrrrrocess with Focess with Focess with Focess with Focess with FamiliesamiliesamiliesamiliesamiliesIntroduction ...................................................................................................................... 23Who is Juan? ..................................................................................................................... 24Meet Juan ......................................................................................................................... 24

Step 1 IdentifStep 1 IdentifStep 1 IdentifStep 1 IdentifStep 1 Identifying Goalsying Goalsying Goalsying Goalsying Goals .......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... 25A Vision for Juan ............................................................................................................... 30

Step 2 Information GatheringStep 2 Information GatheringStep 2 Information GatheringStep 2 Information GatheringStep 2 Information Gathering ............................................................................................................................................................................................................................................................................................................................................................................................................................................................. 31

Step 3 HypothesesDevelopmentStep 3 HypothesesDevelopmentStep 3 HypothesesDevelopmentStep 3 HypothesesDevelopmentStep 3 HypothesesDevelopment .................................................................................................................................................................................................................................................................................................................................................................................................................................... 37 Hypothesis 1.................................................................................................................... 43 Hypothesis 2 ................................................................................................................... 44 Hypothesis 3 ................................................................................................................... 45

Step 4 Behavior Support PlanStep 4 Behavior Support PlanStep 4 Behavior Support PlanStep 4 Behavior Support PlanStep 4 Behavior Support Plan ........................................................................................................................................................................................................................................................................................................................................................................................................................................................ 46Support plan development ................................................................................................ 50

Step 5 Monitoring & evaluationStep 5 Monitoring & evaluationStep 5 Monitoring & evaluationStep 5 Monitoring & evaluationStep 5 Monitoring & evaluation ......................................................................................................................................................................................................................................................................................................................................................................................................................................... 5353535353Monitoring & Evaluation ................................................................................................... 55


About the Collaborators About the Collaborators About the Collaborators About the Collaborators About the Collaborators

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This manual has been developed through the collaboration of thefollowing state and federally funded programs of the Division of AppliedResearch and Educational Support, Department of Child and FamilyStudies, Louis de la Parte Florida Mental Health Institute, University ofSouth Florida, Tampa, Florida:

Florida PFlorida PFlorida PFlorida PFlorida Positive Behavior Support Positive Behavior Support Positive Behavior Support Positive Behavior Support Positive Behavior Support Prrrrroject Toject Toject Toject Toject Team Team Team Team Team Training andraining andraining andraining andraining andTTTTTechnical Assistanceechnical Assistanceechnical Assistanceechnical Assistanceechnical Assistance funded by the Bureau of Instructional Support andCommunity Services, Florida Department of Education

Collaboration and FCollaboration and FCollaboration and FCollaboration and FCollaboration and Family Involvement in Family Involvement in Family Involvement in Family Involvement in Family Involvement in Functional Assessmentunctional Assessmentunctional Assessmentunctional Assessmentunctional Assessmentfunded by the Office of Special Education Programs, U.S. Department ofEducation (# H324000049)

The RThe RThe RThe RThe Rehabilitation Rehabilitation Rehabilitation Rehabilitation Rehabilitation Research and Tesearch and Tesearch and Tesearch and Tesearch and Training Center on Praining Center on Praining Center on Praining Center on Praining Center on PositiveositiveositiveositiveositiveBehavior Support Behavior Support Behavior Support Behavior Support Behavior Support funded by the National Institute on Disability andRehabilitation Research, U.S. Department of Education (# H133B980005)

The grants described above provide training, technical assistance, andthe promotion of effective practices in the provision of positive behaviorsupport. While each of the programs have a distinctive mission,stakeholders, and specific goal, they share an emphasis on the essentialimportance of collaborating with families in the behavior support process.The manual includes a core of information and strategies that are relevantfor all stakeholders of these grants.

FamilyInvolvement inFunctionalAssessment

More specifically, this manual has been designed for teachers, principals,school psychologists, behavior specialists, and other school personnel whoare involved in the implementation of positive behavior interventions andsupports collaboration of families in the functional behavior assessment andbehavior support process. Users of the manual are encouraged toreproduce pages from the manual or to adapt forms from the manual foruse within their schools or school system.

Features and UsageFeatures and UsageFeatures and UsageFeatures and UsageFeatures and Usage


The process of Positive Behavior Support (PBS) is implemented by ateam that includes the persons who interact with the student in home,school, and community environments. That team should always includethe student’s teachers and family or primary caregivers. The involvementof families is especially important because they are the experts on theirchild and can provide both current and historical information about thechild’s behavior. Other team members who may participate include: theschool psychologist, related service providers, a behavior specialist, otherschool personnel, community providers, peers, and the student who haschallenging behavior.

PBS uses an assessment-based process (i.e., functional behavioralassessment) to develop an understanding of the student’s challengingbehavior and factors related to the behavior in multiple settings andsituations. In this process, families contribute specific information aboutdifficult situations at home or in the community to create a morecomprehensive assessment.

PBS is a proactive approach that includes prevention strategies thatemerge as an outcome of the assessment process. The team, with familyinput, develops strategies designed to change the environment,interactions, or tasks to support appropriate behavior at home andschool.

Most importantly, PBS is an educative approach that places a priorityon the instruction of new skills. The team identifies replacement skills thatare taught to the student as alternative behaviors to the use ofchallenging behavior.

The process of PBS became legally mandated for some studentsthrough the 1997 reauthorization of the Individuals with DisabilitiesEducation Act (IDEA). In IDEA, the practice of positive behavior supportsand functional behavioral assessment was included to address needs ofstudents whose behavior disrupts the learning of others or students whomay be removed from school due to numerous serious office referrals ora single dangerous infraction (i.e., zero tolerance).

Positive Behavior SupportPositive Behavior SupportPositive Behavior SupportPositive Behavior SupportPositive Behavior Supportand Familiesand Familiesand Familiesand Familiesand Families

The team with family inputdevelops strategiesdesigned to change theenvironment, interactions,or tasks to supportappropriate behavior athome and school


Please note, while IDEA includes best practice such as positive behaviorinterventions and supports for serious or dangerous behavior problems orinfractions, PBS is a preventative approach that works effectively for alldisruptive behaviors. The authors recommend the use of PBS to assiststudents who exhibit persistent problem behavior. Indeed, thecombination of family involvement and a proactive, assessment-basedapproach creates a foundation for the development of powerfulstrategies for preventative behavior change and family partnerships.

In Section 1 of this manual, the authors provide some helpfulrecommendations for the ongoing development of a family-friendlyschool climate as well some specific suggestions for communicatingeffectively with all families, especially families from ethnically orculturally diverse backgrounds. Section 2, provides specific strategies forthe promotion of family involvement in each step of the process of PBS.Helpful tip sheets and blank forms that promote activities associated withfamily friendly schools and positive behavior support are located at theback of the manual in the Resources Section.

The process of PBS becamelegally mandated for somestudents through the 1997reauthorization of theIndividuals with DisabilitiesEducation Act (IDEA).

The specific sections where PBThe specific sections where PBThe specific sections where PBThe specific sections where PBThe specific sections where PBS is addressed in IDEA are:S is addressed in IDEA are:S is addressed in IDEA are:S is addressed in IDEA are:S is addressed in IDEA are:

Section 614(d)(3)(B)(i)

“in the case of the child whose behavior impedes his or herlearning or that of others, the child’s IEP team must consider,when appropriate, strategies, including positive behavioralintervention strategies and supports to address that behavior.”

Section 615(k)(1)(B)(i))

“if the local agency did not conduct a functional behavioralassessment and implement a behavioral intervention plan forsuch child before the behavior that resulted in the suspensiondescribed in paragraph (A), the agency shall convene an IEPmeeting to develop an assessment plan to address that behaviorif the child already has a behavioral intervention plan, the IEPteam shall review the plan and modify it, as necessary, to addressthe behavior.”

Positive Behavior SupportPositive Behavior SupportPositive Behavior SupportPositive Behavior SupportPositive Behavior Support and Families and Families and Families and Families and Families


Section 1Section 1Section 1Section 1Section 1Creating a Family Friendly School


This section of the guide provides suggestions for the developmentof family-friendly schools with supporting tips and checklists found inthe Resource Section at the back of the manual. The authorsacknowledge that much of the information may fit into the long rangedevelopment of a family-centered school climate; however, simplestrategies also are discussed that may be immediately implemented towelcome families as they become more involved in the behaviorsupport process.

Schools whose focus is on a family-friendly climate and theinvolvement of families in all aspects of their child’s education, mayprove more successful in involving families in the positive behaviorsupport process. Families who feel welcomed and unthreatened by theschool, are much more willing to partner with the school in theirchild’s behavior support. Though not a prerequisite, schools mustconsider the effect of the whole school climate on family involvementin the behavior support process, recognizing that developing such aclimate is a process that occurs over time.

Schools with family partnerships as a central goal clearly set thestage enlisting many families to take an interest in the school. This typeof climate, obviously, assists in fostering family involvement andinterest for those families who have children with behavior problems.However, schools may still be involved in the positive behaviorsupport process, while they still strive to achieve a family friendlyenvironment climate.

There is no recipe for creating a family-friendly school nor a precise setof steps to follow in creating a school that fosters successful familyrelationships. Each school must look at its unique strengths and needs inorder to create the environment that reaches itsitsitsitsits families. A school mayconsider itself “family friendly,” but it is the families’ perception of“friendliness” that is important.

Schools with familypartnerships as a centralgoal clearly set the stagefor getting many familiesto take an interest in theschool.

Laying the Foundation for SuccessfulLaying the Foundation for SuccessfulLaying the Foundation for SuccessfulLaying the Foundation for SuccessfulLaying the Foundation for SuccessfulPartnerships with FamiliesPartnerships with FamiliesPartnerships with FamiliesPartnerships with FamiliesPartnerships with Families


Schools may want to consider the following key points when layingthe foundation for successful partnerships with families. The ResourcesSection provides specific details, suggestions, or checklists to considerwhen establishing a successfull partnership with families within theschool setting.

Creating a welcoming environment sets the stage for engaging allfamilies. It reveals the various cultures, interests, abilities and strengthsof the school community so that all are recognized and welcomed asvalued members of the school (see Resources Section).

Communication is a key to successfull partnerships between families andschools. Good communication lays the foundation for the success ofteam-based activities including Positive Behavior Support. (seeResources Section).

Family members are involved most effectively when they function aspartners in the education process. The school has a responsibility todo everything it can to assist family members in realizing theirpotential as partners in the process. Partnerships involve activitieswhere families and schools are working toward a common goal.Schools must communicate with families in ways that areunderstadable to the family. This means they must take intoconsideration the families’ native language and literacy level.

Research and practice in the field of family involvement clearlyidentify primary barriers to family participaton and offer suggestionsfor overcoming those barriers. (see Resources Section)


Family members areinvolved most effectivelywhen they function aspartners in the educationprocess.



Cultural ACultural ACultural ACultural ACultural Awarenesswarenesswarenesswarenesswareness

At least one third of the general school population consists of studentsfrom ethnically, linguistically, and culturally diverse backgrounds. Thisdiversity can present challenges to parent and family involvement intraditional “school cultures.” Professionals working with diversepopulations should develop an awareness of their own culture andinherent values as a basis for developing sensitivity to the diversebackgrounds of the children and families with whom they work.

It is critical when increasing the family’s comfort at school, forschools to consider factors that increase the cultural competence andsensitivity such as family ecology (i.e., how the family interacts withone another and as a system), the available resources for support,religious or spiritual beliefs and values, and discipline practices. Schoolsmay seek to demonstrate their awareness and respect for these factorsthrough some of the suggestions for creating a family friendlyenvironment (see Resources Section).

Many suggestions or assessments of the key elements previouslydiscussed may be found in the Resources Section.

At least one third of thegeneral school populationconsists of students fromethnically, linguistically,and culturally diversebackgrounds.


Good communication is akey to success of a team-based approach.

Effective CommunicationEffective CommunicationEffective CommunicationEffective CommunicationEffective Communication

Effective on-going communication is critical to establishing goodrelationships between families and schools and a key to the success of ateam-based approach to behavior support. Positive communicationabout children’s successes must begin early in the school year.

The form and frequency of communication between home andschool must begin at a level that is comfortable for the family. Suchcommunication may take the form of notes home, phone calls, oremails. It takes a variety of formats to meet the needs of the family.Communication must be two way in nature with communicationoriginating at home as well as at school. As a family feels morecomfortable with the school/or teacher, their method or frequency ofcommunication may change.

Suggestions for Enhancing CommunicationSuggestions for Enhancing CommunicationSuggestions for Enhancing CommunicationSuggestions for Enhancing CommunicationSuggestions for Enhancing Communication

• Create beginning-of-the-year welcome packets and include studentinformation sheets as a way to get to know the students

• In welcome packets, include a survey or information sheet with thetype of method families prefer to be contacted (i.e., one, mail,notes home with child, etc.)

• Provide phone messages about school events in the nativelanguages of the families in your school

• Make a phone line with messages from teachers about homeworkassignments

• Contact families early in the school year and periodicallythroughout the year

• Make personal (face-to-face) contacts when possible

• Distribute calendars with pictures of families that highlight familyinvolvement in school activities and identify important dates,including special school functions for families as well as holidaysand grading schedules

• Create tip sheets that summarize school discipline policies andprocedures

• Create booklets that include phone numbers of communityresources including exceptional student education relatedinformation

Engaging Families to ParticipateEngaging Families to ParticipateEngaging Families to ParticipateEngaging Families to ParticipateEngaging Families to Participatein Behavior Support Initiativesin Behavior Support Initiativesin Behavior Support Initiativesin Behavior Support Initiativesin Behavior Support Initiatives


Family members can become most effectively involved when theyfunction as partners in the education process. When families considerthemselves partners they will contribute more significantly to thePBS process.

TTTTTips Fips Fips Fips Fips For Strengthening For Strengthening For Strengthening For Strengthening For Strengthening Family Pamily Pamily Pamily Pamily Partnershipsartnershipsartnershipsartnershipsartnerships

• Set meeting times to accommodate parent schedules

• Make time for teachers to communicate with families

• Involve family members in decision making at the school

• Survey family members to identify needs, interests, resources, etc.

• Establish Principal office hours when parents can stop in to talk

• Draw up student-parent-teacher contracts

• Provide in-service training to staff on how to work effectively withfamilies

• Invite teachers and family members who have effectively workedtogether to share their experiences with other staff

The level of family participation in school-based activities variesdepending upon the family’s unique needs, abilities, and circumstances.Families should be encouraged to participate at a level mostappropriate for them. When family members are not visibly involvedin their children’s education, educators may assume that families don’tcare about their children’s experience in school.

RRRRResearch and commentaresearch and commentaresearch and commentaresearch and commentaresearch and commentary in the field of family involvementy in the field of family involvementy in the field of family involvementy in the field of family involvementy in the field of family involvementclearly identifies primarclearly identifies primarclearly identifies primarclearly identifies primarclearly identifies primary barriers:y barriers:y barriers:y barriers:y barriers:

• Time constraints

• Childcare

• Transportation

• Diverse language/culture, and

• Overwhelming medical and financial needs of immediate andextended family

• Limited services for child

When families considerthemselves partnersthey will contributemore significantly tothe PBS process.



Another important issue to consider when working to createpartnerships with families is the growing diversity in the population ofour schools. At least one third of the general school populationconsists of students from ethnically, linguistically, and culturally diversebackgrounds.

This diversity can present challenges to parent and family This diversity can present challenges to parent and family This diversity can present challenges to parent and family This diversity can present challenges to parent and family This diversity can present challenges to parent and familyinvolvement in “school cultures” such as:involvement in “school cultures” such as:involvement in “school cultures” such as:involvement in “school cultures” such as:involvement in “school cultures” such as:

• Differing ethnic and cultural backgrounds are, at times, accorded alesser status inhibiting formation of “partnerships”

• Limited English proficiency and minimal experiences with thedominant educational system may inhibit involvement and accessto information

• Misunderstandings due to differing cultural norms and values

• Simplistic over generalities can offend and increase the dividebetween the family and the school

There are ways to create links between families of diverse cultures and schools.

Some strategies for supporting familiesSome strategies for supporting familiesSome strategies for supporting familiesSome strategies for supporting familiesSome strategies for supporting families

• Prepare to communicate (verbal & written) in the languages of thefamilies in your school (greetings are a good way to start)

• Provide parent education programs that help parents who havelimited access to formal education (e.g. ESOL)

• Provide parent education programs that are designed to increaseparents’ influence on their children’s education

• Provide awareness training programs that provide opportunities forrole-play and simulations to help increase parents’ confidence levelwhen working with school personnel

• Employ parents as para-educators in bilingual and special educationprograms that address linguistic and cultural diversity

• Demonstrate respect for different cultures (guest speakers, displays,classroom and school-wide awareness activities, etc.…)


Create partnerships withfamilies is the growingdiversity in the populationof our schools.


Professionals working with diverse populations implementingpositive behavior support should develop an awareness of their ownculture and inherent values as a basis for developing sensitivity to thediverse linguistic and cultural backgrounds of the children and familieswith whom they will work.

Guidelines for prGuidelines for prGuidelines for prGuidelines for prGuidelines for professionalsofessionalsofessionalsofessionalsofessionals

• Enhance cultural self-awareness

• Learn about the cultures of the families in the school community

• Emphasize information sharing in contrast to information giving

• Avoid describing differences in a negative or judgmental manner

• Consider cultural beliefs as they relate to greeting, privacy, andphysical space

• Recognize that in some cultures strong matriarchal or patriarchallines of authority respect other cultures vary in their view ofauthority and parents’ roles

Professionals working withdiverse populationsimplementing positivebehavior support shoulddevelop an awareness oftheir own culture andinherent values.



Section 2The Steps in the Positive

Behavior SupportProcess with Families


Family friendly schools promote the involvement of families whohave children with challenging behavior in the Positive Behavior Supportprocess. Positive Behavior Support is an approach that involves planningfor the child’s future by creating a vision, gathering information aboutthe child’s various environmental events associated with the challengingbehavior across all living and learning settings, developing hypotheses orideas about the events associated with the challenging behavior, andcreating a strength-based support plan that focuses on reducingchallenging behaviors while enhancing the life-style of the child andfamily.

Thus, families are critical to comprehensive positive behavior supportsince they offer valuable information regarding the child’s behavior inhome and community environments and insights into their child’spreferences, strengths, communication abilities, medical issues and more.When families are integrally involved in the development ofinterventions, they tend to buy in to the interventions. When they buyin, they are more likely to implement the interventions because they fitthe family beliefs about discipline, cultural and religious practices, andlife-style resulting in greater.

This section of the manual describes the five steps of the PositiveBehavior Support process with rationales and strategies for involvingfamilies in the process. In addition, a vignette is provided to illustratethe application of the strategies with the school and family. The vignettesbegin with background information about Juan, a student, and his family.Thereafter, the vignettes occur at the end of each step. Resources for thefive steps of Positive Behavior Support are located at the back of themanual in the resource section.

Introduction Introduction Introduction Introduction Introduction Section 2Section 2Section 2Section 2Section 2

Family friendly schoolspromote the involvementof families who havechildren with challengingbehavior in the PositiveBehavior Support process.


Juan is a 10-year-oldHispanic boy, who isenrolled in a rural

elementary school on theoutskirts of a large metropolitancity. He attends a 5th gradegeneral education class, ESOL,and receives special educationservices in a resource room fortwo hours per day. Juan speaksEnglish very well, but Spanishwas his primary language as ayoung child. His parentswanted their children to speakboth English and Spanish. Juan’stest scores indicate he hasborderline mild mentalretardation, as teachers report,he exhibits chronic behaviorproblems.

About Juan’s FAbout Juan’s FAbout Juan’s FAbout Juan’s FAbout Juan’s Familyamilyamilyamilyamily

He lives with his motherand father, who arevegetable farmers; hisgrandmother; two youngerbrothers; and a sister. Juan’smother and father havefarmed all of their lives andattended schools sporadicallyas they were growing up. Hisfather speaks andunderstands English fairlywell, but does not read wellin English or Spanish. Juan’smother speaks and readsEnglish and Spanish on aboutan 8th grade level. Hisgrandmother does not readand speaks Spanish only.

They have a threebedroom stucco house withan open kitchen and livingarea. All the children shareone bedroom.

Juan’s family lives on theland that they farm;however, the land belongs totheir employer. Juan and hisfamily have traveled theUnited States to farm, butnow they have secured year-round work and plan to stayin the area indefinitely.Juan’s parents want theirchildren to receive a stableeducation.

Meet JuanMeet JuanMeet JuanMeet JuanMeet Juan

Who is Juan?Who is Juan?Who is Juan?Who is Juan?Who is Juan?

About Behavior About Behavior About Behavior About Behavior About Behaviorat Schoolat Schoolat Schoolat Schoolat School

Juan has alwaysexperienced some behaviorproblems at home and inschool. Last year, his teachermanaged Juan’s behavior with“time out” and some othercontingencies such as the lossof privileges (e.g., recess, fieldtrips, etc.).

This year Juan’s behavior hasintensified from minordisruptions to refusal to work,destroying his work, andtalking out disrespectfully. Asthe new school year hasprogressed, his teachers havebecome increasingly concernedabout his behavior, and realizethat “time out” and the loss ofprivileges is not working. Hedoesn’t seem to care. In fact,he seems happier when he’ssent to time out.

About BehaviorAbout BehaviorAbout BehaviorAbout BehaviorAbout Behaviorat Homeat Homeat Homeat Homeat Home

Juan also experiences seriousbehavior problems at home.When it is time for homeworkhe often leaves the house andis gone for hours or he will tearup his homework and startfights with his siblings.However, Juan has manyproblems with home work, hestill wants to help his parentsfarm on the weekends.


Step 1Step 1Step 1Step 1Step 1

IdentifyingIdentifyingIdentifyingIdentifyingIdentifying Goals Goals Goals Goals Goals


Identifying GoalsIdentifying GoalsIdentifying GoalsIdentifying GoalsIdentifying Goals Step 1 Step 1 Step 1 Step 1 Step 1


Identifying GoalsIdentifying GoalsIdentifying GoalsIdentifying GoalsIdentifying Goals Step 1 Step 1 Step 1 Step 1 Step 1

Encourage risk taking andcreativity. When mistakesare made, treat them as asource of learning ratherthan reasons forpunishment.

The first step of the PBS process involves team building andidentification of team goals. The development of a well-functioningcollaborative team is key to effective positive behavior support.Family members are a critical component of the team since they areregarded as “their child’s most powerful, valuable, and durableresource” (Dunlap & Robbins, 1991, p.188).

Including family members in collaborative teams is important andvaluable, but not necessarily simple. Collaboration requires effort.

TTTTTips on Creating Strips on Creating Strips on Creating Strips on Creating Strips on Creating Strong Tong Tong Tong Tong Teamseamseamseamseams

• Make sure all members feel and are treated as equals. If somepeople come to the team not feeling valued, they won’t beopen to sharing solutions and ideas

• Focus on common interests rather than differences (e.g. concernsfor the child)

• Use awareness training to jump-start collaboration. Onceeveryone’s awareness level becomes more equal, the team canbegin to plan with more confidence and enthusiasm for theprocess

• Establish goals through a group process of team interaction andagreement. Each team member should be willing to worktoward achieving these goals

• Distribute leadership among team members and encouragesharing of resources

• Deal with conflict; don’t suppress it. Team members should beallowed to express negative feelings

• Identify and recognize each team member’s resources, talents,skills, knowledge and experience whenever appropriate

• Encourage risk taking and creativity. When mistakes are made,treat them as a source of learning rather than reasons forpunishment

• Encourage participation – ensure that all members have anopportunity to participate in each meeting

• Establish ground rules at the first meeting


One way to involve familymembers and gain thisvaluable information isthrough the use of person-centered planning.

New techniquesGroup graphicsLearning about student &familyGather information

Step 1 Step 1 Step 1 Step 1 Step 1 Identifying Goals Identifying Goals Identifying Goals Identifying Goals Identifying Goals

One way to involve family members and gain this valuableinformation is through the use of person-centered planning.While there are numerous processes that fall under the umbrella ofperson-centered planning, most approaches:

• assist teams in developing a range of new techniques foridentifying and pursuing current and future student wants andneeds

• utilize group graphics (large paper and marker drawings)

• facilitate groups in learning more about the student and his orher family in planning for a more positive future

• gather information on long-term dreams, personal history, andcurrent non-school activities can be shared with the team.

Effective intervention is based on a comprehensive understandingof the focus individual and environmental circumstances influencinghis or her behavior. This step is central to positive behavior supportand known as functional behavior assessment or functionalassessment. Since family members are sources of essential informationregarding their children, they can contribute greatly to the collectionof information during functional assessment. Family members shouldbe considered an equally valid informant and should be encouragedto share.

A family may participate in information gathering by bothproviding and collecting information. Turnbull and Turnbull (2001)suggest that professionals involve families by having them:

• Share their family story

• Express preferences, expectations, strengths, and needs

• Assist in the administration of non-standardized assessments

• Assist in construction of portfolio assessments

• Conduct trans-disciplinary assessments

• Share their own priorities, resources and concerns


Juan’s generaleducation, specialeducation, and his

ESOL teachers contacted theschool psychologist, socialworker, and an exceptionalstudent education (ESE)specialist about Juan’schallenging behavior. Theyfelt that Juan’s behaviorswere serious enough towarrant some additional helpfrom people experienced insupporting students withchallenging behavior. Theywanted to form a team withthe family to help makedecisions about how to helpJuan’s behavior over thenext year.

The ESOL teachervolunteered to call Juan’sparents since they are notfluent in English. Sheexplained to them in Spanishthat the school was veryinterested in knowing whatthey wanted for Juan’s futureand that their participation ina meeting to plan for hisfuture was important becauseof their understanding ofJuan. The family was pleasedthat people wanted to helpJuan, but felt hesitant aboutthe meeting.

FFFFFamily Centered Pamily Centered Pamily Centered Pamily Centered Pamily Centered Practicesracticesracticesracticesractices

Juan’s teachers talked withthe school principal aboutJuan’s situation and explainedthat they established a team tohelp Juan and wanted toencourage his parent’sparticipation on the team. Theteachers and other team

IdentifyingIdentifyingIdentifyingIdentifyingIdentifyingGoalsGoalsGoalsGoalsGoals


members wanted the flexibilityto hold the meeting at a timeand place comfortable forJuan’s parents.

The principal agreed toallow the staff to meet offcampus and offered a smallstipend to the team for their“after-hours” effort. T h efamily and school staff metat the neighborhoodrecreation center close to thefamily’s house at 5:00 PMwhen Juan’s father couldattend. They agreed to onlymeet for an hour and a halfat the family’s request. Therecreation center provided ameeting room at no cost andthere were toys and gamesto entertain Juan’s siblings.

PPPPPersonal Fersonal Fersonal Fersonal Fersonal Futures Planningutures Planningutures Planningutures Planningutures Planning

Juan’s team participated ina person-centered processcalled personal futuresplanning. Juan also wasinvited to stay for themeeting. The goal of thefutures planning process wasto understand his family’svision for Juan’s future, learnmore about his life, and gaininsight about family culturaland religious beliefs.

The futures planningprocess results in “maps” thatare used to portray aspectsand goals of the student’s life.Since the family felt morecomfortable speakingSpanish, the ESOL teachertranslated orally in Englishand wrote both in Spanishand English on the maps.

The first map had “Who isJuan?” The second map read“Juan’s life,” then “Who arethe people in Juan’s life?”“What works, what doesn’t?”“Vision for this school year”and “Where do we start?”

Everyone felt good aboutthe personal futures planningmeeting. The family leftfeeling understood andsupported by the school. Theschool staff felt that they hada better understanding ofJuan’s family life, the potentialfor supporting him, and howbehavior issues affected his lifeat home and school.


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•Have friends and be invited toparties

•Learn to enjoy some sports

•Increase reading skills so thathe might get a good job in thefuture and help the familywith things they need to read

•Learn math to take care of hisown finances help the familywith theirs

A Vision for JuanA Vision for JuanA Vision for JuanA Vision for JuanA Vision for Juan



InformationInformationInformationInformationInformationGatheringGatheringGatheringGatheringGathering


Family input is crucial.

Information GatheringInformation GatheringInformation GatheringInformation GatheringInformation Gathering Step 2Step 2Step 2Step 2Step 2

Information gathering is a process for understanding environmentalevents associated with a student’s challenging behavior. This process isalso known as functional behavioral assessment. Families can contributesignificantly to data collection during this process. Their input is crucialto understanding all the aspects of the student’s life and makingmeaningful life-styles changes across all living and learningenvironments. Collecting data enhances the family’s understanding ofthis phase of the process by pinpointing those events at home and inthe community that contribute to their child’s challenging behavior.

It is important for the school and family to work in partnershipwith the school to identify the triggers or things that “set off” thebehavior, the responses of others to the behavior, and what the studentgets from those interactions or events. The identification of theseevents across home, school, and community creates a foundation for acomprehensive behavior support plan.

There is a range of simple methods by which families can collectand report valuable information regarding their child (see ResourcesSection). The facilitator of the PBS process should assess the resources,knowledge, interests and abilities of the family in determining the mostappropriate and effective data collection procedures. The best resultsfrom data collection come when schools and families use the same orsimilar methods. Often teachers find simple forms easier to completeduring their busy day or evening. This standardization across peopleand environments provides a more comprehensive picture of the childand allows for a more cohesive summary of the data.


Some brSome brSome brSome brSome broad methods of data collection to consider are:oad methods of data collection to consider are:oad methods of data collection to consider are:oad methods of data collection to consider are:oad methods of data collection to consider are:

••••• Informal conversationsInformal conversationsInformal conversationsInformal conversationsInformal conversations – family members, through informaldiscussion, share the when’s, where’s, and why’s of their child’sbehavior

••••• InterInterInterInterInterviewsviewsviewsviewsviews-Interviews or questionnaires are vital to the functionalassessment process. These range from screening questionnaires toin-depth research-based interviews

••••• Direct ObserDirect ObserDirect ObserDirect ObserDirect Observation Rvation Rvation Rvation Rvation Recordingecordingecordingecordingecording – family members briefly recordincidents of behavior in writing through checklists or rating scales(brief descriptions, frequency checks, etc.…) or use forms similar tothose employed by the school (ABC, scatter plot, etc.)

A typical plan for data recording follows:A typical plan for data recording follows:A typical plan for data recording follows:A typical plan for data recording follows:A typical plan for data recording follows:

••••• The prThe prThe prThe prThe process: ocess: ocess: ocess: ocess: Interview the family and the school or relatedservice staff who support the student. From the informationgathered in the interviews, select the environments of concern andcollect data or information using a scatter plot, rating scale, orsome other observation form to confirm the information providedin the interviews or questionnaires.

Step 2Step 2Step 2Step 2Step 2 Information GatheringInformation GatheringInformation GatheringInformation GatheringInformation Gathering

Interview the family andthose school or relatedservice staff who support thestudent.


The next week theESOL teacher andschool psychologist

called the family to ask whetherthey could visit them in theirhome to discuss Juan’s behaviorat home and in the community.They mailed the family Englishand Spanish versions of thefunctional behavior assessmentinterview for the family’sapproval prior to their visit. TheESOL teacher, schoolpsychologist and an ESOLassistant (for translation)scheduled a visit at a timeconvenient for the family. Theschool staff assured the familythat the information gatheredwould help everyoneunderstand Juan’s challengingbehavior.

sent to his room, scolded)and Juan’s strengths andinterests (e.g., helping on thefarm).

The school team, respectfullywove questions into theconversation about thefamily’s beliefs and values ondiscipline and child rearing.The school team believed itwas important to understandthe family’s life-style andvalues when thinking aboutJuan’s current challenges.

The school team membersexplained that this process had a“formal” name called functionalbehavioral assessment, but thatit was really just a way to talkabout the things or events thatinfluenced Juan’s behavior.


InformationInformationInformationInformationInformationGatheringGatheringGatheringGatheringGathering

When the team membersfrom school arrived, they satand, initially, talked with thefamily in more detail abouttheir lives and the travelsassociated with their work.Although this was discussedin the person-centered plan-ning process, they wanted abetter understanding aboutthe family’s life-style andJuan’s educational history asa young child.

FFFFFunctional Behaviorunctional Behaviorunctional Behaviorunctional Behaviorunctional BehaviorAssessmentAssessmentAssessmentAssessmentAssessment

The school team membersused an interview process togather information from thefamily about Juan’sbehaviors at home just asthey had with Juan’steachers.

The staff explained to thefamily how each section ofthe interview providedinformation that wouldhelp everyone understandand support Juan.

They used a form thatasked about the type ofchallenging behaviors Juanexhibited at home; hisphysical state (e.g., sleep,eating habits, fatigue, illness,medication, etc.); specificevents, people or placesthat upset him (e.g.,demands, homework, etc.);his communication or socialskills; how people respondto him and what he getsfrom their response (e.g.,

A Home VA Home VA Home VA Home VA Home Visitisitisitisitisit


They also left a simplebehavior checklist in Spanish,where the family simply wroteJuan’s after school schedulevertically in the far left columnwith days of the week at thetop of the remaining columnsand a simple rating scalebeside each activity acrosseach of the days.

The school staff explainedthat keeping track of thedifficult activities and thebehavior provided the teamwith even more information.

Establishing NeEstablishing NeEstablishing NeEstablishing NeEstablishing Next Stepsxt Stepsxt Stepsxt Stepsxt Steps

The team decided on twoweeks for the next meeting.They wanted to schedule it atthe school, just before aschool-sponsored bar-b-que.The school arranged forchildcare at school for Juanand his siblings so the teamcould meet and freely discusswhat they learned from theinformation gathering.



HypothesesHypothesesHypothesesHypothesesHypothesesDevelopmentDevelopmentDevelopmentDevelopmentDevelopment


Hypothesis DevelopmentHypothesis DevelopmentHypothesis DevelopmentHypothesis DevelopmentHypothesis Development

Hypothesis Development provides an opportunity to summarizeand synthesize the findings of the functional behavioral assessmentwith the family as an integral part of the team. The family, incollaboration with instructional staff, may begin by discussing thetriggers, associated challenging behavior, and responses from adults orpeers that might maintain the behavior as revealed in the interviewsand other data collection methods. The team may then move into thedevelopment of hypotheses or ideas about the behavior.

Hypotheses provide the elements for a comprehensive supportplan. When family members are partners in the hypothesisdevelopment phase, they can validate the summary of eventsassociated with their child’s challenging behavior at home and in thecommunity. The team may also discover that the events at home andin the community may overlap with those problem situations atschool. The understanding of overlapping situations between homeand school helps in developing a more consistent analysis that mayresult in similar or common behavior support strategies across bothliving and learning environments. The use of similar strategies at homeand in school strengthens the support plan and provides a moreconsistent plan for the student.


When family members arepartners in the hypothesisdevelopment phase, they canvalidate the summary ofevents associated with theirchild’s challenging behavior athome and in the community.


Important elements to consider in the hypothesis developmentImportant elements to consider in the hypothesis developmentImportant elements to consider in the hypothesis developmentImportant elements to consider in the hypothesis developmentImportant elements to consider in the hypothesis developmentphasephasephasephasephase

• Create a written or visual framework for both home andschool that follows events in a behavioral chain (i.e., thetriggers, behaviors, responses or consequences of the behavior,and function) (see Resources Section, Step 3, and vignette)

• Orient the family and other team members to each componentof the chain (e.g., the triggers, behaviors, and responses orconsequences of the behavior)

• Check with the family and other team members to be sure theyunderstand the importance and the function of thecomponents (e.g., “triggers are important because they “setoff” the behavior, if we understand those triggers we canchange them to prevent challenging behavior”)

• Present a partially developed framework, based on thefunctional assessment, to the group to gather input from thefamily and instructional staff

• Point out similarities and differences in the events associatedwith problem behaviors at home and at school

• Check with instructional staff and family members for accuracyof the summary or synthesis of the functional behaviorassessment

• Verify with the family and instructional staff the triggers, thebehaviors that follow the triggers, the responses to thosebehaviors, and the purpose or function of the behavior basedon the triggers and responses

• Make any changes suggested by the family members or otherteam members at the time of the meeting

• Revise the framework as necessary and reproduce thehypothesis framework for each team member

• Be sure every team member has a copy of the hypotheses

Step 3Step 3Step 3Step 3Step 3 Hypotheses DevelopmentHypotheses DevelopmentHypotheses DevelopmentHypotheses DevelopmentHypotheses Development

Check with instructionalstaff and family membersfor accuracy of thesummary or synthesis ofthe functional behaviorassessment


The meeting was heldin a large conferenceroom where they

could sit comfortably for themeeting. The school teamserved some drinks andsnacks and had the chartpaper on the wall. Theywanted this meeting to becasual and interactive. Theprincipal offered to pay twoparaprofessionals to care forJuan and his siblings in anempty classroom where theycould play and use thecomputer during themeeting.

The school psychologisthelped Juan’s school teamsummarize the interviewsand observations with theteachers and family. Theycreated a simple format onchart paper, in English andSpanish, for organizing theinformation.

They discussed what things“set off” or triggered thechallenging behaviors (e.g.,reading, and math at schooland home), the behaviorsconnected to the specifictriggers, (e.g., destroyingwork, talking back, andleaving the house) and finallyhow the teachers and parentswere responding to Juan’sbehaviors (e.g., time out, lossof privileges, scolding etc.).From this information, theylearned the function orpurpose of Juan’s behavior.

The categories belowincluded prevention of thetriggers; new behaviors toteach Juan; and newresponses from teachers andfamily members (seeexample on next page).

As the school psychologistled the discussion about thehypotheses, she carefullydescribed the categories onthe chart paper and whatthey meant. The ESOLteacher translated in Spanish.The school psychologist saidthat from the interviews itwas clear that school workwere the main triggers for thebehaviors. The observationsgave further insight into thespecifics of the schoolwork.

When the team finishedtheir discussion, they hadsome ideas or hypothesesabout the events thatinfluenced and maintainedthe behavior. The hypothesesprovided a starting point forthe behavior support plan. Inparticular, it was clear thatJuan would begin his work,but after about 10 minutes hewould become disruptive,especially in math. It seemedthat Juan would work aboutfive problems, and then thechallenging behaviors wouldbegin.

At home, the family relatedsimilar situation, only Juanwould often leave the house.This made the family afraidfor his safety.

HypothesHypothesHypothesHypothesHypotheseeeeesssssDevelopmentDevelopmentDevelopmentDevelopmentDevelopment


Step 3 Continued on page 42tep 3 Continued on page 42tep 3 Continued on page 42tep 3 Continued on page 42tep 3 Continued on page 42

Hypotheses Hypotheses Hypotheses Hypotheses Hypotheses On the next page is asummary of all hypothesesand the framework for thehypotheses regarding math atschool and home.


Name

Step 3 Continued fr Step 3 Continued fr Step 3 Continued fr Step 3 Continued fr Step 3 Continued from p. 41om p. 41om p. 41om p. 41om p. 41

After Some discussion, The team developedAfter Some discussion, The team developedAfter Some discussion, The team developedAfter Some discussion, The team developedAfter Some discussion, The team developedthree hypotheses, Tthree hypotheses, Tthree hypotheses, Tthree hypotheses, Tthree hypotheses, Two for School and one for homewo for School and one for homewo for School and one for homewo for School and one for homewo for School and one for home

22222

11111 When Juan was presented with longerassignments in Math and new concepts(triggers) he talked out and tore hispapers or just refused to do his work(behaviors) and was sent to “time out”or to the principal (responses): heescaped or avoided his assignment.

When Juan had to read out loud orread within an assignment, he wouldrefuse to answer or tear up the work andwas sent to time out or lost recess wherehe had to read to himself, which resultedin escape from assignment and readingout loud.

When Juan had homework in math,especially new concepts, he would tearhis papers and/or leave the house whichresulted in escape from homework.

33333

SchoolSchoolSchoolSchoolSchool


HomeHomeHomeHomeHome


Change TChange TChange TChange TChange Triggersriggersriggersriggersriggers

The team decided tochange the triggersby shortening

Juan’s math assignment andensuring that the assignmentbegan and ended withproblems that were easy forJuan to complete. He wasgiven a series of threeworksheets with 5 mathproblems on each one . Thefirst and last pages of theworksheet were a review ofthe material that Juan hadmastered, while theworksheet in the middleintroduced new concepts orconcepts not yet mastered.When Juan’s assignmentbegan and ended with easyproblems, the team hopedhe would feel more success.In addition, the teamwanted to teach Juan newbehaviors to replace thechallenging behaviors.

TTTTTeach New Skillseach New Skillseach New Skillseach New Skillseach New Skills

The team wanted Juan toask for help or encouragehim to talk about hisfrustration, rather than actout. Juan would be askedperiodically if he neededhelp while he completed hisassignments. When Juanraised his hand to requesthelp, the teacher movedquickly to him, thanked himfor raising his hand, andresponded to him by saying“Can I help you?” Theteacher also agreed to setaside the last 30 minutes of

HypothesisHypothesisHypothesisHypothesisHypothesisOneOneOneOneOne

the day as a “study hall” forthe whole class. This way Juanand his peers could finish uptheir unfinished work.

Change RChange RChange RChange RChange Responsesesponsesesponsesesponsesesponses

Finally, the team realizedthat they needed to changetheir responses to Juan’sbehavior. The teachers andfamily members wereencouraging Juan’s acting outby allowing him to escape hiswork through time-out or notmaking him complete hiswork. They agreed to remindhim to ask for help and foreveryone to offer lots ofpraise for working. Theshortened worksheetsprovided more opportunitiesfor praising Juan for his hardwork.

+++++


-----

x

MathMathMathMathMath

When Juan was presentedWhen Juan was presentedWhen Juan was presentedWhen Juan was presentedWhen Juan was presentedwith longer assignments inwith longer assignments inwith longer assignments inwith longer assignments inwith longer assignments inMath and new conceptsMath and new conceptsMath and new conceptsMath and new conceptsMath and new concepts(triggers) he talk(triggers) he talk(triggers) he talk(triggers) he talk(triggers) he talked out anded out anded out anded out anded out andtore his papers or just refusedtore his papers or just refusedtore his papers or just refusedtore his papers or just refusedtore his papers or just refusedto do his work (behaviors) andto do his work (behaviors) andto do his work (behaviors) andto do his work (behaviors) andto do his work (behaviors) andwas sent to “time out” or towas sent to “time out” or towas sent to “time out” or towas sent to “time out” or towas sent to “time out” or tothe principal (responses): hethe principal (responses): hethe principal (responses): hethe principal (responses): hethe principal (responses): heescaped or avoided hisescaped or avoided hisescaped or avoided hisescaped or avoided hisescaped or avoided hisassignment.assignment.assignment.assignment.assignment.


When the teamdiscussed Juan’sproblems

around reading assignments,they realized that Juan wasself-conscious about hischallenges with reading.


To change the trigger theteam suggested that Juan readaloud into a tape recorder byhimself or with the teacher.The teacher provided himwith easy passages for thesepractice sessions. Juan playedthe tapes back and listened forhis improvement withreading.

As Juan became morecomfortable, he chose twofriends to read aloud withhim. They wanted Juan tobecome more comfortableand read with the rest of theclass. They also suggested anincrease in the difficulty of hisreading passages as his comfortlevel increased. They alsorealized another triggerincluded long silent readingassignments. Because readingwas difficult for Juan, it tookhim much longer to read hisassignments and complete thewritten work at the end.

To change the trigger, theteam decided to give him lessto read by having a peer readpart of the assignment to him.This way Juan finished thewritten assignments morequickly.

Two Two Two Two Two

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

When Juan had to read outWhen Juan had to read outWhen Juan had to read outWhen Juan had to read outWhen Juan had to read outloud or read within anloud or read within anloud or read within anloud or read within anloud or read within anassignment, he would refuse toassignment, he would refuse toassignment, he would refuse toassignment, he would refuse toassignment, he would refuse toanswer or tear up the workanswer or tear up the workanswer or tear up the workanswer or tear up the workanswer or tear up the workand was sent to time out orand was sent to time out orand was sent to time out orand was sent to time out orand was sent to time out orlost recess where he had tolost recess where he had tolost recess where he had tolost recess where he had tolost recess where he had toread to himselfread to himselfread to himselfread to himselfread to himself, which resulted, which resulted, which resulted, which resulted, which resultedin escape frin escape frin escape frin escape frin escape from assignment andom assignment andom assignment andom assignment andom assignment andreading out loud.reading out loud.reading out loud.reading out loud.reading out loud.


The team again encouragedthe new behavior of asking forhelp and negotiating thecompletion of his assignments.

Change RChange RChange RChange RChange Responsesesponsesesponsesesponsesesponses

The teachers agreed tochange their responses andremind Juan ahead of time toask for help and offer lots ofpraise for his attempts atreading. They also talked withpeers ahead of time to workwith Juan so that they wouldpraise his reading.


• Change the Trigger

• Learn New Behaviors

• Change the Responses

HypothesisHypothesisHypothesisHypothesisHypothesis


F rom the ESOL’st e a c h e r ’ sobservations, they

brainstormed somestrategies with the family toaddress his challengingbehaviors at home.


First, they had to changethe trigger to encourageJuan’s completion ofhomework. The family wasvery concerned about Juanleaving the house at nightand the dangers he mightencounter if he wanderedtoo far away. They decidedto give Juan only five mathproblems for each of hishomework evenings-Tuesday, Wednesday, andThursday.

They gave him problemsthat they knew he coulddo. The team wanted himto feel successful and helphim generate a morepositive attitude abouthomework. These thingshelped change the trigger,but they also needed toteach Juan new behaviorsto replace his tearing ofhomework and leaving thehouse.


His parents and teachersencouraged him to expresshis frustration and circle anydifficult problems. He alsowas supposed to let

HomeHomeHomeHomeHome

HypothesisHypothesisHypothesisHypothesisHypothesisThreeThreeThreeThreeThree

When Juan had homework inWhen Juan had homework inWhen Juan had homework inWhen Juan had homework inWhen Juan had homework inmath, especially new concepts,math, especially new concepts,math, especially new concepts,math, especially new concepts,math, especially new concepts,he would tear his papers and/he would tear his papers and/he would tear his papers and/he would tear his papers and/he would tear his papers and/or leave the house, whichor leave the house, whichor leave the house, whichor leave the house, whichor leave the house, whichresulted in escape frresulted in escape frresulted in escape frresulted in escape frresulted in escape fromomomomomhomeworkhomeworkhomeworkhomeworkhomework

HomeworkHomeworkHomeworkHomeworkHomework

teachers know the next daythat he needed help. Theresource teacher would goover any of the problemsthat caused him difficulty.No grades were given for hishomework, but he couldearn extra points toward hismath grade in school.

Change RChange RChange RChange RChange Responseesponseesponseesponseesponse

Finally, the team wantedto change their responses toJuan. They encouraged thefamily, especially his father,to sit with him while hecompleted his homework.They set up a time afterdinner for the father to sitwith Juan. They wanted theparents to be veryencouraging and express theimportance of knowingmath when you earn moneyand pay bills.

RRRRReading Homeworkeading Homeworkeading Homeworkeading Homeworkeading Homework

The family set up a timefor Juan to read bedtimestories aloud to his siblings.They had very simple booksfor the younger siblings andfelt that this would help hisreading and strengthen hisrelationship with his siblings.

Math HomeworkMath HomeworkMath HomeworkMath HomeworkMath Homework



BehaviorBehaviorBehaviorBehaviorBehaviorSupportSupportSupportSupportSupportPlanPlanPlanPlanPlan


Behavior Support PlanBehavior Support PlanBehavior Support PlanBehavior Support PlanBehavior Support Plan

The behavior support plan emerges from the hypothesisdevelopment process and provides a comprehensive plan that includesstrategies that may be similar or unique to home, and above all fit thechild’s abilities, the environment, and the abilities of thoseimplementing the strategies. Ideally, the development of the supportplan will provide an interactive forum for the team to discuss possiblestrategies, the procedures for implementing those strategies, and thechallenges that may accompany the implementation of strategies athome and school.

Effective strategies are those, which “fit” the cultural, religious, andethnic beliefs or values of the family. These values and beliefs maydictate what the family considers appropriate for home and school. Ofcourse, those same strategies must fit within the discipline policies andprocedures of the school district. The strategies must be manageablefor the child and within his or her abilities (i.e., if the child does notunderstand or know how to use the strategy, he or she may resort tothe problem behaviors).

PPPPPrior to finalizing the support plan, the team mustrior to finalizing the support plan, the team mustrior to finalizing the support plan, the team mustrior to finalizing the support plan, the team mustrior to finalizing the support plan, the team mustdetermine whether the strategies:determine whether the strategies:determine whether the strategies:determine whether the strategies:determine whether the strategies:

1. Fit within the environment (i.e., are they acceptable, or do theyhighlight the child’s disabilities or make the child seem differentfrom others in their classroom or community environments)

2. Are easy for those implementing or conducting the procedures ofthe support plan (otherwise people will discontinue the strategy)

3. Can work across multiple environments and situations (i.e., themore useful strategies are across multiple environments andpeople, the more consistent the implementation and the morelikely the strategy will work in reducing challenging behavior)


Effective strategies arethose, which “fit” thecultural, religious, andethnic beliefs or values ofthe family.


Step 4 Step 4 Step 4 Step 4 Step 4

Elements of successful plan developmentElements of successful plan developmentElements of successful plan developmentElements of successful plan developmentElements of successful plan development

• Bring the team together as a group and refer to the frameworkthat was used for the hypotheses, which provides the foundationfor the development of strategies (i.e., replacing the triggers forchallenging behavior with those for more positive behavior) (seesample in vignette and Resources Section, Step 3)

• Consider other information such as broader goals of the family fortheir child discussed in the person-centered plan (e.g., increase infriendships, more activities with their child outside of the home

• Provide a forum for open discussion between the family andschool staff. Call the family prior to the meeting to determine anycultural, ethnic, or religious beliefs and the limitations the familymay have in implementing strategies or procedures

• Emphasize similar or common challenging situations between home andschool. These common difficult situations may provide opportunities toimplement the strategies across home and school settings

• Encourage the family and school staff to address any challenges theymay face in implementing strategies and offer solutions for makingstrategies fit within the unique situations of home and school

• Consider the resources and supports needed to develop andimplement strategies. The family may have limited access tomaterials or equipment needed to implement strategies (e.g., for alaminated visual schedule at home the school may provide helpgetting the pictures or printing them from a computer. The schoolmight laminate the pictures so they will maintain over time)

• Consider the people and time needed to develop and implementstrategies. If it takes more than one person at a time to implementa strategy, this may not work within a home situation and maynot be feasible for the school over time

• Once the team decides on the strategies and procedures forimplementation, write up the plan using a simple format (seeResources Section)

• Share the written plan with all team members to verify that theplan reflects the strategies discussed within the development of thesupport plan

• Distribute the plan to all team members and place in the child’scumulative file

• Schedule periodic meetings to review the plan strategies

• Establish a plan for gathering data to determine the success andchallenges of the support plan strategies (See next section forMonitoring and Evaluation)

Behavior Support PlanBehavior Support PlanBehavior Support PlanBehavior Support PlanBehavior Support PlanStep 4Step 4Step 4Step 4Step 4


Once Juan’s teamgenerated ideas orhypotheses about

his challenging behavior athome and school, theyimmediately began to developstrategies for a support plan.They wanted to identifystrategies that would make itunnecessary for Juan to exhibitchallenging behavior duringMath and Reading andstrategies that would promotehis engagement in learningactivities. They wanted toreplace Juan’s desire to takethe possessions from his peerswith ways that he couldacquire his own possessions.

For each hypothesis, theteam agreed to only includestrategies that would work foreveryone. The plan includedways to change the triggers forhis behaviors, teach him newbehaviors, and change teacherand family responses. Inselecting the strategies, theteam considered the resourcesavailable to the family and theteachers, ease ofimplementation, and whetherthe strategies could be used athome and school.


The team thought thatusing the same or similarstrategies across bothenvironments would bemore powerful. They alsorealized that they wouldneed to be very consistentand agree to implement thestrategies for some period oftime before changing thestrategies. The team madesure that the strategies alsorelated to the person-centered plan described inStep 1, Identifying Goals. Theteam used the same supportplan form for listing thestrategies.

The team began to developThe team began to developThe team began to developThe team began to developThe team began to developstrategies for the support plan.strategies for the support plan.strategies for the support plan.strategies for the support plan.strategies for the support plan.

Strategies that would:Strategies that would:Strategies that would:Strategies that would:Strategies that would:• Make it unnecessary for Juan to exhibit

challenging behavior during math and readingat school

• Promote his engagement in learning activities

• Help him complete homework at home

SupportSupportSupportSupportSupportplanplanplanplanplandevelopmentdevelopmentdevelopmentdevelopmentdevelopment



Monitoring &Monitoring &Monitoring &Monitoring &Monitoring &EvaluationEvaluationEvaluationEvaluationEvaluation


Monitoring & EvaluationMonitoring & EvaluationMonitoring & EvaluationMonitoring & EvaluationMonitoring & Evaluation Step 5Step 5Step 5Step 5Step 5

The team may want or need to return to the functional assessmentand/or reconsider the hypotheses, if the plan proves unsuccessful. Theteam may have overlooked something during the functionalbehavioral assessment or in hypothesis development (i.e., thatbehaviors may serve a different function than described in the originalfunctional assessment and/or hypothesis development).

TTTTTo ensure a support plan witho ensure a support plan witho ensure a support plan witho ensure a support plan witho ensure a support plan withpositive outcomespositive outcomespositive outcomespositive outcomespositive outcomes

• Listen to the family members’ feelings about their child’s progressand the use of specific interventions

• Help provide adaptations or modifications to the plan and helpdevise additional or different measurement or evaluation forms

• Consider the use of broad-based measures versus discrete measures-this may be easier for everyone and assure accuracy (i.e., use asimple scale to determine the improvement of formerly difficultroutines, activities, or educational subject matter)

• Encourage the measurement or evaluation of what works, whatdoesn’t for similar outcomes and/or strategies used across homeand school routines

• Develop easy-to-use or informal evaluation tools that may be usedwithin the home and classroom setting (see appendix for somesample forms)

• Remind the team that evaluation may involve a return to thefunctional assessment process, if the original plan provesunsuccessful or modification doesn’t work. The original functionalassessment may have resulted in incorrect hypotheses or a newsituation may have arisen since the original functional assessment

The team may want orneed to return to thefunctional behavioralassessment and/orreconsider thehypotheses, if a behaviorplan proves unsuccessful


What WWhat WWhat WWhat WWhat Works, What Doesn’t, andorks, What Doesn’t, andorks, What Doesn’t, andorks, What Doesn’t, andorks, What Doesn’t, andWhat Changes Need to OccurWhat Changes Need to OccurWhat Changes Need to OccurWhat Changes Need to OccurWhat Changes Need to Occur

The team may want to conduct periodic evaluation meetings todiscuss “what works and what doesn’t.” These follow-up meetingsprovide an opportunity for the team to revisit, re-evaluate, and adjustthe support plan. The success of these meetings requires an openforum to discuss challenges in a very non-threatening atmosphere.

Family members play an important role in the evaluation process asthey ensure that strategies are suitable for their cultural, ethnic orreligious beliefs and work in the family environment. Furthermore, theprocess of monitoring and evaluation not only provides anopportunity to problem-solve what isn’t working, but also tocelebrate the successes of the support plan. These periodic meetingsprovide multiple celebrations and positive experiences for the families.

However, the challenges of “what works what doesn’t” must occurin the validation of successes. In the determination of evaluationmethods, consider the circumstances of the family, their goals for theirchild, and their understanding of evaluation methods (much as in thedevelopment of the support plan).

Often it is difficult to collect detailed information on the changesin the child’s behavior, depending on the home and schoolenvironments. Thus, families and school staff may want to avoid datacollection on discrete behaviors and instead consider scales measuringchanges in behavior improvement or improvements in activityparticipation. Regardless, it is important to use methods that work forall team members and document any additional outcomes associatedwith improved behavior (e.g., increases in friendships, communication,activity level, etc.). The family and school staff should not onlyevaluate behavior and behavioral outcomes, but also the proceduresof implementation (i.e., were the steps for implementation easy tofollow, could different people follow the steps, etc.)

The method of evaluation for home and school may vary as longas they evaluate the same outcome or procedure (i.e., behavioralchange, ease of implementation, etc.). In other words, the school maytake rate or interval data on groups of behaviors that serve the samefunction (e.g., tantrums), while the family at home may complete aqualitative rating scale about tantrums within a routine (e.g., “never”to “excessively”).

Step 5Step 5Step 5Step 5Step 5 Monitoring & EvaluationMonitoring & EvaluationMonitoring & EvaluationMonitoring & EvaluationMonitoring & Evaluation

...the process of monitoringand evaluation not onlyprovides an opportunity toproblem-solve what isn’tworking, but also tocelebrate the successes of thesupport plan.


Juan’s team reconvenedone month later. Theschool psychologist

summarized the informationgathered from team membersduring that one month timeperiod. The teacher also includedwork samples and homeworkbrought to school by Juan. Theschool team created a separatechart for each Hypothesis. Theschool psychologist createdcolumns with headings from leftto right “Strategies”, “WhatWorks?” “What Doesn’t?”“Why?” and “Changes?” Theyfilled in the strategies accordingto the support plan and talkedthrough each to determine whatto change and what to leave inthe support plan. They discussedstrategies both at school andhome.

Overall, the team is veryhappy with the behaviorsupport plan. The changesneeded in Juan’s support planare minor. In addition, todiscussing “what works whatdoesn’t”, the schoolpsychologist created a simplebar graph with behaviorbefore and after the supportplan. She used bright colors todistinguish each bar. The barsrepresented the changes inJuan’s behavior from baselineto intervention at school andhome.

This gave the team ageneral idea of how well theinterventions were workingfor Juan’s escape behavior.Coming back together,provided opportunities forcelebrating Juan’s successes aswell as agreement from theentire team for making thenecessary adjustments in thesupport plan.


EvaluationEvaluationEvaluationEvaluationEvaluationMonitoring &Monitoring &Monitoring &Monitoring &Monitoring &

EvaluationEvaluationEvaluationEvaluationEvaluation

For the support plan strategiesaddressing concerns in Hypothesis1, the team reported thatshortened assignments workedwell at school, but Juan getsthrough them quickly. The teacherswant to keep the worksheets, butincrease the number of challengingproblems. They also decided toput some of his worksheets on thecomputer for incentives toimprove computer skills and mathassignments.

The team seemed to think thatasking for “help” has decreasedJuan’s challenging behaviors, buthe waits for the teacher to prompthim. The team decided to make acard that says “Ask for Help” as areminder for Juan and to fadeteacher prompts. At home, theteam decided to have Juancontinue with the samehomework strategy.

As a result of his using “help”theteachers abandoned the use oftime out. They also felt that theyneeded to increase praise forJuan’s attempts at work. Theybelieve Juan wants to please andresponds very well to the praise.

MonitoringMonitoringMonitoringMonitoringMonitoring

0

0.5

1

1.5

2

2.5

3

3.5

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Monitoring and Evaluation, Step 5Monitoring and Evaluation, Step 5Monitoring and Evaluation, Step 5Monitoring and Evaluation, Step 5Monitoring and Evaluation, Step 5

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Resources

ResourcesTable of Contents

Section 1:Section 1:Section 1:Section 1:Section 1: WWWWWorking With Forking With Forking With Forking With Forking With Familiesamiliesamiliesamiliesamilies

Family-Friendly Schools Checklist .......................................................................................... 7

Strategies for Schools to Support Families of Diverse Cultures ................................................ 9

Suggestions for Professionals Working with Families of Diverse Cultures ................................ 9

Overcoming Barriers to Family Involvement ......................................................................... 11

Section 2:Effectively Involving FSection 2:Effectively Involving FSection 2:Effectively Involving FSection 2:Effectively Involving FSection 2:Effectively Involving Families in the PBamilies in the PBamilies in the PBamilies in the PBamilies in the PBS PS PS PS PS Prrrrrocessocessocessocessocess

Step 1: Identifying GoalsStep 1: Identifying GoalsStep 1: Identifying GoalsStep 1: Identifying GoalsStep 1: Identifying Goals ...................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... 1515151515

Helpful Hints for Defusing Difficult Situations ....................................................................... 17

Collaborative Teaming in PBS ............................................................................................... 19

Step 2Step 2Step 2Step 2Step 2: Information Gathering Information Gathering Information Gathering Information Gathering Information Gathering ..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... 2121212121

Data Collection .................................................................................................................... 23

Child Behavior Scores for Home Routines (form 1) ............................................................... 25

Child Behavior Scores for Home Routines (form 2) ............................................................... 27

Scatter Plot .......................................................................................................................... 29

Suggestions for running a meeting that will positively

address the needs of family and school team members ......................................................... 31

Weekly Behavior Rating Scale - Home Version ...................................................................... 33

Functional Assessment - Interview Form for Schools .............................................................. 35

Functional Assessment - Questionnaire for Families ............................................................... 43

SSSSStep 3:Hypothesis Developmenttep 3:Hypothesis Developmenttep 3:Hypothesis Developmenttep 3:Hypothesis Developmenttep 3:Hypothesis Development ........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... 4949494949

Step 4: Behavior Support PlanStep 4: Behavior Support PlanStep 4: Behavior Support PlanStep 4: Behavior Support PlanStep 4: Behavior Support Plan (There are no specific resources for step 4)

Step 5:Monitoring and EvaluationStep 5:Monitoring and EvaluationStep 5:Monitoring and EvaluationStep 5:Monitoring and EvaluationStep 5:Monitoring and Evaluation ................................................................................................................................................................................................................................................................................................................................................................................................................................................................................. 5555555555Strategies: Monitoring and Evaluation .................................................................................. 57

Section 1Section 1Section 1Section 1Section 1

WorkingWorkingWorkingWorkingWorkingwithFamilieswithFamilieswithFamilieswithFamilieswithFamilies

Family-Friendly Schools Checklist

School Climate

___ Signs are posted warmly welcome parents

___ Directions are posted to direct visitors around the school

___ Signage reflects the languages of the families of the school

___ Office personnel greet visitors in a friendly, courteous manner

___ The school provides a comfortable reception and information area for parents

___ The principal has clearly posted office hours for parents to drop in

___ Teacher names and photos placed on outside of classroom doors

___ The school provides a welcoming program for parents/students who enroll

after the beginning of the year

___ Photos of family oriented activities are displayed in common areas

___ The school provides social occasions where parents and school staff can get

to know each other

___ Students and teachers in ESE classes are visible on campus, in newsletters,

at assemblies, etc…

___ The school permits parents to observe in class

___ The school has an “open door” policy where parents are welcome at any time

during the school day

___ The school provides resource areas for families in the waiting areas

Communication

___ The school provide a newsletter in multiple languages with up-to-date

information

___ The school sends home a calendar with important dates

___ Parents receive positive phone calls and notes about student success

___ School sends home a beginning of the year “we want to know your child”

packet that asks for child strengths and needs

___ Information is sent home in small “digestible” increments

___ School sends home a directory of parent organization representatives and

school personnel with phone numbers

___ The school holds annual open houses and regular parent-teacher conferences

___ The school has a “hot line” for emergencies, rumors and burning questions

___ Parents know where to go with concerns, questions and complaints

___ Personal, face-to-face contacts are made when possible

___ Personnel have adequate time to engage in communication with families

___ A mechanism exists for 2-way communication regarding student progress,

performance, and/or assignments at least once each week.

___ School surveys families to determine the best mechanism for communicating

Parents as Partners

___ School sets meeting times to accommodate parent schedules

___ Teachers are provided time to communicate with families

___ School surveys family members to identify needs, interests, resources, etc…

___ School draws up student-parent-teacher contracts identifying everyone’s

responsibilities and expectations

___ School provides in-service training for staff on how to work effectively with

families

___ School invites teachers and family members who have established good

working relationships to share their experiences

___ The school provides in-service training to help teachers work w/parents

___ The school supports an early warning policy in effect for teachers to consult

with parents promptly when there are difficulties

___ Secondary schools require parent approval of student’s choices of courses

___ Training and resources are available for parents of students enrolled in

exceptional education programs to help them participate more fully in IEPs.

___ Parents are encouraged to take an active role in school improvement

___ There is a mechanism for getting parent input on new policies

___ School staff inform and enlist the help of parents immediately when serious

problems arise in the school

___ Time is spent during staff meetings discussing working with parents

___ Plans are made to allow teachers and other staff to have meetings with parents

Strategies for Schools to Support Families of Diverse Cultures Prepare to communicate (verbal & written) in the languages of the families in your school (greetings are a good way to start)

Provide parent education programs that help parents who have limited access to formal education (e.g. ESOL)

Provide parent education programs that are designed to increase parents’ influence on their children’s education

Provide awareness training programs that provide opportunities for role-play and simulations to help increase parents’ confidence level when working with school personnel

Employ parents as para-educators in bilingual and special education programs that address linguistic and cultural diversity

Demonstrate respect for different cultures (guest speakers, displays, classroom and school-wide awareness activities, etc…)

Suggestions for Professionals Working with Families of Diverse Cultures

Enhance cultural self-awareness

Learn about the cultures of the families in the community served

Consider ways in which the culture of your families may influence their preference for participation (listening vs. speaking, age and gender roles, etc…)

Emphasize information sharing in contrast to information giving

Avoid describing differences in a negative or judgmental manner

Provide guidance to speakers on language and literacy levels that are appropriate

Consider cultural beliefs as they relate to greeting and touching others, matriarchal or patriarchal lines of authority, cultural values regarding issues such as time, privacy etc.

Respect other culture’s views of authority and parents’ roles

A product of the National School Boards Foundation

Overcoming Barriers to Family Involvement

Time

It’s hard for families to find enough time to attend meetings or join decision-making committees. School functions are often rigidly scheduled at inconvenient times. Often, families have many demands on their time.

Solution

Encourage flexibility in meetings and events. Go to the families. Some workshops can be offered in the morning and at night. Some meetings may need to occur at a more convenient location. Be efficient in meetings.

Not Valued

Some families feel they have nothing to contribute and feel intimidated by school staff. These parents may have had unpleasant experiences when they were in school, they may have limited education, or they may have been treated badly by school personnel.

Solution

Survey families about their interests and abilities. Find opportunities for hesitant families to use their hobbies, talents and experiences for the benefit of the school. They may volunteer to help with school activities.

Childcare

Childcare often is not offered at school meetings and functions. Thus, families may be discouraged from bringing their children to events or unable to afford childcare.

Solution

Find an available room in the school for childcare. Ask classroom assistants to volunteer for childcare. Hire older students in family life class to care for children at after-school or evening meetings. Provide safe and quality childcare.

Language Differences

Families for whom English is a second language may not understand newsletters and fliers, or district documents or speakers at meetings.

Solution

Translate printed materials into native language. English on one side and the other language on the other. Plan for translation when a parent drops in at the school. Provide telephone messages, websites, and recordings in the languages of the families of the school. Provide an interpreter at workshops and meetings.

Jargon

Many families feel put down and confused when school staff uses jargon or expressions they don’t understand.

Solution

Avoid education jargon in your meetings and publication. For instances, don’t refer to a project by its initials. Identify people, projects, and events clearly. Assume that your members are new to the school community and need this basic information.

Transportation

Lack of transportation or access to parking at the school during school hours keeps families from various activities at the school.

Solution

If families live far from school, provide taxi vouchers to encourage them to attend meetings. Hold meetings in the families’ community.

Exclusion

Families may feel they unwelcome in the school. Many families have met a principal or teacher who sends the message, “Do not interfere” or “Stay Away.”

Solution

Make sure that families are welcome to drop in at school during the day. Provide welcome to our school buttons for staff. Post welcome signs in all languages spoken at the school. Provide direction signs for entering the school and locating the office.

Resources

Many families without adequate resources are simply overwhelmed. They barely have the energy to meet their personal needs, much less be involved at the school.

Solution

Provide information to help families secure the services they need, such as public assistance or job training. Develop a directory of services such as social service agencies, medical clinics, food pantries, substance abuse counseling, legal services, literacy courses, and tutoring in English as a second language (ESL). After families’ personal needs are met, you can begin to help them address the educational needs of their children.

Literacy

Families who may not read well cannot understand the lengthy newsletters, brochures, notices, or other written information sent home. Their literacy level may also discourage them from attending meetings or they may not understand that the correspondence in an invitation

Solution

Call family members on the telephone, or talk to them in person. Encourage and work with the school to provide messages on video. Don’t assume that everyone can read.

Diversity People talk about common courtesy, but courtesy is not common; it is culturally determined. American mannerisms, practices and habits can embarrass or offend families from diverse cultures or ethnic groups. Likewise, the beliefs and values of families from other cultures may disturb school staff. School meetings may conflict with religious observances or cultural practices. Some families have different views of schools and their own role in their children’s education.

Solution Work to increase everyone’s awareness of all cultures represented in your school. Learn about and be sensitive to others cultures’ values, attitudes, manners, and views of the school community. Know and respect the religious holidays and observances of all groups in your school. Invite parents to discuss their cultural or ethnic practices.

(Adapted From National PTA, 1996)

Section 2Section 2Section 2Section 2Section 2

EffectivelyEffectivelyEffectivelyEffectivelyEffectivelyInvolvingInvolvingInvolvingInvolvingInvolving

Families in theFamilies in theFamilies in theFamilies in theFamilies in thePBS ProcessPBS ProcessPBS ProcessPBS ProcessPBS Process


Identifying GoalsIdentifying GoalsIdentifying GoalsIdentifying GoalsIdentifying Goals

Information GatheringInformation GatheringInformation GatheringInformation GatheringInformation GatheringStep 2Step 2Step 2Step 2Step 2

Identifying Goals Identifying Goals Identifying Goals Identifying Goals Identifying GoalsStep 1Step 1Step 1Step 1Step 1

Step 5 Monitoring &Step 5 Monitoring &Step 5 Monitoring &Step 5 Monitoring &Step 5 Monitoring &EvaluationEvaluationEvaluationEvaluationEvaluation


Step 4Step 4Step 4Step 4Step 4 Support Plan DevelopmentSupport Plan DevelopmentSupport Plan DevelopmentSupport Plan DevelopmentSupport Plan Development

Helpful Hints for Defusing Difficult Situations

Extend a friendly greeting. Try to establish a common, human, non-contentious connection.

Listen carefully and respectfully. Don’t respond until the person has said everything he has to say. Research shows that people often feel a problem is solved when they have been listened to by a person in authority, even when no action to correct the problem can be promised.

Allow long silences as you listen. Silence conveys caring and lack of hostility.

Don’t mirror hostile behavior. If you maintain a calm, rational attitude, people will be more likely to do the same.

Paraphrase what people say and ask them follow-up questions to show that you have heard and understood them correctly.

Apologize if you were wrong or for the fact that there is a problem.

Emphasize common ground, “We both want to do the right thing.”

Try to find a mutually acceptable solution. Emphasize what we can do.

If agreement is not possible, try to find another time to meet or involve others who have input into the resolution of the situation.

Funded by the National Institute on Disability and Rehabilitation Research, U.S. Department of Education

The purpose of the series on PBS Practices is to provide information about important elements of positive behavior support. PBS Practices are not specific recommendations for implementation, and they should always be considered within the larger context of planning, assessment and comprehensive support.

Collaborative Teaming in PBS Positive behavioral support involves designing interventions based on a thorough understanding of the circumstances affecting a person’s behavior and implementing those interventions within typical daily routines and environments. To achieve these ends, PBS requires open communication and coordinated effort among all individuals participating in the support process. Collaboration entails people who know and care about the focus individual sharing responsibility, resources, and a positive vision for their success. Features of effective collaboration: 1. Mutual trust and respect 2. Shared goals and objectives 3. Open, respectful communication 4. Effective conflict resolution 5. Equity in task distribution 6. Consensus decision-making 7. Ongoing problem solving

Collaboration in positive behavioral support means that a team, made up of the individual, their family and friends, and service providers from various disciplines and environments, engage in all aspects of the support process. Example: Joey is having behavioral difficulties on community outings (e.g., job training, trips to the grocery store). Joey, his parents, coworkers, and job coach meet to discuss their concerns and establish goals. Then (with assistance from someone with training in PBS) the team works together to gather information and identify conditions affecting Joey’s behavior. Using what they learned as a foundation, the team designs a support plan that will fit in their environments and that they feel capable of implementing. They put it in place and continue to meet periodically to monitor the progress and celebrate their success. Nonexample: Joey is having behavioral difficulties on community outings. The supported employment agency contracts with an outside expert to complete a functional behavioral assessment and develop a program. The consultant observes Joey in the community, administers a rating scale with his job coach, and then writes up a report with recommendations. The consultant presents the plan to the ‘team,’ tells them what to do and how to take data, and fields questions as needed. Joey’s support providers have not had input into the assessment or intervention, but are expected to implement the strategies.

Effective collaboration requires that systems (e.g., agencies) be organized so that they support creative, cooperative activities, rather than embracing hierarchical structures in which individuals with disabilities, family members, and direct service providers are undervalued. Collaboration often involves overcoming attitudinal barriers and extending participation in team activities beyond typical parameters.

Frequently-Asked Questions

1. Collaboration is fine in theory, but realistically it is extremely time-consuming. How

many more meetings can a person take? Collaboration does not necessarily mean meetings; it requires finding a forum for open communication and working together. However, it is true that collaboration requires time. The challenge is to use time effectively and efficiently. If a good deal of time is currently being spent managing crises, attempting ineffective strategies, or addressing conflict among team members, that time would be better channeled into more productive, collaborative activities.

2. What do you do when some of the team members refuse to collaborate, or even react

with resistance or hostility? PBS teaches us that people behave in certain ways for a reason. If members of the team are responding in ways that affect the collaborative effort, it would be important to investigate why (e.g., When do they behave that way? How do people respond?). It may be that they are being left out of discussions or are not committed to the outcomes identified by the rest of the team (or a host of other issues). With understanding, it may be possible to draw them back into the process and support more positive interaction.

Other Resources

Hieneman, M. & Dunlap, G. (1999). Issues and challenges in implementing community-based behavioral support for two boys with severe disabilities. In J.R. Scotti & L.H. Meyer (Eds.), Behavioral intervention: Principles, models, and practices (pp.363-384). Baltimore: Paul H. Brookes

Turnbull, A.P. & Turnbull, H.R. (1996). Group action planning as a strategy

for providing comprehensive family support. In L.K. Koegel, R.L. Koegel, & G. Dunlap (Eds.) Positive behavioral support: Including people with difficult behavior in the community (pp. 99-114). Baltimore: Paul H. Brookes.

Collaborative Teaming in PBS

Permission to reproduce this document is granted. Please acknowledge the Rehabilitation Research and Training Center on Positive Behavioral Support in any reproductions.


Information GatheringInformation GatheringInformation GatheringInformation GatheringInformation Gathering






DataDataDataDataData Collection Collection Collection Collection Collection

1 2 3 4 5 Not at any time Some of the time All the time

Child Behavior Score for Home Routines

Please list the routines, in the left column, in order that they happen immediately after school Monday-Friday. Rate how often the child’s behaviors occurred in the routine based on the scale below from 1 Not at any time to 5 All the time

Daily Routines

Monday Date:_____

Tuesday Date:_____

Wednesday Date:_____

Thursday Date:_____

Friday Date:_____

Child Behavior Score for Home Routines

Please list the routines in order that they happen immediately after school Monday-Friday and circle the number that best describes the child’s behavior in that routine

Daily Routines

Monday Date:_____

Tuesday Date:_____

Wednesday Date:_____

Thursday Date:_____

Friday Date:_____

Very Good 5 Good 4 Fair 3 Poor 2 Very Poor 1




Very Good 5 Good 4 Fair 3 Poor 2Very Poor 1




































Student: Observer: Dates: through Using a scatter plot involves recording the times of the day (and/or activities) in which the behavior does and does not occur to identify patterns that occur over days or weeks. Dates

Time Activity

Behavior did not occur

Behavior occurred

Did not observe

Target Behavior: 1. 2.

Scatter Plot

NA

/

Suggestions for running a meeting that will positively address the needs of family and school team members

meeting time – hold meetings at times convenient for both school and family

Locations – consider the best meeting site; avoid assuming the school is best

scheduling – consider all team members in scheduling meetings (families too)

seating arrangements – establish equitable seating arrangements (circular)

name tags – provide all members with nametags

resources/supplies – make all resources and meeting supplies (pads, pens,

handouts, etc…) available for all members at each meeting

facilitation – provide facilitation, not control of the meeting

member roles – give each team member a specific, meaningful

role reflections/feedback – provide opportunities for feedback and reflection

Adapted from “How to Professionally Collaborate for Effective Special Education” by the Beach Center on Families and Disability (http://www.beachcenter.org).

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FunctionalAssessment

Interview Formfor Schools

Date:_______

School Functional Assessment Questionnaire Student Age Sex: M F Respondent_____________ Behavior 1. Write down how often the behavior happens (e.g., 2 times a day, 4 times per period or activity), and/or how long the behavior lasts (e.g., 5-10 minutes). Describe the intensity of the problem behavior by checking one option. Behavior How Often? Intensity bothersome disruptive violent bothersome disruptive violent bothersome disruptive violent bothersome disruptive violent Environmental factors that affect the behavior 2. Please check the factors that may make my student=s behavior worse: YES NO YES NO sick ____ ____ parties ____ ____ lack of sleep ____ ____ hears loud

noise ____ ____

hungry/thirsty ____ ____ a holiday ____ ____ on medication ____ ____ visitors in class ____ ____ tired/exhausted ____ ____ after a ____ ____ seizure hot or cold ____ ____

has schedule ____ ____ changes other (list):

Immediate Environmental Influences/Triggers 3. Check all adjacent school settings where problem behavior is most likely or least likely to occur. Most likely: ____ halls ____cafeteria ____ courtyard ____Library ____ bus ____ bathroom Other areas: Least likely: ____ halls ____cafeteria ____ courtyard ____Library ____ bus ____ bathroom Other areas: Comments: _________________________________ 4. List any specific activities or routines/activities at school in which problem behavior is most likely or least likely to occur. Be specific with subject/activity (e.g., academic classes, P.E., Art, electives, speech, counseling, transitions out or in classroom). Most likely: Least likely: 5. Check specific aspects of an activity/subject: Most likely: ____ beginning ____ new materials or concepts ____ using pen or pencil ____ long activities ____in between activities or assignments ____ using a computer ____ waiting ____into work or activity (10 + minutes) ____ transitions between

activities ____ difficult work ____ getting materials ____ worksheets w/multiple exercises ____sitting next to ____sitting next to ____sitting alone quiet students noisy students ____ independent ____ group work ____ other students talking work ____teacher helping ____ teacher talking to ____ staying w/a task others another adult

Least likely: ____ beginning an ____into work or activity(10 or more min.) ____ using a computer activity ____ long activities ____in between activities or assignments ____ using pen or pencil ____ waiting ____ getting materials ____transitions between activities ____ difficult work ____ worksheets w/multiple exercises ____ new materials or concepts ____sitting next to ____sitting next to ____sitting alone quiet students noisy students ____ independent ____ group work ____ other students talking work ____teacher helping ____ teacher talking to ____ staying w/a task others another adult ____ Oral activities/exercises Comments: _________________________________ 6. List any specific activities or routines in the community in which problem behavior is most likely or least likely to occur if you go into community (e.g., shopping, eating, visits to schools, job sites riding in car/bus). Most likely: Least likely: 7. List times of day when problem behavior is most likely to occur. List times of day when problem behavior is least likely to occur. Most likely: ____ Before class ____Midmorning ____Afternoon

____ Just before lunch ____end of day ____During lunch Least likely: ____ Before class ____Midmorning ____Afternoon

____ Just before lunch ____end of day ____During lunch Comments: _________________________________ Communication/Social Skills

8. List the type of social interactions most problematic: ____ peers ____ initiating conversations ____ maintaining conversations ____ terminating conversations ____ staying on topic ____ maintain eye contact ____ no problem at all ____ adults ____ initiating conversations ____ maintaining conversations ____ terminating conversations ____ staying on topic Comments: _________________________________ 9. List all of the forms of independent communication skills. ____ Requesting attention ____ object ____gesture ____ pictures ____words ____ problem behavior

give example: ___________________________________

____ Requesting objects, materials, activities ____ object ____gesture ____ pictures ____words ____ problem behavior give example: ___________________________________

____ Rejecting, stopping, or avoiding an activity, transition

____ object ____gesture ____ pictures ____words ____ problem behavior give example: ___________________________________

10. When your student tries to tell you something, or show you something, and you don=t understand, what will your student do? (e.g., repeat action or word, repeat vocalization, change the action or vocalization, get frustrated, say nothing) Problem Behavior/Responses (actual response and the purpose/function) 11. What do you do in response to each of your student=s problem behaviors? (list behaviors and responses) Problem Behavior/Context Adult Response to What does student get (neg. Problem Behavior or pos. attention, activities,

Materials, etc.)? Or Avoid (work, demands, etc.)?

______________________ ______________ ___________________ ______________________ ______________ ___________________ ______________________ ______________ ___________________ 12. List interventions or strategies that have been used in the past as an attempt to reduce

problem behavior.

What’s worked? What hasn’t worked? Student Attributes 13. Please describe under what circumstances/activities the student>s behavior is most appropriate. 14. List the kinds of food or snacks the student prefers. 15. List the kinds of activities the student prefers. 16. Who does the student prefer to be around? Please list all. 17. List your student’s favorite topics of conversation. 18. Describe your student=s greatest strengths:

FunctionalAssessment

Questionnaire forFamilies

Family Functional Assessment Questionnaire Child Age Gender: M F Date: Respondent Challenging Routines and Behavior 1.

Routines/Activities/Events Challenging behavior How often? How difficult?

Example: Homework Refuses, tears paper __occasionally __ frequently _X excessively

bothersome disruptive X unmanageable

__occasionally __ frequently __ excessively

bothersome disruptive unmanageable





Setting Events/Lifestyle Influences 2. Check all of the following that make your child’s problem behavior more likely to happen (and possibly more intense). ___sickness ___ lack of sleep ___ seizures ___tired/exhausted ___ loud noises ___unexpected visitors ___ hunger/thirst ___ medicine ___ temperature changes ___ too many people parties Interruption in other factor(s)_________ routine What Happens Before Problem Behavior (Triggers)? Please indicate in items #3 through #8, the events that are most likely and least likely to lead to problem behaviors: 3. List any specific activities or routines at home when challenging behavior is most likely and least likely to happen (e.g., computer games, self-care tasks, meals, television, outside, bedtime). Most likely: Least likely:

4. List any specific activities, routines, or settings in the community where problem behavior is most likely and least likely to happen (e.g., dinner, shopping, park, riding in car). Most likely: Least likely: 5. List times of day when problem behavior is most likely and is least likely to happen. Most likely: Least likely: 6. Describe the types of social interactions or things that prevent your child from having problem behavior (e.g, games with friends, games with family, play during bath, helping your child, etc.). 7. Describe the types of social interactions or things that may cause your child to have problem behavior (e.g., saying “no!”, “stop,” waiting, told to do something, etc.) What Happens After Problem Behavior (Actual Responses and Functions)? 8. In the challenging routines you listed on page 1, what do you or others do in response to each of your child’s challenging behaviors and what is the function or purpose or function of that behavior? (List responses and functions)

Response from adult or peer to challenging behavior Purpose of challenging behavior (based on your response) others’

Example: gives up on homework, get angry, lecture, Gets attention , activities, things, or materials X Gets away or avoids activities, things, or materials

1.

Gets Attention , activities, things, or materials Gets away or avoids attention, activities, things, or materials

2.


3.


Communication 9. Based on the behaviors you described in question 1 (page 1), what desirable communication skills or behaviors does your child use to get activities, attention, or things or get away from or avoid activities, attention, or things s/he dislikes?

What your child likes 13. List the foods or snacks your child likes. 14. List the activities your child likes.

Desireable Communicaton (This could replace challenging behavior)

Example: “help me with homework” or comes to get you for help with something

4

15. Who does your child like to be around? Please list all. 17. What are you child’s favorite toys or materials (toy cars, magazines, dolls, bicycle, computer, video games, videos, etc.)? 16. What things make you most proud of your child (e.g., skills, personality, etc.)? Other comments/concerns:


Hypothesis DevelopmentHypothesis DevelopmentHypothesis DevelopmentHypothesis DevelopmentHypothesis Development






NAME Triggers

Behaviors Responses

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Preventions

New Skills New Responses

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Function:


Support Plan DevelopmentSupport Plan DevelopmentSupport Plan DevelopmentSupport Plan DevelopmentSupport Plan Development






Behavior Support Plan

Problem or Summary Statement: (Hypothesis) 1. 2. Prevention Strategies

Summary Statement 1.


New Behaviors



Responses to Behaviors



Long Term Supports


Monitoring and EvaluationMonitoring and EvaluationMonitoring and EvaluationMonitoring and EvaluationMonitoring and Evaluation






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family involvement in functional assessmentfifa.fmhi.usf.edu/fifamanual.pdffamily involvement in...

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