Presenting at the Bucharest International ABA Conference 2018:
Functional Behaviour Assessments and School-wide Behaviour Support Plans
Schools face a number of challenges in educating pupils. In addition to the responsibility of effectively teaching academic subjects/skills such as maths, science, literacy, the arts, reading and writing, educators must increasingly deal with non-academic factors that influence the instruction they provide. Examples of such factors include behaviour problems that disrupt learning and negatively affect school climate such as off-task behaviour, non-compliance, defiance, disruptive behaviour in the classroom, vandalism, bullying, or even violence. School-wide Behaviour Support Plans as guided by Functional Behaviour Assessments provide assessment driven and comprehensive support that focuses on redesigning ‘environments’ to reduce problem behaviours and to increase adaptive, social behaviours. Thus, targeted individualised support includes interventions that are designed for groups of pupils at risk for discipline problems or school failure. Such Behaviour Support Plans are neither a curriculum nor a program of prescribed strategies. Rather, they can be conceptualised as a framework under which systems identify predictable problems, select logical strategies to improve outcomes, facilitate consistent implementation, and use data to evaluate their success. It is helpful to conceive them as a sequence or continuum of processes and practices ranging from the most general universal strategies (i.e., rules, routines, and arrangements) to the most specific intensive interventions.