Building Positive Behavior Support Systems in Schools: Functional Behavioral Assessment.

By Isabel M. Smith. 2004

129 citations recorded by the source corpus.

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Citations in the corpus

What We Know and Need to Know about Preventing Problem Behavior in Schools (2008, background): “…whose behaviors are not sufficiently responsive to primary tier specialized and individualized behavior supports are considered for those students whose behaviors are unresponsive to primary- and secondary-tier interventions (Crone & Horner, 2003; Sugai, Lewis-Palmer, & Hagen-Burke, 1999–2000).”
A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support (2006, background): “Secondary prevention is comprised of function-based strategies that are applied to the relatively small proportion of students who require more than primary prevention support for their social success at school (Crone & Horner, 2003; Walker et al., 1996).”
Disciplinary Referrals for Culturally and Linguistically Diverse Students with and without Disabilities: Patterns Resulting from School-Wide Positive Behavior Support (2011, background): “Students with significant behavioral challenges might qualify for intensive individualized interventions in the form of individual behavioral intervention plans derived from functional behavioral assessments (Crone & Horner, 2003).”
Implementing School-Wide Positive Behavioural Interventions and Supports to Better Meet the Needs of Indigenous Students (2014, methodology): “This approach is known in behavioural science as functional behaviour assessment (FBA), an approach used to identify the basic human need the student is trying to meet through problem behaviour (Crone & Horner, 2003).”
Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior (2009, background): “Crone et al. (2003) describe modifications that may be made to adjust the Check-In/Check-Out to enhance effects for these students, such as providing the opportunity to earn reductions in academic work.”
Effects of Behavior Support Team Composition on the Technical Adequacy and Contextual Fit of Behavior Support Plans (2006, background): “All teams and specialists had access to the three-part behavior support plan template recommended by Crone and Horner (2003). This template follows the competing behavior pathway model and prompts plan developers to (a) diagram the functional assessment hypothesis statement; (b) identify a list of i”
Toward A New Model for Promoting Urban Children's Mental Health: Accessible, Effective, and Sustainable School-Based Mental Health Services (2003, background): “Examples of activities at this level are consultation with teachers for classroom behavior management strategies, student peer social support activities, peer tutoring, and group social skills instruction (Crone & Horner, 2003).”
Scaling Up School-Wide Positive Behavioral Interventions and Supports (2014, unknown): “The third tier of support, tertiary prevention, typically involves individualized support that is developed based on functional behavioral, academic, social, and medical assessment of specific students (Crone & Horner, 2003; T. Scott et al., 2011; T. M. Scott & Eber, 2003).”
Response to Intervention for Social Behavior (2008, background): “…on student age and maturity level); (c) conducting direct observations to examine why and under what conditions the behavior occurs; and (d) using this information to develop a hypothesis as to why the student continues to engage in problem behavior (Crone & Horner, 2003; O’Neill et al., 1997).”
Function-Based Academic Interventions for Problem Behavior (2009, background): “Function-based behavior support planning (Crone & Horner, 2003) incorporates a sound technology for determining the functions of problem behavior, which then drives the selection of behavioral interventions.”