-by Timothy (Tim) Grivois, Ed.D.
“I think we need to do a complete Functional Behavioral Assessment (FBA). Let’s schedule about 8-10 hours of observation, collect 6-8 weeks of data, develop a plan over 1-2 weeks, and then meet again 6-8 weeks later to see how it goes.”
While students needing an Individualized Education Plan (IEP) might benefit from such an exhaustive process, most students don’t need that level of support. And students who need more social and emotional help than their peers but don’t require Special Education services often attend schools that are not yet equipped to design support plans apart from the Special Education process. This leaves schools managing acute and intense issues with solutions ill-equipped to meet those needs.
Get started in 20 minutes, not weeks.
This article explains how you can use the Individual Student Drill Down Worksheet to efficiently uncover what prompts a student’s unexpected behavior and effectively summarize student goals for teams developing behavior support plans. (In the next week, I’ll share the template that comes next called “Behavior Support Plan Template.)
To be clear, the Individual Student Drill Down Worksheet does not replace a complete Functional Behavioral Assessment. Instead, teams can use this worksheet long before an FBA becomes necessary and as soon as possible after a student’s unexpected behavior indicates a need for individualized support. Also important, this template is not the plan but rather the first step in framing the issue we want to support.
This worksheet follows Tier 1, 2, and 3 systems and practices standard in schools implementing Positive Behavior Interventions and Supports (PBIS). However, any school or youth-serving organization can use this template to frame issues needing support more effectively.
Download templates and instructions here.
You can download both the Individual Student Drill Down Worksheet and a step-by-step annotated version below.
-by Timothy (Tim) Grivois, Ed.D.
“I think we need to do a complete Functional Behavioral Assessment (FBA). Let’s schedule about 8-10 hours of observation, collect 6-8 weeks of data, develop a plan over 1-2 weeks, and then meet again 6-8 weeks later to see how it goes.”
While students needing an Individualized Education Plan (IEP) might benefit from such an exhaustive process, most students don’t really need that level of support. And, students who need more social and emotional support than their peers but don’t require Special Education services often attend schools that are not yet equipped to design support plans apart from the Special Education process. This leaves schools managing acute and intense issues with solutions ill-equipped to meet those needs.
Get started in 20 minutes, not weeks.
This article explains how you can use the Individual Student Drill Down Worksheet to efficiently uncover what prompts a student’s unexpected behavior and effectively summarize student goals for teams involved in developing behavior support plans. (In the next week, I’ll share the template that comes next called “Behavior Support Plan Template.)
To be clear, the Individual Student Drill Down Worksheet does not replace a complete Functional Behavioral Assessment. Rather, teams can use this worksheet long before an FBA becomes necessary, and as soon as possible after a student’s unexpected behavior indicates a need for individualized support. Also important, this template is not the plan, but rather the first step in framing the issue we want to support.
This worksheet is modeled after Tier 1, 2, and 3 systems and practices common in schools implementing Positive Behavior Interventions and Support (PBIS). However, any school or youth-serving organization can use this template to frame issues needing support more effectively.
Download templates and instructions here.
You can download both the Individual Student Drill Down Worksheet and a step by step annotated version below.