DRAFT May 10, 2001, ISS – Page 1
EBS Individual Student Support System:
Self-Assessment
George Sugai, Anne Todd, Teri Lewis-Palmer, Robert Horner, Shanna Hagan-Burke, Tary Tobin, & Ben Smith
Center on Positive Behavioral Interventions and Supports
Purpose
Students who display high intensity problem behaviors require positive behavior support that is individualized, instructional, specialized, preventive, intensive, and sustained. However, even with the best implementation of the best interventions, improvements in student behavior are likely to be slow and incremental. Therefore, systems of behavior support for these students must emphasize the high fidelity and long-term implementation of research-validated practices and processes. In addition, individual student systems of support must be integrated into comprehensive continuum of school-wide behavior support in which specialized behavioral competence is present.
The purpose of this self-assessment is to provide a structure and process for school teams to examine the extent to which practices, systems, and processes are in place to address the educational needs of students with severe problem behaviors. Information from this self-assessment may be used to develop an action plan for sustaining, modifying, or developing a system of behavior support for students who display severe problem behaviors in schools.
Acknowledgements
The authors of this self-assessment acknowledge the many educators, family members, students, and researchers whom they have had the privilege to work with and learn from. Without the support, wisdom, and example of these individuals, this handbook would not have been possible.
In addition, the development of this self-assessment was supported in part by a grant from the Office of Special Education Programs, with additional funding from the Safe and Drug Free Schools Program, US Department of Education (H326S980003). Opinions expressed herein are those of the authors and do not necessarily reflect the position of the US Department of Education, and such endorsements should not be inferred. The OSEP Center on Positive Behavioral Interventions and Supports at the University of Oregon is supported by this grant, and is an equal opportunity and affirmative action organization.
The authors gratefully acknowledge Claudia Vincent who masterfully assisted in the preparation of this document.
© 2001 OSEP Center on Positive Behavioral Interventions and Supports. University of Oregon, Eugene.
To obtain additional copies of this self-assessment, go to ______
For more information about the OSEP Center on Positive Behavioral Interventions and Supports, go to or write to
Center on Positive Behavioral Interventions and Supports
1235 University of Oregon
Eugene, Oregon 97403-1235
EBS Individual Student Support System:
Self-Assessment
(DRAFT: Sugai, Todd, Lewis-Palmer, Horner, Hagan-Burke, Tobin, & Smith, 5-11-01)
School-Wide Behavior Support SystemFeature / In Place / Partially In Place / Not in Place
1. Commitment by >80% of staff to education of children with problem behavior
2. School-wide system of proactive discipline
3. Classroom-wide system of behavior & classroom management
4. On-going data collection & decision making procedures
5. Behavioral competence & behavioral specialist
6. School-wide discipline, climate, behavior support leadership team
7. Administrative support, leadership, & participation
8. >80% of students responding predictably & successfully to school-wide system of behavior support
9. Positive, preventive, & instructional approach to behavior & classroom management
10.
Individual Student Behavior Support System
Feature / In Place / Partially In Place / Not in Place1. Regular screening & assessment of behaviorally at-risk students
2. Immediate (1-2 days) response for high intensity situations
3. Efficient request for assistance process
4. Team based planning & problem solving process/structures
5. Specialized behavioral competence
6. Function-based approach to behavior support planning & implementation
7. ~10 hours/week/student
8. Family & community member involvement & communications
9. Regular staff/family training opportunities
10. Weekly review of individual student progress & implementation fidelity
11. Integrated systems of care or wraparound process (person-centered planning)
12. Direct link between individual programming & general school-wide expectations
13. Emphasis on general case programming to achieve generalized responding
14. Continuum of behaviorally-oriented interventions
15. Regular instruction & practice on behavioral expectations & consequences, both appropriate & inappropriate
16. Explicit, direct instruction & practice on general & individualized social skills
17. Explicit, direct instruction & practice on general & individualized self-management skills
18. Regular access to positive peer & adult role models
19.
20.
Daily Individualized Student Behavior Management Practices
Feature / In Place / Partially In Place / Not in Place1. Opportunities for explicit & individualized social skills instruction & practice
2. High rates of direct academic engagement related to IEP goals & objectives
3. Continuous active supervision
4. Daily opportunities for review, instruction, & positive reinforcement regarding academic & behavioral performance & progress
5. At least hourly opportunities for positive reinforcement
6. Daily progress communications between classroom & home
7. Explicit precorrections for high probability problem situations
8. Participation in group instructional activities
9.
10.
Behavior Support Specialist(s)
Feature / In Place / Partially In Place / Not in Place1. Assist school to establish structures, routines, processes, & forms for individual student behavior support system
2. Assist staff to commit to educating students with problem behavior
3. Teach school staff about rationale & general processes for individual student behavior support systems
4. Collect functional assessment information through (a) interviews, (b) direct observations, & (c) routine analyses
5. Develop & validate testable hypotheses statements from functional assessment information
6. Apply competing pathways logic to development of behavior support plan
7. Develop detailed plan for implementation of behavior support plan
8. Assess contextual fit (social validation) of behavior support & implementation plans
9. Facilitate team-based problem solving processes & meetings
10. Develop schedules & procedures for monitoring & evaluating implementation of behavior support plan & student progress
11. Train & mentor at least one other individual in skills & responsibilities of behavior support specialist
12. Participate in & facilitate development of multi-disciplinary comprehensive behavior support plans
13. Demonstrate fluency with principles, procedures, & techniques of applied behavior analysis
14. Demonstrate knowledge of relationship between school-wide, classroom, & individual students behavior support systems
15. Demonstrate working knowledge of district/regional behavior support resources & capacity to coordinate with school efforts
16. Work collaboratively with families, agency representatives, service providers, etc.
17. Demonstrate working knowledge of general classroom & behavior management strategies
18. Demonstrate working knowledge of general instruction design, curriculum, & effective teaching practices
19.
20.
Other Notes:
Action Planning
Based on the self-assessment, does a need exist to establish an individual student system of positive behavior support?If no, stop. If yes, continue below
What agreements, resources, supports, etc. are needed before developing an action plan?
What agreement needs to be achieved? / 1. / 2. / 3.
Who needs to agree?
How will agreement be achieved?
When will agreement be achieved?
How (action plan) will missing features be put in place?
What features are not in place? / 1. / 2. / 3.
Who will work on this feature?
How will feature be put in place?