Building Positive Behavior Support Systems in Schools, Second Edition

Deanne A. Crone, PhD, is Research Associate at the Center on Teaching and Learning at the University of Oregon. She has directed several research and training grants that address behavior disorders, positive behavior support, and functional behavioral assessment. Dr. Crone has presented her work on function-based support locally, regionally, and nationally, and has conducted workshops with a variety of professionals, including school psychologists, administrators, teachers, and paraprofessionals. With Leanne S. Hawken and Robert H. Horner, she is coauthor of Responding to Problem Behavior in Schools, Second Edition.Leanne S. Hawken, PhD, BCBA, is Professor Emeritus in the Department of Special Education at the University of Utah. Dr. Hawken has 30 years of experience in the fields of psychology, education, positive behavior support (PBIS), and applied behavior analysis (ABA). She has been a PBIS/MTSS district- and school-level coach and has been has been training, coaching, and conducting research on Check-In, Check-Out (CICO) since the early 2000s. Outside the school context, Dr. Hawken is a certified life coach who is passionate about combining the science of ABA with the tactics of life coaching.Robert H. Horner, PhD, is Professor of Special Education at the University of Oregon and Director of Educational Community Supports, a research unit within the College of Education that develops and implements practices resulting in positive, durable, and scientifically validated change in the lives of individuals with disabilities and their families. Dr. ­Horner’s 35-year history of research has focused on applied behavior analysis, stimulus control, instructional technology, positive behavior support, and large-scale system change.

"This second edition offers the most complete and detailed explanation of FBA that exists in the field today. The presentation is innovative and practical, with case examples that help readers understand how concepts of assessment are transformed into evidence-based strategies for support and intervention. Students and professionals will gain expertise in the crucial topics of behavioral assessment and school-based behavior support. Crone, Hawken, and Horner have expanded and sharpened the descriptions in the first edition, and the result is a singular contribution of significant importance."--Glen Dunlap, PhD, College of Education, University of Nevada, Reno"An outstanding resource for building the systems needed for individual behavior support. The new content in the second edition is outstanding, from teaching school personnel how to conduct brief FBAs to using the latest technology for more effective and efficient behavior support. This book belongs on the shelf of anyone interested in getting function-based support implemented well in school systems."--Kent McIntosh, PhD, Philip H. Knight Chair of Special Education, University of Oregon; Co-Director, Center on Positive Behavioral Interventions and Supports"The updated second edition includes all of the tools and step-by-step examples of FBA-BSPs that were so valuable in the first edition, but also includes new information on technological advances in FBA, applications to academic concerns and preschool populations, and current trends in FBA. University trainers will find this an ideal text for coursework at both the undergraduate and graduate levels--it is essential reading for those preparing to make a difference as future educators."--Ruth A. Ervin, PhD, Department of Educational and Counselling Psychology and Special Education, University of British Columbia, Canada"Now in a revised second edition, this book presents the next generation of strategies for implementing, supporting, and sustaining individual positive behavior supports in schools. I am impressed with the authors' comprehensive multilevel systems approach for embedding supports in typical school contexts. This is a 'must-have' work for practitioners who truly want to make a difference."--Linda M. Bambara, EdD, Special Education Program, Lehigh University -

• I. Using Functional Behavioral Assessment in Schools: Context and Framework1. Functional Behavioral Assessment in Schools: Historical Background and the Current Context, Robert E. O'Neill & Kaitlin Bundock2. Functional Behavioral Assessment in Schools: Thinking Functionally across All Tiers of Behavior SupportII. Embedding Functional Behavioral Assessment within School Systems: Case Examples3. Conducting a Functional Behavioral Assessment4. Designing a Behavior Support Plan5. Evaluating and Modifying the Behavior Support PlanIII. Using Functional Behavioral Assessment within School Systems: Building School-Based and District-Based Capacity6. Who Will Be Involved in the Behavior Support Team and How Do You Get the Behavior Support Team to Work Together as a Team?7. How Do You Generate within-Building Capacity for Functional Behavior Assessment on the Behavior Support Team?8. Improving District Capacity to Deliver Basic FBA-BSP Support, M. Kathleen Strickland-Cohen, Sheldon L. Loman, & Robert H. HornerIV. Functional Behavioral Assessment as Applied to Specific Problems or Specific Populations9. Functional Behavioral Assessment for Academic Concerns, Courtenay A. Barrett & Donna M. Gilbertson10. Functional Behavioral Assessment with Preschool-Age Children11. Technology Trends in Functional Behavioral Assessment and Intervention, J. Matt Jameson, Allison L. Bruhn, & Leanne S. HawkenAppendix ARequest for Assistance FormAppendix BFunctional Behavioral Assessment–Behavior Support Plan Protocol (F-BSP Protocol)Appendix CFunctional Assessment Checklist for Teachers and Staff (FACTS)Appendix DStudent-Guided Functional Assessment Interview (Primary)Appendix EAssessing Activity Routines FormAppendix FBrief Functional Assessment Interview FormAppendix GFunctional Assessment Observation FormAppendix HA Checklist for Assessing the Quality of Behavior Support Planning: Does the Plan (or Planning Process) Have These Features?