Tiers 2 & 3 Intervention: Individual Behavior Plans & Functional Assessment

Authors

Scott Fluke, University of Nebraska-Lincoln
Reece L. Peterson, University of Nebraska-LincolnFollow

Document Type

Learning Object

Date of this Version

1-2015

Citation

Strategy brief

Building and Sustaining Student Engagement series (January 2015)

Barkley Center, University of Nebraska-Lincoln, Lincoln, Nebraska, United States

Abstract

Conclusion

Individual behavior plans are intensive interventions designed to decrease the problem behavior of an individual student. Accordingly, individual behavior plans should be reserved for students who exhibit challenging behavior that is resistant to less intensive intervention efforts. When implemented correctly (i.e., when informed by functional behavior assessments, data-based decision making, and supervised by a problem-solving team with members trained in behavioral support), individual behavior plans have been shown to reduce problem behaviors and increase pro-social behaviors in a variety of populations, including students in special education. Functional behavior assessments and individual behavior plans should therefore be considered as evidence-based practices for changing student behavior, particularly when supported by school wide positive behavioral interventions and supports.

See related Strategy Briefs on: Behavior Contracting; Motivation; Positive Behavior Interventions & Supports; and Reinforcement.