Part 2:

Objective: How to identify students in need of individual behavior intervention plan (BIP).

Crone, D. A. & Horner, R. H. (2003). Building Positive Behavior Support Systems in Schools: Functional Behavioral Assessment. New York: Guilford Press. P. 29-54

Sugai, G., & Horner, R. H. (1999-2000). Including the functional behavioral assessment technology in schools (invited special issue). Exceptionality, 8, 145-148.

Forness, S.R., Kim, J., & Walker, H.M. (2012). Prevalence of Students with EBD: Impact on General Education. Beyond Behavior, Winter (2012), 3-10.

Activity #2: On the Activity #2 Email your instructor a response to the following questions.
Using the FACTS Part B (also found on page 148 of Crone and Horner (2003) Functional Assessment Checklist for Teachers and Staff) interview one teacher who have a student experiencing behavioral difficulty. Summarize the information from the completed FACTS form including the following:

Download the FACTS form by clicking here.

1. Detailed description of problem behavior
2. Events that predict the behavior (antecedents)
3. Consequences that maintain the problem behavior
4. Summary statement of behavior that can be used to build a behavior intervention plan

Please format your summary of behavior in the following way:

During _________ (routine) when ___________ (antecedent/setting event), Student ______________(target behavior). Then,_________________ (consequence/outcome).  Therefore, the function of this behavior is ___________________(Get/Avoid).

For example: “During math class (routine) when Johnny is presented with a difficult math task to complete independently (antecedent), he yells out for help from the teacher and throws his materials (target behavior). Then, Johnny is removed from the classroom by his teacher.  Therefore, the function of Johnny’s behaviors is to avoid independent math work.”

See Crone and Horner (2003, p. 150) for directions on completing the FACTS Part B, including how to build a summary statement.

Classroom Discussion:
Participants should read the assigned readings and be prepared to discuss the following questions on the discussion board:

1) Based on the readings, what readily available data does your school possess that will allow you to determine which students might need tertiary prevention support? What percentage of your student population do you estimate will need tertiary prevention support? How did you arrive at this estimate? Refer to Figure 2.4 on page 19 of Crone and Horner (2003) and discuss how your estimate aligns with the percentages given in this figure.

2) What types of decision rules does your school use in identifying the students who need this intensive level of support? If your school does not currently use decision rules, then provide some sample decision rules that your school could start using. (See Crone and Horner (2003; p. 21) for examples of decision rules for level of FBA).

Additional Resources:

1) Sample FBA Practice Activities: Sample FBA Practice Activities

2) Chart Dog Website:

3) Missouri Department of Elementary and Secondary Education FBA/BIP Website: