Welcome to Utilizing Functional Assessment to Develop Behavior Intervention Plans: Individual Positive Behavior Support!


To download the Training Syllabus, click here.

To download Meeting #1 Reading & submit Activity #1, click here.

To download Meeting #2 Reading & submit Activity #2, click here.

To download Meeting #3 Reading & submit Activity #3, click here.

To download Meeting #4 Reading & submit Activity #4, click here.



School-wide Positive Behavior Interventions and Supports (PBIS) are preventative strategies designed to support students through a three-tiered system of primary, secondary, and tertiary prevention plans. Primary prevention utilizes school-wide procedures as a basic level of behavioral support for all students in all settings in the school. Some students require additional support through a secondary prevention or targeted group support plan. Secondary supports are often needed for 5 to 20% of a given student population.

Typically there will be a small number of students (usually 1-5%) that will require a more comprehensive plan, designed to support their unique needs across multiple settings. These comprehensive plans are referred to tertiary prevention or intensive plans of support.


The purpose of this training is to present the practices for supporting students who require the highest most intensive level of individualized support within a school-wide system of PBIS.  This includes: a) describing the features of the intensive level of support for individual students; b) procedures currently being used to provide comprehensive supports to high need students; and c) strategies for addressing challenges to the implementation of intensive individual supports.


  • Develop individualized, strength-based plan with students and families in need of tertiary prevention plans.
  • Utilize a collaborative team process to develop tertiary plans that include and value the voice and choices of youth and their families.
  • Consider multiple environments when developing the plan (home, school, & community).
  • Identify community resources as well as school resources and build partnerships with local agencies that may have the expertise to support skill development among school staff so schools can become more capable of providing this level of support for students and families.


Required Reading Materials:

  1. [BOOK] Crone, D. A. & Horner, R. H. (2003). Building Positive Behavior Support Systems in Schools: Functional Behavioral Assessment. New York: Guilford Press.
  2. [BOOK] Sprick, R. (2012).  Teacher’s Encyclopedia of Behavior Management, 2nd Edition: 100+ Problems/500+ Plans.  Eugene, OR: Pacific Northwest Publishing.

Additional readings for each meeting are available for download above and will also be available on a CD provided to each building.

Suggested Supplemental Reading Materials (Optional):

  1. [BOOK] Colvin, G. (1992). Managing acting-out behavior: A staff development program. Eugene, OR: Behavior Associates
  2. [BOOK] Epstein, M. H., Kutash, K., & Duchnowski, A. (Eds.) (1998). Outcomes for children and youth with emotional and behavioral disorders and their families: Programs and evaluation best practices. Austin, TX: Pro-Ed.
  3. [BOOK] Walker, H., Gresham, F., & Ramsey, E. (2003). Antisocial behavior in public schools: Strategies and best practices. 2nd Edition, Pacific Grove, CA: Brookes/Cole.
  4. Tobin, T. (2005). Parents’ Guide to Functional Assessment. Educational and Community Supports, University of Oregon, 3rd edition.


The four meetings will consist of (a) assigned readings, (b) structured activities and online forums, and (c) critical writing assignments.

Training participants will be presented training content through readings, discussions, and practice activities. It will be the student’s responsibility to participate in these activities and provide the instructor with information that indicates an understanding and mastery of training content.

It will be the instructor’s responsibility to facilitate & contribute to online discussions; review student performance; and provide feedback that enables students to meet training objectives.

Please note: It is expected that you will have read all discussion articles for each scheduled online discussion.


Participants are expected to engage in all class activities and discussions.  Participants are expected to be thoroughly prepared.

Thoroughly prepared is defined as:

1.    Having read the assigned readings sufficiently to:

a.  Discuss ideas, concepts, issues, and practices from the readings
b.  Relate current information to that previously read or discussed.
c.  Apply information to problem situations.

2.    Formulating and presenting questions when information from readings and presentations are unclear.


Each of the four parts of the training presents an activity to be completed by the student. Activities are described in the syllabus under each section.   It is the student’s responsibility to complete each activity and email a summary of the activity to their instructor. Late postings may not receive feedback from instructor and may not receive credit for training

Classroom Discussions:
The topics included in the classroom discussion questions will be reviewed during the live sessions.  Prior to each live session, please review the classroom discussions and be prepared to share your responses.

Online Submission of Written Work:
Please submit the final project to your instructor via email attachment on or before the due date. Please title the attachment with your last name and the assignment number (i.e., Johnson Final Project). For group projects use the school or district name (i.e., Eastern Elementary Final Project). Written work should be typed using 12-point font and double spaced and formatted using Microsoft Word.


The implementation tools provided during the training are not required. However, if you and/or your team are considering implementing this model, these tools will be valuable in helping you to gather and share data, present information, and develop an effective implementation plan that is geared toward the unique needs of your setting.


1. “REGULAR CONTRIBUTION” is required for all scheduled activities.  Activities will cover a period of time (typically 4-6 weeks) allowing participants sufficient time to complete their assignments.  The participants are responsible for information covered in assigned readings, handouts, discussions, and activities.  Contribution to classroom discussions and submission of activities is stressed because students will have opportunities to improve their knowledge base through activities and discussions of critical topics and issues.

2. Like the instructor, students are expected to be THOROUGHLY PREPARED.  “Thoroughly prepared” is defined as having read the readings sufficiently to verbally and in writing (a) discuss definitions, concepts, issues, and procedures and (b) relate this information to content presented in previous online discussions or readings.  It also implies that students have reviewed information from previous readings and class meetings.  It will be the students’ responsibility to prepare questions when information from readings or class discussions is unclear.

3. Students must contact the instructor in case of illness or emergencies that would preclude them completing assignments as scheduled.

4. All assignments must be submitted AT OR BEFORE THE ASSIGNED DUE DATE. Unexcused assignments submitted after the due date may be returned ungraded or may be assigned a lower grade. Prior notification is required for excused assignments.

5. ALL WRITTEN ASSIGNMENTS must be prepared in a PROFESSIONAL manner. “Professional” is defined as proofread with correct spelling. Products that, in the judgment of the instructor, are unreadable or unprofessionally prepared will be returned ungraded.


Florida’s Positive Behavioral Support Project


This website from Florida’s Positive Behavioral Support Project provides tools to Increase the capacity of school districts to address problem behaviors.

The materials on the link below are related to PBS for individual students and are available to download. It is suggested that these items be used to assist in building competence across your district, school, individual team, etc.


Technical Assistance Center on Positive Behavioral Interventions & Supports


The main difference between tertiary and other levels of positive behavior support is the focus of the interventions. The defining features of Tertiary Prevention (i.e., identification of goals, data collection and analysis, summary statements, multi-element plans, and a monitoring system) address the needs of individual children. It is support that is focused on meeting individual needs; and the characteristics of individual students and specific circumstances related to them (e.g., differences in the severity of behavior, complexity of environment) dictate a flexible, focused, personalized approach. This means that Tertiary Prevention allows teams to vary features of the process (e.g., data collection tools used, breadth of information gathered, specificity and number of hypotheses generated, extent of the behavioral support plan, and degree of monitoring) to provide the most individualized behavior support possible.


Intervention Central


Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards.