T100i: Moving from Secondary

to Tertiary Levels of Intervention: A Seamless

System of Support

November 18, 2011Montana

Lucille EberIl PBIS Networkwww.pbisillinois.org

T200fi: Individualized Student Support via Complex FBA/BIP and

Wraparound for Students with

Tier 3/Tertiary Level Needs

T100fi Objectives

1. Create a Tertiary Intervention system, including team creation and team members' roles and responsibilities

2. Design a process for effective communication and data sharing between Secondary and Tertiary Team including the use of Secondary data and other referral sources to identify students in need of Tertiary Level Interventions

3. Learn how to use data for decision making and on-going progress monitoring.

Action Plan: Teams will design their Tertiary System

T200 Assumptions and Objectives• Assumptions

– Participants already conduct brief functional behavioral assessment

– Participants are facilitating the Functional Behavior Assessment process in their buildings and are working with teams to build behavior support plans for individual students

• Objectives– Brief overview of entire FBA/BIP process (from Brief to Complex) &

where it fits in the 3-Tiered continuum of supports– Difference in role of Tier 2 versus Tier 3 FBA/BIP Facilitator– Technical aspects of Complex FBA & BIP– Review of more intensive FBA tools (FCRM, PBQ, scatter plots

etc.),– Introduction of Wraparound

Agenda8:30 Creating a Tertiary System

3-Tiered Continuum of Support & the Complex FBA/BIP Teaming Process

10:00 Break10:15 Overview of FBA/BIP process (Brief to

Complex) with example of layering

11:30 Lunch

12:15 Tier 3 FBA/BIP Tools for Data-based Decision-making

12:45 Tier 3 FBA/BIP versus Wraparound1:45 Break

2:00 Action Planning: Using the Tier 2/Tier 3 Guiding Questions

2:30 Report out on progress & next steps

2:45 Questions/Concerns/Technical Assistance

Introductions & Acknowledgments

• Introduce your team– District, school name, roles of people here

today, how would you characterize your school and/or your team?

• What have been your successes/ experiences with FBA/BIP Data, Systems, Practices?– Do you have both Brief and Complex

versions?– What’s your experience with using the

Competing Behavior Pathway?

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

Quick Reflection:

Using the Tracking Tool:

1) Discuss which Tertiary intervention types exist in your school

2) How many kids do you GUESS are in each?

3) How do you know how many are responding?

Systems-Response Tool“Finding” Students in Need of Tertiary Supports

• Records the “system’s response” to youth behavior/circumstance

• Administrators and team members need to find the #s of youth that meet each criteria– Using the tool IS engaging in a ‘systems-reflection’– Prevents the hiding or mis-labeling of youth (ex. “We

don’t have any kids that need Wraparound”)

Systems-Response ToolSystem Response Options Total # of Students in Category for Time Period: List date at top

of column & total # of youth in each box

Date: Date: Date: Date: Date: Date:

A. Students being monitored by Secondary Systems Team (ex. CICO, CnC, FBA/BIP)

B. Students being monitored by Tertiary Systems Team (ex. Complex FBA/BIP, Wraparound)

C. Students being considered for Special Education Testing

D. Students with Special Education process in progress (being tested, placement being considered, etc.)

E. Students that were tested and did not qualify for Special Education

F. Students suspended on one occasion

G. Students suspended on two or more separate occasions

H. Students placed (or at risk of placed) in separate setting or “Safe School” (ex. Alternative to suspension program)

I. Students in Special Education setting, out-of-home school

J. Students in “short-term” restrictive placement in clinical setting (hospitalization)

K. Students with expulsion hearing in progress

L. Students expelled

Brief Overview of theTier 3 FBA/BIP System

Focusing on Teaming

Teaming at Tier 3

• Tertiary Systems Planning ‘conversation’– Monitors effectiveness of Complex FBA/BIP

& Wraparound supports– Review data in aggregate to make decisions

on improvements to the interventions themselves

– Students are NOT discussed

• Individual Student Teams– FBA/BIP Team per student– Wraparound Team per student

Student-Specific Teams

• Wraparound Team:– Family of child and all relevant stakeholders invited

by family. Wrap facilitators are trained to effectively engage families so that they will see that these teams are created by and for the family, and therefore will want to have a team and actively participate. School staff involved are informed that their presence is uniquely important for this youth and invited to participate.

• Individual Youth FBA/BIP Team: – Like the wraparound team, this team is uniquely

created for each individual child in need of comprehensive planning and the families are critical members of the team. All relevant individuals/staff are invited.

Tertiary Systems Planning Team

Meeting Agenda • For Complex FBA/BIP and Wraparound:• # of youth in interventions (record on TT)?

– Number of youth responding (record on TT)?* Consider Wrap OR use of WIT for all youth not responding

– Number of new youth potentially entering intervention?

• If less than 70% of youth are responding to any of the interventions, the Tertiary Systems Team should review the integrity of the intervention and make adjustments as needed.

Tertiary Systems Team Roles

• Team Leader: responsible for agenda & overall facilitation

• Intervention facilitators (Wrap, FBA/BIP) report out on aggregate student data from interventions they facilitate (ex. “10 youth w/ Wrap plans & 6 are responding”)

• Action Plan Recorder: a.k.a. note taker• Time Keeper: help team to set time limits and

stay within allotted time for each agenda item• Family Representative: brings family voice to

the conversation.

Guiding Questions Activity: Time - 30 mins

Create Tertiary Systems Team • Team membership

– Administrator, leaders of Tertiary interventions (who facilitates wrap & complex FBA/BIP etc.), SSW, School Counselor, School Psychologist, Gen. & Sp. Ed. representation, etc.

• Team leader & other roles • Wrap Facilitator/s & FBA/BIP Facilitator/s may

be new roles to consider • Meeting logistics:

– Schedule Regular Meeting Time– Location of meeting– Frequency of team meetings: at least monthly

Data-Based Decision-Making

Student outcome data is used :a) To identify youth in need of support and to

identify appropriate intervention

b) For on-going progress-monitoring of response to intervention

c) To transition youth out of interventions at the appropriate time

Data Used to Identify Youth in Need of Tertiary Support

• Universal Data by Student (ODR’s, # of absences, # of ISS or OSS)

• Universal Screening Data – SSBD, etc.

• Request by Family Member, Teacher or Student

• Recommended: referral to Tertiary Systems Team from Secondary Problem Solving team after Brief FBA/BIP was not successful

7

Desired Behavior

5

Maintaining Consequence

6

Setting Events (slow triggers)

4

Antecedents (fast triggers)

2

Challenging Behavior

1

Maintaining Consequence

3

Function:

Replacement Behavior

FBA/BIP Competing Behavior Pathway

Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive

School-Wide Systems for Student Success:

A Response to Intervention (RtI) ModelAcademic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SIMEO Tools: HSC-T, RD-T, EI-T

Check-in/ Check-out (CICO)

Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups (SAIG)

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

nAssessm

en

t

Team Development

Initiating Tier 3 FBA/BIP Process Prepare for team meetings through individual

conversations with core team members (critical first step)

The first contact/s with the family should feel different than being invited to a standing/generic meeting (ex. IEP mtg.)

Gather information on youth strengths & preferences (this will be valuable information for action planning)

Team Development (cont.)

Tier 3 FBA/BIP Facilitator:– Meets with family & stakeholders– Gathers perspectives on strengths & needs– Assesses safety

• Initiates creation of crisis/safety plan if safety is compromised

– Explains the Tier 3 FBA/BIP process– Assists in identifying team members, invites

members & facilitates mtg.– Summarizes interview information & data review

(FBA) into Competing Behavior Pathway and shares with team

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

TEAMING: What modifications are needed to your teaming process to

ensure both Tertiary Systems & Practices are used effectively?

Break

Focus on Layering:

Differences between Tier 2 & Tier 3 FBA/BIP

Based on Research and Practical Experience…..

• By the time youth access FBA/BIP intervention, they are already at high-risk of placement change

• More youth need FBA/BIP, sooner.

• FBA/BIPs are often found in the “file” and viewed as a document.

• Many BIPs focus only on consequences (rewards/punishments), omitting supports that make appropriate behavior more likely

Identifying Who Needs a FBA/BIP

• Kids are referred to an individual problem solving team by the Secondary Systems Team typically when lower-level, Simple Secondary, interventions do not result in adequate progress.

– Any student not responding adequately to CICO, S/AIG and/or Mentoring etc. (CnC etc.).

– Request for Assistance made:• Data identifies student as in need (# of ODRs,

suspensions, absences, etc..).• Exception to the system: Adult perceives youth as in

urgent need (lower-level support not seen as adequate)

Brief vs. Complex FBA/BIP Brief• Generic Individual

Problem solving Team

• Meeting time/day usually already determined

• Plan developed quickly/easily

Complex• Individualized Youth

FBA/BIP Team

• Meeting time/day decided by individualized team

• Interventions are highly individualized

Brief vs. Complex FBA/BIP

Brief• Every school has this

type of meeting

• Behavior intervention plans address only one behavior, typically only in one setting.

Complex• May be a new type of

meeting for schools.

• Interventions/strategies

address multiple settings and/or behaviors

Brief vs. Complex FBA/BIP

Brief• SWIS data, Daily

Progress Report (DPR) points, Functional Assessment interviews

• Effectiveness of system monitored by Secondary Systems Planning Team

• Data reviewed at least every other week

Complex• SWIS data, Daily Progress

Report (DPR) points, Functional Assessment interviews, SIMEO Data, direct observation data, additional tools as needed

• Effectiveness of system monitored by Tertiary Systems Planning Team

• Data reviewed at least weekly

Starting the Tier 2 FBA/BIP Process• Secondary/Tier 2 systems team:

– Identifies youth needing FBA/BIP– Refers to individual problem solving team

• FBA/BIP facilitator (i.e. SW, counselor, psychologist) take lead in using tools & organizing data (FBA)

• FBA/BIP facilitator:– generates FBA summary based on data – shares with problem-solving team (stakeholders)– guides team in developing BIP

Tools/Data Used for Brief FBA/BIPTools:• Functional Assessment Interview (FACTS)

• Student-Directed Functional Assessment

• Family-Directed Functional Assessment

Data:• CICO data graphs

• SWIS individualized student report

• Grades

Transitioning to Tier 3 FBA/BIP

• Problem-Solving Team reconvenes with stakeholders 4-6 weeks after Brief BIP is implemented

• If student did not respond well enough to Brief BIP, the Tier 2 FBA/BIP Facilitator refers youth to Tier 3 FBA/BIP Facilitator or Wrap Facilitator to start Tertiary process (may be same Tier 2 FBA/BIP Facilitator)

Tier 3 FBA/BIP Facilitatora) Interviews all stakeholders & reviews data to generate FBA

(including previously implemented Brief FBA/BIP)b) Illustrates FBA to the rest of the team through the

Competing Behavior Pathway; including hypothesized function; and shares data sources and process used; including interviews that were done

c) Leads the team in creating a BIP; making sure all stakeholders have chance to give input and agree with aspects of the plan that require their action/support

Other team members/Stakeholders: a) Ask questions for clarification on FBA & come to consensus on

hypothesized function or briefly brainstorm alternative function together with FBA/BIP Facilitator

b) Using youth’s strengths, helps in creating the BIP; contributing as an ‘implementer’ for parts of BIP where needed (ex. SW may add student to group counseling, Special Education teacher may see youth for after-school tutoring, Counselor may add youth to CICO)

Additional Data Tools Used for Complex FBA/BIP

• SIMEO– Educational Information Tool– Student Disposition Tool

• Problem-Behavior Questionnaire

• Forced-Choice Reinforcement Menu

• Complex FBA Family-Directed Interview

• Direct observation

• Setting-specific data (scatter plot, ABC chart)

7

Desired Behavior

5

Maintaining Consequence

6

Setting Events (slow triggers)

4

Antecedents (fast triggers)

2

Challenging Behavior

1

Maintaining Consequence

3

Function:

Replacement Behavior

FBA/BIP Competing Behavior Pathway

Adapted from Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S., 2000

Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

BehaviorManipulations

Tier 3Behavior Intervention Planning• All areas must be addressed:

– Setting Events– Triggering Antecedents– Behavior or skills– Consequences

• All individuals must be involved:– Family– Non-teaching staff/bus drivers etc.– Teachers/administrators

Lunch

“Sam”• Kindergartener

• Aggressive with peers, not participating in activities or following routines, difficulty focusing on any activity

• ECC program red flagged him due to behavior and lack of academic progress

• DCFS involved

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehaviorConflict at home:

mornings whennot organized for school, not sure who will take Sam

to school

morning activity when teacher

requests that he sit on chair or

carpet for structured

activity

Does not join activity

walks around the classroom,

poking and pushing kids

gives a time out to calm down

misses activities

DesiredAlternative

TypicalConsequence

Coupons,praise

Follow routines

Summary Statement

Walk to a designatedarea of classroom

ReplacementBehaviors

Function

Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

BehaviorManipulations

•Teach how to quietly walk to a designated area of the room

•Teach how to sit and complete tasks for 5minutes up to 10 minutes

•Walk with “responsible” 4th grade cousin to school.

•CICO modified (new adult and more specific goals)

•Re-teach expected behavior for all classroom settings

•Additional rating periods for expectations

•Individualized positive greeting by teacher in the morning

•Points/ coupons when quietly goes to his “area”

•Points/ coupons when participates in activities

•Does not earn points if puts hands on students

Moving from Brief FBA/BIP to Complex FBA/BIP

• Team developing plan became more individualized

• Additional data tool used—Educational Information Tool (SIMEO)

• BIP strategies applied in multiple settings (at school)

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehaviorConflict at

home: problem behavior at

home before school

Structured academic

tasks

Does not complete work, throws things,

laughs, disturbing

others

Teacher walks over, talks to him and helps him get

on task

DesiredAlternative

TypicalConsequence

Coupons,praise

Follow routines

Summary Statement

Ask teacher for help

ReplacementBehaviors

Function

Setting EventManipulations

AntecedentManipulations

ConsequenceManipulations

BehaviorManipulations

• Teach how to ask for help

•Teach how to work in close proximity to peers --sharing supplies and asking for help from peers

Cousin involved in CICO process(more encourage-ment, helping to get DPR home for guardian to see)

•More re-teaching for whole class, how to quietly work

•Higher rates of praise during activities

•Use timer so all kids could see how much time they had for activity

•Points earn extra playtime of choice at end of class

•Planned ignoring of problem behavior (teacher will reward nearby youth)

•Reward at home when earns DPR points

Data-based Progress

Month Average Daily Progress Report points

Sept-November

(CICO and Mentoring)

32%

December-February

(Added Brief FBA/BIP)

63%

March-May

(Moved to Complex FBA/BIP)

70%

Educational-Information Tool

Dibels Testing 2008/09

Letter Naming Fluency Letter Sound Fluency

Beginning Benchmarks- At risk

Beginning Benchmarks- At risk

Ending Benchmarks- Emerging

Ending Benchmarks- Emerging

TEAMING: What modifications are needed to your FBA/BIP System to ensure practices are efficient and

effective at Tier 2 & Tier 3?

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement ٭

Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance onPositive Behavioral Interventions andSupports. Accessed at http://www.Pbis.org/schoolwide.htm

FBA/BIP Tools

1) Direct Observation• Formal (recorded)• Informal (anecdotal)

2) Interviews, checklists, surveys• Brief, simple, practical• Longer, more complex, use when

necessary

3) Archival records• Already exist

Additional Data Tools Used for Complex FBA/BIP

• Problem-Behavior Questionnaire

• Forced-Choice Reinforcement Menu

• Complex FBA Family-Directed Interview

• Direct observation tools (scatter plot, ABC chart)

• SIMEO– Educational Information Tool– Student Disposition Tool

Recommended Time-Frames for Data Review

• Simple Secondary: (ex. Check-In/Check-Out, Social/Academic Instructional Groups)– Student data should be reviewed at least once a

month

• Individualized Simple Secondary: (ex. Check-n-Connect, Brief FBA/BIP)– Student data should be reviewed at least every 2

weeks

• Tertiary/Complex Individualized Interventions: (ex. FBA/BIP & Wraparound)– Student data should be reviewed at least weekly

TEAMING: What modifications are needed to your tool menu to ensure

efficient and effective data use at Tier 3?

Break

When a Complex FBA/BIP is Not Enough

• When setting events are too big (challenging, confusing, multi-faceted)

• When placement is at-risk (home, school &/or community)

• When adults are not getting along

• In these situations…Wraparound can help

Deciding Which Tertiary Level Intervention is Most Appropriate

Complex FBA/BIP (T200):• Brief FBA/BIP was not

successful

AND

• NONE of Wraparound criteria are present

Wraparound (T300+):• Youth with multiple needs

across home, school, community & life domains

• Youth at-risk for change of placement

• The adults in youth’s life are not effectively engaged in comprehensive planning (i.e. adults not getting along well)

Function• The purpose/reason for

demonstrating a specific type of behavior within a specific context/routine.

• Specific behaviors have been strengthened by consistent reinforcement.

• Family voice is not necessary to identify function of behavior in the school setting.

• Once Function is correctly identified, putting a plan in place can produce rapid behavior change. This can be accomplished in a single meeting.

Big Need• The underlying reason preventing

successful experiences/interactions in multiple settings/contexts/routines

• When a big quality of life need is unmet, it impacts perception/judgment, often resulting in chronic problem behavior.

• Family voice is necessary to identify the Big Need for the school setting.

• Once Big Need is identified, it takes a while to achieve and involves action planning across multiple life domains. Meeting the big need always involves multiple Child & Family Team meetings.

Function• Function is identified through

structured interviews focusing on the problem behavior, antecedents, consequences, and setting events

• Focus is on developing function-based support plan (replacement behavior, antecedent, consequence, and setting event supports).

• When achieved, situations improve for the youth or those engaged with the youth on a regular basis (e.g., the family, the teacher).

Big Need• Big needs are identified through

open-ended conversation and use of SIMEO tools with those engaged with the youth on a regular basis.

• Big Need statements motivate a family to participate on the team (know we are working on something ‘bigger’ than specific behaviors).

• If met, the need will improve quality of life for the youth or those engaged with the youth on a regular basis (e.g., the family, the teacher).

Big Need:“Andy needs to feel like he belongs at

school”• School Behaviors: Aggressive with peers, excessive

absences/tardies, history of academic failure• Other indicators: Family frequently relocated, lack of home

school communication, community support needs

Starting with FBA would not have been an effective approach—why?– Discussing problem behaviors would not have motivated family to

participate on team.– Probably not the first time schools have approached family in this

manner (“let’s talk about behavior”)– Open-ended conversation and use of SIMEO tools helped engage family– Bigger needs to work on to improve quality of life for youth and family

Assess Current Tier 3 FBA/BIP: Using the ISSET Checklist

FBA includes:• Operational definition of problem behavior(s) that is observable &

countable. • Statement about relation between events that precede (trigger) problem

behavior and/or events that follow and maintain the behaviorBIP includes: • Operational definition of problem behavior (or attached FBA that

included the operational definition)• Statement about the relation between FBA results and the BIP• Statement that identifies at least 1 strategy for preventing the

problem behavior• At least 1 strategy for minimizing reinforcement of problem

behavior• At least 1strategy for reinforcing the use of the desired/alternative

behaviors• Identifies a safety plan for preventing physical harm to self or

others • A formal and regular (at least twice a month) system for

assessing the fidelity with which the plan of support is being implemented

• A formal and regular (at least twice a month) system for assessing the impact of the plan on student outcome.

Activity: FBA/BIP Systems

Using the Tier 2/Tier 3 Guiding Questions, brainstorm on the following:

• Do you have a brief & a complex version of FBA/BIP support?

• How many youth are receiving each? (tracking tool)

• Are youth responding to these supports?

• Complete section Tertiary I: Complex FBA/BIP

Report out: Wrap-up & Next Steps for Action Planning

• What parts of your FBA/BIP system are working best? Why?

• What needs to be added/changed (systems, data, practices)?

• What info needs to be gathered?

• What are next steps?

• Who will take lead?

• Timeline?

References

Burchard, J.D., Bruns, E.J. & Burchard, S.N., (2002). The Wraparound approach. In B. Burns & K. Hoagwood (Eds.). Community treatment for youth: Evidence-based interventions for severe emotional and behavioral disorders. New York: Oxford University Press.

Crone, D.A. & Horner, R.H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York: Guilford.

Crone, D.A., Horner, R.H. & Hawken, L.S. (2004). Responding to problem behavior in schools: The behavior education program. New York: Guilford.

Day, H.M., Horner, R.H., & O’Neill, R.E. (1994). Multiple functions of problem behaviors: Assessment and intervention. Journal of Applied Behavior Analysis, 27, 279-289.

Eber, L. (2005). Wraparound: description and case example. In Sugai, G. & Horner, R. (Eds.), Encyclopedia of Behavior Modification and Cognitive Behavior Therapy: Educational Applications. 1601-1605. Thousand Oaks: Sage.

Eber, L., Sugai, G., Smith, C.R., & Scott, T. (2002). Wraparound and positive behavioral interventions and supports in the schools. Journal of Emotional and Behavioral Disorders, 10, 171-181.

References

Freeman, R., Eber, L., Anderson, C., Irvin, L., Horner, R., Bounds, M., et al. (2006). Building inclusive school cultures using school-wide positive behavior support: Designing effective individual support systems for students with significant disabilities. Research and Practice for Persons with Severe Disabilities, 31, 4-17.

Scott, T., & Eber, L. (2003). Functional assessment and wraparound as systemic school processes: Primary, secondary, and tertiary systems examples. Journal of Positive Behavior Supports, 5, 131-143.

Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S. (2000). Overview of the functional behavioral assessment process. Exceptionality, 8, 149-160.

Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., Freeman, R., et al., (2002). A blueprint for schoolwide positive behavior support: Implementation of three components. Exceptional Children, 68, 377-402.