Positive Supports for Behavior and Discipline Resource Database

This document presents a five-step process for Individualized Educational Program (IEP) teams, 504 plan committees, general and special education teachers, administrators, and district level assessment staff to use in the selection, administration, and evaluation of the effectiveness of the use of instructional and assessment accommodations by students with disabilities. A companion Professional Development Guide has been developed to support the use of this manual.

This resource is a part of the Tool Kit on Teaching and Assessing Students With Disabilities (2004, archived)

This self-paced module examines the three principles of Universal Design for Learning (UDL) and discusses how to apply these principles to the four curricular components (i.e., goals, instructional materials, instructional methods, and assessments).

With multiple sources of information available, knowing how to use data efficiently and effectively with limited resources is critical to the successful implementation of schoolwide, classroom, and individual interventions. In this practice guide, we describe a scientifically-based approach for data-based decision-making called Team-Initiated Problem Solving (TIPS) that includes guidance for school-based teams on (a) the foundations needed to run more effective meetings, (b) a process for using data to identify school needs and goals for change as well as for planning practical and effective solutions, and (c) a process for using, monitoring, and adapting solutions.

This manual presents procedures to train school-based personnel to conduct basic functional behavioral assessments (FBA) and design function-based behavior support plans (BSP).

This brief provides considerations for conducting and implementing functional behavior assessments (FBAs) and behavior intervention plans (BIPs) using virtual technology.

The purpose of this guide is to describe how school-based personnel can build and implement a continuum of function-based supports at Tier 3 that are designed to more effectively meet the needs of a broader range of students who struggle with persistent challenging behavior. This guide is intended to be a resource for individuals and teams with a working knowledge of Tier 3 who regularly design and implement supports for students with intensive needs.

The purpose of this practice guide is to help teams conduct a comprehensive functional behavior assessment, develop a function-linked behavior intervention/support plan, and make data-based decisions. Functional behavior assessments help teams to identify the relation of targeted serious and intense (i.e., challenging) behavior to the environmental events that occur before and after the behavior is performed.

Recordings here include keynotes and presentations about FBA/BIP/BSP concepts.

This brief describes how educators use a function-based approach to (a) prevent contextually inappropriate behaviors and (b) teach and encourage social, emotional, and behavioral skills throughout the PBIS continuum of support. In addition, this brief highlights critical features of effective functional behavioral assessment (FBA) and behavior support plans (BSP).

This self-paced module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are described in detail with interactive practice opportunities embedded throughout.

A resource collection compiled by and for Parent Centers and others. Resources are divided by type: good reads on FBAs and BIPs; webinars, presentations, videos; and webpages. (This is part 2 of the 3-part resource collection called Resource Collection on Positive Behavior Supports, Functional Behavioral Assessment, and School Discipline.)

This 2022 issue of CPIR’s enewsletter spotlights data basics for families (Education Data 101, also available in Spanish), a new resource from the Data Quality Campaign (Parents Are Getting Access to Student Data, But How Can We Support Them to Use It?), and a recent CPIR webinar (Sharing Info about State Assessments with Families of Children with Disabilities) presented in both English and Spanish.

In this brief, we describe experiences of three school districts in various U.S. geographic regions as they installed screening tools as part of their screening processes. Education leaders have generously shared their advice for practitioners throughout the nation. We share five lessons learned from district leaders, including some selected quotes (see boxes). Leaders’ insights may be helpful for educators already involved in systematic screening as well as those who are newer to the process.

This webinar challenges current thinking about how to set appropriately ambitious and measurable behavioral goals in light of the 2017 Endrew F. v. Douglas County School District decision by the United States Supreme Court. In this webinar, presenters share how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior. This webinar is a companion to the Strategies for Setting Data-Driven Behavioral Individualized Education Program Goals Guide.

The Pyramid Model Implementation Checklist is a tool designed to be used by practitioners to identify training and/or classroom implementation needs in seven areas: Responsive Relationships; Predictable Daily Schedules; Creating Effective Classroom Routines; Teaching Behavior Expectations across Classroom Routines; Teaching Social and Emotional Skills; Systematic Instructional Strategies; and Function-Based Assessment and Intervention Planning. The checklist encourages individual self-reflection and discussion between classroom teachers and practitioner coaches.