All behavior serves a purpose or function—typically to access or avoid something. Thus, it is important to figure out the function of a student’s behavior to develop a plan with likelihood for success. To help determine function, school teams should start by collecting data on the A, B, Cs of behavior: Antecedent (A): anything that happens immediately before the behavior occurs Behavior (B): the action a student demonstrates that can be clearly defined and measured Consequence (C): any event (positive or negative) that occurs after a student demonstrates a behavior Once the function is determined, strategies or interventions can be put into place.
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NCII developed this resource to help educators better understand the purpose of and considerations surrounding behavior screening in schools. Educators can use the information on this resource in conjunction with the Behavior Screening Tools Chart to (a) design a screening process for their school and (b) select or evaluate screening tools.
This module provides foundational knowledge of what behavior is, how behavior is defined, and what environmental factors influence behavior.
This webinar explores current practices on behavioral screening within the context of a tiered system of support and provide an overview of NCII’s behavior screening tools chart.
This webinar shares how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior.
The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
Monitoring Student Progress for Behavioral Interventions (DBI Professional Learning Series Module 3)
This module focuses on behavioral progress monitoring within the context of the DBI process and addresses: (a) methods available for behavioral progress monitoring, including but not limited to Direct Behavior Rating (DBR), and (b) using progress monitoring data to make decisions about behavioral interventions.
Teams are a vital part of an effective multi-tiered system of supports (MTSS) across both academics and behavior as well as special education. Making connections across the across the various teams used in MTSS and special education can be challenging. This resource from NCII and the PBIS Center, provides information about how DBI can support IEP implementation and provides a table with key considerations for teams working across the MTSS system.
This webinar shared an overview of how social emotional learning (SEL) relates to intensive intervention and offer sample strategies and resources for building social and emotional competencies for students in need of intensive learning, social, emotional, or behavioral supports.
This brief presents an overview of how social and emotional learning (SEL) relates to intensive intervention and offers sample strategies for skill building among students in need of intensive learning, social, emotional, and behavioral supports.