Decision-Making Model for Individual Student Problem Behaviors:
(Five things to consider before referring a student with an IEP for functional behavioral assessment)
☺See resource: Ventura County SELPA Guidelines for “Behavior Interfering with Learning” – WHICH PLAN…AND WHEN?
1. Is there a Positive Behavior Support Plan (PBSP) and/or social-emotional goal in the student’s IEP to address the problem behavior(s)?
□ No: Develop PBSP and social-emotional goals (best practice: develop as a team)
☺See resource: Competing Behavior Model with Pathway Chart Summary
Also consider RTI/Social Emotional Interventions: proceed to
□ Yes: Proceed to 3
2. In addition to developing a PBSP and/or social-emotional goals consider the following:
☺See resource: Social Emotional and Behavioral Intervention Suggested Descriptions, Response to Intervention
Classroom-wide interventions ( e.g., classroom management plan, weekly problem-solving groups)
☺See resource: Classroom Management Checklist
The overall school’s behavior support capacity (e.g., school-wide positive behavior support plan, Lesson 1)
☺See resource: Evaluating a School’s Behavior Support Capacity
What is the identified student’s response to these interventions?
What additional referrals and resources should be considered for the identified student (e.g., school-based counseling, etc.)
Consider Mental Health referrals: pre-referral services (District-specific): see SELPA website under Mental Health Services Specialist for a list of school districts in the Mental Health Consortium; VCBH services under Chapter 26.5 ( brochure).
3. Is the Positive Behavior Support Plan well-developed (i.e. “legally defensible”)?
In order for a PBSP to meet minimal legal requirements, all components must be present and logically related.
☺See SELPA resources: Evaluation of the Positive Behavior Support Plan (generic version) or specific Scoring Rubrics for each version of the PBSP
□ No: Fix the Positive Behavior Support Plan
□ Yes: Proceed to 4
4. Is the PBSP being implemented with integrity (fidelity and consistency)?
☺See resource: Implementation Fidelity Assessment
□ No: Address implementation obstacles (e.g., staff experience/training, staff motivation, staff intentions) and develop an action plan (e.g., speak with staff, get principal’s assistance, train staff, refer for training, consider additional staff support)
□Yes: Proceed to 5
5. The behavior plan is insufficient in managing the problem behaviors. Possible reasons and next steps:
The reinforcers are not motivating enough → complete additional reinforcement inventories or preference assessment
☺See resource: Preference Assessments: Direct versus Indirect Procedures
The replacement behavior is not functionally equivalent to the problem behavior → develop appropriate FERB
☺See resource: “It’s Easy as 1-2-3-4-5-6” – Positive Behavior Support Made Simple (Ventura County SELPA)
The communicative function is incorrect → consider FBA versus FAA:
☺See resource: Information Sheet FAA vs. FBA, PBSP vs. BIP
6. Refer to coordinator of special education services to designate behavior specialist/BICM :
Generate assessment plan (generally done through an IEP)
Forward signed assessment plan to designated behavior specialist/BICM
Follow the 60-day timeline from receipt of assessment plan to conduct the FBA/FAA and hold an IEP meeting