t100i: moving from secondary to tertiary levels of intervention: a seamless system of support
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T100i: Moving from Secondary to Tertiary Levels of Intervention: A Seamless System of Support. November 18, 2011 Montana Lucille Eber Il PBIS Network www.pbisillinois.org. - PowerPoint PPT PresentationTRANSCRIPT
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.