Positive Supports for Behavior and Discipline Resource Database

The purpose of this guide is to describe how school-based personnel can build and implement a continuum of function-based supports at Tier 3 that are designed to more effectively meet the needs of a broader range of students who struggle with persistent challenging behavior. This guide is intended to be a resource for individuals and teams with a working knowledge of Tier 3 who regularly design and implement supports for students with intensive needs.

The purpose of this practice guide is to help teams conduct a comprehensive functional behavior assessment, develop a function-linked behavior intervention/support plan, and make data-based decisions. Functional behavior assessments help teams to identify the relation of targeted serious and intense (i.e., challenging) behavior to the environmental events that occur before and after the behavior is performed.

This self-paced 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 described in detail with interactive practice opportunities embedded throughout.

The National Center on Intensive Intervention publishes this chart to assist educators and families in becoming informed consumers who can select behavioral interventions that best meet their individual needs. The Center's Technical Review Committee (TRC) on Behavioral Intervention independently established a set of criteria for evaluating the scientific rigor of studies demonstrating the efficacy of behavioral intervention programs. The TRC rated each submitted study against these criteria but did not compare it to other studies on the chart. The presence of a particular program on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Behavior Intervention or the National Center on Intensive Intervention.

In this brief, we describe experiences of three school districts in various U.S. geographic regions as they installed screening tools as part of their screening processes. Education leaders have generously shared their advice for practitioners throughout the nation. We share five lessons learned from district leaders, including some selected quotes (see boxes). Leaders’ insights may be helpful for educators already involved in systematic screening as well as those who are newer to the process.

The National Center on Intensive Intervention publishes this chart to assist educators and families in becoming informed consumers who can select progress monitoring tools that best meet their individual needs. The Center's Technical Review Committee (TRC) on Behavior Progress Monitoring independently established a set of criteria for evaluating the technical adequacy of progress monitoring tools. The TRC rated each submitted tool against these criteria but did not compare it to other tools on the chart. The presence of a particular tool on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Progress Monitoring or the National Center on Intensive Intervention.

This webinar challenges current thinking about how to set appropriately ambitious and measurable behavioral goals in light of the 2017 Endrew F. v. Douglas County School District decision by the United States Supreme Court. In this webinar, presenters share 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. This webinar is a companion to the Strategies for Setting Data-Driven Behavioral Individualized Education Program Goals Guide.

The Data Decision-Making and Program-Wide Implementation of the Pyramid Model guide provides schools and programs with guidance on how to collect and use data to ensure: 1) the implementation of the Pyramid Model with fidelity and 2) decision-making that improves the provision of implementation supports, delivery of effective intervention, and the promotion of meaningful child outcomes in the early childhood classroom. 

The guides are based on a 5-point multicomponent intervention described. This guide addresses use of data.

This training module introduces the Taxonomy of Intervention Intensity and describes how it supports the DBI process by helping provide explicit guidance on how to select and evaluate validated behavior intervention programs to best meet students’ needs and intensify or adapt those interventions when students or groups of students do not adequately respond. 

In this CPIR webinar, Renee Bradley, of OSEP, is joined by representatives from Parent Centers, protection and advocacy agencies, and state directors of special education to  unpack the important “Dear Colleague” letter released in 2016 by OSEP regarding behavior and school discipline, and discuss its impact on the field.

This self-paced module offers an overview of young children who are dual language learners. Further, it highlights the importance of maintaining children and families’ home language at the same time they are learning a new or second language, discusses considerations for screening and assessing these children, and identifies strategies for supporting them in inclusive preschool classrooms. 

States and LEAs must report five types of disciplinary removals for children and youth with disabilities. The EDFacts IDEA Discipline Data Infographic visualizes the information from six IDEA Discipline data EDFacts file specification documents in an interactive infographic that outlines the discipline data for children and youth with disabilities ages 3 through 21 that states must include in their annual submission of EDFacts files FS005, FS006, FS007, FS088, FS143, and FS144. Data states report in these files include counts of children and youth with disabilities with in-school and out-of-school suspensions and expulsions; length of and reason for disciplinary removal; and count of disciplinary removals due to drugs, weapons, or serious bodily injury.  

The purpose of this module is to gain foundational knowledge of what behavior is, how behavior is defined, and what environmental factors influence behavior. This foundational knowledge is core to understanding behavior, supporting students with challenging behavior, and later, diagnosing function of behavior and developing effective behavioral interventions.

This self-paced module addresses the importance of engaging the families of students with disabilities in their child’s education. It highlights some of the key factors that affect these families and outlines some practical ways to build relationships and create opportunities for involvement.