What is Function-Based Problem Solving?

• FBPS is continuum of practices that differentiates in scale and scope depending on the complexity of the behavior needs but remains steadfast in a constructive reflection process that maps information into: Setting Events-Antecedent-Behavior-Consequence patterns

NJ PBSIS is funded through the I.D.E.A. Act, Part B.

Function-Based Problem SolvingAt a Glance

• Gather representative information through a variety of methods (e.g., interviews, checklists, observations, baseline documentation, etc.)

• Map out information learned into setting event-antecedent-behavior-consequence patterns

• Determine the function of behavior

• Select function-based intervention strategies that address all dimensions of the behavior pattern

• Evaluate the effectiveness of implementation

NJ PBSIS is funded through the I.D.E.A. Act, Part B.

Function-Based Problem Solving

• Planning for social, emotional and behavior intervention is different from academic planning and requires a tailored process that reflects the complex social dynamic inherent in repeated behavior patterns

• You will see planning differences in the type of information you collect, the process you use to arrive at strategies and the amount of time needed to develop a plan

NJ PBSIS is funded through the I.D.E.A. Act, Part B.

Function-Based Problem Solvingthe Meeting Process

• Rethink the design of meetings when planning for students with behavioral needs:

– Rethink personnel: Designate key personnel who will function as the lead facilitator of a problem solving cycle for a specific student

– The intervention team is comprised specifically of the staff who work with the student

– Intervention development is a three part process:

• Information gathering (pre-meeting)• Group consensus building (1st meeting)• Intervention selection (2nd meeting)

NJ PBSIS is funded through the I.D.E.A. Act, Part B.

I & RS Member

I & RS Member

I & RS Member

I & RS Member

I & RS Member

I & RS Member

Student’s Teacher

Traditional I & RS Meeting

Traditional IEP Meeting

Teacher Representative

School Psychologist

LDTC

Related Services

Parent

NJ PBSIS is funded through the I.D.E.A. Act, Part B.

Case Manager

Meeting Facilitator

Proposed Meeting Structure for Function Based Problem Solving

Student’s Primary Teacher

Student’s Related Arts

Teacher Other:

Other:

NJ PBSIS is funded through the I.D.E.A. Act, Part B.

• The purpose of the meeting is to gather information and build consensus

ParentElementary

School Example

Meeting Facilitator

Proposed Meeting Structure for Function Based Problem Solving

Student’s Teacher

Student’s Teacher

Student’s Teacher

Student’s Teacher

Student’s Teacher

NJ PBSIS is funded through the I.D.E.A. Act, Part B.

• The purpose of the meeting is to gather information and build consensus

ParentMiddle and High School Example

Other:

Determining Who to Invite

• Determining who participates in the intervention planning process will vary from student to student

• By including all the student’s teachers you increase the likelihood that the teaching team will form consensus and arrive at an implementable plan of strategies and interventions

• The opportunity to be at the meeting and participate in the conversation and process can be transformative

NJ PBSIS is funded through the I.D.E.A. Act, Part B.

Determining Who to Invite

• Always Invite:– The student’s teachers

• Content area teachers• Special area teachers

– The parent / guardian

• Depending on the student, invite appropriate personnel, such as:– Administrator or Dean of Discipline– School nurse, Security, – Specialists (Reading specialists, OT, etc.)– Instructional aides– Others as appropriate

NJ PBSIS is funded through the I.D.E.A. Act, Part B.