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Better Together: Using Multidisciplinary Teams for Systematic Functional Behavior Assessment and Intervention Planning for Students with Extensive Behavior Support Needs

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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 0009-0000-6701-1669), Meghan Edwards-Bowyer (ORCID 0009-0002-2201-7340), Lauren Evanovich (ORCID 0000-0001-9518-0259)
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
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  Data: Better Together: Using Multidisciplinary Teams for Systematic Functional Behavior Assessment and Intervention Planning for Students with Extensive Behavior Support Needs
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  Data: <searchLink fieldCode="AR" term="%22Stephanie+S%2E+Courson%22">Stephanie S. Courson</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-6701-1669">0009-0000-6701-1669</externalLink>)<br /><searchLink fieldCode="AR" term="%22Meghan+Edwards-Bowyer%22">Meghan Edwards-Bowyer</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-2201-7340">0009-0002-2201-7340</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lauren+Evanovich%22">Lauren Evanovich</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9518-0259">0000-0001-9518-0259</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Beyond+Behavior%22"><i>Beyond Behavior</i></searchLink>. 2025 34(3):150-158.
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  Data: 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
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  Data: 10.1177/10742956251336704
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  Data: 1074-2956<br />2163-5323
– Name: Abstract
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  Data: 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.
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  Data: 2025
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  Data: EJ1490568
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      – Type: doi
        Value: 10.1177/10742956251336704
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 150
    Subjects:
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Self Contained Classrooms
        Type: general
      – SubjectFull: Special Needs Students
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      – SubjectFull: Stress Variables
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      – SubjectFull: Functional Behavioral Assessment
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      – SubjectFull: Positive Behavior Supports
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      – SubjectFull: Intervention
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      – SubjectFull: Teacher Collaboration
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      – SubjectFull: Planning
        Type: general
      – SubjectFull: Individualized Education Programs
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      – SubjectFull: Program Implementation
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      – SubjectFull: Program Evaluation
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    Titles:
      – TitleFull: Better Together: Using Multidisciplinary Teams for Systematic Functional Behavior Assessment and Intervention Planning for Students with Extensive Behavior Support Needs
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            NameFull: Stephanie S. Courson
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            NameFull: Meghan Edwards-Bowyer
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            NameFull: Lauren Evanovich
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              Type: published
              Y: 2025
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