# data[].attributes.headline
PBIS World: Interactive Menu of Tiered Supports

# data[].attributes.subject
PBIS World: Interactive Menu of Tiered Supports

# data[].attributes.attachment_link.description
Avoid power struggles Call parent or note home Card Flip Clear, consistent, and predictable consequences Do unfinished work during recess or unstructured time Have student say a nice thing to the student they called a name Logical consequence Natural consequences Office referral Reflection sheet Remove from room Speak in calm and neutral tone Take away privileges Take away unstructured or free time

# data[].attributes.body
Use this site to find interventions that are proven to work and learn who they will work for!

# data[].attributes.attachment_link.description
As an initiative of the U.S. Department of Education’s Institute of Education Sciences (IES), the What Works Clearinghouse (WWC) was created in 2002 to be a central and trusted source of scientific evidence for what works in education.

# data[].attributes.headline
PBIS World: Interactive Menu of Tiered Supports

# data[].attributes.subject
PBIS World: Interactive Menu of Tiered Supports

# data[].attributes.attachment_link.description
Alternatives To Suspension Behavior Contract Behavior Intervention Plan (BIP) Behavior Meetings Structured Breaks Check In Check Out (CICO) Collaboration With Student's Physician And/Or Mental Health Provider Counselor Referral Daily Behavior Form Forced Choice Reinforcement Survey

# data[].attributes.headline
PBIS World: Interactive Menu of Tiered Supports

# data[].attributes.subject
PBIS World: Interactive Menu of Tiered Supports

# data[].attributes.attachment_link.title
PBISWorld.com Tier 2 Positive Behavior Interventions And Supports | PBIS World

# data[].attributes.attachment_link.description
PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

# data[].attributes.headline
Tier 3, FBAs, & BIPs Presentation: Summer 2023

# data[].attributes.subject
Tier 3, FBAs, & BIPs Presentation: Summer 2023

# data[].attributes.attachment_link.title
Strategies for Tier 3 Behaviors, FBAs, BIPs

# data[].attributes.attachment_link.readable_text
At a glance

MTSS is a framework many schools use to provide targeted support to struggling students.

The goal of MTSS is to intervene early so students can catch up with their peers.

It screens all students and aims to address academic and behavior challenges.

MTSS stands for multi-tiered system of supports. It's a framework many schools use to give targeted support to struggling students. You may also hear it called the MTSS framework, the MTSS process, or the MTSS model.

MTSS is designed to help schools identify struggling students early and intervene quickly. It focuses on the "whole child." That means it supports academic growth, but many other areas, too. These include behavior, social and emotional needs, and absenteeism (not attending school).

The tiers of support are a huge part of MTSS. They get more intense from one level to the next. For example, a child getting small group interventions may need to "move up" to one-on-one help.

MTSS supports the adults at the school, too. The Every Student Succeeds Act (ESSA) - the main education law for public schools - cites MTSS as a way to increase teacher effectiveness. ESSA gives states funding that can be used for professional development to help teachers use MTSS.

MTSS isn't the same thing as response to intervention (RTI). MTSS is more comprehensive. But it may include the three tiers of RTI.

About the author

About the author

Peg Rosen writes for digital and print, including ParentCenter, WebMD, Parents, Good Housekeeping, and Martha Stewart.

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

# data[].attributes.attachment_link.description
MTSS stands for multi-tiered system of supports. It's a framework many schools use to give targeted support to struggling students. Read about the MTSS model and process.

# data[].attributes.headline
Understood.org: RtI & MTSS (What is the difference?)

# data[].attributes.subject
Understood.org: RtI & MTSS (What is the difference?)

# data[].attributes.attachment_link.readable_text
Answer:

No, these approaches aren't quite the same. One is broader than the other, but many schools use both at the same time. Here's how they work and how they fit together.

Response to intervention (RTI) is a framework that many schools use to help students who are struggling with academics. There are three levels of intervention in RTI.

Most students can make progress in the first level, which uses high-quality instruction to help kids catch up. Students who need more intensive help can get it in the second and third levels of RTI.

A multi-tier system of supports (MTSS) is more comprehensive. It may include the three levels of RTI. But MTSS goes beyond just academics. It also covers social and emotional supports. That means it can include behavior intervention plans.

MTSS covers the adults at school, too. It includes things like professional development for teachers. MTSS also focuses on creating ways for adults to team up to help struggling kids.

So, to recap: The RTI framework can be used as part of an MTSS approach. This is one reason why the two ideas have become closely linked. But whether your school uses RTI, MTSS or both, the goal is to ensure that all students get what they need to learn.

Understanding how your school uses RTI or MTSS can help you advocate for your child. That's why it's a good idea to ask a teacher or administrator how RTI and/or MTSS work at your school.

# data[].attributes.attachment_link.title
RTI and MTSS | The Difference Between RTI and MTSS

# data[].attributes.attachment_link.description
Both RTI and MTSS help support struggling students. They just do it in different ways. An expert explains.

# data[].attributes.attachment_link.title
3 Tiers of Response to Intervention (RTI)

# data[].attributes.attachment_link.description
Students who are struggling in school can get help quickly if a school uses response to intervention (RTI). Read about the three tiers of support in RTI.

# data[].attributes.headline
Middle School Behavior & Executive Functioning

# data[].attributes.subject
Middle School Behavior & Executive Functioning

# data[].attributes.attachment_link.readable_text
At a glance

Some students struggle to learn in school because of behavior challenges.

Functional behavioral assessment (FBA) is a process schools use to figure out what's causing challenging behavior.

An FBA leads to a plan with strategies to improve the behavior.

When students run into trouble at school, it's not always because of academics. Often, behavior is the reason kids struggle. Kids may disrupt class, become withdrawn, or even cut class.

To help students, schools use a process to identify and understand challenging behaviors, and come up with possible solutions. It's called functional behavioral assessment (FBA). An FBA is like an evaluation focused on behavior.

An FBA tries to figure out what's behind behavior challenges. The basic idea is that behavior serves a purpose. Whether kids know it or not, they act in certain ways for a reason. If schools and families know what's causing a behavior, they can find ways to change it.

Aaron has strong math skills. But when the class gets a math word problem, he gets angry and argues with the teacher. The behavior continues and the teacher doesn't know what to do.The school does an FBA and learns that Aaron has trouble showing work on word problems. That's why he's acting out - to avoid this stressful math situation.

A school team works on the FBA. The team is led by a person trained in understanding behavior, like a school psychologist or a behavior specialist. The FBA team may also include teachers, school staff, service providers, the student, and their family.

When an FBA is complete, the school should have a good idea of what's causing the behavior and how to help. The next step is to create a behavior intervention plan (BIP) with strategies and interventions to improve the behavior. Over time, the plan may change depending on the student's needs.

About the author

About the author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Amanda Morin is the author of "The Everything Parent's Guide to Special Education" and the former director of thought leadership at Understood. As an expert and writer, she helped build Understood from its earliest days.

# data[].attributes.attachment_link.title
What is a functional behavioral assessment (FBA)?

# data[].attributes.attachment_link.description
When a student has behavior challenges, schools may use a process called functional behavioral assessment (FBA) to understand what's causing the behavior. Learn more.

# data[].attributes.attachment_link.readable_text
What is Tier 3 Support?

The PBIS Triangle-The red area represents Tier 3 that supports a few students. Tiers 1 and 2 supports are still used with students engaged in Tier 3 supports.

PBIS' framework doesn't just work with school-wide and targeted supports. It's also an effective way to address sometimes dangerous, often highly disruptive behaviors creating barriers to learning and excluding students from social settings.

At most schools, there are 1-5% of students for whom Tier 1 and Tier 2 supports have not connected. At Tier 3, these students receive more intensive, individualized support to improve their behavioral and academic outcomes. Tier 3 strategies work for students with developmental disabilities, autism, emotional and behavioral disorders, and students with no diagnostic label at all.

Foundational Systems

Tier 3 practices stem from strong foundations in Tier 1 and Tier 2 supports. With both tiers in place, schools are free to organize individualized teams to support students with more intense needs.

The foundational systems involved in Tier 3 supports are:

Multi-disciplinary Team

Tier 3 team membership includes an administrator, a coach/behavior representative, others with basic knowledge of problem solving. Team members should also include personnel who actively provide Tier 3 support in the school. This gives them input on decisions about interventions they provide to students they serve. Including school personnel from different departments ensures an array of perspectives.

Behavior Support Expertise

A school's Tier 3 team must include someone who has experience providing formal behavior support. They need to have applied behavior expertise and experience developing multi-agency support.

Formal Fidelity and Outcome Data Collection

Documenting student outcomes lets teams monitor how the resources allocated and the practices adopted affect student's outcomes. These data are essential to:

Supporting data-based decision making and problem solving

Identifying needed adjustments to Tier 3 practices

Maximizing resources

Ensuring all students are supported fully and equitably

Evaluating the system's overall effectiveness

Determining student eligibility for additional resources

Evaluating individual education programs·

Assessing how closely Tier 3 supports are implemented as intended (fidelity of implementation) ensures student outcomes can be attributed to the interventions provided.

For more information on how to setup Tier 3 supports, check out our guides:

Key Practices

Tier 3 practices start with strong Tier 1 and Tier 2 foundations. In addition to these practices, the key practices involved in Tier 3 supports are:

Function-based Assessments

Functional behavior assessment (FBA) is the formal process for ensuring a student's plan centers on why a student behaves the way they do. FBA allows teams to identify which interventions are most likely to be useful for an individual student. Plans resulting from a formal FBA process will include strategies for:

Preventing unwanted behavior

Teaching appropriate behavior

Positively reinforcing appropriate behavior

Reducing rewards for unwanted behavior

Ensuring student safety

For more information, check out our FBA guides:

Wraparound

Wraparound differs from many service delivery strategies, in that it provides a comprehensive, holistic, youth and family-driven way of responding when children or youth experience serious mental health or behavioral challenges. Wraparound puts the child or youth and family at the center of the process to develop a support plan. With support from a team of professionals and natural supports, the family's ideas and perspectives about what they need and what will be helpful drive all of the work in Wraparound.

The student and their family members work with a Wraparound facilitator to build their Wraparound team, which can include the family's friends and people from the wider community, as well as providers of services and supports.

With the help of the team, the family and young person take the lead in deciding team vision and goals, and in developing creative and individualized services and supports that will help them achieve the goals and vision. Team members work together to put the plan into action, monitor how well it's working, and change it as needed.

Bruns and Walker (2008) identified ten principles of the wraparound process that included:

1. Family voice and choice

2. Team Based

3. Natural Supports

4. Collaboration

5. Community based

6. Culturally Competent

7. Individualized

8. Strengths-based

9. Unconditional

10. Outcome based

All of these principles are consistent with a PBIS approach and can result in a seamless connection between PBIS practices at Tier3, that include Functional Behavior Assessments and Behavior Intervention Plans,and wraparound supports.

For more information about wraparound, please visit the National Wraparound Initiative. The Midwest PBIS Network also has an abundance of materials for both the wraparound and person-centered planning process.

Person Centered Planning

Person-Centered Planning (PCP) is a way for diverse people, who share a common need to align:

Their vision, purposes, and goals,

Their understanding of the student's past,present and future life, and

Their actions for change, mutual support,personal and team development, and learning.

PCP makes a commitment and takes action to ensure that changes will be accomplished for the student. The PCP philosophy aims to 1) build support based on a capacity-based perspective of the student, 2) use natural school, family and community resources to fulfill a vision of a positive future for the student, and 3)build a circle of support for the student that includes friends, family, school personnel and service providers. The PCP team coordinates supports around the life of the individual rather than around the needs of the system and existing services. The team also recognizes that abilities of ordinary citizens, neighbors, fellow students, and school personnel, can teach students skills, help them participate, model appropriate behaviors, and foster interdependent relationships.

PCP is a planning process that involves long-term commitment to an action plan and a positive vision for the future of the student. This plan is not intended to replace an IEP or a Behavior Intervention Plan, but can be seen to supplement and extend those plans by addressing broader quality of life and community, personal, and life goals of the student. PCP has much in common with wraparound, with wraparound being a broader umbrella under which PCP can be used as an effective planning process. Both approaches, as well as PBIS, share a commitment to five essential goals of PCP that include:

Being present and participating in community life,

Gaining and maintaining satisfying relationships,

Expressing preferences and making choices in everyday life,

Having opportunities to fulfill respected roles and live with dignity, and

Continuing to develop personal competencies.

There are several Person-Centered Planning processes that have been developed using group facilitation techniques and graphic planning supports including:

Planning Alternative Tomorrows with Hope (PATH),

Making Action Plans (MAP),

Essential Lifestyle Planning (ELP),

Personal Profile,

Futures Plan,

Circle of Support, and

A combination of the above approaches into hybrid models.

For more information about Person Centered Planning visit the Administration for Community Living and the National Parent Center on Transition and Employment.

Cultural and Contextual Fit

With every practice, the student's and the school's culture and context must be considered. Each of these element influences and adds value to a school's Tier 3 practices:

Local environments such as neighborhoods and cities

Personal characteristics such as race, ethnicity, and nationality

Learning histories such as family, social routines, customs, and experiences

Language such as dialect and vocabulary

Tier 3 Teams

There are two types of teams associated with Tier 3 supports: the Tier 3 leadership team and individual student support teams.

Tier 3 Leadership Team

Tier 3 teams won't look the same in every school. Whether you have one team looking at Tier 3 specifically, or one team monitoring Tier 2 and 3 systems together, this leadership team meets regularly to be sure:

Students who need additional support have access to those systems

Students who receive Tier 3 supports are successful

Tier 3 leadership teams are led by someone with applied behavior expertise, administrative authority, multi-agency support experience, knowledge of students, and knowledge about how the school operates across grade levels and programs.

Tier 3 Student Support Team

In addition to a team committed to monitoring Tier 3 systems, there must be a problem-solving team for each student receiving Tier 3 supports.These teams meet regularly to design and refine strategies specific to one student. The team's goal is always to transition a student to fewer intensive supports.

Tier 3 student support teams typically include people from the student's school, home, and community. Students and their families input and approval on who is on the team. The school's administrator must have enough involvement to allocate resources as needed for a student's plan.

Assessments

The Tiered Fidelity Inventory (TFI) assess how closely school personnel apply the core features of PBIS. The TFI includes three separate surveys - one for assessing each tier - schools can use separately or in combination with one another. Schools at every stage of implementation may use the TFI to assess any tier.

Explore the Evidence Base for Tier 3

At its foundation, PBIS is a framework supported by research spanning decades. Study after study confirms the positive impact Tier 3 systems and practices have on improving student outcomes. The evaluation brief, " Is School-wide Positive Behavior Support an Evidence-based Practice?" and " References for the Evidence Base of PBIS" each lay out some of the research and provide additional resources to explore the topic further.

# data[].attributes.attachment_link.description
At most schools, there are 1-5% of students for whom Tier 1 and Tier 2 supports have not connected. At Tier 3, these students receive more intensive, individualized support to improve their behavioral and academic outcomes. Tier 3 strategies work for students with developmental disabilities, autism, emotional and behavioral disorders, and students with no diagnostic label at all.

# data[].attributes.attachment_link.description
Tier 2 practices and systems provide targeted support for students who are not successful with Tier 1 supports alone. The focus is on supporting students who are at risk for developing more serious problem behavior before they start. Essentially, the support at this level is more focused than Tier 1 and less intensive than Tier 3.

# data[].attributes.attachment_link.readable_text
What is Tier 1 Support?

The PBIS Triangle-The green area represents Tier 1 that supports all students.

Tier 1 systems, data, and practices support everyone across all settings. They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors. Tier 1 emphasizes modeling, teaching, and acknowledging positive social, emotional, and behavioral (SEB) skills. Teams, data, consistent policies, professional development, and evaluation are essential components for these practices to work effectively.

The core principles guiding Tier 1 PBIS include the understanding that we can and should:

Foundational Systems

Tier 1 systems serve as the foundation upon which all other tiers are built. With school-wide systems in place, schools can ensure students and staff are thriving and quickly identify which students need additional support. These Tier 1 foundational systems are:

Leadership Team

The Tier 1 team represents multiple and diverse perspectives to co-create the systems and practices for Tier 1 support. This team is responsible for uncovering strengths and needs by monitoring school and community data, ensuring students receive equitable access to these supports, and evaluating overall effectiveness.

Regular Meeting Routine, Schedule, and Structure

The Tier 1 team meets at least monthly. Team members should have availability to attend at least 80% of all scheduled meetings to provide consistency around action planning and tracking progress. Meetings should include an agenda, minutes, team agreements, defined roles, and a current action plan linked to the school improvement plan.

Commitment Statement for Establishing Positive School Climate

The Tier 1 team's role is to establish the priority for improving the conditions for learning through the adoption of evidence-based practices. If it is not identified as one of the school's top three needs, it is unlikely anyone will allocate the time and effort needed to accomplish implementation. Although not a requirement, It is beneficial when a majority of school community members also agree PBIS implementation is critical to addressing issues related to SEB growth of all students.

School systems can either reflect a biased society or provide a protective buffer against it. To make it a protective place, teams should adopt a behavior framework that is preventive, instructional, and flexible enough to be tailored to the strengths, needs, and values of its students, families, and community. Tier 1 can be implemented with fidelity only when it is equitable and adapted to fit the local context, which means attending directly to aspects of culture.

On-Going Data-Based Monitoring, Evaluation, and Dissemination

Tier 1 teams review and use multiple data sources regularly to guide decisions. Reviewing fidelity data measures how closely the school implements the critical components of PBIS at Tier 1. Annually, teams evaluate the overall effectiveness of Tier 1 supports and share their findings with interested parties. School community members should see school and community data regularly and have opportunity to provide input on Tier 1 foundations.

Procedures for Selecting, Training, and Coaching New Personnel

The key to PBIS implementation is staff consistency. All staff members are involved in the development of goals, process, and measures. Tier 1 implementation may require professional development to orient all school personnel - particularly around five core practices:

Core Practices

Before schools start implementing Tier 2 and Tier 3 practices, Tier 1 practices must be in place. These include:

Schoolwide Positive Expectations and SEB Skills are Defined and Taught

Rather than establishing specifically what not to do, schools define and teach expectations and SEB skills they want to see. Schools should identify 3-5 positively stated, easy to remember expectations. These should create the conditions for a positive school climate to support teaching and learning. Anyone should be able to walk into the school at any time and ask 10 random students to name the school-wide expectations. At least 80% of the time those students should be able to say what they are and give examples of what they look like in action.

For students to know the expectations, they must be taught. The Tier 1 team should decide how students will learn expected academic and social behaviors across various school settings.

Procedures for Establishing Classroom Expectations and Routines Consistent
with Schoolwide Expectations

Students spend the majority of their day within classroom settings. It's critical the expectations in the classroom align with the broader school-wide systems. This consistency supports better behavioral outcomes for all students. Teachers and students co-design agreements and routines that align with school expectations.

Continuum of Procedures for Encouraging Expected Social, Emotional Behavior

A school's Tier 1 team determines how to acknowledge students positively for prosocial behaviors. Schools might use an acknowledgment system to support offering specific praise when students do what's expected. No matter the system, it should be:

Continuum of Procedures for Discouraging Unwanted Behavior

All discipline policies should include definitions for behaviors interfering with academic and social success. They offer clear policies and procedures for addressing office-managed versus classroom-managed problems. Defining both the behaviors and the procedures promote consistent application of Tier 1 across all students and school personnel.

Procedures for Ensuring School-Family Partnerships

Teams should solicit stakeholders, including families, for input on Tier 1 foundations. Opportunities to provide ongoing feedback and direction should happen at least once a year, if not more regularly. This input ensures Tier 1 is culturally responsive and reflects the values of the local community.

The Tier 1 Team

In addition to monitoring Tier 1 systems, the Tier 1 team meets regularly to refine school-wide practices and evaluate their effectiveness. The team reviews discipline data, curriculum-based measures, state tests, and other data sources related to improving school-wide outcomes. Individuals with the following positions are often included on Tier 1 teams:

In addition to these suggested roles, the team should have the following skillsets represented:

SEB expertise

Applied behavior support

Mental health and trauma

Academic instruction

Coaching expertise

Equity

Physical health and wellness (e.g., nurse)

Knowledge of student academic and behavior patterns

Knowledge about how the school operates across grade levels and programs

Assessments

The Tiered Fidelity Inventory (TFI) assesses how closely school personnel apply the core features of PBIS. The TFI includes three separate surveys - one for assessing each tier - schools can use separately or in combination with one another. Schools at every stage of implementation may use the TFI to assess any tier.

Explore the Evidence Base for Tier 1

At its foundation, PBIS is a framework supported by research spanning decades. Study after study confirms the positive impact Tier 1 systems and practices have on improving student outcomes. The evaluation brief, " Is School-wide Positive Behavior Support an Evidence-based Practice?" and " References for the Evidence Base of PBIS" each lay out some of the research and provide additional resources to explore the topic further.

# data[].attributes.attachment_link.description
Tier 1 systems, data, and practices impact everyone across all settings. They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors. Tier 1 emphasizes prosocial skills and expectations by teaching and acknowledging appropriate student behavior. Teams, data, consistent policies, professional development, and evaluation are essential components for these practices to work effectively.

# data[].attributes.attachment_link.description
Tiers of intervention are a useful way of identifying the group of students that may benefit from a given intervention, from all students (tier 1), to students at-risk or showing signs of behavior difficulty (tier 2), to students with chronic or intense behavior needs (tier 3).

# data[].attributes.attachment_link.description
Tiers of intervention are a useful way of identifying the group of students that may benefit from a given intervention, from all students (tier 1), to students at-risk or showing signs of behavior difficulty (tier 2), to students with chronic or intense behavior needs (tier 3).

# data[].attributes.attachment_link.description
Tiers of intervention are a useful way of identifying the group of students that may benefit from a given intervention, from all students (tier 1), to students at-risk or showing signs of behavior difficulty (tier 2), to students with chronic or intense behavior needs (tier 3).

# data[].attributes.attachment_link.description
The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.

# data[].attributes.attachment_link.title
Response to Intervention | RTI | RTI Resources | Intervention Central

# data[].attributes.attachment_link.description
Intervention Central is the leading resource for Response to Intervention (RTI) tools and resources, including academic and behavior interventions for classroom management.

# data[].attributes.attachment_link.description
As an initiative of the U.S. Department of Education’s Institute of Education Sciences (IES), the What Works Clearinghouse (WWC) was created in 2002 to be a central and trusted source of scientific evidence for what works in education.

# data[].attributes.attachment_link.provider_name
Addvantages Learning Center | South Jersey

# data[].attributes.attachment_link.readable_text
Brain Training for those with Executive Functioning Skills Deficits

Executive functioning skills are comprised of a set of cognitive processing skills which are necessary to learn, work, live, and function on a daily basis. We have known about executive functioning skills for years because they have been and continue to studied by neuroscientists. Why then is executive functioning the new 'buzz word?' It's basically like teaching an old dog a new trick. The thinking goes something like this...... this is the way we have always done it and we will continue to do it. Change is avoided by staying in the comfort zone by ignoring 21st century scientific research and new technology. 'Executive functioning is so 'popular' now that when schools and even private practitioners promote, it's implied they are using the latest methods to develop them. In reality, most are simply teaching ways to go around them by using strategies and study skills. This does nothing to enable students to become independent learners! Would you rather walk rather with a cane the rest of your life or get an operation that goes to the source to fix it? I think I know what your answer would be!

FREE 30 Minute Session

When EFS are not remediated the impact on school is profound and will continue to hold students of all ages back the rest of their lives. They are at a greater risk failing, expulsion, dropping out of school and trouble holding down jobs and to become financially independent. It's often unrecognized by many parents and teachers. It's an invisible problem that can easily be mistaken for laziness because others can only see 'the tip of the iceberg' and not the base that supports it.

Executive Functioning Skills are a Set of Skills Needed to be Independent in ALL areas of Life

Impulse Control
Ability to think before speaking, resist temptation, think about choices and consequences of behaviors before acting.

Flexible Thinking
Ability to think about different ways to solve problems, adjust to new situations, learn from mistakes, cope with routine changes, try new things, switch from task to another, and learn new things.

Emotional Control
Ability to regulate emotions, choosing which emotions are appropriate in any given situation, maintaining emotions under pressure.

Working Memory
Ability to follow instructions, pay attention, use relevant information while in the middle of an activity.

Self-Monitoring
Ability to have self-awareness of how one is doing in the moment to make adjustments of actions/behaviors to the current situation.

Planning and Prioritizing
Ability to plan daily tasks to meet short and long-term responsibilities.

Task Initiation
Ability to motivate self to begin tasks by directing behaviors and actions.

Organization
Gather and keep track of information and belongings.

# data[].attributes.attachment_link.title
Executive Functioning - Addvantages Learning Center | South Jersey

# data[].attributes.attachment_link.description
Brain Training for those with Executive Functioning Skills Deficits Executive functioning skills are comprised of a set of cognitive processing skills which are necessary to learn, work, live, and function on a daily basis. We have known about executive functioning skills for years because they have been and continue to studied by neuroscientists.

# data[].attributes.attachment_link.readable_text
Does your child get into trouble in class? Are trips to the principal's office common but unproductive? If so, you might be curious about new ways to address your child's behavior. It may be time to ask the school to conduct a functional assessment, also known as a functional behavior assessment (FBA).

What a Functional Assessment Is

A functional assessment is an approach to figuring out why your child acts a certain way. It uses a variety of techniques to understand what's behind inappropriate behaviors. This includes looking at non-academic factors that might be contributing to your child's frustration with learning.

Knowing what's behind inappropriate behavior can help you and the school find ways to change the behavior. The basic idea behind this approach is that your child's behavior serves a purpose. Whether he's aware of it or not, your child acts a certain way to get to a desired outcome or goal.

For example, perhaps your child has a hard time showing his work on math problems. In math class, he gets angry, crumples up the paper and is disruptive. He's sent to the principal's office.

The behavior isn't appropriate, but it served its purpose. Your child managed to avoid doing the work that was frustrating him. He may not know that was his goal, but he found a way to deal with the math that was causing him stress.

A key part of a functional assessment is figuring out what triggers certain behaviors in your child at home, in school and with friends. Sometimes parents and teachers assume they know what's causing a child's behavior because they've seen other children do similar things. But it's important to remember that the causes for the same behavior can vary widely among children.

Functional Assessment vs. Comprehensive Evaluation

A functional assessment has a narrower focus than a comprehensive evaluation. It focuses on the why, how, where, when and what of your child's behavior. A comprehensive evaluation is a process that's used to see if your child is eligible for special education services. It looks at all aspects of your child's learning. If behavior is a concern, a functional assessment may be part of the comprehensive evaluation process.

The Functional Assessment Team

Assessment is a team effort. Each team member sees your child from a different perspective. Everyone works together to figure out what's going on with your child's behavior.

The assessment team varies from school to school. It typically includes a person with specialized training, such as a school psychologist or behavior specialist. That professional helps to gather information. She interviews people who know and work with your child. She will also speak with your child and do some screenings or assessments.

A functional assessment team might also include:

General education teachers

Special education teachers

Professionals who work with your child (counselors and speech therapists, for example)

School administrators

Parents and caregivers

Your child

Although they're not part of the team, your child's peers can also shed light on your child's behavior.

The Steps of a Functional Assessment

During a functional assessment, the team gathers information and uses it to create a plan to help your child behave in more appropriate ways. Here are the steps the team takes.
Step #1: Defining the inappropriate behavior.
Using vague words to describe your child's behavior can make it harder to gather the best information. Saying that your child is "disruptive" doesn't give enough information. And it could mean different things to different people.

Instead, it's important to describe the behavior in an objective, specific way. For example, you or a teacher might say that your child "rips up, throws work papers and is argumentative when asked to show work in math class."
Step #2: Collecting, comparing and analyzing information.
This is several steps rolled into one. Team members work to pull together information from your child's records, interviews and questionnaires. Their goal is to answer questions like:

Where is this behavior happening?

Where is it not happening?

How often is the behavior occurring?

Who is around when it occurs?

What tends to happen right before and right after the behavior?

What is a more acceptable behavior that can be used as a replacement?

An ABC chart is a tool that's frequently used in this step. A stands for Antecedent (what happens before), B is for Behavior (the action or reaction), and C is for Consequence (what happens after).

Your child can help provide this information, too. Only he can tell you how he feels in these situations. Asking him to try to keep track of what he is feeling-and when-could help the team.
Step #3: Hypothesizing reasons for the behavior.
A hypothesis is a best guess based on the information you have. The team works together to figure out what your child's behavior is telling them. What does he get out of ripping up his paper and being disruptive? It's the team's job to figure out what he is escaping, avoiding or getting from the behavior.
Step #4: Developing a plan.
Once the team has an idea of the reasons behind your child's inappropriate behavior, the team works closely with the behavior specialist or psychologist to find ways to see if the hypothesis is right. This means changing something in the environment to see if it changes the behavior.

To do this, they create a behavior intervention plan (BIP). A BIP is a plan that's designed to teach and reward positive behaviors. This can help prevent or stop problem behaviors in school. For example, it might be helpful to see how your child acts when he's asked to explain the steps of a math problem out loud-but not in front of the whole class. Or he could show his work on some of the problems but not all of them. Suggestions in the plan may include:

Changes to the physical environment

Changes to the way information is taught or presented

Changes to your child's routine or events that happen before the inappropriate behavior

Changes to the consequences for a behavior

Teaching different, more appropriate behaviors that serve the same purpose (such as asking for help or taking a break when frustrated with math)

Before putting a plan into place, the team has to make sure your child understands the expectations. They have to be sure he can control the inappropriate behavior and is motivated to change. This is where information from a comprehensive evaluation is helpful.

The Role of Parents in a Functional Assessment

Knowing that your child's behavior is causing problems can bring up many feelings. But the team is trying to work together to find solutions-not to place blame. Tell the team what you're seeing at home. This is an important piece of this process. It can show the similarities and differences between your child at home and at school. You can keep track of your child's behavior using an ABC approach or by keeping a journal. Taking notes can make it easier to see patterns in your child's behavior.

A functional assessment may not provide an immediate solution to your child's behavior issues. But it can give a more complete picture of your child's struggles. Then you and the school can work together to take the next steps to help your child.

# data[].attributes.attachment_link.title
Functional Assessment: What It Is and How It Works

# data[].attributes.attachment_link.description
Does your child get into trouble in class? Are trips to the principal's office common but unproductive? If so, you might be curious about new ways to address your child's behavior. It may be time to ask the school to conduct a functional assessment, also known as a functional behavior assessment (FBA).

# data[].attributes.attachment_link.title
A Summary of Functional Behavioral Analysis (FBA)

# data[].attributes.attachment_link.readable_text
Kids with certain learning and attention issues may have trouble managing their behavior at school. If your child often gets in trouble for acting out or for not following directions in class, a behavior contract could help. Your child's teacher may suggest one. Or you could bring up the idea to the teacher if you think it'd be helpful.

Here's what you need to know about behavior contracts.

What is a behavior contract?

A behavior contract is an agreement between your child and your child's teacher. It often includes you, too.

The contract outlines expectations for your child's behavior. It lays out any specific behaviors your child struggles with or is working on, along with goals for those behaviors. Ideally the goals will be attainable, but still challenging.

It also outlines the rewards and consequences for meeting or not meeting goals.

For example, if your child has trouble remembering to raise her hand in class, the contract may include a goal that she call out less than three times a day. If handing in homework is a problem, the contract might specify that she turn hers in at least 90 percent of the time.

If your child follows the terms of the contract, she gets a reward that's spelled out in the contract. For example, a reward could be extra computer time. And a week of good classroom behavior might mean a family movie night at home or a weekend sleepover.

Behavior contracts can take many forms. They may look like formal agreements, or they may be sticker charts. They may also include "daily report cards" that your child's teacher gives your child. No one form is better than another. What's important is for the contract to work well for your child.

Who's a good candidate for a behavior contract?

A behavior contract could benefit any student who needs to improve her behavior at school. It could be helpful for kids with ADHD, who can have issues with impulsivity, inattention or hyperactivity. A behavior contract may work well for kids who have trouble with organization and completing work. They could also be helpful for kids who often throw tantrums or for those who have oppositional behavior.

If your child has an IEP or a 504 plan, a behavior contract could help her meet any behavior goals that may already be part of that plan. Or a behavior contract may follow a functional behavioral assessment and be part of a resulting behavior intervention plan.

Behavior contracts tend to work best for kids in second grade and above, all the way up through high school. Kids younger than second grade may have trouble understanding how the contract works and what's expected of them.

How can a behavior contract help your child?

A behavior contract can be an effective tool for many reasons. Here are some of the benefits:

It can improve communication between home and school. Ideally, your child, her teacher and you will be present when the behavior contract goals are set. The school social worker, psychologist and/or behaviorist may also attend that meeting. This keeps all of you on the same page.

It can make behavior expectations crystal clear. The behavior contract spells out specifically which behavior(s) your child needs to focus on. It also explains how rewards and consequences will work.

It can motivate your child to self-regulate. Your child is involved in the process of making the behavior plan goals and choosing her rewards. That can make her more invested in achieving those goals. This "buy-in" can help motivate her to improve her self-monitoring and self-control skills.

It can make your child more accountable for her actions. Even the word "contract" sounds formal. And a behavior contract is a written agreement, which makes it easy to go back to if there's any confusion. (This can help if your child says something like, "Oh, I forgot that was in there.")

It can provide valuable feedback for your child. Typically, each day the teacher or you would go over with your child how the day went. So every day your child can talk about and reflect on what she accomplished and what she could do better.

It can be used (and adjusted) over time. A behavior contract can be created any time during the school year. You don't need to wait for an intervention or an IEP meeting. Once a contract is created, it can be changed at any time, as long as you, your child and the teacher agree to the new terms. And if a behavior contract is working, it can continue from year to year if everyone is on board.

Behavior contracts can be a good way to help your child learn to manage her actions at school. If you're looking for solutions to everyday behavior problems at home, explore Parenting Coach.

# data[].attributes.attachment_link.title
Behavior Contracts: What You Need to Know

# data[].attributes.attachment_link.description
Kids with certain learning and attention issues may have trouble managing their behavior at school. If your child often gets in trouble for acting out or for not following directions in class, a behavior contract could help. Your child's teacher may suggest one.

# data[].attributes.attachment_link.title
De-Escalation Spaces: Helping Students Manage Emotions

# data[].attributes.attachment_link.readable_text
Skip to main content

The heart of the TeachingWorks strategy is to ensure that all teachers have the training necessary for responsible teaching. We focus on a core set of fundamental capabilities that we call "high-leverage practices."

High-leverage practices are the fundamentals of teaching. These practices are used constantly and are critical to helping students learn important content. The high-leverage practices are also central to supporting students' social and emotional development. These high-leverage practices are used across subject areas, grade levels, and contexts. They are "high-leverage" not only because they matter to student learning but because they are basic for advancing skill in teaching.

In a group discussion, the teacher and students work on specific content together, using one another's ideas as resources. The purposes of a discussion are to build collective knowledge and capability in relation to specific instructional goals and to allow students to practice listening, speaking, interpreting, agreeing and disagreeing. The teacher and a wide range of students contribute orally, listen actively, and respond to and learn from others' contributions. Teachers work to ensure students are positioned as competent among their peers, that patterns of interaction are respectful, and that the collective work of the group uses the strengths of and benefits each student.

Become Part of Our Online Learning Community

Check out our virtual professional learning opportunities in practice-based teacher education, taught by TeachingWorks subject-matter specialists and featuring asynchronous and synchronous sessions.

For more information about high-leverage practices
Ball, D.L. and Forzani, F.M. (2009). The work of teaching and the challenge of teacher education. Journal of Teacher Education, 60, 497-511.

Ball, D.L., Sleep, L., Boerst, T.A., and Bass, H. (2009). Combining the development of practice and the practice of development in teacher education. The Elementary School Journal, May 2009, 458-74.
For information about core practices Core practice consortium
Grossman, P., Hammerness, K., and McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and teaching: Theory and practice, 15(2), 273-289.

Grossman, P. (ed.) (2018) Teaching core practices in teacher education. Cambridge, MA: Harvard Education Press.

Lampert, M. & Graziani, F. (2009). Instructional activities as tools for teachers' and teacher educators' learning. The Elementary School Journal, 109(5), 491-509.

# data[].attributes.attachment_link.description
Skip to main content The heart of the TeachingWorks strategy is to ensure that all teachers have the training necessary for responsible teaching. We focus on a core set of fundamental capabilities that we call "high-leverage practices." High-leverage practices are the fundamentals of teaching.

# data[].attributes.headline
Best Practices for Teaching ALL Students

# data[].attributes.subject
Best Practices for Teaching ALL Students

# data[].attributes.attachment_link.description
Response to Intervention (RtI) has been described in Florida as a multi-tiered system of supports (MTSS) for providing high quality instruction and intervention matched to student needs using learning rate over time and level of performance to inform instructional decisions.

# data[].attributes.headline
SAMPLE RtI/MTSS School Processes Handbook

# data[].attributes.subject
SAMPLE RtI/MTSS School Processes Handbook

# data[].attributes.body
MTSS/RtI "What's My Triangle?"

# data[].attributes.headline
Early Childhood Behavior Management: Developing and Teaching Rules

# data[].attributes.subject
Early Childhood Behavior Management: Developing and Teaching Rules

# data[].attributes.attachment_link.readable_text
This module, a DEC-recommended resource, includes information on how to create developmentally appropriate behavior rules for early childhood classrooms so that they link to a given school's behavior expectations. The importance of communication with families about rules and expected behaviors is also stressed (est. completion time: 1.5 hours).

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2022 Vanderbilt University. All rights reserved.

# data[].attributes.attachment_link.title
Early Childhood Behavior Management: Developing and Teaching Rules

# data[].attributes.attachment_link.description
This module, a DEC-recommended resource, includes information on how to create developmentally appropriate behavior rules for early childhood classrooms so that they link to a given school's behavior expectations. The importance of communication with families about rules and expected behaviors is also stressed (est. completion time: 1.5 hours).

# data[].attributes.attachment_link.readable_text
This module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are also described (est. completion time: 2 hours).

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

# data[].attributes.attachment_link.title
Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan

# data[].attributes.attachment_link.description
This module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are also described (est. completion time: 2 hours). Work through the sections of this module in the order presented in the STAR graphic above.

# data[].attributes.headline
IRIS Module: Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices

# data[].attributes.subject
IRIS Module: Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices

# data[].attributes.attachment_link.readable_text
This module overviews the effects of disruptive behaviors as well as important key concepts and foundational practices related to effective classroom behavior management, including cultural influences on behavior, the creation of positive climates and structured classrooms, and much more (est. completion time: 2 hours). Note: This resource replaces an earlier version of this module. Much of the information from that previous version can still be found in part two of the series:

# data[].attributes.attachment_link.title
Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices

# data[].attributes.attachment_link.description
This module overviews the effects of disruptive behaviors as well as important key concepts and foundational practices related to effective classroom behavior management, including cultural influences on behavior, the creation of positive climates and structured classrooms, and much more (est. completion time: 2 hours). Note: This resource replaces an earlier version of this module.

# data[].attributes.headline
IRIS Module: Addressing Challenging Behaviors (Part 1, Elementary): Understanding the Acting-Out Cycle

# data[].attributes.subject
IRIS Module: Addressing Challenging Behaviors (Part 1, Elementary): Understanding the Acting-Out Cycle

# data[].attributes.attachment_link.readable_text
Developed specifically with elementary school students in mind, this module-the first in a two-part series-discusses challenging behavior in terms of the phases of the acting-out cycle and offers strategies and tips for responding to students in each phase (est. completion time: 2.5 hours).

This resource was developed in collaboration with the Comprehensive, Integrated Three-Tiered Model of Prevention (Ci3T) Strategic Leadership Team and Vanderbilt University's Applied Behavior Analysis program (Department of Special Education).

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

# data[].attributes.attachment_link.title
Addressing Challenging Behaviors (Part 1, Elementary): Understanding the Acting-Out Cycle

# data[].attributes.attachment_link.description
Developed specifically with elementary school students in mind, this module-the first in a two-part series-discusses challenging behavior in terms of the phases of the acting-out cycle and offers strategies and tips for responding to students in each phase (est. completion time: 2.5 hours).

# data[].attributes.headline
IRIS Module: Addressing Challenging Behaviors (Part 2, Elementary): Behavioral Strategies

# data[].attributes.subject
IRIS Module: Addressing Challenging Behaviors (Part 2, Elementary): Behavioral Strategies

# data[].attributes.attachment_link.readable_text
The second in a two-part series, this module describes strategies that teachers can implement to prevent or address challenging behaviors (est. completion time: 2 hours).

This resource was developed in collaboration with the Comprehensive, Integrated Three-Tiered Model of Prevention (Ci3T) Strategic Leadership Team.

* Note: Before you proceed, we recommend that you first work through the first module:

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

# data[].attributes.attachment_link.title
Addressing Challenging Behaviors (Part 2, Elementary): Behavioral Strategies

# data[].attributes.attachment_link.description
The second in a two-part series, this module describes strategies that teachers can implement to prevent or address challenging behaviors (est. completion time: 2 hours). This resource was developed in collaboration with the Comprehensive, Integrated Three-Tiered Model of Prevention (Ci3T) Strategic Leadership Team.

# data[].attributes.headline
IRIS Module: Supporting Challenging Behaviors (SECONDARY, Part 1)

# data[].attributes.subject
IRIS Module: Supporting Challenging Behaviors (SECONDARY, Part 1)

# data[].attributes.attachment_link.readable_text
Developed specifically with middle and high school students in mind, this module-the first in a two-part series-discusses challenging behavior in terms of the phases of the acting-out cycle and offers strategies and tips for responding to students in each phase (est. completion time: 2.5 hours).

This resource was developed in collaboration with the Comprehensive, Integrated Three-Tiered Model of Prevention (Ci3T) Strategic Leadership Team and Vanderbilt University's Applied Behavior Analysis program (Department of Special Education).

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

# data[].attributes.attachment_link.title
Addressing Challenging Behaviors (Part 1, Secondary): Understanding the Acting-Out Cycle

# data[].attributes.attachment_link.description
Developed specifically with middle and high school students in mind, this module-the first in a two-part series-discusses challenging behavior in terms of the phases of the acting-out cycle and offers strategies and tips for responding to students in each phase (est. completion time: 2.5 hours).

# data[].attributes.headline
IRIS Module: Addressing Challenging Behaviors (Part 2, Secondary): Behavioral Strategies

# data[].attributes.subject
IRIS Module: Addressing Challenging Behaviors (Part 2, Secondary): Behavioral Strategies

# data[].attributes.attachment_link.readable_text
The second in a two-part series, this module describes strategies that teachers can implement to prevent or address challenging behaviors (est. completion time: 2 hours).

This resource was developed in collaboration with the Comprehensive, Integrated Three-Tiered Model of Prevention (Ci3T) Strategic Leadership Team.

* Note: Before you proceed, we recommend that you first work through the first module:

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

# data[].attributes.attachment_link.title
Addressing Challenging Behaviors (Part 2, Secondary): Behavioral Strategies

# data[].attributes.attachment_link.description
The second in a two-part series, this module describes strategies that teachers can implement to prevent or address challenging behaviors (est. completion time: 2 hours). This resource was developed in collaboration with the Comprehensive, Integrated Three-Tiered Model of Prevention (Ci3T) Strategic Leadership Team.

# data[].attributes.headline
Classroom Behavior Management (Part 2, Elementary): Developing a Behavior Management Plan- (Take Part 1 in Tier 1 Column first)

# data[].attributes.subject
Classroom Behavior Management (Part 2, Elementary): Developing a Behavior Management Plan- (Take Part 1 in Tier 1 Column first)

# data[].attributes.attachment_link.readable_text
Developed specifically with primary and intermediate elementary teachers in mind (e.g., K-5th grade), this module reviews the major components of a classroom behavior management plan (including rules, procedures, and consequences) and guides users through the steps of creating their own classroom behavior management plan (est. completion time: 2 hours). The module is a companion to Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices.

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2021 Vanderbilt University. All rights reserved.

# data[].attributes.attachment_link.title
Classroom Behavior Management (Part 2, Elementary): Developing a Behavior Management Plan

# data[].attributes.attachment_link.description
Developed specifically with primary and intermediate elementary teachers in mind (e.g., K-5th grade), this module reviews the major components of a classroom behavior management plan (including rules, procedures, and consequences) and guides users through the steps of creating their own classroom behavior management plan (est. completion time: 2 hours).

# data[].attributes.headline
Classroom Behavior Management (Part 2, Secondary): Developing a Behavior Management Plan- (Take Part 1 in Tier 1 Section first)

# data[].attributes.subject
Classroom Behavior Management (Part 2, Secondary): Developing a Behavior Management Plan- (Take Part 1 in Tier 1 Section first)

# data[].attributes.attachment_link.readable_text
Developed specifically with middle and high school teachers in mind (e.g., 6th-12th grade), this module reviews the major components of a classroom behavior management plan (including rules, procedures, and consequences) and guides users through the steps of creating their own classroom behavior management plan (est. completion time: 2 hours). The module is a companion to Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices.

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2022 Vanderbilt University. All rights reserved.

# data[].attributes.attachment_link.title
Classroom Behavior Management (Part 2, Secondary): Developing a Behavior Management Plan

# data[].attributes.attachment_link.description
Developed specifically with middle and high school teachers in mind (e.g., 6th-12th grade), this module reviews the major components of a classroom behavior management plan (including rules, procedures, and consequences) and guides users through the steps of creating their own classroom behavior management plan (est. completion time: 2 hours).