Building Positive Behavior Support Systems in Schools: Functional Behavioral Assessment [Paperback]

Deanne A. Crone Phd (Author), Robert H. Horner PhD (Author)

Book Description

Publication Date: January 28, 2003 | ISBN-10: 1572308184 | ISBN-13: 978-1572308183 | Edition: 1

This indispensable volume presents an up-to-date conceptual model and practical tools for meeting the challenges of severe problem behavior in elementary and middle-school settings. The focus is on developing and implementing team-based support plans for the 1-5% of students who require intensive, individualized behavioral assessment and intervention. Outlined are field-tested procedures that enable the practitioner to evaluate student needs using functional behavioral assessment; transform assessment results into practical, function-based interventions; develop school-wide systems that support the assessment and intervention process; establish clear roles for leaders and members of behavior support teams; and work collaboratively with administrators, teachers, students, and parents. A much-needed resource and text, the book features illustrative case examples, figures, and charts. Also included are reproducible assessment instruments, parent and teacher forms, sample meeting agendas, and other useful materials.

Note: A less intensive, prevention-oriented intervention for students with moderate problem behavior is presented in the complementary volume, Responding to Problem Behavior in Schools.

Editorial Reviews

Review

"Despite federal mandates for functional behavior assessment and planning, school districts nationwide still lack the capacity to use FBA procedures to help challenging students succeed. This is the first text I have found that provides systemic strategies to embed positive behavioral support into the fabric of school routines and practice. While Crone and Horner emphasize the need for increased training and staff resources, their model respects the time and fiscal constraints facing practitioners. Their suggested continuum of support provides a pragmatic decision tree for adjusting the intensity of behavioral assessment to the complexity of students' behavior problems. I recommend this text for courses on ecobehavioral interventions in schools and for school psychology practica. The text's frank pragmatism and its sensitivity to systemic features of schools make it an excellent choice for the pivotal courses that bridge university recommendations for best practices with school mandates for realistic practice."--Beth Doll, PhD, School Psychology Program, University of Nebraska-Lincoln

"A concise and clear exposition of a proven approach to addressing serious behavior problems in schools. Using functional behavioral assessment, the authors offer a step-by-step guide to developing effective positive behavior support plans as required by IDEA 1997. The book is replete with many useful examples, checklists, and forms that facilitate the work of school psychologists, special educators, and counselors. This is a valuable resource for making schools more safe and responsive to children's needs. It is also a suitable text for use in graduate education."--Jonathan Sandoval, PhD, Division of Education, University of California, Davis.

"Crone and Horner have put together an incredibly helpful resource for school personnel facing the huge challenges of students with significant behavior problems. This book offers a clear blueprint for leaders and members of behavior support teams, outlining in clear and achievable steps the process of putting together support systems based in functional behavioral assessment. All types of educational personnel, including school psychologists, teachers, special educators, and administrators, will find this an invaluable text for identifying behavior problems and implementing real solutions. The book is replete with helpful examples and practical forms that help move the notion of positive support from idea into action."--Judith J. Carta, PhD, Juniper Gardens Children's Project, University of Kansas

About the Author

Deanne A. Crone, PhD, is Assistant Professor of School Psychology at the University of Oregon.
 
Robert H. Horner, PhD, is Professor of Special Education at the University of Oregon and director of Educational Community Supports (ECS), a College of Education research unit.

See all Editorial Reviews

Product Details

• Paperback: 171 pages
• Publisher: The Guilford Press; 1 edition (January 28, 2003)
• Language: English
• ISBN-10: 1572308184
• ISBN-13: 978-1572308183
• Product Dimensions: 9.9 x 6.9 x 0.6 inches
• Shipping Weight: 12 ounces (View shipping rates and policies)
• Average Customer Review: 4.0 out of 5 stars  See all reviews (2 customer reviews)
• Amazon Best Sellers Rank: #41,462 in Books (See Top 100 in Books)

More About the Author

Discover books, learn about writers, read author blogs, and more.

Customer Reviews

Most Helpful Customer Reviews

6 of 6 people found the following review helpful:

3.0 out of 5 stars Not a stand alone book, February 11, 2008

By 

S. Quigley "Peterson's Cronie" (Idaho) - See all my reviews
(REAL NAME)   

This review is from: Building Positive Behavior Support Systems in Schools: Functional Behavioral Assessment (Paperback)

The book was used for a graduate level (Doctoral and Masters) education class. The focus of the class was to learn about and develop schoolwide positive behavior supports (PBS) within schools and school districts. The book was helpful in outlining procedures consistent with a PBS model. It presented relevant information to the topic and was an easy read. However, the book oversimplified the Functional Behavior Assessment (FBA) process and did not provide enough information to allow an individual to become an "expert" in the process of an FBA. Of specific concern was the lack of direction concerning data based decisions (i.e. collecting data appropriately, visual analysis of data, how to determine when to make adjustments within a support plan, etc.). There are other concerns with this book; the main point however, is that the book cannot be used as a stand alone book. It either expects a very large amount of prerequisite skills in the area of Applied Behavior Analysis and data or these skills must be acquired along with the book to truly make the book useful.

10 of 13 people found the following review helpful:

5.0 out of 5 stars Every School Should Have This Book, February 2, 2006

By 

Dr. Laura Ann Riffel "Behavioral Intervention... (Atlanta, GA) - See all my reviews
(REAL NAME)   

This review is from: Building Positive Behavior Support Systems in Schools: Functional Behavioral Assessment (Paperback)

This book takes school teams step by step through the process of forming a behavioral support team using sound data-based decisions. If you want to build behavioral expertise in your school then this is the book you need your staff to read.

Until we start thinking about the function behind the behavior and making environmental changes to make the targeted behavior no longer necessary we will not improve education. This book will walk you through the steps necessary to start making decisions that are "proactive" instead of "reactive" when thinking about changing behavior.