Summary of "107 - Classroom Management and Behavior Interventions - Session 3 - Lesson 1"

Classroom Management and Behavior Interventions — Session 3, Lesson 1

Main purpose

Explain how and when students move from universal and targeted supports into individualized (Tier 3) behavior plans.
Describe the data-driven process for understanding problem behavior (Functional Behavior Assessment, FBA) and choosing interventions that match the function of the behavior.

Key concepts

Tiered model/pyramid:
- Tier 1: Universal supports for all students (classroom instruction, general behavior expectations).
- Tier 2: Targeted small-group interventions for students needing extra support.
- Tier 3: Intensive, individualized interventions for roughly 5% of students when Tier 1/2 are insufficient.
Timely, accurate data collection is essential to identify why a behavior is occurring and to select effective interventions.
Interventions must match the identified function of the behavior; otherwise time is wasted and behaviors may persist.

Functional Behavior Assessment (FBA) — purpose and considerations

Purpose: Systematically determine the “why” behind problem behavior by documenting antecedents, the behavior itself, consequences, history, and any medical or trauma context.

Obtain parent permission before conducting an FBA and involve parents as partners.
Factors to examine:
- Recent or past trauma/crisis (including experiences that may be traumatic for some children).
- Excessive office referrals or documented behavior incidents.
- Academic failure.
- Chronic absenteeism or tardiness.
- Safety threats to others (physical or verbal).
- Emotional disabilities, institutionalizations, hospitalizations, or medical/health issues.
Use FBA data to document what happens before, during, and after behaviors, what’s been tried, where behaviors occur, and recommendations for next steps. This documentation can feed into an IEP if needed.

Determining the function of behavior (common functions)

Tangible: Behavior aims to get a concrete item or activity (sticker, reward, preferred activity).
Attention: Behavior seeks adult or peer attention (positive or negative).
Escape/Avoidance: Behavior functions to avoid or exit tasks, settings, or interactions.
Sensory: Behavior occurs to satisfy or avoid sensory input (noise, touch, movement, overstimulation).

Determine the primary function(s) to guide intervention choice.

FBA / team composition (who should be involved)

Classroom teacher (often initiates/refers)
Parents (recommended)
Special education staff
Behavior intervention specialist (BIS)
Counselor
School administrator
School psychologist
Any staff who work with or have relevant experience with the student

The more coordinated the team, the better the plan and likelihood of success.

Student intervention matching — process and tools

Use a student intervention matching form (rating scale such as very true → very untrue → don’t know/leave blank) to profile the student’s behavior and contextual factors.
Typical items to rate: relationships with adults/parents, whether the student seeks attention, ability to follow routines, etc.
After scoring, select interventions that align with the student’s profile and the identified function of the behavior.

Examples of interventions (brief; discussed further in next lesson)

Home–school note/communication system
Behavior contract
Self-monitoring
Check-in / Check-out (CICO) systems
Individualized accommodations or supports tied to the function (sensory tools, escape strategies, attention strategies)

Practical notes / cautions

Match interventions to the function — otherwise the plan may not work and weeks can be lost.
Keep the process timely: collect enough data to make informed decisions and revisit after a set period (and sooner if not working).
Tools and plans can be adapted for age ranges from preschool through high school.
FBA documentation should be thorough and can be incorporated into an IEP if necessary.