Functional assessment-based interventions: Focusing on the environment and considering function

ABSTRACT

It can be challenging for educators to select intervention tactics based on the function of the student's behavior. In this article, authors offer practical information on behavioral function and environmental-focused intervention ideas for educators developing behavior intervention plans. Ideas are organized according to the hypothesized function of the student's behavior of concern. Authors conclude with additional considerations for educators implementing behavior intervention plans to support students with the most intensive intervention needs.

KEYWORDS:

• Behavior intervention plans
• classroom management practices
• functional assessment-based intervention
• Pre-K–12

Additional information

Notes on contributors

Wendy Peia Oakes

Wendy Peia Oakes is an assistant professor at Arizona State University, Mary Lou Fulton Teachers College. Her research focuses on the design, implementation, and sustainability of comprehensive, integrated three-tiered (Ci3T) models of prevention, teacher efficacy for working with students with challenging behavior, and professional learning for preservice and in-service teachers related to supporting students with emotional and behavioral disorders.

Kathleen Lynne Lane

Kathleen Lynne Lane is a professor in the Department of Special Education at the University of Kansas. Dr. Lane's research interests focus on designing, implementing, and evaluated comprehensive, integrated, three-tiered (Ci3T) models of prevention to (a) prevent the development of learning and behavior challenges and (b) respond to existing instances, with an emphasis on systematic screenings. She is the co-editor of Remedial and Special Education and Journal of Positive Behavior Intervention. Dr. Lane has co-authored eight books and published over 150 refereed journal articles and 31 book chapters.

Shanna Eisner Hirsch

Shanna Eisner Hirsch is an assistant professor of Special Education at Clemson University. Her current research focuses on implementing positive behavior interventions and supports; supporting novice teachers with classroom management; and implementing evidence-based practices to support students with and at risk for emotional behavioral disorders.