Better Together: Using Multidisciplinary Teams for Systematic Functional Behavior Assessment and Intervention Planning for Students with Extensive Behavior Support Needs
Saved in:
| Title: | Better Together: Using Multidisciplinary Teams for Systematic Functional Behavior Assessment and Intervention Planning for Students with Extensive Behavior Support Needs |
|---|---|
| Language: | English |
| Authors: | Stephanie S. Courson (ORCID |
| Source: | Beyond Behavior. 2025 34(3):150-158. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive Tests/Questionnaires |
| Descriptors: | Interdisciplinary Approach, Special Education Teachers, Self Contained Classrooms, Special Needs Students, Stress Variables, Teacher Burnout, Functional Behavioral Assessment, Positive Behavior Supports, Intervention, Teacher Collaboration, Planning, Individualized Education Programs, Program Implementation, Program Evaluation |
| DOI: | 10.1177/10742956251336704 |
| ISSN: | 1074-2956 2163-5323 |
| Abstract: | Special educators working in self-contained settings for students with extensive behavioral needs face high rates of teacher burnout and attrition. Research also indicates that these professionals face notable environmental stressors and poor working conditions, even when compared to special educators in other settings. To address teacher burnout and promote effective practice, we present a tool for systematically completing a functional behavior assessment and corresponding behavior intervention plan as a multidisciplinary team. A structured, team-based approach to behavior assessment and planning may reduce educator stress, mitigate factors that lead to teacher burnout, and ultimately increase positive student behaviors. The tool is designed to reduce barriers identified in the literature that traditionally make team-based behavior assessments and interventions less effective. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490568 |
| Database: | ERIC |
| Abstract: | Special educators working in self-contained settings for students with extensive behavioral needs face high rates of teacher burnout and attrition. Research also indicates that these professionals face notable environmental stressors and poor working conditions, even when compared to special educators in other settings. To address teacher burnout and promote effective practice, we present a tool for systematically completing a functional behavior assessment and corresponding behavior intervention plan as a multidisciplinary team. A structured, team-based approach to behavior assessment and planning may reduce educator stress, mitigate factors that lead to teacher burnout, and ultimately increase positive student behaviors. The tool is designed to reduce barriers identified in the literature that traditionally make team-based behavior assessments and interventions less effective. |
|---|---|
| ISSN: | 1074-2956 2163-5323 |
| DOI: | 10.1177/10742956251336704 |
